Social Process Variables Affecting Reading Performance in Delayed Readers.

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Lorton, Mary; Kukuk, Christopher

1978-01-01

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

Social Interaction Determinants of South African Reading Literacy Achievement: Evidence from PrePIRLS 2011

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Bergbauer, Annika; van Staden, Surette

2018-01-01

This study identifies factors predicting reading literacy achievement among Grade 4 students in South Africa by utilizing Vygotsky's social interaction theory. The study draws on the preProgress in International Reading Literacy Study (prePIRLS) 2011 data, which places South African Grade 4 students' results below the international centre point of…

Blended Learning via Mobile Social Media & Implementation of “EDMODO” in Reading Classes

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Tahsin Yagci

2015-08-01

Full Text Available Almost there is nowhere that we don’t use permeated smart technology. Increasingly developing mobile and wireless innovations forced us to integrate them to all fields in our lives. The latest trend in education is now blended learning and applications of mobile learning in educational environments. Pervasive and augmented usage of social media such as Facebook, YouTube, Twitter, Instagram, Bloggers etc. forced educators consider integrating social educational platforms into their academic curriculum. Furthermore the advancement in mobile device technologies with internet connectivity made mobile blended learning inevitable. Thus, for a long time educators are determent to adapt mobile learning for their lessons. So teaching evolves 7/24 through social mobile platforms. In my study I will clarify how to use social mobile media and devices in EFL teaching. Especially, there will be significant strategies how to enhance students’ reading skills using Edmodo in my lessons practically. Advantages and disadvantages of mobile learning will be discussed in my paper. We will have an overview of learners’ attitudes about social media and mobile learning platforms. What kind of reading tasks could be given through on Edmodo? How will be the assessment in this process? Are there any collaborative learning methods in Edmodo? All these and more questions are going to be enlightened in this study. Keywords: Blended learning, mobile devices, social mobile media, reading comprehension skills, student centered approach

Use of social media for reading culture development among ...

African Journals Online (AJOL)

Many activities of academic life require the ability to read and write. Reading helps to develop the mind and personality of a person; it also enriches ones' intellectual abilities. But, with the current popularity of social media, it is slowly and steadily taking over the mind of young people who are expected to cultivate good ...

THE SOCIAL PRACTICE OF READING AND WRITING INSTRUCTIONIN SCHOOLS FOR INTELLECTUALLY DISABLED PUPILS

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Monica REICHENBERG

2013-09-01

Full Text Available In Sweden, schooling for children who are regarded as intellectually disabled is organised in a special school, Särskolan. The overall aim of this article was to investigate the teachers’ attitudes towards the social practice of reading and writing instruction in Särskolan.Therefore, 40 teachers from Northern Swedenwere sampled for the em­pi­rical study. The teachers were asked to fill out a questionnaire. One of the findings was that the teachers reported different attitudes towards the social practice of reading and writing instruction. Another finding was that the teachers reported they did not practice the documentation of reading and writing difficulties. Furthermore, the practice of documentation was associated with professio­nal competence in reading and writing literacy. The study suggests that literacy educa­tion did have an effect on teachers’ attitu­des towards their practice of docu­men­ting.However, the openness towards organizational learning was polarized, and consequently, it produced a threshold for change. Accordingly, more studies are necessary for further descrip­tion and explanation of the complexities of the present findings.

Reading, Demographic, Social and Psychological Factors Related to Pre-adolescent Smoking and Non-smoking Behaviors and Attitudes.

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Sunseri, Albert J.; And Others

1983-01-01

A study examined reading, demographic, social, and psychological factors related to preadolescent smoking and nonsmoking behaviors and attitudes. Variables studied included reading achievement, family involvement, and racial and sex differences. (Authors/CJ)

Reading Aloud, Play, and Social-Emotional Development.

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Mendelsohn, Alan L; Cates, Carolyn Brockmeyer; Weisleder, Adriana; Berkule Johnson, Samantha; Seery, Anne M; Canfield, Caitlin F; Huberman, Harris S; Dreyer, Benard P

2018-04-09

To determine impacts on social-emotional development at school entry of a pediatric primary care intervention (Video Interaction Project [VIP]) promoting positive parenting through reading aloud and play, delivered in 2 phases: infant through toddler (VIP birth to 3 years [VIP 0-3]) and preschool-age (VIP 3 to 5 years [VIP 3-5]). Factorial randomized controlled trial with postpartum enrollment and random assignment to VIP 0-3, control 0 to 3 years, and a third group without school entry follow-up (Building Blocks) and 3-year second random assignment of VIP 0-3 and control 0 to 3 years to VIP 3-5 or control 3 to 5 years. In the VIP, a bilingual facilitator video recorded the parent and child reading and/or playing using provided learning materials and reviewed videos to reinforce positive interactions. Social-emotional development at 4.5 years was assessed by parent-report Behavior Assessment System for Children, Second Edition (Social Skills, Attention Problems, Hyperactivity, Aggression, Externalizing Problems). VIP 0-3 and VIP 3-5 were independently associated with improved 4.5-year Behavior Assessment System for Children, Second Edition T-scores, with effect sizes (Cohen's d) ∼-0.25 to -0.30. Receipt of combined VIP 0-3 and VIP 3-5 was associated with d = -0.63 reduction in Hyperactivity ( P = .001). VIP 0-3 resulted in reduced "Clinically Significant" Hyperactivity (relative risk reduction for overall sample: 69.2%; P = .03; relative risk reduction for increased psychosocial risk: 100%; P = .006). Multilevel models revealed significant VIP 0-3 linear effects and age × VIP 3-5 interactions. Phase VIP 0-3 resulted in sustained impacts on behavior problems 1.5 years after program completion. VIP 3-5 had additional, independent impacts. With our findings, we support the use of pediatric primary care to promote reading aloud and play from birth to 5 years, and the potential for such programs to enhance social-emotional development. Copyright © 2018 by the

When neighbours are not neighbours: A social-scientific reading of ...

African Journals Online (AJOL)

As starting point, attention is given to the history of the interpretation of the parable, as well as to its integrity and authenticity. A social-scientific reading of the parable is then presented. The parable is read against the socio-economic and political backdrop of firstcentury Palestine village life in which friendship, hospitality, ...

Reading Hebrews through Akan ethnicity and social identity | Kissi ...

African Journals Online (AJOL)

The Akan people of Ghana have concepts of ethnicity and social identity which are similar to those found in the Mediterranean world, which find expression in the issues addressed in the letter to the Hebrews. This similarity makes the reading of Hebrews in light of Akan ethnicity and social identity possible, giving one the ...

Developing a universal reading comprehension intervention for mainstream primary schools within areas of social deprivation for children with and without language-learning impairment: a feasibility study.

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McCartney, Elspeth; Boyle, James; Ellis, Sue

2015-01-01

Some children in areas of social deprivation in Scotland have lower reading attainment than neighbouring children in less deprived areas, and some of these also have lower spoken language comprehension skills than expected by assessment norms. There is a need to develop effective reading comprehension interventions that fit easily into the school curriculum and can benefit all pupils. A feasibility study of reading comprehension strategies with existing evidence of efficacy was undertaken in three mainstream primary schools within an area of social deprivation in west central Scotland, to decide whether further investigation of this intervention was warranted. Aims were to measure comprehension of spoken language and reading via standardised assessments towards the beginning of the school year (T1) in mainstream primary school classrooms within an area of social deprivation; to have teachers introduce previously-validated text comprehension strategies, and to measure change in reading comprehension outcome measures towards the end of the year (T2). A pre- and post-intervention cohort design was used. Reading comprehension strategies were introduced to staff in participating schools and used throughout the school year as part of on-going reading instruction. Spoken language comprehension was measured by TROG-2 at T1, and reading progress by score changes from T1 to T2 on the WIAT-II(UK) -T reading comprehension scale. Forty-seven pupils in five classes in three primary schools took part: 38% had TROG-2 scores below the 10(th) centile. As a group, children made good reading comprehension progress, with a medium effect size of 0.46. Children with TROG-2 scores below the 10(th) centile had lower mean reading scores than others at T1 and T2, although with considerable overlap. However, TROG-2 did not make a unique contribution to reading progress: children below the 10(th) centile made as much progress as other children. The intervention was welcomed by schools, and the

Book Clubs: An Ethnographic Study of an Innovative Reading Practice in Spain

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Álvarez-Álvarez, Carmen

2016-01-01

The most innovative reading practices currently rely on the paradigm of dialogic reading. Book clubs, literary gatherings and study circles are emerging in different social spaces to promote reading and literary discussion amongst adults, and libraries, bookshops, cultural centres, etc. are increasingly developing strategies in this direction.…

The Uses and Limits of Social Reinforcement and Industriousness for Learning to Read. Technical Report #60.

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Tharp, Roland G.; Gallimore, Ronald

This report describes a study of the use of social reinforcement to increase the industriousness, and subsequently the reading competence, of children in the kindergarten through third grade classes of the Kamehameha Early Education Program (KEEP) demonstration school. Teacher behaviors, pupil industriousness, and pupil reading performance were…

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

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Broeder, Peter; Stokmans, Mia

2013-06-01

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

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

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

2017-12-15

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

Reading behaviour from adolescence to early adulthood: A panel study of the impact of family and education on reading fiction books

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Nagel, I.; Verboord, M.

2012-01-01

In this article we study how the frequency of book-reading - a form of legitimate culture - develops in the period from adolescence to young adulthood and how it is influenced by parents' education, parental reading socialization climate, school and their interactions. In disentangling parental and

Reading Societies and their Social Exclusivity: Dalmatia in the First Half of the 19th century

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Jelena Lakuš

2009-04-01

Full Text Available Reading societies, known as the gabinetto di lettura, or the casino, appeared in Dalmatia in the middle of the 18th century modelled on their Western European, North Italian and Austrian counterparts. They became centres of social and cultural life in the region. However, their number was very small in comparison with other Central and Western European countries. In spite of that, their statutes can serve a historian as very fertile and useful historical sources. First of all, they can reveal the importance given to books and reading as well as changing attitude towards reading in the course of time. They can also indicate social structure of the reading circles as well as the interaction and communication among the members. In addition, they can reveal the participation of women in social and cultural life, internal functioning of the society, etc. Based on the statutes of several reading societies of the 19th century, this work suggests several important issues. First, it shows that in the first half of the 19th century the membership of these societies was still select and prestigious, acquired by position on the social scale. In other words, reading societies were still confined to very narrow social circles of the educated. Although in Western parts of Europe the reading public became more heterogeneous and open, in Dalmatia reading still preserved its exclusive features. Second, the work also suggests that what some historians of book and reading called the ”reading revolution” or ”revolution in reading” occurred in Dalmatia much later, and even then mostly in urban areas. Some changes in reading habits occurred in the region, albeit to a limited extent and with less influence on society as a whole. Third, the work also demonstrates that from the 1840s reading acquired a new dimension, becoming open to the more social strata and gradually losing its exclusive character. The reading societies, lending libraries and other cultural

Comparing Swedish and Norwegian Teachers' Professional Development: How Human Capital and Social Capital Factor into Teachers' Reading Habits

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Reichenberg, Monica; Andreassen, Rune

2018-01-01

The present study compares how Swedish (n = 340) and Norwegian (n = 236) teachers' human capital and social capital support reading habits as an aspect of professional development. The overall aim was to describe how teachers' human and social capital support their professional development as measured by the aspect of reading habits during leisure…

Emergent Readers' Social Interaction Styles and Their Comprehension Processes during Buddy Reading

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Christ, Tanya; Wang, X. Christine; Chiu, Ming Ming

2015-01-01

To examine the relations between emergent readers' social interaction styles and their comprehension processes, we adapted sociocultural and transactional views of learning and reading, and conducted statistical discourse analysis of 1,359 conversation turns transcribed from 14 preschoolers' 40 buddy reading events. Results show that interaction…

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

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Sonia Maria Gomes Ferreira

2008-04-01

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

Reflective Journaling as a Flipped Classroom Technique to Increase Reading and Participation With Social Work Students.

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Sage, Melanie; Sele, Patti

Students in undergraduate social work practice courses come to the class with varying levels of educational, life, and practice experience. Students require an introduction to the material through textbook reading before they are able to engage in critical discussions, yet reading adherence varies widely among students. This research explores the use of reflective journals as a Flipped Classroom technique to increase reflective thinking and reading adherence. This study surveys 27 students in two practice courses about the use of weekly reflective journaling as a flipped classroom assignment. Findings support that reflective reading journals increase student preparation and engagement, but require more work for students and instructors. Implications are discussed.

Literary socialization and reading preferences: Effects of parents, the library, and the school

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Kraaykamp, G.L.M.

2003-01-01

In this article, I study the long-term effects of reading socialization in the parental home, the use that is made of the extensive supply of books in the library, and the cultural encouragement that takes place in secondary school. Employing representative data for the Netherlands in 1998 (N=1762),

Literary socialization and reading preferences : Effects of parents, the library, and the school

NARCIS (Netherlands)

Kraaykamp, Gerbert

2003-01-01

In this article, I study the long-term effects of reading socialization in the parental home, the use that is made of the extensive supply of books in the library, and the cultural encouragement that takes place in secondary school. Employing representative data for the Netherlands in 1998 (N=1762),

Reading literacy intervention with fifth graders in Lima

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Silvia Morales Silva

2009-06-01

Full Text Available This study examined the effects of the reading comprehension program Lectura for fifth graders of middle-class and low-class social economic backgrounds in Lima (Peru on read­ing literacy and reading motivation. The intervention emphasized reading strategies and dimensions of reading motivation. ANOVA was used in order to calculate the effects of measurement point, group, social economic status and gender on reading comprehension and reading motivation. Results showed that reading literacy increased more in the interven­tion group than in the control group. Children from the low social economic background benefited more from the intervention than children with a middle social economic back­ground. The program had also a significant impact on children’s reading motivation.

Reading as a Skill or as a Social Practice in French Immersion?

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Roy, Sylvie; Schafer, Paul-Christophe

2015-01-01

This paper looks at reading in French immersion and how learning French is seen more as a skill rather than a social practice that could be examined through a more critical lens. Most of the teachers often teach students how to read but rarely will they discuss the role of French in Canadian society and how this is manifested in the texts they…

WWC Review of the Report "The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools." What Works Clearinghouse Single Study Review

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What Works Clearinghouse, 2013

2013-01-01

The study reviewed in this paper examined the impact of "Collaborative Strategic Reading" ("CSR"), a set of instructional strategies used to build reading proficiency, on the reading comprehension of fifth-grade students. The analysis included 1,355 students from 74 social studies classrooms within 26 linguistically diverse…

Reading and Note Taking in Monological and Dialogical Classes in the Social Sciences

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Cartolari, Manuela; Carlino, Paula; Colombo, Laura M.

2013-01-01

This qualitative study explores the uses of reading and note-taking in two pre-service teacher training Social Sciences courses. Data analysis of in-depth interviews with professors and students, class observations and course materials suggested two polar teaching styles according to how bibliography was included in the course and the presence or…

Pre-reading activities in EFL/ESL reading textbooks and Turkish preparatory school teachers' attitudes toward pre-reading activities

OpenAIRE

Jecksembieyva, Nurgaisha

1993-01-01

Ankara : Faculty of Humanities and Letters and the Institute of Economics and Social Sciences of Bilkent University, 1993. Thesis (Master's) -- -Bilkent University, 1993. Includes bibliographical references leaves 35-40. The main focus of this study was to investigate pre-reading activities in EFL/ESL reading textbooks and to determine teachers' attitudes toward pre-reading activities. Fifteen reading textbooks for EFL/ESL students for different proficiency levels (beginning, interm...

The effects of parental reading socialization and early school involvement on children's academic performance: A panel study of primary school pupils in the Netherlands

NARCIS (Netherlands)

Kloosterman, J.G.; Notten, N.J.W.R.; Tolsma, J.; Kraaykamp, G.L.M.

2011-01-01

This study examines the extent to which parental reading socialization and early school involvement account for performance differences between low-status and high-status children in successive primary school grades. It investigates not only the direct effects of these parental practices on

The effects of parental reading socialization and early school involvement on children's academic performance: a panel study of primary school pupils in the Netherlands

NARCIS (Netherlands)

Kloostermann, R.; Notten, N.; Tolsma, J.; Kraaykamp, G.

2011-01-01

This study examines the extent to which parental reading socialization and early school involvement account for performance differences between low-status and high-status children in successive primary school grades. It investigates not only the direct effects of these parental practices on

Uncommon social trajectories: Chilean low-income adolescents with reading skills

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Iván Ortiz

2013-07-01

Full Text Available It is generally believed that students from low-income families are less successful at school, as indicated by theories of social reproduction. This article focuses on Chilean students that, in spite of their social background, have performed well in the Programme for International Student Assessment (PISA 2009. Using logistic regression analysis we identify factors associated with academic achievement in reading. Results show that student variables have a greater explanatory value than family and school variables.

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

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

2016-01-01

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

Into the Curriculum. Creative Dramatics: Valentine Lip Sync Book Charades; Language Arts/Social Studies: Found Poetry from Primary Sources; Reading/Language Arts: A Thematic Activity To Herald in the New Year; Science: Asian Elephant Life Cycles; Social Studies: Conservation of Animal Species-Asian Elephants; Social Studies: What Makes a Leader?

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Shugar, Candace; Robinson, Alice A.

2003-01-01

Provides six fully developed library media activities that are designed for use with specific curriculum units in creative dramatics, language arts, social studies, reading, and science. Library media skills, curriculum objectives, grade levels, resources, instructional roles, activities and procedures, evaluation, and follow-up are described for…

The Effects of Social Norms on Parents' Reading Behaviour at Home with Their Child

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Colgate, Orla; Ginns, Paul

2016-01-01

Currently, parental involvement research considers parents as individuals, and gives little consideration to them as a collective body, including how, as a group, they might influence each other. This study examined the influence of parent social norms on parents' home reading behaviour with their child. Two quasi-experiments conducted in two…

The Role of RAN and Reading Rate in Predicting Reading Self-Concept

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Kasperski, Ronen; Shany, Michal; Katzir, Tami

2016-01-01

Social identity theory states that a person's self-concept is created from comparison with others (Walsh & Gordon, 2008). In the case of reading, oral reading is a salient feature young children have to compare themselves on to their classroom peer group. The current study was set to explore the ability of oral reading tasks such as rapid…

Designing Reading Materials for the Faculty of Social and Political Sciences at UIN Syarif Hidayatullah Jakarta

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Devi Yusnita

2016-01-01

Full Text Available This research is aimed to design reading materials for the Faculty of Social and Political Sciences, UIN Syarif HIdayatullah Jakarta, due to the absence of such specific materials in the market. To produce satisfactory teaching materials, the researcher did some steps i.e. doing needs analysis, reviewing the principles of materials design and reading strategies, designing course framework, designing syllabus, designing the reading materials, and implementing the sample lessons. The needs analysis was intended to find out what the students needed and to find out the subjects the students learned from the institution in order to produce adequate reading materials. Based on the needs analysis, the researcher then identified the global aims of the course, thereby, the writer designed course framework. This course framework contained general points of reading themes and topics, information of classroom activities that followed up reading, the length of study session, the number of the course meetings, and the number of participants. The course framework became the basis to write the syllabus. Finally the syllabus became the basis for designing reading materials.

Relation Between Reading and Quality of Life of Adolescents: Results of Cohort Cross-Sectional Sequential Study

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Elena G. Vikhareva

2016-01-01

Full Text Available Background: Determination and monitoring of the quality of life of adolescents are needed to examine the social conditions of their life.Objective: Our aim was to study the relation between reading books and the number of read books with the quality of life of adolescents. Patients and Methods: We conducted a cross-sectional cohort study where examined the quality of life of children aged 13–18 years attending secondary educational institutions of Izhevsk city and Udmurtia rural districts. Using PedsQL questionnaire, we analyzed the physical, emotional and social component of the quality of life of adolescents, school functioning and overall assessment score of the quality of life. The attitude to reading was determined by the results of the answers to questions about the love of reading (yes/no and the number of read books.Results: The study included 2,947 high school students, in which 2,473 (83.9% adolescents indicated their attitude toward reading. It has been shown that students who enjoy reading (42.2% have a lower assessment score of the quality of life on the scale of «emotional functioning» (66 ± 17 and higher — on the scale of «school functioning» (69 ± 15 than their peers not liking to read (68 ± 16 and 66 ± 15, respectively; p < 0.001. The number of read books was associated with the quality of life assessment on the scale of «physical functioning» and «school functioning» as well as with the assessment of the social component of quality of life for girls.Conclusion: The studied factors («reading books» and «the number of read books» are related to the quality of life of adolescents that may be taken into account in the preparation of educational programs.

Social Landscape. A reading proposal for heritage areas in Bogota

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Alonso Gutierrez Aristizabal

2015-09-01

Full Text Available This article offers a look to patrimonial urban areas in Bogotá from the perspective of Social Landscape. This point of view is proposed to recognize the social subject as a body that occupies and transforms the landscape, where the socio- political conflicts are linked to urban practices and the heritage urban areas as a social and metaphorical representation shape and give meaning to those places. From these looks, which are linked together, the possibility of a transverse reading values its holistically view to the sectors of urban and architectural interest, which are in conflict about identity-related values, memory and vulnerable domestic architecture that it is not effectively appropriated as a heritage asset.

Overcoming the Invisibility of Metrology: A Reading Measurement Network for Education and the Social Sciences

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Fisher, William P., Jr.; Stenner, A. Jackson

2013-09-01

The public and researchers in psychology and the social sciences are largely unaware of the huge resources invested in metrology and standards in science and commerce, for understandable reasons, but with unfortunate consequences. Measurement quality varies widely in fields lacking uniform standards, making it impossible to coordinate local behaviours and decisions in tune with individually observed instrument readings. However, recent developments in reading measurement have effectively instituted metrological traceability methods within elementary and secondary English and Spanish language reading education in the U.S., Canada, Mexico, and Australia. Given established patterns in the history of science, it may be reasonable to expect that widespread routine reproduction of controlled effects expressed in uniform units in the social sciences may lead to significant developments in theory and practice.

Overcoming the Invisibility of Metrology: A Reading Measurement Network for Education and the Social Sciences

International Nuclear Information System (INIS)

Fisher, William P Jr; Stenner, A Jackson

2013-01-01

The public and researchers in psychology and the social sciences are largely unaware of the huge resources invested in metrology and standards in science and commerce, for understandable reasons, but with unfortunate consequences. Measurement quality varies widely in fields lacking uniform standards, making it impossible to coordinate local behaviours and decisions in tune with individually observed instrument readings. However, recent developments in reading measurement have effectively instituted metrological traceability methods within elementary and secondary English and Spanish language reading education in the U.S., Canada, Mexico, and Australia. Given established patterns in the history of science, it may be reasonable to expect that widespread routine reproduction of controlled effects expressed in uniform units in the social sciences may lead to significant developments in theory and practice

Social representations of reading: central and peripheral elements of these representations among teachers

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Elsa Maria M. Pessoa Pullin

2011-12-01

Full Text Available This paper aims to characterize the structure of the social representations of reading held by fi rst and middle-school teachers from city public schools in a city in the interior of Paraná, Brazil. A free word association test was used for data collection. Of the 322 different words recorded, which were processed by the EVOC software, the elements “know”, “inform” and “essential” seem to be central. For this group of teachers, reading is essential and necessary for knowledge acquisition. Implications of these meanings of reading and suggestions are presented throughout the paper.

Adolescents as Readers of Social Studies: Examining the Relationship between Youth's Everyday and Social Studies Literacies and Learning

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Stockdill, Darin B.; Moje, Elizabeth B.

2013-01-01

In this paper, we examine the relationship between student engagement and social studies literacy, exploring the possible connections between students' reading interests and practices and social studies learning. With a sample of 802 secondary students from five schools in one urban community, we use complementary methods to explore survey and…

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

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Wirdanengsih Wirdanengsih

2017-12-01

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

Into the Curriculum. Art: Pueblo Storyteller Figures [and] Physical Education: Games That Rely on Feet [and] Reading/Language Arts: Movie Reviews [and] Reading/Language Arts: Reader's Choice [and] Science: Float or Sink [and] Social Studies: Buildings and Designs.

Science.gov (United States)

Crane, Jean; Rains, Annette

1996-01-01

Presents six curriculum guides for art, physical education, reading/language arts, science, and social studies. Each guide identifies library media skills objectives; curriculum objectives; grade levels; print and nonprint resources; instructional roles; the activity; and procedures for completion, evaluation, and follow-up activities. (AEF)

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

Science.gov (United States)

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

2016-02-01

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

Reading: Time

NARCIS (Netherlands)

Annemarie Wennekers; Frank Huysmans; Jos de Haan

2018-01-01

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

Reading and company

DEFF Research Database (Denmark)

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

2017-01-01

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

Into the Curriculum. Reading/Language Arts: I Need a Hero/Heroine [and] Reading/Language Arts: Is It Real? Or Did I Make It Up? Comparing and Contrasting Nonfictional and Fantasy Creatures [and] Science/Language Arts: "Jumanji" in the Solar System [and] Science: A Change of Seasons [and] Social Studies: Women Who Changed America: 1800s [and] Social Studies: Discovering the "Titanic."

Science.gov (United States)

Hall, Jill; And Others

1997-01-01

Presents six curriculum guides for reading, language arts, science, and social studies. Each activity identifies library media skills objectives, curriculum objectives, grade levels, resources, librarian and teacher instructional roles, activity and procedures for completion, activity samples, guidelines for evaluating finished activities, and…

Reflective Journaling as a Flipped Classroom Technique to Increase Reading and Participation with Social Work Students

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Sage, Melanie; Sele, Patti

2015-01-01

Students in undergraduate social work practice courses come to class with varying levels of educational, life, and practice experience. Students require an introduction to the material through textbook reading before they are able to engage in critical discussions, yet reading adherence varies widely among students. This research explores the use…

The Relationship between Computer Games and Reading Achievement

Science.gov (United States)

Reed, Tammy Dotson

2010-01-01

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

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

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Tsvetkova, Milena I.

2018-01-01

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

Into the Curriculum. Art: Landscape Painting; Home Economics/Social Studies: Greek Clothing; Reading/Language Arts: In Search of Greek and Roman Gods and Goddesses!; Science: Magnets; Social Studies/Language Arts: Great Primary Sources on the Great Depression: Using the Library of Congress Collections Online.

Science.gov (United States)

Barbour, Jeffrey Paul; Ward, Lisa M.

2001-01-01

Provides five fully developed library media activities that are designed for use with specific curriculum units in art, home economics, social studies, reading, language arts, and science. Library Media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up are described for each…

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...

[Deficits in reading acquisition in primary school: cognitive, social and behavioral factors studied in a sample of 1062 children].

Science.gov (United States)

Billard, C; Fluss, J; Ducot, B; Bricout, L; Richard, G; Ecalle, J; Magnan, A; Warszawski, J; Ziegler, J

2009-06-01

Reading impairment is the major learning disability in children. While research on illiteracy has mainly been conducted from a sociological perspective, research on dyslexia has typically been studied from a cognitive-linguistic perspective. Studies that jointly investigate sociological, behavioral and cognitive factors in predicting reading outcome are rare and limited to English-speaking populations. The goal of the present study was to screen second grade children with reading impairment in French urban elementary schools and to pin down the factors that explain the various facets of reading failure and success. A total of 1062 children from 20 different schools in the city of Paris participated in the study. Different aspects of reading were assessed individually for children with a suspected impairment in reading acquisition. Subsequently, 131 poor readers and 50 typically developing readers were matched for sex, age, and school. For these children, medical, cognitive, behavioral and individual socioeconomic data were obtained. Group differences were examined and multiple regression analyses were conducted to examine how much variance in reading was explained by the various variables. The prevalence of poor reading skills in grade 2 was highly influenced by neighborhood socioeconomic status (SES) (ranging from 3.3% in high SES to 20.5% in low SES areas). Among the SES variables, employment of the father was a significant predictor of poor reading. Among the cognitive variables, phonological awareness and rapid naming were the most significant factors, much more than verbal or nonverbal intelligence. Among the behavioral variables, attention was an important factor but not externalized symptoms. Multiple regression analyses showed that reading outcome was best predicted by phonological awareness skills and attention deficits. The majority of children with reading disability come from low SES areas. As in the English literature, the most robust predictor for

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

Directory of Open Access Journals (Sweden)

Shan-Ju Lin Chang

2010-12-01

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

Reading space characteristics in campus environment

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Tampubolon, A. C.; Kusuma, H. E.

2018-03-01

Reading activity is a part of daily learning activities that are usually done by college students and takes place in the facilities that are provided by the campus. However, students tend to have a perception of a particular location that is considered appropriate with the activities undertaken. This study identified students’ perceptions of reading space characteristics in campus environment which are considered able to accommodate reading activity. Exploratory qualitative research methods were used to collect data from selected types of space and the reasons for the students in choosing the specifics space to do their reading. The results showed that students do not only use library facilities as a support unit of academic activities. This study found that students tend to use some places with non-library function, such as students’ union room, hallway, and classroom. Students perceive reading space by its physical and social characteristics. The physical consist of ambiance, quiet place, tranquility, availability of facilities, the level of coolness, lighting, location accessibility, connection with nature, convenience furniture, air quality, aesthetics, the flexibility of activities, the crowd of place, the level of shade, outdoor, ownership, and indoor. While the social characteristics of the reading space are to have privacy, favorable reading position, and the presence of others.

Into the Curriculum. Guidance: Sense of Self, Self-Esteem; Health: Clean Hands, Clean Books; Mathematics/Science: What's the Heaviest Thing in the Library Media Center?; Reading/Language Arts: Merry-Go-Round Mooo-ving Picture Show; Social Studies: I Came to School By !; Social Studies: Revolutionary War Facts.

Science.gov (United States)

School Library Media Activities Monthly, 2001

2001-01-01

Provides six fully developed library media activities that are designed for use with specific curriculum units in guidance, health, mathematics, science, reading, language arts, and social studies. Library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up are described for each…

Use of a Social Annotation Platform for Pre-Class Reading Assignments in a Flipped Introductory Physics Class

Directory of Open Access Journals (Sweden)

Kelly Miller

2018-03-01

Full Text Available In this paper, we illustrate the successful implementation of pre-class reading assignments through a social learning platform that allows students to discuss the reading online with their classmates. We show how the platform can be used to understand how students are reading before class. We find that, with this platform, students spend an above average amount of time reading (compared to that reported in the literature and that most students complete their reading assignments before class. We identify specific reading behaviors that are predictive of in-class exam performance. We also demonstrate ways that the platform promotes active reading strategies and produces high-quality learning interactions between students outside class. Finally, we compare the exam performance of two cohorts of students, where the only difference between them is the use of the platform; we show that students do significantly better on exams when using the platform.

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

Science.gov (United States)

Becker, Michael; McElvany, Nele; Kortenbruck, Marthe

2010-01-01

The purpose in this study was to examine the longitudinal relationships of intrinsic and extrinsic motivation with reading literacy development. In particular, the authors (a) investigated reading amount as mediator between motivation and reading literacy and (b) probed for bidirectional relationships between reading motivation and reading…

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…

Into the Curriculum. Art: The Z Was Zapped [and] Art: Friendly Plastic [and] Music: American Composers [and] Reading/Language Arts: Chocolate Day [and] Science: Moose [and] Social Studies: Women's History Project.

Science.gov (United States)

Rossi, Marie; And Others

1995-01-01

A group of six articles describes activities for art, music, reading/language arts, science, and social studies. Each article includes library media skills objectives, curriculum objectives, grade levels, resources, instructional roles, activity and procedures for completion, evaluation, and follow-up. (AEF)

Into the Curriculum. Reading/Language Arts: Three Little Kittens and the Lost Mittens; Reading/Language Arts: A Caldecott Archaeological Dig; Science: Discovering the Periodic Table of Elements; Science: The Red-Eyed Tree Frog Jumps into Nonfiction; Social Studies: Our Nation's Beginnings-Jamestown and Plymouth Settlements.

Science.gov (United States)

Cherry, Carolyn; Louk, Cathy; Barwick, Martha; Kidd, Gentry E.

2001-01-01

Provides five fully developed school library media activities that are designed for use with specific curriculum units in reading/language arts, science, and social studies. Library media skills objectives, curriculum (subject area) objectives, grade levels, resources, instructional roles, activity and procedures for completion, evaluation, and…

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

OpenAIRE

Sun, Ling

2011-01-01

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

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

Science.gov (United States)

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

2012-07-01

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

Reading Evaluation

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Fagan, W. T.

1978-01-01

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

Honour and debt release in the parable of the Unmerciful Servant (Mt 18:23–33: A social-scientific and realistic reading

Directory of Open Access Journals (Sweden)

Ernest van Eck

2015-06-01

Full Text Available This article presents a social-scientific and realistic reading of the parable of the Unmerciful Servant. The parables of Jesus are realistic stories about everyday events in 1st-century Palestine that evoke specific social realia and practices known to its first hearers. As recent studies on the parables have shown, papyri from early Roman Egypt provide detailed information on the implied social realities and practices assumed in the parables. In reading the parable through the lens of patronage and clientism and against the background of the relationship between royal ideology and debt release attested in documented papyri, it is argued that the parable suggests that in the basileia of God debt should be released in terms of general reciprocity, emulating the way in which patrons release debt for the sake of honour.

(Women’s Readings of Parvaz- Dar- Hobab

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Jamal Mohammadi

2008-07-01

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

DIGITAL BOOKS RELY ON SOCIAL READING TO FIND NEW SUCCESS PROPOSALS AND FORMATS

Directory of Open Access Journals (Sweden)

Berta García Orosa

2016-07-01

Full Text Available Digital reading development has reached turning point. In view of the recent data, the edition of electronic books has dropped for the second consecutive year in 2014, while paper books production has increased (MECD, 2015. The last report from the Fundación Telefónica (2015 points out that six out ten Spanish people prefer printed books instead of the digital ones. This article presents the symptoms of a possible change of tendency in digital books. There is a need for a new digital ecosystem of digital texts production and reception. Its major focus should be the social reading, understood as a space for reception, interpretation, and creation.

High School Students With Reading Comprehension Difficulties: Results of a Randomized Control Trial of a Two-Year Reading Intervention.

Science.gov (United States)

Vaughn, Sharon; Roberts, Greg; Wexler, Jade; Vaughn, Michael G; Fall, Anna-Mária; Schnakenberg, Jennifer B

2015-01-01

A 2-year, randomized control trial with 9th to 10th grade students with significant reading problems was provided for 50 minutes a day in small groups. Comparison students were provided an elective class and treatment students the reading intervention. Students were identified as demonstrating reading difficulties through failure on their state accountability test and were randomly assigned to one of three treatment conditions and a business as usual (BAU) condition: reading without dropout prevention, reading with dropout prevention, dropout prevention without reading, or a BAU condition. Findings from the 2-year reading intervention (reading with and without dropout prevention combined and BAU) are reported in this article. Students in reading treatment compared to students in BAU demonstrated significant gains on reading comprehension (effect size = .43), and improved reading was associated with better grades in social studies. Findings from this study provide a rationale for further implementation and investigation of intensive intervention for high school students with reading difficulties. © Hammill Institute on Disabilities 2014.

Êxito social e gênero na velhice: leitura e atividade física Social success and gender in elderly people: reading and physical activity

Directory of Open Access Journals (Sweden)

Geraldina Porto Witter

2009-12-01

Full Text Available O objetivo da pesquisa foi estudar a ocorrência de leitura e de atividade física em idosos. Os participantes foram divididos em quatro grupos de acordo com as variáveis: gênero e êxito ou sucesso social na comunidade; cada grupo foi composto por 10 pessoas com 70 anos ou mais. Os instrumentos usados foram: Termo de Consentimento Livre e Esclarecido (TCLE, um roteiro sobre a formação do leitor e um questionário internacional sobre atividade física. Os resultados não mostraram correlação entre as duas variáveis, exceto para o grupo de homens com êxito social. Homens e mulheres com sucesso social foram melhores em leitura do que os outros grupos, mas não houve diferença estatística concernente à atividade física e gênero.The aim of the research was to study the frequency of reading and physical activity in elderly people. The participants were divided in four groups according to the following issues: gender and social success in their community; each group was composed by 10 people, at the age of 70 or more. The instruments used to collect data were: an agreement term, a schedule about the reader formation and an international questionnaire about physical activity. The results did not show correlation between both issues used to conduct the research, except in the men's group with social success. Men and women with social success showed better development in reading than the other groups, however, there was no statistical difference concerning to physical activity and gender.

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

OpenAIRE

Kemizano, Rosert

2007-01-01

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

Is Adult Reading a Guide to Educational-Vocational Achievement?

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Athanasou, James A.

2011-01-01

Reading is theorised as a key aspect of one's educational and vocational adjustment. The reading scores on the "Wide-Range Achievement Test 3" of 465 adult vocational assessment clients were examined. Reading varied across a range of social factors and the overall results were consistent with earlier studies, especially the "Adult…

The Impact of Social Influences on High School Students' Recreational Reading

Science.gov (United States)

Merga, Margaret Kristin; Moon, Brian

2016-01-01

Aliteracy, the state in which the skill to read has been acquired, but not the will, is a growing concern in research on adolescence internationally. The West Australian Study in Adolescent Book Reading (WASABR) aimed to discover current attitudes toward and levels of engagement in recreational book reading among 520 adolescent students from 20…

Technological Transformations of Reading Culture

DEFF Research Database (Denmark)

Albrechtslund, Anne-Mette Bech

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

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)…

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

Science.gov (United States)

Ware, Regina J.

2012-01-01

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

The effects of parental reading socialization and early school involvement on children's academicperformance : a panelstudy of primary school pupils in the Netherlands.

NARCIS (Netherlands)

Notten, N.; Tolsma, J.; Kraaykamp, G.; Kloosterman, R.

2010-01-01

This study examines the extent to which parental reading socialization and early school involvement account for performance differences between low-status and high-status children in successive primary school grades. It investigates not only the direct effects of these parental practices on

Reading the problem family: post-structuralism and the analysis of social problems.

Science.gov (United States)

Reekie, G

1994-01-01

Post-structuralist theory questions the rational pursuit of an underlying 'truth' that often characterizes social scientific inquiry, proposing instead the simultaneous existence of multiple and often contradictory truths. The problem family can, from this perspective, only be known through the different discourses that produce it. This paper suggests some of the political advantages of developing methods of reading 'problems' related to drugs and alcohol. Without this critical attention to language, we risk perpetuating the ways in which problems are talked about and thought about. Drawing on examples from debates surrounding teenage pregnancy and youth drinking, the paper argues that post-structuralism allows us to analyse the specific ways in which professional discourses write social problems, and hence to own them and to re-write them.

Gender affects body language reading

Directory of Open Access Journals (Sweden)

Arseny A Sokolov

2011-02-01

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

Into the Curriculum. Reading/Language Arts: Hans Christian Andersen [and] Science: Bat Research [and] Science: The Library Media Center Rocks! An Introduction to Rocks, Minerals, and Gemstones [and] Social Studies: Ticket to the Olympics: Exploring Sydney and the 2000 Summer Games [and] Social Studies/Music: Sounds of the Election: Presidential Campaign Songs.

Science.gov (United States)

Germain, Claudia; Mayo, Jeanne B.; Hart, Lisa

2000-01-01

Provides five fully developed library media activities that are designed for use with specific curriculum units in reading and language arts, science, social studies, and music. Library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up are described for each activity. (LRW)

SOCIAL RESPONSIBILITY SCORE: COMPARATIVE STUDY BETWEEN PUBLIC And PRIVATE COMPANIES, BASED In ibase SOCIAL stamp

Directory of Open Access Journals (Sweden)

Alexandre Reis

2008-01-01

Full Text Available The present article intends to arguing the existing differences and similarities between Social Responsibility actions and praticals developed by the private and public companies. This comparative study of exploring character was carried with the companies owners of Social Stamp IBASE, wich published its Social Balances in the model considered for the institute in the year of 2004. For such, beyond the documentary research involving the published balances, a conceptual revision over the main subjects was necessary and also it constitutes part of the study. The joined results supply measurable and representative information about the main characteristics of social action of the companies, propitiating a comparative analysis and the emission of critical considerations, that do not finish themselves, but establishes a possibility of different readings concerning the models of social responsible management undertaken by companies from public and private segments.

Into the Curriculum. Reading/Language Arts: Frog's Fabulous Fallacy [and] Reading/Language Arts: An Integrated Approach to Children's Book Week [and] Science: Demonstrating the Importance of the Rain Forest in Our Daily Lives [and] Science: What Is a Planet? [and] Social Studies: The Twenties, Roaring Again: An Interdisciplinary Project.

Science.gov (United States)

Goldstein, Maria D.; Ritz-Salminen, Dianne; Abu-Ghazaleh, Samer; Portocarreo, Elisabeth A.; Barnes, Marilyn E.

1997-01-01

Provides five fully developed library media activities that are designed for use with specific curriculum units in elementary school reading and language arts and science, and secondary school social studies. Library media skills, objectives, grade levels, instructional roles, evaluation, and follow-up are described for each activity. (LRW)

How Does Parental Reading Influence Children's Reading? A Study of Cognitive Mediation

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van Bergen, Elsje; Bishop, Dorothy; van Zuijen, Titia; de Jong, Peter F.

2015-01-01

Cognitive processes underlying a behavioural outcome (like reading ability) and the impact of familial risk (e.g., for dyslexia) have been studied in isolation. We present a novel design, linking the two avenues. How do familial influences impact on children's cognitive skills, which subsequently underlie reading development? Participants from the…

Socio-cultural predictors of reading literacy in fourth graders in Lima, Peru

NARCIS (Netherlands)

Morales Silva, S.L.; Verhoeven, L.T.W.; Leeuwe, J.F.J. van

2008-01-01

This study investigates socio-cultural cognitive literacy predictors for reading literacy (RL), tested in 314 fourth graders from two different levels of social economic status in Lima, Peru. The following variables were tested as predictors: word decoding, vocabulary, motivation to read, reading

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

Science.gov (United States)

Gönen, Ipek Kuru

2015-01-01

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

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

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Roch, Maja; Florit, Elena; Levorato, Chiara

2011-01-01

According to the 'Simple View of Reading', reading comprehension requires some abilities such as reading skill and listening comprehension. Individuals with Down's syndrome show relative strengths in reading skills, mainly in word recognition, where they attain a reading age of about 7-8 years. Compared with word recognition, their reading comprehension is usually delayed by at least 6 months. Poor reading comprehension is paralleled by weak listening comprehension. It is claimed that poor listening comprehension might constrain the development of reading comprehension and, therefore, be a cause for the asynchrony between reading skills and reading comprehension. A follow-up study was carried out in order to analyse the improvements in reading skills, listening and reading text comprehension, and to support the hypothesis of a causal relationship between listening and reading comprehension. Ten children and adolescents with Down's syndrome, aged between 11 years 3 months and 19 years 10 months, were assessed twice over a one-year period as to their reading skills, listening and reading text comprehension. Three main findings emerged: (1) reading skills, on the one hand, and comprehension (both listening and reading), on the other hand, are independent; (2) reading comprehension development is determined mainly by listening comprehension, which in the present study proved to be very poor; and (3) an improvement after a one-year period, even though limited, occurred for all examined abilities except for listening comprehension. The results are discussed in the light of the theoretical framework of the 'Simple View of Reading' and of their relevance for practical and educational issues. © 2011 Royal College of Speech & Language Therapists.

Selected Readings in Genetic Engineering

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Mertens, Thomas R.; Robinson, Sandra K.

1973-01-01

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

"'I Am Canada': Exploring Social Responsibility in Social Studies Using Young Adult Historical Fiction"

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Horton, Todd A.

2014-01-01

This paper explores educating for democratic citizenship with a focus on the intersection between reading and values, specifically the nurturing of social responsibility. Using a pre-designed framework for teaching for social responsibility, excerpts from a young adult historical fiction series are used to consider learning possibilities in the…

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

OpenAIRE

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

2016-01-01

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

Reading as Situated Language: A Sociocognitive Perspective.

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Gee, James Paul

2001-01-01

Situates reading within a broad perspective that integrates work on cognition, language, social interaction, society, and culture. Argues that reading and writing cannot be separated from speaking, listening, and interacting, on the one hand, or using language to think about and act on the world, on the other. Introduces "social languages" as a…

Predicting Word Reading Ability: A Quantile Regression Study

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McIlraith, Autumn L.

2018-01-01

Predictors of early word reading are well established. However, it is unclear if these predictors hold for readers across a range of word reading abilities. This study used quantile regression to investigate predictive relationships at different points in the distribution of word reading. Quantile regression analyses used preschool and…

How Reading Volume Affects both Reading Fluency and Reading Achievement

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Richard L. ALLINGTON

2014-10-01

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

Twenty-First Century Instructional Classroom Practices and Reading Motivation: Probing the Effectiveness of Interventional Reading Programs

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Taoufik Boulhrir

2017-07-01

Full Text Available Twenty-first century education has undoubtedly witnessed changes of the definition of literacy to cope with the economic, social, and intellectual trends. Technological advances, which include skills of communication, creativity, critical thinking, and collaboration have become key in education, especially when dealing with literacy and reading motivation. As motivation hinges around two major theoretical approaches, intrinsic and extrinsic, numerous studies argue for the first to be more sustainable in enhancing reading motivation. Accordingly, many research-based interventional programs have emerged since the late nineties with increasing popularity to offer answers to the dwindling rates in reading among youth. This article discusses traits of 21st century education in light of trends and challenges as it probes the effectiveness of some interventional programs that are meant, and argued for, to enhance literacy skills and reading motivation.

Screen-based reading practices – results of the Study on children and adolescents’ reading habits and attitudes

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Zofia Zasacka

2017-11-01

Full Text Available This article focuses on how digital technologies are used in the reading practices of adolescents. The results presented here are drawn from a study of young people’s reading habits. One of its aims was to determine students’ online reading habits. Selected results are presented from the qualitative and quantitative stages of the study. The quantitative stage was conducted in November 2013 with 1721 students completing primary school and 1816 students from lower secondary school. The paper reviews its key findings about how students read books: offline or online, printed or on-screen, whether they look for information about books on the internet and whether they use the internet as a source of reading material.

Impacts of Watching Television and Computer Using on Student' Reading Habits

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Ayşe Gül Aksaçlıoğlu

2013-11-01

Full Text Available Reading habits contribute both to the cognitive and social developments of indi- viduals in so many aspects. This function of the reading habit continues in the rapid social changing process of today’s world. However, children’s habits of te- levision watching and computer using have been recently seen to affect their reading habits. Therefore, defining the positive or negative impacts of television and computers on children and finding solutions carries significant importance. The aim of this study is to determine the influences of the television watching and computer using on children’s reading habits. In order to find out the influ- ences, a survey was performed on all 5th grade students at Bilkent Private Primary School and Çankaya Public Primary School located within Ankara Büyükþehir Municipality borders. The questionaire was applied to 222 students in these two schools. As a result of the study, it is clear that students prefer to play on com- puters and watch television in their leisure time to reading books. There is an inverse proportion apparent between the time spent using computers and watching television and the time spent on reading.

Reading while Watching Video: The Effect of Video Content on Reading Comprehension and Media Multitasking Ability

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Lin, Lin; Lee, Jennifer; Robertson, Tip

2011-01-01

Media multitasking, or engaging in multiple media and tasks simultaneously, is becoming an increasingly popular phenomenon with the development and engagement in social media. This study examines to what extent video content affects students' reading comprehension in media multitasking environments. One hundred and thirty university students were…

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.

Reading, Writing, and the Study of Literature.

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Biddle, Arthur W., Ed.; Fulwiler, Toby, Ed.

Approaching literary study from two distinct yet interlocking perspectives (by looking at the major genres of literature and by examining the forms in which students of literature are expected to write about the literature they read), this book has two main sections. Following the Prelude, which treats the relationships between reading and writing…

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

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

2015-01-01

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

Reading Books and Watching Films as a Protective Factor against Suicidal Ideation

OpenAIRE

Kasahara-Kiritani, Mami; Hadlaczky, Gerg?; Westerlund, Michael; Carli, Vladimir; Wasserman, Camilla; Apter, Alan; Balazs, Judit; Bobes, Julio; Brunner, Romuald; McMahon, Elaine M.; Cosman, Doina; Farkas, Luca; Haring, Christian; Kaess, Michael; Kahn, Jean-Pierre

2015-01-01

Reading books and watching films were investigated as protective factors for serious suicidal ideation (SSI) in young people with low perceived social belonging. Cross-sectional and longitudinal (12-month) analyses were performed using data from a representative European sample of 3256 students from the “Saving and Empowering Young Lives in Europe” study. Low social belonging was associated to SSI. However, reading books and watching films moderated this association, especially for those with...

A Framework for Analysis of Case Studies of Reading Lessons

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Carlisle, Joanne F.; Kelcey, Ben; Rosaen, Cheryl; Phelps, Geoffrey; Vereb, Anita

2013-01-01

This paper focuses on the development and study of a framework to provide direction and guidance for practicing teachers in using a web-based case studies program for professional development in early reading; the program is called Case Studies Reading Lessons (CSRL). The framework directs and guides teachers' analysis of reading instruction by…

Reading Emotions from Body Movement: A Generalized Impairment in Schizophrenia.

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Vaskinn, Anja; Sundet, Kjetil; Østefjells, Tiril; Nymo, Katharina; Melle, Ingrid; Ueland, Torill

2015-01-01

Body language reading is a social cognitive process with importance for successful maneuvering of social situations. In this study, we investigated body language reading as assessed with human point-light displays in participants with a diagnosis of schizophrenia (n = 84) compared to healthy control participants (n = 84), aiming to answer three questions: (1) whether persons with a diagnosis of schizophrenia have poorer body language reading abilities than healthy persons; (2) whether some emotions are easier to read from body language than others, and if this is the same for individuals with schizophrenia and healthy individuals, and (3) whether there are sex differences in body language reading in participants with schizophrenia and healthy participants. A fourth research aim concerned associations of body language reading with symptoms and functioning in participants with schizophrenia. Scores on the body language reading measure was first standardized using a separate sample of healthy control participants (n = 101). Further results showed that persons with schizophrenia had impaired body language reading ability compared to healthy persons. A significant effect of emotion indicated that some emotions (happiness, neutral) were easier to recognize and this was so for both individuals with schizophrenia and healthy individuals. There were no sex differences for either diagnostic group. Body language reading ability was not associated with symptoms or functioning. In conclusion; schizophrenia was characterized by a global impairment in body language reading that was present for all emotions and across sex.

Reading emotions from body movement: a generalized impairment in schizophrenia

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Anja eVaskinn

2016-01-01

Full Text Available Body language reading is a social cognitive process with importance for successful maneuvering of social situations. In this study, we investigated body language reading as assessed with human point-light displays in participants with a diagnosis of schizophrenia (n = 84 compared to healthy control participants (n = 84, aiming to answer three questions: 1 whether persons with a diagnosis of schizophrenia have poorer body language reading abilities than healthy persons; 2 whether some emotions are easier to read from body language than others, and if this is the same for individuals with schizophrenia and healthy individuals, and 3 whether there are sex differences in body language reading in participants with schizophrenia and healthy participants. A fourth research aim concerned associations of body language reading with symptoms and functioning in participants with schizophrenia. Scores on the body language reading measure was first standardized using a separate sample of healthy control participants (n = 101. Further results showed that persons with schizophrenia had impaired body language reading ability compared to healthy persons. A significant effect of emotion indicated that some emotions (happiness, neutral were easier to recognize and this was so for both individuals with schizophrenia and healthy individuals. There were no sex differences for either diagnostic group. Body language reading ability was not associated with symptoms or functioning. In conclusion; schizophrenia was characterized by a global impairment in body language reading that was present for all emotions and across sex.

Evaluating a Brief Measure of Reading Comprehension for Narrative and Expository Text: The Convergent and Predictive Validity of the Reading Retell Rubric

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Thomas, Lisa B.

2012-01-01

Reading comprehension is a critical aspect of the reading process. Children who experience significant problems in reading comprehension are at risk for long-term academic and social problems. High-quality measures are needed for early, efficient, and effective identification of children in need of remediation in reading comprehension. Substantial…

Boosting Reading Fluency: An Intervention Case Study at Subword Level

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Kairaluoma, Leila; Ahonen, Timo; Aro, Mikko; Holopainen, Leena

2007-01-01

This study is an intervention case study of fluency in Finnish-speaking children with dyslexia. Two 7-year-old children, a girl and a boy, were selected from the Jyvaskyla Longitudinal Study of Dyslexia. The intervention emphasised syllables as reading units, and proceeded from reading syllables to reading words and text. Letter knowledge, reading…

A Mixed-Methods Study of Adolescents' Motivation to Read

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Troyer, Margaret

2017-01-01

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

Electrophysiological Correlates of Reading the Single- and Interactive-Mind

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Wang, Yi-Wen; Zheng, Yu-Wei; Lin, Chong-De; Wu, Jie; Shen, De-Li

2011-01-01

Understanding minds is the cognitive basis of successful social interaction. In everyday life, human mental activity often happens at the moment of social interaction among two or multiple persons instead of only one-person. Understanding the interactive mind of two- or multi-person is more complex and higher than understanding the single-person mind in the hierarchical structure of theory of mind. Understanding the interactive mind maybe differentiate from understanding the single mind. In order to examine the dissociative electrophysiological correlates of reading the single mind and reading the interactive mind, the 64 channels event-related potentials were recorded while 16 normal adults were observing three kinds of Chinese idioms depicted physical scenes, one-person with mental activity, and two- or multi-person with mental interaction. After the equivalent N400, in the 500- to 700-ms epoch, the mean amplitudes of late positive component (LPC) over frontal for reading the single mind and reading the interactive mind were significantly more positive than for physical representation, while there was no difference between the former two. In the 700- to 800-ms epoch, the mean amplitudes of LPC over frontal–central for reading the interactive mind were more positive than for reading the single mind and physical representation, while there was no difference between the latter two. The present study provides electrophysiological signature of the dissociations between reading the single mind and reading the interactive mind. PMID:21845178

Electrophysiological correlates of reading the single- and interactive-mind

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Yi-Wen eWang

2011-07-01

Full Text Available Understanding minds is the cognitive basis of successful social interaction. In everyday life, human mental activity often happens at the moment of social interaction among two or multiple persons instead of only one person. Understanding the interactive mind of two- or multi-person is more complex and higher than understanding the single-person mind in the hierarchical structure of theory-of-mind. Understanding the interactive mind maybe differentiate from understanding the single mind. In order to examine the dissociative electrophysiological correlates of reading the single mind and reading the interactive mind, the 64 channels event-related potentials (ERP were recorded while 16 normal adults were observing three kinds of Chinese idioms depicted physical scenes, one-person with mental activity and two- or multi-person with mental interaction. After the equivalent N400, in the 500- to 700-ms epoch, the mean amplitudes of late positive component (LPC over frontal for reading the single mind and reading the interactive mind were significantly more positive than for physical representation, while there was no difference between the former two. In the 700-to 800-ms epoch, the mean amplitudes of LPC over frontal-central for reading the interactive mind were more positive than for reading the single mind and physical representation, while there was no difference between the latter two. The present study provides electrophysiological signature of the dissociations between reading the single mind and reading the interactive mind.

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

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Lebsock, Rene Mendel

2016-01-01

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

Diagnostic Assessment and Treatment of Reading Difficulties: A Case Study of Dyslexia

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Oviedo, Paula Outon; Gonzalez, Rebeca Abal

2013-01-01

Dyslexia is a specific learning disability in reading and writing, which requires adequate early intervention to prevent future school failure. We describe the diagnostic assessment of a 7-year-old boy labelled "dyslexic", the evaluation of his family, social, medical, developmental, and academic status as a preliminary for the design…

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

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Anja Dular

2013-03-01

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

QRAC-the-Code: a comprehension monitoring strategy for middle school social studies textbooks.

Science.gov (United States)

Berkeley, Sheri; Riccomini, Paul J

2013-01-01

Requirements for reading and ascertaining information from text increase as students advance through the educational system, especially in content-rich classes; hence, monitoring comprehension is especially important. However, this is a particularly challenging skill for many students who struggle with reading comprehension, including students with learning disabilities. A randomized pre-post experimental design was employed to investigate the effectiveness of a comprehension monitoring strategy (QRAC-the-Code) for improving the reading comprehension of 323 students in grades 6 and 7 in inclusive social studies classes. Findings indicated that both general education students and students with learning disabilities who were taught a simple comprehension monitoring strategy improved their comprehension of textbook content compared to students who read independently and noted important points. In addition, students in the comprehension monitoring condition reported using more reading strategies after the intervention. Implications for research and practice are discussed.

Does Extensive Reading Promote Reading Speed?

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He, Mu

2014-01-01

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

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

Science.gov (United States)

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

2013-01-01

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

THE IMPORTANCE OF STRUCTURED TEXT TALKS FOR STUDENTS’ READING COMPREHENSION AN INTERVENTION STUDY IN SPECIAL SCHOOLS

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Monica REICHENBERG

2014-09-01

Full Text Available The present intervention study reveals that students diagnosed with an intellectual disability (ID are able to construct meaning from written expository text through guided social interaction. There were 31 students recruited from four special schools participating in this intervention study.The study involves a pre-test phase and a post-test phase. The students were divided into two intervention conditions: (a reciprocal teaching (RT, which involved practice in four reading strategies—prediction, question generating, clarification, and summarisation—and (b inference training (IT, which involved practice in answering inference questions, i.e., where you have to read between the lines to find the answer. The training included 16 sessions over 8 weeks. Pre- testing and post-testing included seven tests. Improvement of test results was obtained in both conditions to about the same extent, indicating that both conditions were beneficial.

Expressed Reading Interests of Young Children: An International Study.

Science.gov (United States)

Robinson, H. Alan; And Others

A study of the current expressed reading interests of children in the first two years of school conducted in ten countries--Austria, Canada, England, Israel, Italy, Japan, the Netherlands, Panama, Sweden, and the United States--is reported in this paper. Over 2,000 children drew pictures about what they would best like to read or have read to…

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

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Mohammad Mehdi Yazdani

2015-05-01

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

Libro de Lectura. Nivel A. (Reading Book. Level A.).

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Yeats, Alid; And Others

This is the first in a series of four reading books written in Spanish and designed for use in elementary bilingual education programs. The stories are divided into two main sections, Estudios Sociales (Social Studies) and La Naturaleza (Nature). The five stories in the first section deal with such topics as the home, school, and cleaning. The…

Libro de Lectura. Nivel B. (Reading Book. Level B.).

Science.gov (United States)

Yeats, Alid; And Others

This is the second in a series of four reading books written in Spanish and designed for use in elementary bilingual education programs. The stories are divided into two main sections, Estudios Sociales (Social Studies), and La Comunidad (The Community). The stories in the first section have to do with activities in the home, particularly chores…

An experimental manipulation of social comparison in social anxiety.

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Mitchell, Melissa A; Schmidt, Norman B

2014-01-01

Negative self-appraisal is thought to maintain social anxiety particularly when comparing oneself to others. Work on social comparison suggests that gender may moderate the effects of social comparison in social anxiety. Self-appraisals of the desirability of one's personality may be more important to women, whereas self-appraisal of signs of anxiety may be more important to men. Within each gender, those with high social anxiety are expected to report more negative self-appraisal when comparing themselves to someone else described as high achieving. This study is the first we are aware of that examined gender-based interactive effects after a social comparison manipulation. Participants read a bogus profile of a fellow student's adjustment to college. They were randomly assigned to read a profile suggesting that the fellow student was "high achieving" or more normative in his/her achievements. When comparing to a "high achieving" individual, men with high social anxiety reported the most negative self-appraisals of their signs of anxiety. In addition, greater social anxiety was associated with a poorer self-appraisal of personality only among men. The implications of the findings for conceptualizing the role of social comparison in social anxiety are discussed.

The Process of Social Influence: Readings in Persuasion.

Science.gov (United States)

Beisecker, Thomas D., Ed.; Parson, Donn W., Ed.

An attempt to synthesize primarily experimental studies of the process of social influence is presented. The point is made that each of us is involved in the process of social influence, both because we often attempt to influence someone else, and because we are constantly targets for attempts at social influence. This book is divided into four…

Word reading skill predicts anticipation of upcoming spoken language input: a study of children developing proficiency in reading.

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Mani, Nivedita; Huettig, Falk

2014-10-01

Despite the efficiency with which language users typically process spoken language, a growing body of research finds substantial individual differences in both the speed and accuracy of spoken language processing potentially attributable to participants' literacy skills. Against this background, the current study took a look at the role of word reading skill in listeners' anticipation of upcoming spoken language input in children at the cusp of learning to read; if reading skills affect predictive language processing, then children at this stage of literacy acquisition should be most susceptible to the effects of reading skills on spoken language processing. We tested 8-year-olds on their prediction of upcoming spoken language input in an eye-tracking task. Although children, like in previous studies to date, were successfully able to anticipate upcoming spoken language input, there was a strong positive correlation between children's word reading skills (but not their pseudo-word reading and meta-phonological awareness or their spoken word recognition skills) and their prediction skills. We suggest that these findings are most compatible with the notion that the process of learning orthographic representations during reading acquisition sharpens pre-existing lexical representations, which in turn also supports anticipation of upcoming spoken words. Copyright © 2014 Elsevier Inc. All rights reserved.

Developmental relations between reading comprehension and reading strategies

OpenAIRE

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

2017-01-01

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

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…

Comparison of Emotion Recognition and Mind Reading Abilities in Opium Abusers and Healthy Matched Individuals

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Vahid Nejati

2012-05-01

Full Text Available Introduction: The purpose of this study is to compare the emotion recognition and mind reading in opium abusers and healthy individuals. Method: In this causative-comparative study, with a non probability sampling method, 30 opium abusers compared with 30 healthy individuals that were matched in sex and education. Neurocognitive tests of reading mind from eyes and emotion recognition from face were used for evaluation. Independent T-Test was used for analysis. Findings: The results showed that opium abusers had significantly lower abilities in mind reading than healthy matched individuals. Also opium abusers had significantly lower performance in recognition of emotional experience of happy, sad and angry faces. Conclusion: Based on weak performance of mind reading and emotion recognition in addicts, it is advised that social cognition evaluation considered in drug abusers evaluation. Future interventional study could propose social cognition rehabilitation programs for addicts.

Developmental Relations Between Reading Comprehension and Reading Strategies

NARCIS (Netherlands)

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

2017-01-01

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

Digital Reading Disposition Scale: A Study of Validity and Reliability

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Bulut, Berker; Karasakaloglu, Nuri

2018-01-01

In this study, "a Digital Reading Disposition Scale" was developed to determine undergraduate pre-service teacher students' dispositions towards digital reading, opposed to a preference for printed reading material. Initially, a 20-items trial version of the scale was administered to a total sample of N = 301 undergraduate pre-service…

Case studies as pedagogy for reading development within a ...

African Journals Online (AJOL)

... as pedagogy for reading development within a vocational education context. ... This article focuses on the case study as a reading strategy to draw on world of ... in a Marketing diploma achieved the desired objective of introducing students ...

Reading and E-reading for Academic Work: Patterns and Preferences in Theological Studies and Religion

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Timothy Dwight Lincoln

2013-07-01

Full Text Available This article reports on a 2012 survey of library patrons at ATLA-affiliated libraries regarding academic reading habits and preferences. The research questions for the study were: [1] To what extent is academic reading done as e-reading?; [2] What features do participants value in e-books?; [3] What library sources do patrons want made available to them electronically?  The method used in the study was an online survey. A total of 2,578 individuals took the survey in the spring of 2012. Key findings were that half of respondents regularly read journal articles on a computer screen and  one  in five regularly reads or listens to e-books in their academic work. Participants wanted e-books to enable them to perform keyword searches, move around quickly within the text, and annotate the text electronically. Seven out of ten participants stated that they would like libraries to provide reference works, Bible commentaries, circulating titles, and textbooks in electronic format. It appeared that the distinction between library-owned resources and those owned by an individual disappeared in the minds of many respondents. The author concludes that theological library directors should consider spending a significant proportion of their collection budget on electronic resources now, despite ongoing difficulties that academic publishers face in making a transition to digital publishing. The author also interprets findings in light of Fred Davis’ model of technology acceptance.

READING HABITS AND PREFERENCES OF EFL POST GRADUATES: A CASE STUDY

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Noorizah Mohd. Noor

2011-07-01

Full Text Available In recent years, more emphasis has been given on the role of the learner in the language learning process considering that language learning is primarily a learner’s oriented activity. Thus, learners’ needs and interests should be taken into consideration for effective language learning and teaching to take place. One significant area where learners’ preferences influence their learning can be seen in reading. In any academic or higher learning context, reading is perceived as the most prominent academic language skill for all second and foreign language learners. It is through reading that these learners learn new information and become able to synthesize, evaluate and interpret in order to learn more about their subject matter. Pursuing a postgraduate study requires extensive reading practices which will enable the learners to extend their literacy development.  The present study examines the reading habits and preferences of a group of EFL graduate students. Data was collected through a questionnaire and analysed quantitatively. The findings will report on: i the types of reading materials preferred ii reasons for reading and iii the preferred language for reading. To conclude, the paper will further discuss the implications of the findings in terms of instructional materials development within an EFL context. Key words: EFL learners, reading habits, reading preferences, reading behaviour

Family Background, Gender and Reading Achievement in Romania

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Sebastian Țoc

2015-08-01

Full Text Available In the last years, Romania formally tried to overcome the problems related to inequality of opportunity in education. This paper examines the role of home resources and gender in determining academic performance. Based on secondary data drawn from Progress in International Reading Literacy Study we suggest that both gender and home resources have a significant impact on the reading achievement of students. The existing work operationalizes the differences in reading achievement as an indicator for life chances, being proportional with economic success later in life. Our findings contradict ideas about equality of opportunity promoted by the official curriculum regarding the individual merit as the main factor that places students in privileged social positions.

Emergence of Reading and Writing in Illiterate Adults After Matching-to-Sample Tasks

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Carmen Silvia Motta Bandini

2014-04-01

Full Text Available Reading and writing are behaviors that provide an individual with the opportunity for inclusion in many social environments. Despite the importance of these behaviors, statistical indices show that, in Brazil, 8.6% of the people aged 15-24 are illiterate. The purpose of this manuscript, which is divided into two studies, was to assess the effects of a Portuguese language reading curriculum for simple (Study 1 and complex words (Study 2 in illiterate adults. Four participants took part in each study. In both studies, reading was taught mainly by training dictated words to printed words relations. Overall, there was an increase in the percentage of correct responses in reading and writing tasks when pre-tests and post-tests were compared; results were more consistent in reading tasks. Future studies should continue to investigate procedures with these goals for this population.

Reading Books and Watching Films as a Protective Factor against Suicidal Ideation.

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Kasahara-Kiritani, Mami; Hadlaczky, Gergö; Westerlund, Michael; Carli, Vladimir; Wasserman, Camilla; Apter, Alan; Balazs, Judit; Bobes, Julio; Brunner, Romuald; McMahon, Elaine M; Cosman, Doina; Farkas, Luca; Haring, Christian; Kaess, Michael; Kahn, Jean-Pierre; Keeley, Helen; Nemes, Bogdan; Mars Bitenc, Urša; Postuvan, Vita; Saiz, Pilar; Sisask, Merike; Värnik, Airi; Sarchiapone, Marco; Hoven, Christina W; Wasserman, Danuta

2015-12-15

Reading books and watching films were investigated as protective factors for serious suicidal ideation (SSI) in young people with low perceived social belonging. Cross-sectional and longitudinal (12-month) analyses were performed using data from a representative European sample of 3256 students from the "Saving and Empowering Young Lives in Europe" study. Low social belonging was associated to SSI. However, reading books and watching films moderated this association, especially for those with lowest levels of belonging. This was true both at baseline and at 12 months of follow-up analyses. These media may act as sources of social support or mental health literacy and thus reduce the suicide risk constituted by low sense of belonging.

Reading Books and Watching Films as a Protective Factor against Suicidal Ideation

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Mami Kasahara-Kiritani

2015-12-01

Full Text Available Reading books and watching films were investigated as protective factors for serious suicidal ideation (SSI in young people with low perceived social belonging. Cross-sectional and longitudinal (12-month analyses were performed using data from a representative European sample of 3256 students from the “Saving and Empowering Young Lives in Europe” study. Low social belonging was associated to SSI. However, reading books and watching films moderated this association, especially for those with lowest levels of belonging. This was true both at baseline and at 12 months of follow-up analyses. These media may act as sources of social support or mental health literacy and thus reduce the suicide risk constituted by low sense of belonging.

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

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Suk, Namhee

2017-01-01

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

A Mixed Method Study of the Effects of iPod Touch, Partner-Reading, and Independent Practice on Reading Fluency Performance, Perceived Reading Efficacy, and Engagement of Second Grade Students

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Wilder-Kingsby, Ceylynda

2014-01-01

This mixed method study explored three approaches to reading fluency and their impact on students' reading fluency, perceived reading efficacy, and engagement. The quantitative portion of the study was conducted with 182 second-grade students and was guided by the following questions: (a) Which instructional method, iPod Touch, student-pairing, or…

Metrological Traceability in the Social Sciences: A Model from Reading Measurement

International Nuclear Information System (INIS)

Stenner, A Jackson; Fisher, William P Jr

2013-01-01

The central importance of reading ability in learning makes it the natural place to start in formative and summative assessments in education. The Lexile Framework for Reading constitutes a commercial metrological traceability network linking books, test results, instructional materials, and students in elementary and secondary English and Spanish language reading education in the U.S., Canada, Mexico, and Australia

Social media for informal science learning in China: A case study

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Ke Zhang

2014-09-01

Full Text Available This article reports a case study on a popular informal science learning community via social media in China, named GuoKr (meaning “nutshell” in English. Data were collected through a variety of Chinese social media and social networking sites, web-based community portals, and discussion boards. Content analyses and data mining were conducted to investigate how GuoKr successfully attracted and engaged public in informal learning on scientific topics in particular. The study found three key characteristics that contributed to the success of such learning communities: (a utilizing a variety of social media to empower participants with just-in-time, accidental learning opportunities; (b daily tweets related to emerging or ongoing social events or hot topics to provide brief but intriguing knowledge “bites”, which often leads to extended readings and related resources; and (c the integration of social media and traditional face-to-face local events to engage the public in science-related learning and knowledge sharing. Practical and research implications are discussed with suggestions for future research as related to ubiquitous learning communities for informal science learning.

A Study of Holistic and Subskill Instructional Approaches to Reading Comprehension.

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Vacca, Richard T.

1980-01-01

In a six-week study involving seventh- to ninth-grade students in a summer corrective reading program, neither the holistic nor the subskill treatment had a significant advantage in improving student reading comprehension or attitude toward reading. (JT)

A Study of Boys' Reading.

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Telford, Lesley

1999-01-01

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

Reading and visual search: a developmental study in normal children.

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Magali Seassau

Full Text Available Studies dealing with developmental aspects of binocular eye movement behaviour during reading are scarce. In this study we have explored binocular strategies during reading and during visual search tasks in a large population of normal young readers. Binocular eye movements were recorded using an infrared video-oculography system in sixty-nine children (aged 6 to 15 and in a group of 10 adults (aged 24 to 39. The main findings are (i in both tasks the number of progressive saccades (to the right and regressive saccades (to the left decreases with age; (ii the amplitude of progressive saccades increases with age in the reading task only; (iii in both tasks, the duration of fixations as well as the total duration of the task decreases with age; (iv in both tasks, the amplitude of disconjugacy recorded during and after the saccades decreases with age; (v children are significantly more accurate in reading than in visual search after 10 years of age. Data reported here confirms and expands previous studies on children's reading. The new finding is that younger children show poorer coordination than adults, both while reading and while performing a visual search task. Both reading skills and binocular saccades coordination improve with age and children reach a similar level to adults after the age of 10. This finding is most likely related to the fact that learning mechanisms responsible for saccade yoking develop during childhood until adolescence.

Acquiring Science and Social Studies Knowledge in Kindergarten through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)

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Connor, Carol McDonald; Dombek, Jennifer; Crowe, Elizabeth C.; Spencer, Mercedes; Tighe, Elizabeth L.; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov

2017-01-01

With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed content-area literacy instruction (CALI) as an individualized (or personalized)…

READING-WRITING AND LITERACY IN CHILDREN WITH INTELLECTUAL DISABILITIES

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Marilene Bortolotti Boraschi

2013-07-01

Full Text Available This article focuses on the role and learning of reading and wrinting to human development as a social practice, considering the necessary condition to reading and writing as an exercise in citizenship. Aims to reflect on the occurrence of reading-writing processes and literacy in children with intellectual disabilities. The study was conducted by means of literature, and are based on a qualitative research. The reflections made throughout the investigation brought some considerations on intellectual disability, charactering it. Allowed some notes on the processes of reading-writing and literacy. As the survey results, some thoughts were about the possible occurrence of the processes of reading-writing and literacy in intellectually disabled children, discussing how these processes can take place through pedagogical practices in classrooms common regular education, contributing to the appropriation of the world literate and active participation by such child in society.

A reading enrichment program for gifted adolescent

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Silvia Morales Silva

2008-06-01

Full Text Available This descriptive research examines the performance on reading comprehension of four gifted adolescents participating in a reading enrichment program. This performance is related to the variables associated to the gifted performance following the model developed by Mönks: motivation, creativity, high ability, school, peers and family. Results showed that school does not satisfy the cognitive needs of these students and it does not offer the required social support either. The family provides the main social support. The motivation, creativity, the high level of language and concentration of the participants facilitate learning. The reading program is described by the participants as motivating due to the subject-matters and methodology; furthermore, due to the opportunity to deal with peers who have a similar cognitive level.

A Case Study Exploring the Reading Engagement of Middle Grades English Learners

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Protacio, Maria Selena

2017-01-01

This study investigates the reading engagement of four middle school English learners in their English or English as a Second Language classroom. Students with high levels of reading engagement are those who (a) are motivated to read, (b) use strategies when reading, (c) use reading as a way to construct meaning from texts, and (d) participate in…

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

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Cooc, North; Kim, James S.

2017-01-01

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

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 ...

Challenges teachers encounter in teaching English reading to the ...

African Journals Online (AJOL)

This study is a descriptive survey designed to investigate challenges teachers encounter in teaching English reading in the uThungulu District schools in the province of KwaZulu Natal. This study comprised ... Data were analysed using Statistical Package for Social Sciences (SPSS) version 24, resulting in descriptive data.

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

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

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.

Experimental Study on RFID Antenna Reading Areas in a Tunnel System

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Kai Kordelin

2017-01-01

Full Text Available We study optimized antenna reading area mappings for a radiofrequency identification- (RFID- based access monitoring system, used in an underground nuclear waste storage facility. We shortly introduce the access monitoring system developed for the ONKALO tunnel in Finland and describe the antenna mounting points as well as the research area. Finally, we study the measurement results of the antenna reading areas and factors that affect the reading area size. Based on our results, in addition to antenna location and direction, absorption to obstacles, reflections, diffraction, scattering, and refraction affect the antenna reading area.

Teaching Reading Comprehension to Students with Autism Spectrum Disorders in Social Studies Classrooms: Middle School Teacher Perceptions

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Burke, Lisa; Hsieh, Wu-Ying; Lopez-Reyna, Norma; Servilio, Kathryn

2016-01-01

The purpose of this qualitative study was to describe the perceptions of general education middle school social studies teachers related to their teaching practices and the inclusion of students with Autism Spectrum Disorder (ASD) in their classrooms. More specifically, an in-depth exploration of general education social studies teachers'…

Teachers Engaging Parents as Tutors to Improve Oral Reading Fluency

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Kupzyk, Sara S.

2012-01-01

This dissertation examined the application of evidence-based tutoring for oral reading fluency (ORF) to a natural setting, using teachers as parent trainers. Measures used to determine the impact of parent tutoring included treatment integrity, student reading outcomes, attitudes towards involvement and reading, and social validity. Six teachers…

Liberation and dependency: a theological reading of social sciences in Latin America

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Teixeira, Helio Aparecido Campos

2015-08-01

Full Text Available Introduction: In the early 1970s, social movements directed Latin American theologyto a creative process of deprivatization of the Christian faith, reconfiguring fromthe community practices of liberation and their holistic implications the theoreticalexercise concerning its political and social commitment. Consequently, the notion ofliberation began to be addressed by the opposite equivalent of dependency withinthe methodological framework of the biblical-theological approach. Objective: Tounderstand the meaning of the opposite correlation between liberation and dependencyfrom their specificities in accordance with the vision of liberation intellectuals,and identify the way in which dependency was appropriate to respond to theresponsive and socio-analytical theoretical framework of these intellectuals, linkingthe reading of reality to the Latin American community practice. Methods: Historicaland systematic research, exploratory, under an analytical-descriptive orientation, organized from conceptual schemes. Results: Based on the finding regarding the theoretical refraction of dependency through liberation, the concept emerges as thetheological interpretation of an entire theoretical field taken indistinctly, namely theDependency Theory. Conclusion: The opposite correlation between dependency andliberation as a finding that reveals the similarity between the real that is theorized(dependency and the hypothetical conceptualization of maxims of action (liberation,comprehended within the general theory of anti-imperialism, resulted in aninterdisciplinary theological reflection.

Home Environmental and Behavioral Risk Indices for Reading Achievement.

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Taylor, Jeanette; Ennis, Chelsea R; Hart, Sara A; Mikolajewski, Amy J; Schatschneider, Christopher

2017-07-01

The goal of this study was to identify home environmental and temperament/behavior variables that best predict standardized reading comprehension scores among school-aged children. Data from 269 children aged 9-16 ( M = 12.08; SD = 1.62) were used in discriminant function analyses to create the Home and Behavior indices. Family income was controlled in each index. The final Home and Behavior models each classified around 75% of cases correctly (reading comprehension at grade level vs. not). Each index was then used to predict other outcomes related to reading. Results showed that Home and/or Behavior accounted for 4-7% of the variance in reading fluency and spelling and 20-35% of the variance in parent-rated problems in math, social anxiety, and other dimensions. These metrics show promise as environmental and temperament/behavior risk scores that could be used to predict and potentially screen for further assessment of reading related problems.

The Changing Role of the Reading Specialist: A Case Study

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Ginsburg, Victoria Elaine

2012-01-01

This descriptive qualitative case study explored the changing role of the reading specialist through various perceptions of professionals in the Neon Shadow School District. The purpose of the study was to explore what, how, and why the duties and responsibilities of the reading specialist have changed since first employed as an…

The Reading Connection: Literacy Development and Homeless Children.

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Hanning, Eileen

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

Reading Strategies Used by Iranian EFL Learners While Reading Academic Texts

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Vida Yousefian

2015-11-01

Full Text Available The major aim of this study was to explore the nature and frequency of the reading strategies used by the EFL learners while reading academic texts. Normally, students tend to read all the information provided in reading materials. This study explores whether learners use reading strategies to assist them in reading comprehension. There was a sample of 45 English language (EFL learners from Islamic Azad University, Falavarjan Branch. The instrument utilized in this study was a survey questionnaire with 30 items including 13 global reading strategies, 8 problem solving strategies and 9 support reading strategies. The survey was going to signify how much EFL learners use each of these strategies while reading academic texts. The findings indicated that the participants used global reading strategies more (44.5% than problem solving strategies (29.0% and support reading strategies (26.5%. The results of the present study will let the instructors improve the reading strategies which are not used by EFL learners frequently. It also helps learners to promote the ability of using reading strategies and utilize the strategies in an appropriate and effective way.

Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study

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Chiara Luoni

2015-01-01

naming (i.e., the Boston Naming Test (BNT in a nonclinical sample of Italian primary school children was conducted (n=126, testing them at the end of each school year, to assess nonverbal intelligence, confrontation naming, and reading abilities. Results. Performance on the BNT emerged as a function of IQ and SES. Significant correlations between confrontation naming and reading abilities, especially comprehension, were found; BNT scores correlated better with reading fluency than with reading accuracy. Conclusions. The longitudinal data obtained in this study are discussed with regard to reading abilities, intelligence, age, gender, and socioeconomic status.

The Role of a School Library in a School's Reading Program

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Marcoux, Elizabeth; Loertscher, David V.

2009-01-01

As a foundational element of schooling, learning to read and reading to learn is every bit as important in the 21st century as it has ever been. Whether interacting online, doing assignments, taking tests, or social networking, the ability to read and read well affects every part of one's existence and often predicts success throughout life. In…

Summer Reading Camp Self-Study Guide. REL 2015-070

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Smith, Kevin G.; Foorman, Barbara R.

2015-01-01

This guide is designed to facilitate self-studies of planning and implementation of state-required summer reading camp programs for grade 3 students who scored at the lowest level on the state reading assessment. It provides a template for data collection and guiding questions for discussion that may improve instruction and increase the number of…

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

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Jiang, Xiangying; Sawaki, Yasuyo; Sabatini, John

2012-01-01

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

Does IQ affect the functional brain network involved in pseudoword reading in students with reading disability? A magnetoencephalography study

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Panagiotis G Simos

2014-01-01

Full Text Available The study examined whether individual differences in performance and verbal IQ affect the profiles of reading-related regional brain activation in 127 students experiencing reading difficulties and typical readers. Using magnetoencephalography in a pseudoword read-aloud task, we compared brain activation profiles of students experiencing word-level reading difficulties who did (n=29 or did not (n=36 meet the IQ-reading achievement discrepancy criterion. Typical readers assigned to a lower-IQ (n=18 or a higher IQ (n=44 subgroup served as controls. Minimum norm estimates of regional cortical activity revealed that the degree of hypoactivation in the left superior temporal and supramarginal gyri in both RD subgroups was not affected by IQ. Moreover, IQ did not moderate the positive association between degree of activation in the left fusiform gyrus and phonological decoding ability. We did find, however, that the hypoactivation of the left pars opercularis in RD was restricted to lower-IQ participants. In accordance with previous morphometric and fMRI studies, degree of activity in inferior frontal and inferior parietal regions correlated with IQ across reading ability subgroups. Results are consistent with current views questioning the relevance of IQ measures and IQ-discrepancy criteria in the diagnosis of dyslexia.

Reading, Social Development, and the Child.

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Ediger, Marlow

Social development stresses the importance of working together with others in life. The home setting can emphasize social development and its objectives of instruction. How should parents assist the child in quality social development in which good human relations exist? First and foremost, parents should serve as models to children for good human…

What oral text reading fluency can reveal about reading comprehension

NARCIS (Netherlands)

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

2015-01-01

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

Storytelling as Methodology: Colombia's Social Studies Textbooks after "La Constitución de 1991"

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Daza, Stephanie L.

2013-01-01

This article posits the concept-metaphor of "storytelling as methodology" for reading a Colombian social studies textbook after the country ratified a new constitution in 1991. It examines temporal interplay and the interplay between visual and written texts in the textbook in order to analyze US imperialism, race/difference, and the…

Improving Student Comprehension of Social Studies Text: A Self-Questioning Strategy for Inclusive Middle School Classes

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Berkeley, Sheri; Marshak, Lisa; Mastropieri, Margo A.; Scruggs, Thomas E.

2011-01-01

This study employed a randomized experimental design to investigate the effectiveness of a self-questioning strategy for improving student reading comprehension of grade-level social studies text material. Fifty-seven seventh grade students with a range of abilities, including English as second language learners and students with learning and…

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

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Vindy Cahya Ekaningrum

2016-12-01

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

Implementation of a Text-Based Content Intervention in Secondary Social Studies Classes.

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Wanzek, Jeanne; Vaughn, Sharon

2016-12-01

We describe teacher fidelity (adherence to the components of the treatment as specified by the research team) based on a series of studies of a multicomponent intervention, Promoting Acceleration of Comprehension and Content Through Text (PACT), with middle and high school social studies teachers and their students. Findings reveal that even with highly specified materials and implementing practices that are aligned with effective reading comprehension and content instruction, teachers' fidelity was consistently low for some components and high for others. Teachers demonstrated consistently high implementation fidelity and quality for the instructional components of building background knowledge (comprehension canopy) and teaching key content vocabulary (essential words), whereas we recorded consistently lower fidelity and quality of implementation for the instructional components of critical reading and knowledge application. © 2016 Wiley Periodicals, Inc.

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.

Key beliefs influencing young drivers' engagement with social interactive technology on their smartphones: A qualitative study.

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Gauld, Cassandra S; Lewis, Ioni M; White, Katherine M; Watson, Barry

2016-01-01

The main aim of this study was to identify young drivers' underlying beliefs (i.e., behavioral, normative, and control) regarding initiating, monitoring/reading, and responding to social interactive technology (i.e., functions on a Smartphone that allow the user to communicate with other people). This qualitative study was a beliefs elicitation study in accordance with the theory of planned behavior and sought to elicit young drivers' behavioral (i.e., advantages, disadvantages), normative (i.e., who approves, who disapproves), and control beliefs (i.e., barriers, facilitators) that underpin social interactive technology use while driving. Young drivers (N = 26) aged 17 to 25 years took part in an interview or focus group discussion. Though differences emerged between the 3 behaviors of initiating, monitoring/reading, and responding for each of the behavioral, normative, and control belief categories, the strongest distinction was within the behavioral beliefs category (e.g., communicating with the person that they were on the way to meet was an advantage of initiating; being able to determine whether to respond was an advantage of monitoring/reading; and communicating with important people was an advantage of responding). Normative beliefs were similar for initiating and responding behaviors (e.g., friends and peers more likely to approve than other groups) and differences emerged for monitoring/reading (e.g., parents were more likely to approve of this behavior than initiating and responding). For control beliefs, there were differences between the beliefs regarding facilitators of these behaviors (e.g., familiar roads and conditions facilitated initiating; having audible notifications of an incoming communication facilitated monitoring/reading; and receiving a communication of immediate importance facilitated responding); however, the control beliefs that presented barriers were consistent across the 3 behaviors (e.g., difficult traffic/road conditions). The

Follow-Up Study of the Effects of a Supplemental Early Reading Intervention on the Reading/Disability Risk of Urban Primary Learners

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Cartledge, Gwendolyn; Yurick, Amanda; Singh, Angella Harjani; Keyes, Starr E.; Kourea, Lefki

2011-01-01

Early intervention to mitigate special education and reading risk is especially critical for low socioeconomic and minority learners. This study examined the lasting effects of an early reading intervention package of phonemic awareness on the reading skills of 38 second-grade students one and two years after intervention ended. The participants…

IMPROVING STUDENTS’ READING COMPREHENSION THROUGH IINTERACTIVE READ-ALOUD TECHNIQUE

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Edi Santoso

2015-10-01

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

A Study of the Reading Habits of Students in Selected Secondary ...

African Journals Online (AJOL)

This paper focused on the reading habits of students in four selected secondary schools in Oyo town. The study was designed to find out the difference in the reading habits of the students in selected secondary schools in Oyo town. It is also aimed at finding solutions to poor reading habits, among the students. A survey ...

A Pilot Study Examining Physical and Social Warmth: Higher (Non-Febrile) Oral Temperature Is Associated with Greater Feelings of Social Connection.

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Inagaki, Tristen K; Irwin, Michael R; Moieni, Mona; Jevtic, Ivana; Eisenberger, Naomi I

2016-01-01

An emerging literature suggests that experiences of physical warmth contribute to social warmth-the experience of feeling connected to others. Thus, thermoregulatory systems, which help maintain our relatively warm internal body temperatures, may also support feelings of social connection. However, the association between internal body temperature and feelings of connection has not been examined. Furthermore, the origins of the link between physical and social warmth, via learning during early experiences with a caregiver or via innate, co-evolved mechanisms, remain unclear. The current study examined the relationship between oral temperature and feelings of social connection as well as whether early caregiver experiences moderated this relationship. Extending the existing literature, higher oral temperature readings were associated with greater feelings of social connection. Moreover, early caregiver experiences did not moderate this association, suggesting that the physical-social warmth overlap may not be altered by early social experience. Results provide additional support for the link between experiences of physical warmth and social warmth and add to existing theories that highlight social connection as a basic need on its own.

Enhancing academic reading skills through extensive reading ...

African Journals Online (AJOL)

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

Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers

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Miller, Amanda C.; Fuchs, Douglas; Fuchs, Lynn S.; Compton, Donald L.; Kearns, Devin; Zhang, Wenjuan; Yen, Loulee; Patton, Samuel; Kirchner, Danielle

2014-01-01

The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first grade and third-grade reading comprehension performance. Participants were 110 first grade students identified as at-risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly ...

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

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

2004-11-01

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

Online Case Studies as a Professional Development Opportunity for Teachers of Elementary Reading

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Vereb, Anita; Carlisle, Joanne F.; Mihocko-Bowling, Emily

2015-01-01

This study explores teachers' response to a professional development program called Case Studies of Reading Lessons (CSRL) that uses case studies of reading instruction to provide opportunities for elementary teachers to learn to analyze features that affect the quality of reading lessons. One important question is whether analyzing others'…

The influence of social, individual and linguistic factors on children's performance in tasks of reading single words aloud / A Influência de fatores sociais, individuais e lingüísticos no desempenho de crianças na leitura em voz alta de palavras isoladas

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Patrícia Silva Lúcio

2010-01-01

Full Text Available This study evaluates social, individual and linguistic factors in the performance of a single- word reading aloud task. A group of 1st to 4th grade school children from Belo Horizonte-MG (N = 333 read aloud 323 single words presented in a computer screen. Measures of reaction time (RT and error scores were collected. The Generalized Estimating Equations method exhibited the grapheme-phoneme and phoneme-grapheme regularity effect in reading and also showed an impact on the number of categories of regularity in this effect. No social factor was important to explain the results, but their mothers' education was correlated to the error scores (in opposite direction. There was no gender effect. Other factors rather than the traditional ones were also relevant, such as the age of reading acquisition and the verbal comprehension. The work brings important theoretical issues to cognitive reading assessment in Brazil.

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

OpenAIRE

Carien Wilsenach; Patricia Makaure

2018-01-01

Gender differences in reading development are a global phenomenon, with girls typically performing better than boys. Some studies have reported gender differences favouring girls in reading comprehension in South Africa, but little systematic evidence exists about gender differences in the cognitive-linguistic abilities that underlie reading development. This study investigated the effect of gender on phonological processing and reading development in Northern Sotho–English bilingual children...

Freedom for mangas: youth, reading, and information

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Jacira Gil Bernardes

2016-09-01

Full Text Available http://dx.doi.org/10.5007/1807-1384.2016v13n3p81 The present paper is an attempt to reflect and discuss the meaning and significance that youngsters from an outskirt district attribute to information and reading. 8 semi-structured interviews were conducted with young adults between 18 and 24 years of age who took part on a social project called Casa das Juventudes (House of the Youth in the Guajuviras suburb in Canoas, Brazil. Casa das Juventudes is a part of the ‘Territórios da Paz’ (Land of Peace project and is a development and learning center as well as a leisure space. It houses PROTEJO, a social project that focus on youngsters who are subject to violence and other forms of social vulnerability. Our outcomes indicate that reading is part of their daily activities since the results of the interviews demonstrate that they express interest not only in literature but also in obtaining information both in and outside Casa das Juventudes. However, access to information is hindered for various reasons such as the absence of public libraries and cultural spaces suitable to their social reality. Access to information seems to be impeded not by lack of interest in reading but because of the inadequacy of books and by the high price of material acquisition.

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

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Carien Wilsenach

2018-01-01

Full Text Available Gender differences in reading development are a global phenomenon, with girls typically performing better than boys. Some studies have reported gender differences favouring girls in reading comprehension in South Africa, but little systematic evidence exists about gender differences in the cognitive-linguistic abilities that underlie reading development. This study investigated the effect of gender on phonological processing and reading development in Northern Sotho–English bilingual children. Grade 3 learners who received their literacy instruction in English were tested on various phonological processing and reading measures. Phonological awareness was assessed using phoneme isolation and elision tasks. Phonological working memory was assessed using memory for digits and non-word repetition tests while rapid automatised naming was tested using rapid letter, rapid digit, rapid object and rapid colour naming tasks. Reading achievement was assessed with various word reading tasks and with a fluent reading task. A multivariate analysis of variance revealed that gender had a significant effect on the phonological processing and reading abilities of Northern Sotho– English bilingual children. Girls performed significantly better than boys on all the reading measures, as well as on some aspects of phonological processing. The findings provide behavioural evidence in support of biological theories of gender differences, in that girls seemed to have developed some of the cognitive-linguistic skills associated with reading before boys. The girls also coped better with tasks that required increased cognitive processing. This study suggests that sex differences in reading development cannot be ignored in South Africa and need to be addressed in future curriculum development.

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

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

2014-01-01

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

Predicting Intentions to Read Suicide Awareness Stories. The Role of Depression and Characteristics of the Suicidal Role Model.

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Niederkrotenthaler, Thomas; Arendt, Florian; Till, Benedikt

2015-01-01

Research on factors that influence the intention to read suicide awareness material is lacking. To identify how social and state similarities between the featured protagonist of a suicide awareness story and the audience impact on the intent to read similar stories. Laboratory experiment with n = 104 students. Participants were randomly assigned to study groups. In the first group, the role model provided his personal story of crisis and was a student. In the second group, the content was identical but the model was socially dissimilar. The third group read about a topic unrelated to suicide. Depression, identification, and exposure intent were measured after the experiment. Conditional process analysis was carried out. In the group featuring a once-suicidal role model with high social similarity, depression in the audience increased the intention to read similar material in the future via identification with the role model; 82% of individuals wanted to read similar material in the future, but only 50% wanted to do so in the group featuring a dissimilar person. Exposure intention increases via identification when role model and audience characteristics align regarding social traits and the experience of depression. These factors are relevant when developing campaigns targeting individuals with stories of recovery.

LOOKING AT THE LINK BETWEEN EMOTIONAL INTELLIGENCE AND READING COMPREHENSION AMONG SENIOR HIGH SCHOOL STUDENTS

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M. Ahlan Firdaus

2017-12-01

Full Text Available The main purpose of the present study was to empirically investigate the possible correlation between students’ emotional inteligence and thier reading comprehension and students’ emotional intelligence influences their reading comprehension. The participants in the study were 53 the eleventh grade students of SMA Sandika Banyuasin which were selected from two classes consisting of science and social. Reading comprehension test was done to measure students’ reading comprehension by using TOEFL Junior reading comprehension section. Then, USMEQ-i by Yusoff (2010 was administered to the participants to measure their emotional intelligence. SPSS program was run using Pearson Product Moment formula and Regression Analysis to find out the correlation and the influence. The result showed that there was a postive significant correlation between students’ emotional intelligence and reading comprehension with r = .661.Then, there influenced of students’ emotional intelligence on thier reading comprehension with 43.7%.

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…

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

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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; ...

Teachers’ beliefs about reading and use of reading strategies

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VASILIKA RRAKU

2014-01-01

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

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…

An Exploratory Study of NNES Graduate Students' Reading Comprehension of English Journal Articles

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Chen, Kate Tzu-Ching

2017-01-01

The academic success of non-native English speaker (NNES) graduate students greatly relies on their ability to read and comprehend English journal articles (EJA). The purpose of this study was to identify NNES graduate students' comprehension difficulties and reading strategies when reading EJA. In addition, the study explored how the relationship…

Oxytocin effects on mind-reading are moderated by experiences of maternal love withdrawal: an fMRI study.

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Riem, Madelon M E; Bakermans-Kranenburg, Marian J; Voorthuis, Alexandra; van IJzendoorn, Marinus H

2014-06-03

The neuropeptide oxytocin has been shown to stimulate a range of social behaviors. However, recent studies indicate that the effects of intranasal oxytocin are more nuanced than previously thought and that contextual factors and individual characteristics moderate the beneficiary oxytocin effects. In this randomized-controlled trial we examine the influence of intranasally administered oxytocin on neural activity during mind-reading with fMRI, taking into account harsh caregiving experiences as a potential moderator. Participants were 50 women who received a nasal spray containing either 16 IU of oxytocin or a placebo and had reported how often their mother used love withdrawal as a disciplinary strategy. Participants performed an adapted version of the Reading the Mind in the Eyes Test (RMET), a task which requires individuals to infer mental states by looking at photographs of the eye region of faces. We found that oxytocin enhanced neural activation in the superior temporal gyrus (STG) and insula during the RMET. Moreover, oxytocin increased RMET performance outside the scanner. However, the oxytocin induced changes in STG activation and RMET performance were only brought about in potentially less socially proficient individuals who had low RMET performance, that is, participants reporting higher levels of maternal love withdrawal. Copyright © 2014 Elsevier Inc. All rights reserved.

Social Studies Teachers’ Perceptions of Tolerance

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Hatice Türe

2014-10-01

Full Text Available Problem: Tolerance is one of the values which citizens should have in today's multicultural and democratic society. Educational system should teach tolerance to the individuals in a democratic society. Tolerance can be given through curricula in educational process. Social studies is one of the courses for conducting tolerance education. Skills and perspectives of teachers are important for tolerance education in social studies. The purpose of this study is to understand social studies teachers' perceptions of tolerance. Method: In the study, qualitative research method and phenomenology that is one of the qualitative research designs was employed. The participants were determined using criterion sampling. 10 social studies teachers graduated from social studies education departments working at schools of Eskisehir Provincial Directorate of National Education participated in the study. The research process consisted of two phases. The data were gathered through semi-structured interviews. The interviews were conducted in two steps in order to make an in-depth analysis. In Phase I of the study, semi-structured interviews were conducted with 10 teachers in December and January months during the 2012-2013 school year. The data obtained from the first interviews were also the base for the questions in the second interviews. In Phase II of the study, semi-structured interviews were again conducted with 10 teachers who participated in the first interviews in April and May months during the 2012-2013 school year. Teacher Interview Form-1 in the first interviews and Teacher Interview Form-2 in the second interviews were used for data collection. As for data analysis, thematic analysis technique was used. The data were analysed, the findings were defined and interpreted based on the research questions. Findings: The findings of the study revealed that the social studies teachers described tolerance as respecting ideas, values, beliefs and behaviors

Executive Functioning and Reading Achievement in School: A study of Brazilian Children Assessed by Their Teachers as Poor Readers

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Pascale M. J. Engel de Abreu

2014-06-01

Full Text Available This study examined executive functioning and reading achievement in 106 6- to 8-year-old Brazilian children from a range of social backgrounds of whom approximately half lived below the poverty line. A particular focus was to explore the executive function profile of children whose classroom reading performance was judged below standard by their teachers and who were carefully matched to controls on chronological age, sex, school type (Private or Public, domicile (Salvador/BA or São Paulo/SP, and socioeconomic status. Children completed a battery of 12 executive function tasks that were conceptually tapping cognitive flexibility, working memory, inhibition, and selective attention. Each executive function domain was assessed by several tasks. Principal component analysis extracted four factors that were labeled Working Memory/Cognitive Flexibility, Interference Suppression, Selective Attention, and Response Inhibition. Individual differences in executive functioning components made differential contributions to early reading achievement. The Working Memory/Cognitive Flexibility factor emerged as the best predictor of reading. Group comparisons on computed factor scores showed that the struggling readers presented limitations in Working Memory/Cognitive Flexibility, but not in other executive function components, compared to more skilled readers. These results validate the account that working memory capacity provides a crucial building block for the development of early literacy skills and extends it to a population of early readers of Portuguese from Brazil. The study suggests that deficits in working memory/cognitive flexibility might represent one contributing factor to reading difficulties in early readers which might have important implications for interventions for children at risk of school failure.

Mathematics: Number Systems around the World [and] Reading/Language Arts: The Little Red Hen [and] Use Book-Making, Art, Research, Word-Processing Skills, and Language Arts Skills to Create Original "Ancient Greek" Myths [and] Electronic Author Studies [and] Science: Inspecting the Wide World of Insects on the Web [and] Social Studies: Civil War Letters [and] Pizarro and the Incas.

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School Library Media Activities Monthly, 1997

1997-01-01

Provides seven fully developed library media activities that are designed for use with specific curriculum units in mathematics, reading and language arts, science, and social studies for elementary and secondary education. Library media skills, objectives, grade levels, resources, instructional roles, evaluation, and follow-up are described for…

The Importance of Pleasure Reading in the Lives of Young Teens: Self-Identification, Self-Construction and Self-Awareness

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Howard, Vivian

2011-01-01

This paper reports on a research study investigating the role of pleasure reading in the lives of 12-15 year old residents of an eastern Canadian regional municipality. Pleasure reading was found to fulfill three broad functions: it enhanced academic performance, social engagement and personal development. In conclusion, the study confirms that…

Structural neural substrates of reading the mind in the eyes

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Wataru eSato

2016-04-01

Full Text Available The ability to read the minds of others in their eyes plays an important role in human adaptation to social environments. Behavioral studies have resulted in the development of a test to measure this ability (Reading the Mind in the Eyes Test, revised version; Eyes Test, and have demonstrated that this ability is consistent over time. Although functional neuroimaging studies revealed brain activation while performing the Eyes Test, the structural neural substrates supporting consistent performance on the Eyes Test remain unclear. In this study we assessed the Eyes Test and analyzed structural magnetic resonance images using voxel-based morphometry in healthy participants. Test performance was positively associated with the gray matter volumes of the dorsomedial prefrontal cortex, inferior parietal lobule (temporoparietal junction, and precuneus in the left hemisphere. These results suggest that the fronto-temporoparietal network structures support the consistent ability to read the mind in the eyes.

What Johnny Shouldn't Read: Textbook Censorship in America.

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DelFattore, Joan

This book discusses ways in which special-interest groups influence the content of textbooks used in public and private schools throughout the United States. The book focuses on recent federal lawsuits involving attempts to censor or ban reading, literature, science, and social studies textbooks. Recreating the story behind each lawsuit, the book…

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

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Swift, Catherine Hayes

2009-01-01

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

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

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

2016-01-01

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

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

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

2010-07-01

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

"You Don't Read a Science Book, You Study It": An Exploration of Cultural Concepts of Reading.

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Anderson, Jim; Gunderson, Lee

2001-01-01

Discusses how the differing views held by teachers and immigrant parents and their children affect early reading instruction, secondary content reading, and reading involving technology. Demonstrates that immigrant students and their parents hold different beliefs about reading and schooling than those held by many teachers. Concludes it is…

Testosterone and estrogen impact social evaluations and vicarious emotions: A double-blind placebo-controlled study.

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Olsson, Andreas; Kopsida, Eleni; Sorjonen, Kimmo; Savic, Ivanka

2016-06-01

The abilities to "read" other peoples' intentions and emotions, and to learn from their experiences, are critical to survival. Previous studies have highlighted the role of sex hormones, notably testosterone and estrogen, in these processes. Yet it is unclear how these hormones affect social cognition and emotion using acute hormonal administration. In the present double-blind placebo-controlled study, we administered an acute exogenous dose of testosterone or estrogen to healthy female and male volunteers, respectively, with the aim of investigating the effects of these steroids on social-cognitive and emotional processes. Following hormonal and placebo treatment, participants made (a) facial dominance judgments, (b) mental state inferences (Reading the Mind in the Eyes Test), and (c) learned aversive associations through watching others' emotional responses (observational fear learning [OFL]). Our results showed that testosterone administration to females enhanced ratings of facial dominance but diminished their accuracy in inferring mental states. In men, estrogen administration resulted in an increase in emotional (vicarious) reactivity when watching a distressed other during the OFL task. Taken together, these results suggest that sex hormones affect social-cognitive and emotional functions at several levels, linking our results to neuropsychiatric disorders in which these functions are impaired. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Men’s Studies and the Siglo de Oro: An Exemplary Reading of The Two Damsels

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Christian Grünnagel

2013-11-01

Full Text Available This article offers an interpretation of Miguel de Cervantes’ exemplary novella The Two Damsels (1613. Its theoretical and methodical basis is informed by the achievements of recent approaches from men’s studies and one of its most important representatives, R. W. Connell’s foundational work on Masculinities (2005. My reading elucidates what pre-modern readers identified as «masculine» in a literary text, particularly in cases where women dressed as men, a literary artifice and social practice which, following Judith Halberstam, I read as an example of pre-modern «female masculinity». I thus show how theories stemming from postmodernity can open up new approaches to interpreting and understanding pre-modern cultural phenomena while insisting on the distance that separates us from these pre-modern conceptions of what «being a man» signified in a long-gone culture and society. Given these twin aims, this article explains historical alterity via a current theoretical model but does so without translating that alterity immediately into concepts that may sound familiar —perhaps deceptively so.

Into the Curriculum. Interdisciplinary: Celebrating Our Animal Friends: An Across-the-Curriculum Unit for Middle Level Students [and] Music: Program Notes [and] Reading-Language Arts: Letters: Written, Licked, and Stamped [and] Science: Plants in Families [and] Science: Physics and Holiday Toys (Gravity) [and] Social Studies: Learning about Geography through Children's Literature.

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Gillen, Rose; And Others

1995-01-01

Presents six curriculum guides for elementary and secondary education. Subjects include interdisciplinary instruction, music, reading/language arts, science, and social studies. Each guide provides library media skills objectives, curriculum objectives, grade levels, resources, instructional roles, activity and procedures for completion, a…

Exploring Students' Reading Profiles to Guide a Reading Intervention Programme

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Boakye, Naomi A. N. Y.

2017-01-01

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

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

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Alabdulkader, Balsam; Leat, Susan

2012-09-01

This study compared three different methods of determining a reading addition and the possible improvement on reading performance in children and young adults with low vision. Twenty-eight participants with low vision, aged 8 to 32 years, took part in the study. Reading additions were determined with (a) a modified Nott dynamic retinoscopy, (b) a subjective method, and (c) an age-based formula. Reading performance was assessed with MNREAD-style reading charts at 12.5 cm, with and without each reading addition in random order. Outcome measures were reading speed, critical print size, MNREAD threshold, and the area under the reading speed curve. For the whole group, there was no significant improvement in reading performance with any of the additions. When participants with normal accommodation at 12.5 cm were excluded, the area under the reading speed curve was significantly greater with all reading additions compared with no addition (p = 0.031, 0.028, and 0.028, respectively). Also, the reading acuity threshold was significantly better with all reading additions compared with no addition (p = 0.014, 0.030, and 0.036, respectively). Distance and near visual acuity, age, and contrast sensitivity did not predict improvement with a reading addition. All, but one, of the participants who showed a significant improvement in reading with an addition had reduced accommodation. A reading addition may improve reading performance for young people with low vision and should be considered as part of a low vision assessment, particularly when accommodation is reduced.

Transactional Reading in EFL Learning: A Path to Promote Critical Thinking through Urban Legends

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Mariela Leal Hernandez

2015-10-01

Full Text Available This article reports the research methodology and the findings of an action-research study conducted with a group of EFL eleventh graders’ at a public school in Bogotá. The study aimed at helping learners develop critical thinking through the implementation of the Transactional approach to reading. Individual and social transactions during the reading process of several urban legends enabled learners to discuss social conflicts that were also related to their lives, including, for instance, social irresponsibility, violence, drug consumption, and dishonesty. Data analysis from teachers’ observations, students’ opinions in an interview, and artifacts (workshops completed in a pedagogical intervention show that the students fostered critical thinking. The main findings indicate that they criticized human behaviors, generated solutions to conflicts, and planned and produced new knowledge based on previous information. An equal significant finding is that they became critical learners when they used the foreign language.

How do children read words? A focus on reading processes

NARCIS (Netherlands)

van den Boer, M.

2014-01-01

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

Organisational learning capabilities as determinants of social innovation: An empirical study in South Africa

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Boris Urban

2017-04-01

Full Text Available Orientation: A critical reading of the human resource management (HRM literature finds limited contributions to understanding the organisational determinants of social enterprises and how these may contribute to higher levels of social innovativeness. Although innovation is a key theme in organisational research it has been acknowledged that the field needs more theory-based examinations of different types of innovativeness. Research purpose: To determine how different organisational capabilities are related to social innovation. Motivation for the study: Many social enterprises in developing countries do not have the requisite capabilities to efficiently manage all their programmes, which presents a major threat to organisational sustainability. Research design, approach and method: The empirical analysis is a cross-sectional study based on primary survey data. Hypotheses are tested using correlational and regression analysis. Main findings: The results show that the organisational learning capabilities of knowledge conversion, risk management, organisational dialogue and participative decision-making all have a significant and positive relationship with social innovation. Practical/managerial implications: Managers and practitioners can leverage the different organisational learning capabilities to improve social innovations in their social enterprises. Contribution/value-add: The study is one of the first in an African market context to empirically investigate social enterprises in terms of social innovation and organisational learning perspectives.

Reading for Progress; A Conference on Perspectives of and Recommendations for Countering Reading Problems in Hawaii County (Waiakea Village Resort, March 8, 1975).

Science.gov (United States)

Hawaii State Dept. of Education, Hilo.

The proceedings of the Reading for Progress Conference, held on Hilo (Hawaii) on 8 March 1975, are contained in this report. The purpose of this conference was a "refocus" on the reading problems of Hawaii's youth, as viewed by educators, the business and labor community, social agencies, and other government officials. This document…

Universalização da leitura e valorização da literatura: condição para o desenvolvimento social = Universalizing of reading and valorization of literature: condition for social development

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Juracy Ignez Assmann Saraiva

2008-01-01

Full Text Available Resultados de pesquisas de diferentes órgãos que avaliam o desenvolvimento de nosso país ou que detalham a competência leitora dos brasileiros permitem afirmar que há uma correlação entre aspectos da conjuntura econômico-social e o domínio da leitura. Essacorrelação aponta para a necessidade de mudanças que visualizem a educação, alicerçada na leitura e na experiência estética, como o caminho para a humanização dos indivíduos, da qual decorre o verdadeiro desenvolvimento social. Todavia, para que esse objetivo seja alcançado, sendo redesenhada a face da realidade brasileira, é imprescindível que se proceda ao enfrentamento da crise cultural que interfere negativamente na formação de leitores e que é responsável pelo desprestígio do texto literário como espaço de aprendizagem e deconhecimento.Results of surveys from different agencies which evaluate thedevelopment of our country or which detail the reading competence of Brazilians allow us to say that there is a correlation between aspects of socioeconomic conjuncture and the mastering of reading. This correlation points to the necessity of changes which considereducation as based on reading and aesthetic experience as the way for the humanization of the persons from which springs out the true social development. However, in order to achieve this goal, having redefined the face of Brazilian reality, it is indispensable to proceed to face the cultural crisis which interferes negatively in the formation of readers and which is responsible for the disreputability of the literary text as an opportunity of learning andknowledge.

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.

The association between arithmetic and reading performance in school: A meta-analytic study.

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Singer, Vivian; Strasser, Kathernie

2017-12-01

Many studies of school achievement find a significant association between reading and arithmetic achievement. The magnitude of the association varies widely across the studies, but the sources of this variation have not been identified. The purpose of this paper is to examine the magnitude and determinants of the relation between arithmetic and reading performance during elementary and middle school years. We meta-analyzed 210 correlations between math and reading measures, coming from 68 independent samples (the overall sample size was 58923 participants). The meta-analysis yielded an average correlation of 0.55 between math and reading measures. Among the moderators tested, only transparency of orthography and use of timed or untimed tests were significant in explaining the size of the correlation, with the largest correlations observed between timed measures of arithmetic and reading and between math and reading in opaque orthographies. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Troubled reading: ‘Sonny’s blues’ and empathy

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Eva Kowalska

2015-07-01

Full Text Available This article uses a discussion of Baldwin’s short story ‘Sonny’s blues’ as a means of exploring reading and approaches to drug literature. It considers the possibility of understanding Baldwin’s fictional text as a statement on reading social as well as subjective ‘problems’ as universal across contexts. Using conclusions gleaned from a detailed reading of the primary text, as well as the contributions of others to the field, it argues for the importance of reading, as audience and as scholars, with the capacity to allow for the transformation of problematic subjective experience such as drug addiction into artistic expression with value beyond its initial context.

To read or not to read

NARCIS (Netherlands)

Mol, Suzanne Elizabeth

2010-01-01

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

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 Development of Students’ Cognitive Self-Study While Teaching Reading in FL Training

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Natalia S. Andrianova

2017-11-01

Full Text Available In the informational society while teaching foreign languages the development of students’ skills aimed at searching, analyzing, critical thinking, processing and using the obtained information in the productive speech activity is in demand. In this context, the problem of students’ cognitive self-study development, aimed at “revealing” knowledge while reading, is becoming increasingly important as reading while teaching foreign languages not only contributes to self-development and self-reflection, but also to the formation of a cross-cultural and linguistic personality, which is a priority of linguistic education. The solution of the above-mentioned problems has defined the aim of our research: it is the development and implementation of technologies for optimizing students’ self-study in teaching reading. In the course of our experimental work the implementation of the principle of multi-level approach in the form of five interrelated elements in teaching reading – from the level of mastering reading techniques to the level of critical reading and stylistic comprehension reading – contributed to the ultimate development and improvement of students’ constructive-creative self-study. During the experimental work while testing the effectiveness of our methods of cognitive-practical activities, we concluded that in the process of teaching foreign languages, these methods are an effective way of teaching reading, activating students’ self-study, forming linguistic creativity, which manifests itself in the ability to produce oral and written discourses based on the creative potential development of a linguistic personality. The results obtained in the experiment can be used in educational process while creating and implementing the algorithm of organizing students’ self-study while teaching foreign languages.

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

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Clinton, Virginia

2015-01-01

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

Viewpoint Reading Conference Recommendations in a Wider ...

African Journals Online (AJOL)

Viewpoint Reading Conference Recommendations in a Wider Context of Social Change. ... Southern African Journal of Environmental Education. Journal Home · ABOUT THIS JOURNAL ... AJOL African Journals Online. HOW TO USE AJOL.

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

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Sebastian Wallot

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

Social Studies Education and a New Social Studies Movement

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Bulent Tarman

2010-05-01

Full Text Available The aim of this article is to analyze theoretically the need to improve Social Studies Education in Turkey in a pedagogical manner and on the basis of the intended contributions and goals of a New Social Studies Movement to the field.Social Studies Education is an important teaching discipline to equip individuals with the necessary knowledge, skills, values and attitudes to operate efficiently in a knowledge society.The New Social Studies movement of 1960s in the USA contributed to the development of Social Studies Education.This movement tried to establish a constructivist approach. They emphasized on the importance of an inquiry based approach, and rich and real life situation in the classrooms and skills such as critical thinking, reflective thinking, cooperation and collaboration in Social Studies Education. However, the movement diminished in a short while due to the lack of research to support their theoretically sound ideas, appropriate teaching resources for teachers and students and ill-equipped teachers while their ideas were and still are gaining impetus in many countries in the world.Social Studies Education is relatively new in Turkey. Social Studies Education in Turkey has weaknesses in terms of both in theoretically and practically. The quality of teaching resources and materials and teacher qualifications are not up-to-standards to carry out a constructivist Social Studies Education.A new movement has started in Turkey to improve Social Studies Education. This new Social Studies movement aims to do research in the field on the area, print books and teaching resource for both teachers and students, develop policies, hold academic meetings, publish high quality journals for both academics and practitioners, to create opportunities and gateways for networking. This article critically argues the proposed contribution of the new Social Studies movement to the field in Turkey drawing upon the experiences of the movement of 1960s in

Progressive outcomes of collaborative strategic reading to EFL learners

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Sofyan A. Gani

2016-09-01

Full Text Available This study aimed to discover the effects of using Collaborative Strategic Reading (CSR in teaching reading to EFL learners. The method used in this study was experimental research which referred to the true experimental design through tests and a questionnaire as data collection instruments. The questionnaire consisted of items to gain the students' responses toward 3 categories of Collaborative Strategic Reading (CSR implementation on their reading ability, namely: instruction, procedure, and impact. In total, 67 students in a senior high school in Banda Aceh were involved as participants (32 students in the experimental group and 35 students in the control group. The data were analyzed using the mean, standard deviation, and Z-test percentage. The Z-score between the experimental group and control group was 2.37. The critical value of the Z-score for 68 degrees of freedom was 2.01 at the .05 significance level. Therefore, the critical value of the students' Z-score (2.37 was significant at the .05 level. This indicated that the students who were taught reading using CSR achieved better scores than those who were taught using the non-CSR approach. The results of the questionnaire further showed that more than 80 percent of the students gave vastly positive responses in relation to CSR classroom implementation. This approach not only helped them to develop their reading skills, but also produced positive outcomes in their social relationships and interactions in the classroom.

Reading Amount as a Mediator of the Effects of Intrinsic and Extrinsic Reading Motivation on Reading Comprehension

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Schaffner, Ellen; Schiefele, Ulrich; Ulferts, Hannah

2013-01-01

This study examined the role of reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on higher order reading comprehension (comprised of paragraph-and passage-level comprehension) in a sample of 159 fifth-grade elementary students. A positive association between intrinsic reading motivation and reading amount…

Effects of Social Persuasion from Parents and Teachers on Chinese Students' Self-Efficacy: An Exploratory Study

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Lam, Yuen Yi; Chan, Joanne Chung Yan

2017-01-01

This study compared the effects of social persuasion from parents and teachers on students' self-efficacy in reading comprehension in English as a foreign language. Ninety-nine Grade 8 Chinese students in a secondary school in Hong Kong completed a questionnaire with six scenarios which tapped their self-efficacy after receiving positive and…

Effects of Listening While Reading (LWR on Swahili Reading Fluency and Comprehension

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Filipo Lubua

2016-10-01

Full Text Available A number of studies have examined the contribution of technology in teaching such languages as English, French, and Spanish, among many others. Contrarily, most LCTL’s, have received very little attention. This study investigates if listening while reading (LWR may expedite Swahili reading fluency and comprehension. The study employed the iBook Author tool to create weekly mediated and interactive reading texts, with comprehension exercises, which were eventually used to collect descriptive and qualitative data from four Elementary Swahili students. Participants participated in a seven week reading program, which provided them with some kind of directed self-learning, and met with the instructor for at least 30 minutes every week for observation and more reading activities. The teacher recorded their reading scores, and a number of themes on how LWR influenced reading fluency and comprehension are discussed here. It shows that participants have a positive attitude towards LWR and they suggest it for all the reading classes.

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

OpenAIRE

Al-Roomy, Muhammad

2013-01-01

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

Emergent literacy skills, behavior problems and familial antecedents of reading difficulties: a follow-up study of reading achievement from kindergarten to fifth grade.

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Costa, Hugo Câmara; Perdry, Hervé; Soria, Carmen; Pulgar, Salomé; Cusin, Françoise; Dellatolas, Georges

2013-03-01

This study examined the relation between emergent literacy skills, teachers' reports of behavioral problems, and word reading achievement in a community sample of French students. Family background was investigated and included familial antecedents of reading difficulties (Fa/Rd) and parents' educational level. The analyses explored the pattern of concurrent relations between behavioral, familial and emergent literacy measures in a sample of 812 preschoolers, and their predictive power in explaining word reading achievement in a sub-sample of 150 children followed from kindergarten to fifth grade. Word reading at fifth grade was predicted by kindergarten measures of phonological awareness and letter knowledge. Teachers' reports of inattention symptoms at each grade level were associated with early reading skills and with subsequent word reading. Fa/Rd were concurrently and longitudinally associated with emergent literacy skills, teachers' reported inattention and word reading. These results indicate that children with a family history of reading difficulties are at increased risk for the co-occurrence of reading difficulties and attention problems from kindergarten onward. These findings confirm the shared influence of Fa/Rd on the comorbidity between inattention symptoms and reading difficulties in a non-diagnosed community sample of preschool children followed through late elementary school. Copyright © 2012 Elsevier Ltd. All rights reserved.

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.

Structural Location and Reputed Influence in State Reading Policy Issue Networks

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Young, Tamara V.; Lewis, Wayne D.; Sanders, Marla S.

2010-01-01

Using data about collaborative relationships among 109 reading policy actors from four states, this study investigated the extent to which social capital, operationalized as spanning structural holes, predicted a policy actor's reputed influence. Regression analysis showed that after controlling for state, centrality, and government entity, having…

The effects of collaborative reading : A Comparative Study on JSL Learners' Comprehension of Expository Text

OpenAIRE

伊東, あゆみ; 田川, 麻央; 石井, 怜子

2011-01-01

Collaborative reading is an activity in which learners work in pairs to comprehend text through sharing their own reading processes with each other. The purpose of this study is to investigate the effects of collaborative reading on learners of Japanese as a second language (JSL). This study included thirty-six intermediate-advanced JSL learners, who were divided in two groups: the collaborative reading group and the non- collaborative one; each was given a sample of expository text to read t...

Grade differences in reading motivation among Hong Kong primary and secondary students.

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Lau, Kit-Ling

2009-12-01

Most previous studies in Western societies have demonstrated a general decline in school motivation. However, it is not clear whether motivational decline occurs uniformly for all students. The moderating effects of individual and cultural differences on students' motivational decline need to be further explored. This study aimed to examine the grade differences in students' reading motivation, including self-efficacy, intrinsic motivation, extrinsic motivation, and social motivation, in a Chinese educational context. Grade by gender and grade by school-average achievement interactions were also checked to explore the role of individual differences in students' motivational changes. A total of 1,794 students (860 boys and 934 girls) volunteered to take part in this study, of whom 648 were Grade 4-6 students from 11 primary schools, 627 were Grade 7-9 students from 12 junior secondary schools, and 519 Grade 10-11 students from 6 senior secondary schools. A Chinese version of the Motivation for Reading Questionnaire (CRMQ) was administered to all participants during regular class periods by their teachers. Reliability analyses and confirmatory factor analysis (CFA) were first undertaken to assess the psychometric quality of the CRMQ. Then, multisample CFA was conducted to examine whether the factor structure of the CRMQ was equivalent across students at different grade levels. Grade differences in various reading motivation constructs as well as grade x gender and grade x school-average achievement interactions were examined using multiple-indicator-multiple-causes modelling. The findings of this study supported the reliability and the factor structure of the CRMQ in measuring the reading motivation of Chinese students at different grade levels. The factor pattern of the CRMQ was invariant across primary, junior secondary, and senior secondary students in multisample CFA. As far as the scores on the four reading motivation constructs were concerned, students scored

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

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Meniado, Joel C.

2016-01-01

Metacognitive reading strategies and reading motivation play a significant role in enhancing reading comprehension. In an attempt to prove the foregoing claim in a context where there is no strong culture for reading, this study tries to find out if there is indeed a relationship between and among metacognitive reading strategies, reading…

Family media matters: Unraveling the intergenerational transmission of reading and television tastes

NARCIS (Netherlands)

Notten, N.J.W.R.; Kraaykamp, G.L.M.; Konig, R.P.

2012-01-01

In this study, the authors scrutinize the intergenerational transmission of book reading and television viewing behaviors. They examine long-term effects of parents’ social status, parental media example, and media guidance activities during one’s childhood on adult media tastes. Data are employed

Family media matters: unraveling the intergenerational transmission of reading and television tastes

NARCIS (Netherlands)

Notten, N.; Kraaykamp, G.; Konig, R.P.

2012-01-01

In this study, the authors scrutinize the intergenerational transmission of book reading and television viewing behaviors. They examine long-term effects of parents' social status, parental media example, and media guidance activities during one's childhood on adult media tastes. Data are employed

Students with Reading Disabilities Participating in Literature Discussions: A Case Study

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O'Brien, Elysha Patino

2011-01-01

This qualitative case study addressed a lack of research concerning literature discussions for students with learning disabilities in reading. Fourth and fifth grade students with reading disabilities participated in twice-weekly literature discussions, 30-to-60 minutes each, for 12 weeks. The students attended a Title I school and most were…

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…

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.

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...

Improving reading in the primary grades.

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Duke, Nell K; Block, Meghan K

2012-01-01

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

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.

Probing the Perceptual and Cognitive Underpinnings of Braille Reading. An Estonian Population Study

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Veispak, Anneli; Boets, Bart; Mannamaa, Mairi; Ghesquiere, Pol

2012-01-01

Similar to many sighted children who struggle with learning to read, a proportion of blind children have specific difficulties related to reading braille which cannot be easily explained. A lot of research has been conducted to investigate the perceptual and cognitive processes behind (impairments in) print reading. Very few studies, however, have…

The limits of social capital: Durkheim, suicide, and social cohesion.

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Kushner, Howard I; Sterk, Claire E

2005-07-01

Recent applications of social capital theories to population health often draw on classic sociological theories for validation of the protective features of social cohesion and social integration. Durkheim's work on suicide has been cited as evidence that modern life disrupts social cohesion and results in a greater risk of morbidity and mortality-including self-destructive behaviors and suicide. We argue that a close reading of Durkheim's evidence supports the opposite conclusion and that the incidence of self-destructive behaviors such as suicide is often greatest among those with high levels of social integration. A reexamination of Durkheim's data on female suicide and suicide in the military suggests that we should be skeptical about recent studies connecting improved population health to social capital.

The level of social relations comprehension and its impact on text comprehension in individuals with autistic spectrum disorder

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Hana Sotáková

2016-10-01

Full Text Available Background The study was carried out within the research “Reading comprehension – typical development and its risks”. The article contains data from a component study focused on 4th grade students with autism spectrum disorder (ASD who were incorporated into a group of readers with reading comprehension development risks. The main aim was to establish whether variable results in children’s reading and comprehension tests relate to the level of understanding of social relations. Participants and procedure We tested 20 students with ASD in two phases: T1 and T2. Each phase consisted of 2 individual sessions. Under the leadership of a research assistant, during each of these sessions a student would carry out the test focused on general intellectual skills, language skills, reading, and reading comprehension. For students with autistic spectrum disorder the Strange Stories test was added in order to ascertain the level of social relations understanding. Results The results in reading and reading comprehension tests among students with ASD varied significantly. Based on a correlation analysis it was found that the Strange Stories results substantially correlate with tests focused on reading, text comprehension and language skill levels. Conclusions Our research proved the following: the Strange Stories test results show that the level to which an individual is able to understand social relations and social behavior is significantly related to his/her ability to comprehend a text. Consequently, this can influence his/her learning skills as well as the quality of life in society. Cultivation of social abilities, social communication and understanding of social situations and relations is therefore necessary for compensation of autistic spectrum disorder expressions.

The Neuroscience of Teaching Narratives: Facilitating Social and Emotional Development

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Lisa Whalen

2010-04-01

Full Text Available Humanities and the sciences have long been considered polar opposites that exist in separate realms of academia and require different cognitive skills. However, neuroscience has brought about renewed interest in what we can learn about the human brain by investigating links between disciplines. For example, studies related to English literature have revealed that the benefits of reading narratives (fiction and nonfiction stories extend far beyond language development and include increased competence in social and emotional functioning. By combining the results of an original dissertation study and a review of past and current research in education, psychology, linguistics, and neuroscience, this essay explores how reading narratives serves as practice for managing emotions and social interactions in everyday life. In fact, several studies suggest that reading narratives strengthens nearly every part of the brain because the brain is designed—or “wired”—to think and learn in terms of narratives, regardless of subject matter. This essay provides several types of support for the claim that reading narratives facilitates social and emotional development. Research discussed includes studies showing that reading narratives is not a solitary activity but “a surprisingly social process” (Krakovsky, 2006, p. 1 and is linked to increased ability to view people and events from multiple perspectives, increased empathy for others, and increased ability to interpret social cues (Atkins, 2000; Courtright, Mackey, & Packard, 2005; Davis, 1980; Greif & Hogan, 1973; Harrison, 2008; Mar, 2004; Mar, Oatley, Hirsh, dela Paz, & Peterson, 2006; Stanovich & West, 1989. Understanding how the brain processes narratives and relates them to real life functioning has important implications for many disciplines, such as psychology, in its attempt to understand and treat post-traumatic stress disorder. This essay, however, focuses on the implications for education

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.

"Reading to Write" in East Asian Studies

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Freedman, Leora

2013-01-01

A reading-writing initiative began in 2011-12 at the University of Toronto as a partnership between an East Asian Studies (EAS) department and an English Language Learning (ELL) Program. In this institution, students are expected to enter into scholarly discussions in their first year essays, yet many (both native English speakers and non-native…

Reading literary fiction improves theory of mind.

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Kidd, David Comer; Castano, Emanuele

2013-10-18

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

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

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Pedersen, Henriette Folkmann; Fusaroli, Riccardo; Lauridsen, Lene Louise; Parrila, Rauno

2016-11-01

The purpose of this study was to examine the quality of oral reading and how it relates to reading comprehension in students with dyslexia. A group of Danish university students with dyslexia (n = 16) and a comparison group of students with no history of reading problems (n = 16) were assessed on their oral reading performance when reading a complex text. Along with reading speed, we measured not only the number and quality of reading errors but also the extent and semantic nature of the self-corrections during reading. The reading comprehension was measured through aided text retellings. The results showed that, as a group, the dyslexics performed poorer on most measures, but there were notable within-group differences in the reading behaviours and little association between how well university students with dyslexia read aloud and comprehended the text. These findings suggest that many dyslexics in higher education tend to focus their attention on one subcomponent of the reading process, for example, decoding or comprehension, because engaging in both simultaneously may be too demanding for them. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Presence of bias in radiographer plain film reading performance studies

International Nuclear Information System (INIS)

Brealey, S.; Scally, A.J.; Thomas, N.B.

2002-01-01

Purpose To raise awareness of the frequency of bias that can affect the quality of radiographer plain film reading performance studies. Methods Studies that assessed radiographer(s) plain film reading performance were located by searching electronic databases and grey literature, hand-searching journals, personal communication and scanning reference lists. Thirty studies were judged eligible from all data sources. Results A one-way analysis of variance (ANOVA) demonstrates no statistically significant difference (P=0.25) in the mean proportion of biases present from diagnostic accuracy (0.37), performance (0.42) and outcome (0.44) study designs. Pearson's correlation coefficient showed no statistically significant linear association between the proportion of biases present for the three different study designs and the year that the study was performed. The frequency of biases in film and observer selection and application of the reference standard was quite low. In contrast, many biases were present concerning independence of film reporting and comparison of reports for concordance. Conclusions The findings indicate variation in the presence of bias in radiographer plain film reading performance studies. The careful consideration of bias is an essential component of study quality and hence the validity of the evidence-base used to underpin radiographic reporting policy

Exploring elementary school teachers' perception of their role in teaching content literacy in the elementary science and social studies classrooms: A mixed methods study

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Jones-Moore, Lisa Michelle

2011-12-01

This mixed-methods study explored third, fourth, and fifth grade teachers' perceptions of their role in teaching content literacy in the elementary science and social studies classroom. The rationale for this study was the growing number of studies questioning the reliance on the inoculation theory for content area literacy comprehension. The study was a mixed methods study so as to provide insight into the participants' thought processes in decision making and instructional planning. Data sources included timed instructional observations, tiered checklist to identify strategy instruction, and prompted critical reflections. The three-tiered observation instrument categorized strategies used by teachers in tiers according to the focus of the strategy. Tier I strategies were those identified as strategies good readers use, typically taught with narrative text. The inoculation theory posits these skills transfer to reading informational and expository text. Tier II strategies were those identified as strategies appropriate for informational or expository text. Use of these strategies acknowledged that narrative and informational/expository text require different strategies, but does not differentiate between expository text drawn from particular content area. Tier III strategies were those identified as strategies particularly suited to informational or expository text drawn from specific content areas. These strategies embody cognitive processes used to comprehend text drawn from specific content areas. The findings showed the participating teachers used a preferential Tier of strategy instruction. Some participants felt that reading comprehension was more important than content. They viewed reading as a subject instead of an integral part of science and social studies instruction.

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.

Making Sense of Close Reading

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Duck, Paul

2018-01-01

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

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.

Early reading intervention by means of a multicomponent reading game

NARCIS (Netherlands)

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

2017-01-01

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

Motivational reading on education, meaningful reading realisation

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Adriana Qafa

2017-07-01

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

Into the Curriculum. Art/Language Arts: Find the Poetry in Art. [and] Reading/Language Arts: Rodeo Pup: Integrating Developmentally Appropriate Curriculum with Technology and Literature [and] Reading/Language Arts: Reading and Understanding Genre Fiction [and] Reading/Language Arts: Grandparents: Memories [and] Science/Social Studies: Ocean Topography [and] Science: Devastating Disasters! [and] Social Studies/Mathematics: Which Way Do I Go? [and] Social Studies: Comparing Sources of Biographical Information.

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Plank, Kristie J.; Snyder, Maureen M.; Santeford, Deborah; Bautz, Kim; Repka-Peters, Margie; Thornburgh, Roberta; Bistricky, Stacey; Buse, Anne

1999-01-01

Provides a library media activity designed for social studies and focused on retrieving and comparing bibliographic information from print and nonprint sources. Describes library media skills objectives; curriculum (subject area) objectives; grade levels (7 through 9); print, CDROM and other resources; instructional roles; procedures; evaluation;…

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

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Teresa Cervera Mata

2016-11-01

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

The Role of Reading Skills on Reading Comprehension Ability of Turkish EFL Students

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Ebru Kaya

2015-12-01

Full Text Available Reading is a part of our daily lives. It is performed both for pleasure and information. Reading skills are important for the individuals since they foster comprehension in reading. If the students do not have knowledge of reading skills, they cannot be expected to be successful readers. Thus, they cannot achieve the level of comprehension required to pass exams in their own departments. For this reason, reading skills should be taught in universities for the students to be able to cope with comprehension problems. This case study aims to find out whether or not reading skills has a role on the reading comprehension ability of Turkish EFL students. This study is both a qualitative and a quantitative study which lasted for a duration of 14 weeks. Two groups were selected (experimental and control among prep classes at Kahramanmaraş Sütçü Imam University. Both groups were administered a pre-test and questionnaire at the beginning of the study to find out if they were aware of reading skills. In addition, 10 students were chosen randomly for interview. During the study, reading skills were infused into the curriculum through designing lesson plans in accordance with the language content and topics for level C students, as determined by the Common European Language Framework. The lessons required the students to use reading skills before, during, and post reading. At the end of the study, the same questionnaire was re-administered. The students were given the post-test and then interviewed. The quantitative data were analyzed through descriptive statistics. The obtained data revealed that the students enhanced their comprehension ability provided that they were taught to use reading skills.

THE USE OF SCHEMATA IN READING COMPREHENSION: A CASE OF LEARNERS’ READING PROBLEMS

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Cucu Sutarsyah

2016-02-01

Full Text Available The Use of Schemata in Reading Comprehension: A Case of Learners’ Reading Problems. Schemata have an important role in the process of reading. It is almost impossible for a person to read without utilizing schemata. This study aimed to find learners’ reading problem in terms of using sche­mata.  A group of second year students of English Department of State University of Malang were in­volved in this study. As a case study, an interview, observation, and test were used to collect the data. The study reveals that the main reading problems were lack of background knowledge, over-reliance on background knowledge, and lack of background knowledge activation. In the process of reading, learn­ers’ background knowledge should be activated. Without optimal activation, the process of reading does not reach satisfactory results. It is also suggested that learners should not be over confident in get­ting the meaning from the text. Over-reliance on background knowledge might lead to misinterpretation.

Developing reading literacy by reading badge

OpenAIRE

Rejc, Blanka

2017-01-01

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

Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as “poor readers”

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Engel de Abreu, Pascale M. J.; Abreu, Neander; Nikaedo, Carolina C.; Puglisi, Marina L.; Tourinho, Carlos J.; Miranda, Mônica C.; Befi-Lopes, Debora M.; Bueno, Orlando F. A.; Martin, Romain

2014-01-01

This study examined executive functioning and reading achievement in 106 6- to 8-year-old Brazilian children from a range of social backgrounds of whom approximately half lived below the poverty line. A particular focus was to explore the executive function profile of children whose classroom reading performance was judged below standard by their teachers and who were matched to controls on chronological age, sex, school type (private or public), domicile (Salvador/BA or São Paulo/SP) and socioeconomic status. Children completed a battery of 12 executive function tasks that were conceptual tapping cognitive flexibility, working memory, inhibition and selective attention. Each executive function domain was assessed by several tasks. Principal component analysis extracted four factors that were labeled “Working Memory/Cognitive Flexibility,” “Interference Suppression,” “Selective Attention,” and “Response Inhibition.” Individual differences in executive functioning components made differential contributions to early reading achievement. The Working Memory/Cognitive Flexibility factor emerged as the best predictor of reading. Group comparisons on computed factor scores showed that struggling readers displayed limitations in Working Memory/Cognitive Flexibility, but not in other executive function components, compared to more skilled readers. These results validate the account that working memory capacity provides a crucial building block for the development of early literacy skills and extends it to a population of early readers of Portuguese from Brazil. The study suggests that deficits in working memory/cognitive flexibility might represent one contributing factor to reading difficulties in early readers. This might have important implications for how educators might intervene with children at risk of academic under achievement. PMID:24959155

Growth trajectories of early aggression, overactivity, and inattention: Relations to second-grade reading.

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Gray, Sarah A O; Carter, Alice S; Briggs-Gowan, Margaret J; Jones, Stephanie M; Wagmiller, Robert L

2014-09-01

The link between behavior problems and low academic achievement is well established, but few studies have examined longitudinal relations between early externalizing behaviors before school entry and low academic achievement following transition to formal schooling. Early inattention has been particularly overlooked, despite strong associations between inattention and reading difficulties later in development. Trajectories of infant and toddler aggression, overactivity, and inattention, developed from parent reports about 1- to 3-year-old children, were examined as predictors of direct assessments of 2nd-grade reading in an at-risk epidemiological study subsample (N = 359). Reports of inattentive and overactive behaviors at ages 1-3 years and changes in inattention through toddlerhood predicted reading achievement in 2nd grade. A parallel process model suggested that the effects of early inattention on reading appear to be most robust. Findings underscore the contribution of social-emotional development to school readiness and the importance of early identification of children with externalizing problems, as early interventions designed to reduce externalizing problems may improve later reading skills.

Growth Trajectories of Early Aggression, Overactivity, and Inattention: Relations to Second Grade Reading

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Gray, Sarah A. O.; Carter, Alice S.; Briggs-Gowan, Margaret J.; Jones, Stephanie M.; Wagmiller, Robert L.

2015-01-01

The link between behavior problems and low academic achievement is well established, but few studies have examined longitudinal relations between early externalizing behaviors before school entry and low academic achievement following transition to formal schooling. Early inattention has been particularly overlooked, despite strong associations between inattention and reading difficulties later in development. Trajectories of infant/toddler aggression, overactivity, and inattention, developed from parent reports about 1- to 3-year-old children, were examined as predictors of direct assessments of second grade reading in an at-risk epidemiological study subsample (N = 359). Reports of inattentive and overactive behaviors at age 1-to-3 years and changes in inattention through toddlerhood predicted reading achievement in second grade. A parallel process model suggested that the effects of early inattention on reading appear to be most robust. Findings underscore the contribution of social-emotional development to school readiness and the importance of early identification of children with externalizing problems, as early interventions designed to reduce externalizing problems may improve later reading skills. PMID:25046126

The skills related to the early reading acquisition in Spain and Peru.

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Sellés, Pilar; Ávila, Vicenta; Martínez, Tomás; Ysla, Liz

2018-01-01

This paper deals with the skills related to the early reading acquisition in two countries that share language. Traditionally on reading readiness research there is a great interest to find out what factors affect early reading ability, but differ from other academic skills that affect general school learnings. Furthermore, it is also known how the influence of pre-reading variables in two countries with the same language, affect the development of the reading. On the other hand, several studies have examined what skills are related to reading readiness (phonological awareness, alphabetic awareness, naming speed, linguistic skills, metalinguistic knowledge and basic cognitive processes), but there are no studies showing whether countries can also influence the development of these skills.Our main objective in this study was to establish whether there were differences in the degree of acquisition of these skills between Spanish (119 children) and Peruvian (128 children), five years old children assessed in their own countries and after controlling Economic, Social and Cultural Status (ESCS). The results show that there are significant differences in the degree of acquisition of these skills between these two samples. It's especially relevant, in these results, that the main predictor in a regression study was the country of origin, explaining a higher percentage of variance than other variables such as age differences, in months, or gender. These findings corroborate the results obtained in other studies with migrant population.

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…

Fluid Reading Practice: On the Queer Potential of Studying Nonhuman Animals

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Sari Irni

2017-10-01

Full Text Available This paper contributes to recent discussions about the relevance of the natural sciences and nonhuman animals in feminist theory by drawing from feminist debates on the queer potential of studying nonhuman animals. The paper discusses readings on the intertwining of scientific accounts of nonhuman animals and politics; how different nonhuman animal bodies have enabled various conceptualisations of sex and physical intimacy and have been enmeshed in the politics of sex; and how to read the relevance of accounts of the diversity of nonhuman animal sex(es for feminist endeavours. These discussions contribute to an exploration of ‘fluid reading’, a feminist reading practice which draws inspiration from and moves with both new materialisms and poststructuralisms. The paper proposes that not only mood is important in feminist reading practices but also movements and flows.

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…

Reading While Listening on Mobile Devices: An Innovative Approach to Enhance Reading

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Rochdi, Aicha; Eppard, Jenny

2017-01-01

This poster session will describe a study that took place at a university in the United Arab Emirates. The study included a reading app that was downloaded onto each student's individual mobile device. Students could read while listening to the stories. The primary goal of the study was to determine how, if at all, listening while reading in a…

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 ...

Early Reading Intervention by Means of a Multicomponent Reading Game

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

2017-01-01

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

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

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Izyani Mohamad Zaki

2008-12-01

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

Cannabis craving in response to laboratory-induced social stress among racially diverse cannabis users: The impact of social anxiety disorder

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Buckner, Julia D; Zvolensky, Michael J; Ecker, Anthony H; Jeffries, Emily R

2016-01-01

Social anxiety disorder appears to be a risk factor for cannabis-related problems. Although it is presumed that increases in cannabis craving during elevated social anxiety reflect an intent to cope with greater negative affectivity, it is unclear whether increases in physiological arousal during social stress are related to cannabis craving, especially among those with social anxiety disorder. Similarly, no studies have assessed motivational reasons for cannabis use during elevated social stress. Thus, the current study tested whether increases in state social anxiety (measured subjectively and via physiological arousal) were related to greater cannabis craving among 126 current cannabis users (88.9% with cannabis use disorder, 31.7% with social anxiety disorder, 54.0% non-Hispanic Caucasian) randomly assigned to either a social interaction or reading task. As predicted, cannabis users in the social interaction condition reported greater cannabis craving than those in the reading condition. This effect was particularly evident among those with social anxiety disorder. Although physiological arousal did not moderate the relationship between condition and craving, coping motives were the most common reasons cited for wanting to use cannabis and were reported more among those in the social interaction task. These experimental results uniquely add to a growing literature suggesting the importance of elevated state social anxiety (especially among those with social anxiety disorder) in cannabis use vulnerability processes. PMID:26839322

Cannabis craving in response to laboratory-induced social stress among racially diverse cannabis users: The impact of social anxiety disorder.

Science.gov (United States)

Buckner, Julia D; Zvolensky, Michael J; Ecker, Anthony H; Jeffries, Emily R

2016-04-01

Social anxiety disorder appears to be a risk factor for cannabis-related problems. Although it is presumed that increases in cannabis craving during elevated social anxiety reflect an intent to cope with greater negative affectivity, it is unclear whether increases in physiological arousal during social stress are related to cannabis craving, especially among those with social anxiety disorder. Similarly, no studies have assessed motivational reasons for cannabis use during elevated social stress. Thus, the current study tested whether increases in state social anxiety (measured subjectively and via physiological arousal) were related to greater cannabis craving among 126 current cannabis users (88.9% with cannabis use disorder, 31.7% with social anxiety disorder, 54.0% non-Hispanic Caucasian) randomly assigned to either a social interaction or reading task. As predicted, cannabis users in the social interaction condition reported greater cannabis craving than those in the reading condition. This effect was particularly evident among those with social anxiety disorder. Although physiological arousal did not moderate the relationship between condition and craving, coping motives were the most common reasons cited for wanting to use cannabis and were reported more among those in the social interaction task. These experimental results uniquely add to a growing literature suggesting the importance of elevated state social anxiety (especially among those with social anxiety disorder) in cannabis use vulnerability processes. © The Author(s) 2016.

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

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Kim, Young-Suk Grace

2015-01-01

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

Teachers and Content Area Reading: Attitudes, Beliefs and Change

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Hall, L.A.

2005-01-01

''Sometimes the teacher will say, 'Read to the bottom of the page,' and I try but I fall behind. Then she asks questions and a whole bunch of kids can answer the questions but I can't. I try to keep up with everything but it's really hard. Sarah; 6th grade social studies student''. This paper presents the results of a review of the research into…

The Neural Substrates for Letter String Readings in The Normal and Reverse Directions: An fMRI Study

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Ge, Sheng; Saito, Takashi; Wu, Jing-Long; Ogasawara, Jun-Ichi; Yamauchi, Shuichi; Matsunaga, Naofumi; Iramina, Keiji

In order to investigate the difference in cortical activations between reading letter strings in the normal direction and the reverse direction, an fMRI study was conducted. In this study, the cortical activations elicited by Japanese letter string reading and Chinese letter string reading were investigated. The subjects performed the normal direction reading task (read letter strings from left to right), and the reverse direction reading task (read letter strings from right to left). According to the experimental results, the activated brain regions during the normal and the reverse direction reading tasks were compared. It was found that visuospatial transformation was involved in the reverse direction reading task, while this function was not significant during the normal direction reading task. Furthermore, we found that there was no significant difference in cortical activation between Japanese and Chinese letter string readings.

Practical Applications of Reading Research.

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Harris, Albert J.

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

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…

Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing

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Graham, Steve; Liu, Xinghua; Bartlett, Brendan; Ng, Clarence; Harris, Karen R.; Aitken, Angelique; Barkel, Ashley; Kavanaugh, Colin; Talukdar, Joy

2018-01-01

This meta-analysis examined if students' writing performance is improved by reading interventions in studies (k = 54 experiments; 5,018 students) where students were taught how to read and studies (k = 36 investigations; 3,060 students) where students' interaction with words or text was increased through reading or observing others read. Studies…

READING STATISTICS AND RESEARCH

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Reviewed by Yavuz Akbulut

2008-10-01

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

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

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Ann Medaille

2012-09-01

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

Teaching Initial Reading in Navajo: Report of a Conference of Educators Held at Kayenta, January 30-31, 1970. Navajo Reading Study, Progress Report No. 6.

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Murphy, Penny, Ed.

This report includes descriptions of ongoing reading programs for Navajo students in Rough Rock, Rock Point, and Navajo Community College, presented by teacher-participants in the conference on reading held in Kayenta, Arizona, January 30-31, 1970. Also included are reports from the Navajo Reading Study staff and a discussion of the problems of…

The involvement of long-term serial-order memory in reading development: A longitudinal study.

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Bogaerts, Louisa; Szmalec, Arnaud; De Maeyer, Marjolijn; Page, Mike P A; Duyck, Wouter

2016-05-01

Recent findings suggest that Hebb repetition learning-a paradigmatic example of long-term serial-order learning-is impaired in adults with dyslexia. The current study further investigated the link between serial-order learning and reading using a longitudinal developmental design. With this aim, verbal and visual Hebb repetition learning performance and reading skills were assessed in 96 Dutch-speaking children who we followed from first through second grade of primary school. We observed a positive association between order learning capacities and reading ability as well as weaker Hebb learning performance in early readers with poor reading skills even at the onset of reading instruction. Hebb learning further predicted individual differences in later (nonword) reading skills. Finally, Hebb learning was shown to explain a significant part of the variance in reading performance above and beyond phonological awareness. These findings highlight the role of serial-order memory in reading ability. Copyright © 2015 Elsevier Inc. All rights reserved.

Psychometric Research in Reading.

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Davis, Frederick B.

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

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

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

2011-01-01

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

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

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

2010-05-01

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

The everyday meets the academic: How bilingual Latino/a third graders use sociocultural resources to learn in science and social studies

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McIntosh Ciechanowski, Kathryn E.

Driven by questions surrounding the documented "fourth-grade slump" in student test scores and about the content learning of English language learners, this dissertation examines the science and social studies literacy practices of third grade bilingual Latino/as in an urban school. Using qualitative and quantitative methods, I examined three questions: (a) What content area demands are evident in instruction and in the assigned texts that children read? (b) What sociocultural knowledge do students draw on in the reading and writing of content area texts? How does it shape their reading and writing? and (c) What linguistic knowledge do students draw on in the reading and writing of content area texts? How does it shape their reading and writing? These questions are premised on three key tenets from the extant research literature. First, research has documented that middle grade students struggle to make sense of content texts, which could be caused by not only a scarcity of expository texts in early grades but also by discipline-specific demands in the content texts. Second, although all students may struggle to read specialized texts, students from non-mainstream backgrounds may struggle more because they do not possess the social and linguistic capital valued in mainstream schools. Third, sociocultural research has documented the importance of social and cultural funds of knowledge in classroom learning and knowledge construction. Guided by these tenets, I observed for six months in 2 classes and recorded field notes, interviewed participants, collected artifacts, and conducted pre- and post-unit assessments. Analytic methods included quantitative evaluation of assessments and constant comparative and discourse analyses. Findings indicate that the textbooks posed linguistic and conceptual demands and represented multiple discourses including the discourses of the natural and social sciences. To make sense of texts, students drew from various sociocultural

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

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Hiromitsu Miyata

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

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

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sakineh sahebdel

2014-05-01

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

A Study of the Demographics of Web-Based Health-Related Social Media Users.

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Sadah, Shouq A; Shahbazi, Moloud; Wiley, Matthew T; Hristidis, Vagelis

2015-08-06

The rapid spread of Web-based social media in recent years has impacted how patients share health-related information. However, little work has studied the demographics of these users. Our aim was to study the demographics of users who participate in health-related Web-based social outlets to identify possible links to health care disparities. We analyze and compare three different types of health-related social outlets: (1) general Web-based social networks, Twitter and Google+, (2) drug review websites, and (3) health Web forums. We focus on the following demographic attributes: age, gender, ethnicity, location, and writing level. We build and evaluate domain-specific classifiers to infer missing data where possible. The estimated demographic statistics are compared against various baselines, such as Internet and social networks usage of the population. We found that (1) drug review websites and health Web forums are dominated by female users, (2) the participants of health-related social outlets are generally older with the exception of the 65+ years bracket, (3) blacks are underrepresented in health-related social networks, (4) users in areas with better access to health care participate more in Web-based health-related social outlets, and (5) the writing level of users in health-related social outlets is significantly lower than the reading level of the population. We identified interesting and actionable disparities in the participation of various demographic groups to various types of health-related social outlets. These disparities are significantly distinct from the disparities in Internet usage or general social outlets participation.

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

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Parault, Susan J; Williams, Heather M

2010-01-01

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

The teaching and learning of reading in Swedish speaking schools in Finland : A study of teachers’ relation to reading in first and second grade in three Swedish speaking schools in Finland.

OpenAIRE

Frost, Lena

2014-01-01

Finnish student have for several years proved to be successful in reading in international studies. This interview based study aims to describe how teachers in Finnish schools for Swedish speaking children are relating to reading and reading education during the first two years of schooling. The result shows that reading, reading training and reading comprehension are natural elements in all teaching during the first two years in school and that teaching is based on students’ ability and inte...

Using Literature Study Groups to Construct Meaning in an Undergraduate Reading Course.

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Roberts, Sherron Killingsworth

1998-01-01

Examines the effectiveness of adding a literature-study-group component to an undergraduate reading diagnosis and remediation course for preservice teachers. Group members read nonfiction works related to literacy, periodically meet to discuss the book and their responses, and share with their classmates. The paper explains how to conduct such…

Syntactic comprehension in reading and listening: a study with French children with dyslexia.

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Casalis, Séverine; Leuwers, Christel; Hilton, Heather

2013-01-01

This study examined syntactic comprehension in French children with dyslexia in both listening and reading. In the first syntactic comprehension task, a partial version of the Epreuve de Compréhension syntaxico-sémantique (ECOSSE test; French adaptation of Bishop's test for receptive grammar test) children with dyslexia performed at a lower level in the written but not in the spoken modality, compared to reading age-matched children, suggesting a difficulty in handling syntax while reading. In the second task, syntactic processing was further explored through a test of relative clause processing, in which inflectional markers could aid in attributing roles to the elements in a complex syntactic structure. Children with dyslexia were insensitive to inflectional markers in both reading and listening, as was the reading age control group, while only the older normal reader group appeared to make use of the inflectional markers. Overall, the results support the hypothesis that difficulties in comprehension in dyslexia are strongly related to poor reading skills.

Reading a suspenseful literary text activates brain areas related to social cognition and predictive inference.

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Moritz Lehne

Full Text Available Stories can elicit powerful emotions. A key emotional response to narrative plots (e.g., novels, movies, etc. is suspense. Suspense appears to build on basic aspects of human cognition such as processes of expectation, anticipation, and prediction. However, the neural processes underlying emotional experiences of suspense have not been previously investigated. We acquired functional magnetic resonance imaging (fMRI data while participants read a suspenseful literary text (E.T.A. Hoffmann's "The Sandman" subdivided into short text passages. Individual ratings of experienced suspense obtained after each text passage were found to be related to activation in the medial frontal cortex, bilateral frontal regions (along the inferior frontal sulcus, lateral premotor cortex, as well as posterior temporal and temporo-parietal areas. The results indicate that the emotional experience of suspense depends on brain areas associated with social cognition and predictive inference.

Reciprocal Teaching and Emotional Intelligence: A Study of Iranian EFL Learners' Reading Comprehension

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Izadi, Mehri; Nowrouzi, Hossein

2016-01-01

The present study aimed at exploring the effect of reciprocal reading strategies instruction on reading comprehension of EFL learners. Emotional intelligence, another variable of interest, was assessed to indicate whether it plays a role in learners' comprehension. In a pre- and post-test study, forty-two learners went through a reciprocal reading…

On the relationships between DSM-5 dysfunctional personality traits and social cognition deficits: A study in a sample of consecutively admitted Italian psychotherapy patients.

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Fossati, Andrea; Somma, Antonella; Krueger, Robert F; Markon, Kristian E; Borroni, Serena

2017-11-01

This study aims at testing the hypothesis that the Diagnostic and Statistical Manual of Mental Disorders fifth edition (DSM-5) alternative model of personality disorder (AMPD) traits may be significantly associated with deficits on 2 different social cognition tasks, namely, the Reading the Mind in the Eyes Test and the Movie for the Assessment of Social Cognition, in a sample of consecutively admitted inpatients and outpatients. The sample was composed of 181 consecutively admitted participants (57.5% women; mean age = 38.58 years). Correlation coefficients and partial correlation coefficients were computed in order to assess the associations among social cognition tasks, DSM-5 AMPD traits, and dimensionally assessed DSM-5 Section II personality disorders. Specific maladaptive traits listed in the DSM-5 AMPD were significantly associated with Reading the Mind in the Eyes Test scores and Movie for the Assessment of Social Cognition scores, even when the effect of selected DSM-5 Section II personality disorders was controlled for. Our results support the relevance of studying social cognitive functioning in subjects suffering from personality disorders. Copyright © 2017 John Wiley & Sons, Ltd.

An Exploratory Study of Reading Comprehension in College Students After Acquired Brain Injury.

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Sohlberg, McKay Moore; Griffiths, Gina G; Fickas, Stephen

2015-08-01

This exploratory study builds on the small body of existing research investigating reading comprehension deficits in college students with acquired brain injury (ABI). Twenty-four community college students with ABI completed a battery of questionnaires and standardized tests to characterize self-perceptions of academic reading ability, performance on a standardized reading comprehension measure, and a variety of cognitive functions of this population. Half of the participants in the sample reported traumatic brain injury (n = 12) and half reported nontraumatic ABI (n = 12). College students with both traumatic and nontraumatic ABI cite problems with reading comprehension and academic performance postinjury. Mean performance on a standardized reading measure, the Nelson-Denny Reading Test (Brown, Fischo, & Hanna, 1993), was low to below average and was significantly correlated with performance on the Speed and Capacity of Language Processing Test (Baddeley, Emslie, & Nimmo-Smith, 1992). Injury status of traumatic versus nontraumatic ABI did not differentiate results. Regression analysis showed that measures of verbal attention and suppression obtained from the California Verbal Language Test-II (Delis, Kramer, Kaplan, & Ober, 2000) predicted total scores on the Nelson-Denny Reading Test. College students with ABI are vulnerable to reading comprehension problems. Results align with other research suggesting that verbal attention and suppression problems may be contributing factors.

Predictors of Foreign Language Reading Comprehension in a Hypermedia Reading Environment

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Akbulut, Yavuz

2008-01-01

This study investigated factors affecting second/foreign language (L2) reading comprehension in a hypermedia environment within the theoretical framework of dual coding and cognitive load theories, and interactive models of L2 reading. The independent variables were reading ability, topic interest, prior topical knowledge, and the number of times…

Shared Reading Quality and Brain Activation during Story Listening in Preschool-Age Children.

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Hutton, John S; Phelan, Kieran; Horowitz-Kraus, Tzipi; Dudley, Jonathan; Altaye, Mekibib; DeWitt, Tom; Holland, Scott K

2017-12-01

To explore the relationship between maternal shared reading quality (verbal interactivity and engagement) and brain function during story listening in at-risk, preschool-age children, in the context of behavioral evidence and American Academy of Pediatrics, recommendations. In this cross-sectional study, 22 healthy, 4-year-old girls from low socioeconomic status households completed functional magnetic resonance imaging using an established story listening task, followed by videotaped observation of uncoached mother-daughter reading of the same, age-appropriate picture book. Shared reading quality was independently scored applying dialogic reading and other evidence-based criteria reflecting interactivity and engagement, and applied as a predictor of neural activation during the functional magnetic resonance imaging task, controlling for income and maternal education. Shared reading quality scores were generally low and negatively correlated with maternal distraction by smartphones (P reading quality is positively correlated with brain activation supporting complex language, executive function, and social-emotional processing in at-risk, preschool-age children. These findings represent novel neural biomarkers of how this modifiable aspect of home reading environment may influence foundational emergent literacy skills, reinforce behavioral evidence and American Academy of Pediatrics, recommendations, and underscore the potential of dialogic reading interventions to promote healthy brain development, especially in at-risk households. Copyright © 2017 Elsevier Inc. All rights reserved.

MisReading LIS Education.

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Wiegand, Wayne

1997-01-01

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

Female Juvenile Delinquents' Reactions to a Reading Program: A Mixed Methods Study

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Sanger, Dixie; Ritzman, Mitzi; Schaefer, Lauren; Belau, Don

2010-01-01

Older students who struggle with reading are more motivated to participate in instructional intervention if they are interested in the program. This mixed methods study examined opinions and reactions of 41 female juvenile delinquents on a 1-hour demonstration of the START-IN (STudents Are Responding To INtervention) reading program. Following a…

Pictorial, Textual, and Picto-Textual Glosses in E-Reading: A Comparative Study

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Shalmani, Hamed Babaie; Sabet, Masoud Khalili

2010-01-01

This research explored the effects of three types of multimedia glosses on the reading comprehension of learners in an EFL context. From among the three experimental groups under study, one received treatment on five academic reading passages through picto-textual glosses where both textual definitions and relevant images of words popped up, thus…

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.

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

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Kim, Young-Suk Grace

2015-01-01

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

Guided Reading and Motivation

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Hauptman, Allyson L.

2012-01-01

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

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

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Kocaarslan, Mustafa

2016-01-01

This study aimed to establish the possible relationships between reading comprehension competence, reading attitude and the vividness of mental imagery among Turkish fourth-grade students. Participants were fourth grade students, selected using convenience sampling from two different public schools (n=103) in Bartin, Turkey. The research was…

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.

The Social Construction of "Struggle": Influences of School Literacy Contexts, Curriculum, and Relationships

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Triplett, Cheri F.

2007-01-01

In this study, social constructionism provided a theoretical framework for investigating how students' struggles with reading are socially constructed in school literacy contexts, curriculum, and relationships. The study also sought to discover how "struggling reader" is a socially constructed subjectivity or identity that begins in the early…

Intact social cognitive processes in outpatients with anorexia nervosa: a pilot study.

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Kucharska, Katarzyna; Jeschke, Julia; Mafi, Reza

2016-01-01

The aim of the study was to assess social cognition in community patients suffering from anorexia nervosa (AN) compared to healthy controls. 25 women diagnosed with AN and 25 women matched for education level and age were involved in the study. Both subject groups were assessed using a set of validated experimental tasks, such as the facial expression recognition test, short recognition memory test for faces, 'Reading the mind in the eyes' test. Patients were assessed for symptoms of: eating disorder (the eating attitudes test-EAT-26), OCD (the Yale-Brown obsessive compulsive scale-Y-BOCS) and depression (Beck depression inventory-BDI). The research hypothesis indicated that patients suffering from anorexia represent no significant difference in social cognitive functioning in comparison to the healthy controls. These assessment scales were used to identify whether there are any problems according to social cognitive functioning especially emotion recognition and theory of mind (ToM). The primary outcome assessment was to identify social cognitive deficits in anorexic outpatients and secondary outcome was to verify whether these problems in emotional functioning found in women in acute phase of AN are state or trait effects. Anorexic patients showed significantly higher scores on EAT-26, BDI and Y-BOCS. No significant differences were found in performance of social cognitive tests and facial perception test. No marked alterations were found in social cognitive functioning in community patients with average body mass index (BMI) of 17.6. This may indicate that social cognition is a very complex construct to be reliably measured in anorexia nervosa considering relatively limited psychometric data for many social cognitive tasks. Further longitudinal studies are needed to untangle ongoing controversy whether social cognitive deficits in AN could be state or trait related.

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

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Ainon Omar

2015-06-01

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

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

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

2014-12-01

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

Social Change in Urban America.

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Birnbaum, Max; Mogey, John

This work includes introductory material on the community with emphasis on the inner city, prefaces to each group of readings, the readings themselves, and bibliographies. The book presents readings on topics that are central to an understanding of social change in the inner city. The first section, on the city as community and as bureaucracy,…

Recognizing Psychiatric Comorbidity With Reading Disorders

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Robert L. Hendren

2018-03-01

Full Text Available Reading disorder (RD, a specific learning disorder (SLD of reading that includes impairment in word reading, reading fluency, and/or reading comprehension, is common in the general population but often is not comprehensively understood or assessed in mental health settings. In education settings, comorbid mental and associated disorders may be inadequately integrated into intervention plans. Assessment and intervention for RD may be delayed or absent in children with frequently co-occurring mental disorders not fully responding to treatment in both school and mental health settings. To address this oversight, this review summarizes current knowledge regarding RDs and common comorbid or co-occurring disorders that are important for mental health and school settings. We chose to highlight RD because it is the most common SLD, and connections to other often comorbid disorders have been more thoroughly described in the literature. Much of the literature we describe is on decoding-based RD (or developmental dyslexia as it is the most common form of RD. In addition to risk for academic struggle and social, emotional, and behavioral problems, those with RD often show early evidence of combined or intertwined Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition childhood disorders. These include attention deficit hyperactivity disorder, anxiety and depression, disruptive, impulse-control, and conduct disorders, autism spectrum disorders, and other SLDs. The present review highlights issues and areas of controversy within these comorbidities, as well as directions for future research. An interdisciplinary, integrated approach between mental health professionals and educators can lead to comprehensive and targeted treatments encompassing both academic and mental health interventions. Such targeted treatments may contribute to improved educational and health-related outcomes in vulnerable youth. While there is a growing research literature

Re-Reading Erving Goffman as an Emancipatory Researcher

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Thomas Abrams

2014-01-01

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

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

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Maurer, Trent W.; Longfield, Judith

2015-01-01

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

Dyslexia and psycho-social functioning: an exploratory study of the role of self-esteem and understanding.

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Terras, Melody M; Thompson, Lucy C; Minnis, Helen

2009-11-01

Individuals with dyslexia may have lower self-esteem and exhibit more emotional and behavioural difficulties than those without reading problems. However, the nature of any relationship between self-esteem and psychopathology remains unknown. This exploratory study assessed levels of self-esteem using the Self-Perception Profile for Children (Manual for the Self-Perception Profile for Children. University of Denver, CO: Denver; 1985) and psycho-social adjustment using the Strengths and Difficulties Questionnaire (J. Child Psychol. Psychiatry, 1997; 38: 581-586) and examined child and parent understanding, attitudes and the perceived impact of reading difficulties on daily life. Sixty-eight children assessed as dyslexic on the basis of discrepancy scores (mean age 11.2 years; 44 male), and their parents, participated. No global self-esteem deficit was found, but the mean score for both child and parent-rated scholastic competence was significantly lower than that of the general population. Rates of social, emotional and behavioural difficulties were significantly higher than in the general population and were correlated with self-esteem. For children who had high global self-worth, both children and their parents had more positive attitudes towards their reading difficulties and were less likely to perceive a negative impact on relationships. The association between academic self-esteem and emotional symptoms is consistent with the proposed link between dyslexia and internalizing difficulties. Good self-esteem and a good understanding of dyslexia may help children avoid some of these difficulties. Further research with larger more representative samples is necessary as understanding the factors that promote successful psycho-social adjustment is essential to the development of effective prevention and intervention strategies.

The social disutility of software ownership.

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Douglas, David M

2011-09-01

Software ownership allows the owner to restrict the distribution of software and to prevent others from reading the software's source code and building upon it. However, free software is released to users under software licenses that give them the right to read the source code, modify it, reuse it, and distribute the software to others. Proponents of free software such as Richard M. Stallman and Eben Moglen argue that the social disutility of software ownership is a sufficient justification for prohibiting it. This social disutility includes the social instability of disregarding laws and agreements covering software use and distribution, inequality of software access, and the inability to help others by sharing software with them. Here I consider these and other social disutility claims against withholding specific software rights from users, in particular, the rights to read the source code, duplicate, distribute, modify, imitate, and reuse portions of the software within new programs. I find that generally while withholding these rights from software users does cause some degree of social disutility, only the rights to duplicate, modify and imitate cannot legitimately be denied to users on this basis. The social disutility of withholding the rights to distribute the software, read its source code and reuse portions of it in new programs is insufficient to prohibit software owners from denying them to users. A compromise between the software owner and user can minimise the social disutility of withholding these particular rights from users. However, the social disutility caused by software patents is sufficient for rejecting such patents as they restrict the methods of reducing social disutility possible with other forms of software ownership.

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

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

2014-01-01

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

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

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

2009-12-01

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

The Study of Potentials and Problems in Reading Faced By the Eighth Grade Students of Junior High School

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Ida Ayu Made Istri Utami

2017-03-01

Full Text Available Knowing students’ problems, especially in reading, is very important to design an appropriate and meaningful learning. From the problem identification, teacher can find the potency of designing and developing material to meet students’ need. Therefore, this study was aimed to identify the potentials and problems toward reading lesson faced by the eighth grade students of Junior High School. This study was based on the result of classroom observation, document study, and also checklists. The identification of potency and problems through classroom observation was done to obtain data on how existing reading material was used in teaching reading on the classroom. There was also document study to evaluate existing reading material and syllabus used for teaching reading. Then, the data from the teacher and students had been gathered by administering checklists. From the result of the study, it can be identified that the problems faced by the eighth grade students of Junior High School in reading dealt with topic selection, pictures or illustration, and reading activities, while the potency was to develop new reading material by using those problems as consideration.

The role of interword spacing in reading Japanese: an eye movement study.

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Sainio, Miia; Hyönä, Jukka; Bingushi, Kazuo; Bertram, Raymond

2007-09-01

The present study investigated the role of interword spacing in a naturally unspaced language, Japanese. Eye movements were registered of native Japanese readers reading pure Hiragana (syllabic) and mixed Kanji-Hiragana (ideographic and syllabic) text in spaced and unspaced conditions. Interword spacing facilitated both word identification and eye guidance when reading syllabic script, but not when the script contained ideographic characters. We conclude that in reading Hiragana interword spacing serves as an effective segmentation cue. In contrast, spacing information in mixed Kanji-Hiragana text is redundant, since the visually salient Kanji characters serve as effective segmentation cues by themselves.

STUDENTS’ READING PRACTICES AND ENVIRONMENTS

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Aiza Johari

2013-07-01

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

How University Students with Reading Difficulties Are Supported in Achieving Their Goals

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Stack-Cutler, Holly L.; Parrila, Rauno K.; Jokisaari, Markku; Nurmi, Jari-Erik

2015-01-01

We examine (a) what social ties university students with a history of reading difficulty (RD) report assisting them to achieve their goals, (b) outlets available for developing social ties, (c) resources mobilized within these relationships, and (d) the impact of social ties' status on academic achievement. Participants were 107 university…

The Language Desert: The Condition of Literacy and Reading in Contemporary America

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Michael Tracey

2015-01-01

Full Text Available This essay is an engagement with a series of propositions about literacy and reading in the United States: that large numbers of people struggle with what one might call narrative complexity; that they resolve such struggles by falling back onto narrative simplicities which, through a series of cultural preferences, congeal to produce much of the stuff of popular culture; that this condition and process is essentially what the varied critics—from left and right—of the culture of modernity were actually identifying, though from a largely normative, not empirical, standpoint; that what was being critiqued was essentially a condition formed by cognitive underdevelopment; and that we can actually explain this empirically by mining decades’ worth of research in reading and literacy studies, particularly in the context of childhood and social class. In short, this paper is an admittedly tentative step in an effort to build a bridge between two knowledge silos that have in part remained determinably apart—reading/literacy studies and cultural/critical theory. The essay also suggests that, in order to understand reading and literacy, it is important to begin to engage research in neuroscience, particularly that which suggests that the brain is actually not designed—in evolutionary terms—to read.

The Influence of Translation on Reading Amount, Proficiency, and Speed in Extensive Reading

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Sakurai, Nobuko

2015-01-01

This study attempted to examine the influence of a decrease in translation on the number of words read, reading comprehension, and reading rate in an extensive reading (ER) program. The participants were 70 first-year university students who experienced ER both in and outside the classroom for 15 weeks. The results of regression analyses confirmed…

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.

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.

Teaching Reading

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Day, Richard R.

2013-01-01

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

Slow Reading: Reading along "Lectio" Lines

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Badley, K. Jo-Ann; Badley, Ken

2011-01-01

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

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

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Carroll, Julia M; Fox, Amy C

2016-01-01

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

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

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Carroll, Julia M.; Fox, Amy C.

2017-01-01

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

The Impact of Multimodal Texts on Reading Achievement: A Study of Iranian Secondary School Learners

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Bahareh Baharani

2015-07-01

Full Text Available This study was designed to investigate the impact of multimodal text on reading comprehension test performance of Iranian intermediate learners. A total of 80 students participated in this study. All of them were Iranian female EFL learners with the age ranging from 16 to 18. They were selected from a boarding high school in Nasr Abad, Torbat Jam in Khorasan e Razavi, Iran. The students were randomly settled in four groups, who received different instructional approaches through using linear texts, multimodal printed texts, non-printed multimodal texts, and both multimodal printed and non-printed texts.  A pre-test and post-test were used to find out the differences before and after the experimental treatment.  The results reflected that the printed and non-printed multimodal texts had significant impact on reading comprehension test performance. In contrast, applying linear texts or traditional texts did not exert significant influence on reading comprehension ability of the participants. The findings provide useful hints for language instructors to improve effectiveness of instructional reading curriculums and reading ability of language learners. The participants who learned reading comprehension through using multimodal printed and non-printed texts enjoy reading programs and develop their intrinsic and extrinsic motivation for improving reading ability.

Reading competency of first-year undergraduate students at University of Botswana: A case study

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Beauty B. Ntereke

2017-01-01

Full Text Available The ability to read and interpret textbooks and other assigned material is a critical component of success at university level. Therefore, the aims of this study are twofold: to evaluate the reading levels of first-year students when they first enter the university to determine how adequately prepared they are for university reading. It is also to find out if there will be any significant improvement after going through the academic literacy course offered to first-year students. The participants were 51 first-year undergraduate humanities students enrolled in the Communication and Academic Literacy course at the University of Botswana. The data were collected through a reading test adopted from Zulu which was administered at the beginning of the first semester. The same test was administered at the end of the semester after the students had gone through the academic literacy course to see if there was any difference in performance. The findings of this study indicate that there is a mixed and wide variation of students reading competency levels when students first enter the university and that a significant number of first-year entrants are inadequately prepared for university reading.

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

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Lindsey, Pam

2012-01-01

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

Why and How Mathematicians Read Proofs: An Exploratory Study

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Weber, Keith; Mejia-Ramos, Juan Pablo

2011-01-01

In this paper, we report a study in which nine research mathematicians were interviewed with regard to the goals guiding their reading of published proofs and the type of reasoning they use to reach these goals. Using the data from this study as well as data from a separate study (Weber, "Journal for Research in Mathematics Education" 39:431-459,…

Predicting Future Reading Problems Based on Pre-reading Auditory Measures: A Longitudinal Study of Children with a Familial Risk of Dyslexia.

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Law, Jeremy M; Vandermosten, Maaike; Ghesquière, Pol; Wouters, Jan

2017-01-01

Purpose: This longitudinal study examines measures of temporal auditory processing in pre-reading children with a family risk of dyslexia. Specifically, it attempts to ascertain whether pre-reading auditory processing, speech perception, and phonological awareness (PA) reliably predict later literacy achievement. Additionally, this study retrospectively examines the presence of pre-reading auditory processing, speech perception, and PA impairments in children later found to be literacy impaired. Method: Forty-four pre-reading children with and without a family risk of dyslexia were assessed at three time points (kindergarten, first, and second grade). Auditory processing measures of rise time (RT) discrimination and frequency modulation (FM) along with speech perception, PA, and various literacy tasks were assessed. Results: Kindergarten RT uniquely contributed to growth in literacy in grades one and two, even after controlling for letter knowledge and PA. Highly significant concurrent and predictive correlations were observed with kindergarten RT significantly predicting first grade PA. Retrospective analysis demonstrated atypical performance in RT and PA at all three time points in children who later developed literacy impairments. Conclusions: Although significant, kindergarten auditory processing contributions to later literacy growth lack the power to be considered as a single-cause predictor; thus results support temporal processing deficits' contribution within a multiple deficit model of dyslexia.

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

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

2016-01-01

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

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

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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...

Reading motivation in elementary school students

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Sonja Pečjak

2005-02-01

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

Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill.

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Frijters, Jan C; Tsujimoto, Kimberley C; Boada, Richard; Gottwald, Stephanie; Hill, Dina; Jacobson, Lisa A; Lovett, Maureen W; Mahone, E Mark; Willcutt, Erik G; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R

2018-01-01

The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school-age children and youths from two understudied populations: African Americans and Hispanic Americans. Individual assessments of children ranging in age from 8 to 15 years were conducted for reading outcomes, cognitive and linguistic predictors of reading, and attributions for success and failure in reading situations. Quantile regressions were formulated to estimate these relations across the full skill span of each outcome. Reading-related attributions predicted contextual word recognition, sight word and decoding fluency, and comprehension skills. Attributions to ability in success situations were positively related to each outcome across the full span. On three reading outcomes, this relation strengthened at higher skill levels. Attributions to effort in success situations were consistently and negatively related to all reading outcomes. The results provide evidence that the strength of the relation between reading and attributions varies according to reading skill levels, with the strongest evidence for ability-based attributions in situations of reading success.

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

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Long, Deanna; Szabo, Susan

2016-01-01

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

Adaptive changes in early and late blind: a fMRI study of Braille reading.

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Burton, H; Snyder, A Z; Conturo, T E; Akbudak, E; Ollinger, J M; Raichle, M E

2002-01-01

Braille reading depends on remarkable adaptations that connect the somatosensory system to language. We hypothesized that the pattern of cortical activations in blind individuals reading Braille would reflect these adaptations. Activations in visual (occipital-temporal), frontal-language, and somatosensory cortex in blind individuals reading Braille were examined for evidence of differences relative to previously reported studies of sighted subjects reading print or receiving tactile stimulation. Nine congenitally blind and seven late-onset blind subjects were studied with fMRI as they covertly performed verb generation in response to reading Braille embossed nouns. The control task was reading the nonlexical Braille string "######". This study emphasized image analysis in individual subjects rather than pooled data. Group differences were examined by comparing magnitudes and spatial extent of activated regions first determined to be significant using the general linear model. The major adaptive change was robust activation of visual cortex despite the complete absence of vision in all subjects. This included foci in peri-calcarine, lingual, cuneus and fusiform cortex, and in the lateral and superior occipital gyri encompassing primary (V1), secondary (V2), and higher tier (VP, V4v, LO and possibly V3A) visual areas previously identified in sighted subjects. Subjects who never had vision differed from late blind subjects in showing even greater activity in occipital-temporal cortex, provisionally corresponding to V5/MT and V8. In addition, the early blind had stronger activation of occipital cortex located contralateral to the hand used for reading Braille. Responses in frontal and parietal cortex were nearly identical in both subject groups. There was no evidence of modifications in frontal cortex language areas (inferior frontal gyrus and dorsolateral prefrontal cortex). Surprisingly, there was also no evidence of an adaptive expansion of the somatosensory or

Lessons learnt: Observation of Grade 4 reading comprehension teaching in South African schools across the Progress in International Reading Literacy Study (PIRLS 2006 achievement spectrum

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Lisa Zimmerman

2014-12-01

Full Text Available The evidence of the huge challenges of literacy development faced by South African learners is primarily gleaned from the results of learners’ external assessments. There is little research which explores, in-depth, the strategies used by teachers to teach reading literacy and reading comprehension specifically. Questions remain about what is going wrong and, most importantly,what can be changed to rectify the poor outcomes of learners. To gain insight into the poor achievement of Grade 4 learners, in South Africa in the Progress in International Reading Literacy Study (PIRLS 2006, six case studies were undertaken. Each school case had a different class average achievement profile ranging from low to high on the PIRLS achievement scale.This article presents findings from the observation of Grade 4 reading comprehension lessons in six schools. The comparison of observations of teaching practices aligned to higher achieving schools, against those of lower performing schools, indicates the discrepancies in the quality of teaching reading comprehension across the schools, and reveals potential foci for teacher development. The value of comparative lesson observation for these purposes is highlighted.

Effects of reading-oriented tasks on students' reading comprehension of geometry proof

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Yang, Kai-Lin; Lin, Fou-Lai

2012-06-01

This study compared the effects of reading-oriented tasks and writing-oriented tasks on students' reading comprehension of geometry proof (RCGP). The reading-oriented tasks were designed with reading strategies and the idea of problem posing. The writing-oriented tasks were consistent with usual proof instruction for writing a proof and applying it. Twenty-two classes of ninth-grade students ( N = 683), aged 14 to 15 years, and 12 mathematics teachers participated in this quasi-experimental classroom study. While the experimental group was instructed to read and discuss the reading tasks in two 45-minute lessons, the control group was instructed to prove and apply the same propositions. Generalised estimating equation (GEE) method was used to compare the scores of the post-test and the delayed post-test with the pre-test scores as covariates. Results showed that the total scores of the delayed post-test of the experimental group were significantly higher than those of the control group. Furthermore, the scores of the experimental group on all facets of reading comprehension except the application facet were significantly higher than those of the control group for both the post-test and delayed post-test.

Twitter: A Novel Tool for Studying the Health and Social Needs of Transgender Communities.

Science.gov (United States)

Krueger, Evan A; Young, Sean D

2015-01-01

Limited research has examined the health and social needs of transgender and gender nonconforming populations. Due to high levels of stigma, transgender individuals may avoid disclosing their identities to researchers, hindering this type of work. Further, researchers have traditionally relied on clinic-based sampling methods, which may mask the true heterogeneity of transgender and gender nonconforming communities. Online social networking websites present a novel platform for studying this diverse, difficult-to-reach population. The objective of this study was to attempt to examine the perceived health and social needs of transgender and gender nonconforming communities by examining messages posted to the popular microblogging platform, Twitter. Tweets were collected from 13 transgender-related hashtags on July 11, 2014. They were read and coded according to general themes addressed, and a content analysis was performed. Qualitative and descriptive statistics are presented. There were 1135 tweets that were collected in total. Both "positive" and "negative" events were discussed, in both personal and social contexts. Violence, discrimination, suicide, and sexual risk behavior were discussed. There were 34.36% (390/1135) of tweets that addressed transgender-relevant current events, and 60.79% (690/1135) provided a link to a relevant news article or resource. This study found that transgender individuals and allies use Twitter to discuss health and social needs relevant to the population. Real-time social media sites like Twitter can be used to study issues relevant to transgender communities.

Motivation for Reading and Upper Primary School Students' Academic Achievement in Reading in Kenya

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Mucherah, Winnie; Herendeen, Abbey

2013-01-01

This study examined primary school students' reading motivation and performance on the standardized exam. Participants included 901 seventh and eighth grade students from Kenya. There were 468 females and 433 males. Contrary to previous studies, results showed reading challenge and aesthetics, but not efficacy, predicted reading achievement,…

Re-Reading and Rehabilitating Basil Bernstein

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Bolander, Brook; Watts, Richard J.

2009-01-01

This article constitutes a re-reading of and an attempt to rehabilitate Basil Bernstein, both of which are important in light of the interpretation of Bernstein as a proponent of the verbal deficit view, and the general discrediting of his work on social class differences in the British educational system, as related to what he later called…

Bimodal Reading: Benefits of a Talking Computer for Average and Less Skilled Readers.

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Montali, Julie; Lewandowski, Lawrence

1996-01-01

Eighteen average readers and 18 less-skilled readers (grades 8 and 9) were presented with social studies and science passages via a computer either visually (on screen), auditorily (read by digitized voice), or bimodally (on screen, highlighted while being voiced). Less-skilled readers demonstrated comprehension in the bimodal condition equivalent…

Predicting Reading and Spelling Disorders: A 4-Year Prospective Cohort Study.

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Bigozzi, Lucia; Tarchi, Christian; Caudek, Corrado; Pinto, Giuliana

2016-01-01

In this 4-year prospective cohort study, children with a reading and spelling disorder, children with a spelling impairment, and children without a reading and/or spelling disorder (control group) in a transparent orthography were identified in third grade, and their emergent literacy performances in kindergarten compared retrospectively. Six hundred and forty-two Italian children participated. This cohort was followed from the last year of kindergarten to third grade. In kindergarten, the children were assessed in phonological awareness, conceptual knowledge of writing systems and textual competence. In third grade, 18 children with a reading and spelling impairment and 13 children with a spelling impairment were identified. Overall, conceptual knowledge of the writing system was the only statistically significant predictor of the clinical samples. No differences were found between the two clinical samples.

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…

Underlying skills of oral and silent reading

NARCIS (Netherlands)

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

2014-01-01

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

Reading literacy as a measure of the quality of education: Estimates based on PISA 2009 data

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Pavlović-Babić Dragica

2010-01-01

Full Text Available The definition of reading literacy in the PISA study, similar to other international studies of reading, emphasizes the importance of reading for active participation in society, thereby promoting the ability of students to critically analyze information and use it for different purposes. The study examined the level of reading literacy in fifteen-year-old students in different countries, whether there was progress compared to previous cycles of testing, the development of the individual literacy components, and the distribution of students by levels of reading literacy. The sample included fifteen-year-old students, regardless of the grade they had attended at the time of testing. The study was conducted in 190 schools, with the total of 5,523 students tested. The data show that the average achievement of students in Serbia in the domain of reading literacy is still below average compared to the achievement of students from OECD countries, but the results were significantly higher when compared to 2006. The most conspicuous change between two cycles of testing occurred at lower achieving levels of reading literacy, which indicates that the dominant way of teaching in schools is through traditional lectures and oriented towards the adoption of academic knowledge. The progress achieved in the average score for reading literacy scale can be seen as a result of greater involvement and greater motivation of students and teachers, the more apparent support of officials in the PISA 2009 study than in 2006 study, as well as a result of substantial changes in general social context in which students were educated. .

Reading the Bible Positively Popular Reading of the Bible with people living with HIV/AIDS in Brazil

Directory of Open Access Journals (Sweden)

Schroder, Elisa Fenner

2015-12-01

Full Text Available In the early 60s, it began to emerge, in Latin America and Brazil, political movements that sought to raise awareness about their situation of oppression and theneed for ruptures with the dominant society. The Bible had been given to the people and was read from the experience and reality of men and women in situations ofoppression. The situations of oppression and exclusion experienced in Latin America broaden the understanding about the poor and the excluded and challenges newreadings of the Bible from each context. Prejudice and stigma affects the lives of people with HIV, causing them suffering. The situation of social vulnerability affecting a major portion of this population complicates the lives of these people even further. We seek to read the Bible through the context of lives of women with HIV by using popular bible reading methodology. This article bring some introductions reflection on the method and on the experience of a women group in Brazil.

Language delays, reading delays, and learning difficulties: interactive elements requiring multidimensional programming.

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Hay, Ian; Elias, Gordon; Fielding-Barnsley, Ruth; Homel, Ross; Freiberg, Kate

2007-01-01

Researchers have hypothesized four levels of instructional dialogue and claimed that teachers can improve children's language development by incorporating these dialogue levels in their classrooms. It has also been hypothesized that enhancing children's early language development enhances children's later reading development. This quasi-experimental research study investigated both of these hypotheses using a collaborative service delivery model for Grade 1 children with language difficulties from a socially and economically disadvantaged urban community in Australia. Comparing the end-of-year reading achievement scores for the 57 children who received the language intervention with those of the 59 children in the comparison group, the findings from this research are supportive of both hypotheses. The interrelationships between learning difficulties, reading difficulties, and language difficulties are discussed along with children's development in vocabulary, use of memory strategies and verbal reasoning, and the need for multidimensional programming.

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

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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)

Early Identification of Reading Difficulties

DEFF Research Database (Denmark)

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

2017-01-01

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

Reading use in preschool

OpenAIRE

Laísa Cristina dos Santos Guilherme; Rodrigo Ferreira Daverni

2016-01-01

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

Theory of mind in emerging reading comprehension: A longitudinal study of early indirect and direct effects.

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Atkinson, Lynette; Slade, Lance; Powell, Daisy; Levy, Joseph P

2017-12-01

The relation between children's theory of mind (ToM) and emerging reading comprehension was investigated in a longitudinal study over 2.5years. A total of 80 children were tested for ToM, decoding, language skills, and executive function (EF) at Time 1 (mean age=3;10 [years;months]). At Time 2 (mean age=6;03), children's word reading efficiency, language skills, and reading comprehension were measured. Mediation analysis showed that ToM at Time 1, when children were around 4years old, indirectly predicted Time 2 reading comprehension, when children were 6years old, via language ability after controlling for age, nonverbal ability, decoding, EF, and earlier language ability. Importantly, ToM at 4years also directly predicted reading comprehension 2.5years later at 6years. This is the first longitudinal study to show a direct contribution of ToM to reading comprehension in typical development. Findings are discussed in terms of the simple view of reading (SVR); ToM not only supports reading comprehension indirectly by facilitating language but also contributes to it directly over and above the SVR. The potential role of metacognition is considered when accounting for the direct contribution of early ToM to later reading comprehension. Copyright © 2017 Elsevier Inc. All rights reserved.

Entrepreneurship as social change

DEFF Research Database (Denmark)

Hjorth, Daniel

theoretical formulations. They begin with discussions on early Schumpeter and a rhetorical analysis of the current academic literature on social entrepreneurship. They go on to present myriad contextual examples of how entrepreneurship can shape social change, and indicate how this is initiated through......This book - the third in the Movements in Entrepreneurship series - examines entrepreneurship as a societal phenomenon. It provides an in-depth study of the social aspects of entrepreneurship, illustrating how entrepreneurship affects society. The need to move beyond economy to disclose...... various social settings, relationships and communities. Through rich empirical work this book explores the social of `social entrepreneurship' and in doing so shows us how entrepreneurship is at home where society is created. As such, it will prove a fascinating read for academics, researchers...

[Introduction to critical reading of articles: study design and biases].

Science.gov (United States)

García Villar, C

2015-01-01

The critical evaluation of an article enables professionals to make good use of the new information and therefore has direct repercussions for the benefit of our patients. Before undertaking a detailed critical reading of the chosen article, we need to consider whether the study used the most appropriate design for the question it aimed to answer (i.e., whether the level of evidence is adequate). To do this, we need to know how to classify studies in function of their design (descriptive or analytical; prospective or retrospective; cross-sectional or longitudinal) as well as their correlation with the levels of evidence. In critical reading it is also important to know the main systematic errors or biases that can affect a study. Biases can appear in any phase of a study; they can affect the sample, the development of the study, or the measurement of the results. Copyright © 2014 SERAM. Published by Elsevier España, S.L.U. All rights reserved.

The relations between reading and spelling: an examination of subtypes of reading disability.

Science.gov (United States)

Bar-Kochva, Irit; Amiel, Meirav

2016-07-01

Three groups of reading-disabled children were found in studies of English, German, and French: a group with a double deficit in reading and spelling, a group with a single spelling deficit, and a more rarely reported group presenting a single reading deficit. This study set out to examine whether these groups can be found in adults, readers and spellers of Hebrew, which differs from the previously studied orthographies in many aspects. To this end, Hebrew-speaking adults with or without reading disability were administered various literacy and literacy-related tests. Results confirm the existence of the same three groups. While all shared a phonological deficit, subtle differences in phonological decoding ability and in speed of processing distinguished between the groups. The study therefore suggests that the previously reported associations and dissociations between reading and spelling are not restricted to English, German, or French and may not be only developmental in nature.

Lenses on reading an introduction to theories and models

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Tracey, Diane H

2017-01-01

Widely adopted as an ideal introduction to the major models of reading, this text guides students to understand and facilitate children's literacy development. Coverage encompasses the full range of theories that have informed reading instruction and research, from classical thinking to cutting-edge cognitive, social learning, physiological, and affective perspectives. Readers learn how theory shapes instructional decision making and how to critically evaluate the assumptions and beliefs that underlie their own teaching. Pedagogical features include framing and discussion questions, learning a

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

Science.gov (United States)

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

2016-01-01

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

Reading Strategies in a L2: A Study on Machine Translation

Science.gov (United States)

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…

The relationship between children's reading motivation and reading competence

Institute of Scientific and Technical Information of China (English)

白晴雪

2016-01-01

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

Mothers’ Reading Skills and Child Survival in Nigeria: Examining the Relevance of Mothers’ Decision-Making Power

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Smith-Greenaway, Emily

2013-01-01

Mothers’ literacy skills are emerging as a key determinant of children’s health and survival in low-income contexts, with emphasis on the cognitive and psychological agency that literacy skills provide. This work has clearly established a strong association between mothers’ reading skills—a key subcomponent of broader literacy and language skills—and child mortality. However, this relatively nascent literature has not yet considered how broader social structures condition the process. In Nigeria and in sub-Saharan Africa more broadly, gender-based social inequality constrains many mothers’ decision-making power over children’s health matters; this structural feature may condition the association between mothers’ reading skills and child mortality. This paper uses data from the 2003 Nigerian Demographic and Health Survey (N = 12,076) to test the conditionality of the relationship between mothers’ reading skills and child survival on mothers’ decision-making power, highlighting how structural realities should factor more heavily into this individual-action-oriented literature. Among Nigerian children whose mothers have decision-making power, mothers’ reading skills convey a 27 percent lower risk of child mortality; however, for children whose mothers lack decision-making power, mothers’ reading skills do not yield a significant survival advantage. Overall, these findings support the need for future work to further analyze how broader social structures condition the benefits of mothers’ reading skills for children’s health. PMID:24161100

A Study on Reading Printed Books or E-Books: Reasons for Student-Teachers Preferences

Science.gov (United States)

Tosun, Nilgun

2014-01-01

This study tried to determine the preferences of student-teachers on reading printed books or e-books and the reasons for these preferences. Reading printed books and e-books preferences of students are discussed in terms of gender and department variables. 258 student-teachers who are studying in Computer Education and Instructional Technologies…

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

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

2009-01-01

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

Reading Recovery: Exploring the Effects on First-Graders' Reading Motivation and Achievement

Science.gov (United States)

Bates, Celeste C.; D'Agostino, Jerome V.; Gambrell, Linda; Xu, Meling

2016-01-01

This study examined the effects of Reading Recovery on children's motivational levels, and how motivation may contribute to the effect of the intervention on literacy achievement. Prior studies concluded that Reading Recovery was positively associated with increased student motivation levels, but most of those studies were limited…

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

DEFF Research Database (Denmark)