Sample records for unique 10-minute read-aloud
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Adachi, Sachiko
This study examines the growing trend of reading movements in Japan and their origins. There are three main movements: Animacion a la Lectura; Ten-Minutes Reading in the Morning; and Reading Aloud by Parents in schools. This paper reports on the three movements from a review of the literature, personal observations, and practice. The paper…
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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.
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A Read-Aloud for Foreign Languages: Becoming a Language Master (Read It Aloud).
Richardson, Judy S.
1998-01-01
Describes the use of some read-alouds from Alexandre Dumas'"The Count of Monte Cristo" which helped to demonstrate some principles of learning foreign languages. Describes briefly the read aloud selection, discusses some specific activities that relate to foreign language learning, and discusses specific language arts activities. (SR)
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Giorgis, Cyndi; Johnson, Nancy J.
1999-01-01
Offers brief descriptions of 34 children's books that are excellent for reading aloud: some of them for inviting interaction, for laughing out loud, for prompting discussion, for living vicariously, for lingering over language, and for making curricular connections. (SR)
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A Read-Aloud for Romantics and Realists (Read It Aloud).
Richardson, Judy S.; And Others
1997-01-01
Presents a read-aloud from Gustave Flaubert's "Madame Bovary." Discusses briefly the novel and the selection, and then describes specific activities for English and for language arts instruction. (SR)
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Read-Aloud Accommodations, Expository Text, and Adolescents with Learning Disabilities
Meyer, Nancy K.; Bouck, Emily C.
2017-01-01
Adolescents with learning disabilities in reading have difficulties with reading and understanding difficult gradelevel curricular material. One frequently used method of support is using read-aloud accommodations, which can be live read-alouds or text-to-speech (TTS) read-alouds. A single case alternating treatment design was used to examine the…
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Dialogic Reading Aloud to Promote Extensive Reading
Jacobs, George M.
2016-01-01
How can teachers motivate students to read extensively in a second language? One strategy is for teachers to read aloud to students to promote the joys of reading generally, to build students' language skills and to introduce students to specific authors, book series, genres, websites, etc. This article begins by discussing why teachers might want…
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COMBINING COOPERATIVE LEARNING WITH READING ALOUD BY TEACHERS
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George Jacobs
2004-06-01
Full Text Available This article begins with a section that describes cooperative learning and explains eight cooperative learning principles. The second section discusses the interface between cooperative learning and language pedagogy. Next is a section about the why and how of reading aloud by teachers. The heart of the article resides in the last and longest section which describes techniques for integrating cooperative learning with reading aloud by teachers. These techniques include ones that can be used before, while and after the teacher has read aloud to the class.
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[Preserved ability to read aloud kanji idioms in left handed alexia].
Suzuki, Taemi; Suzuki, Kyoko; Iizuka, Osamu; Endo, Keiko; Yamadori, Atushi; Mori, Eturou
2004-08-01
We report a 69-year-old left-handed man, who developed alexia after a right medial occipito-temporal lobe infarction. On admission to the rehabilitation department two months after the onset, neurological examination showed left hemianopia, left hemiparesis, decreased deep sensation on the left side, and alexia. A brain MRI demonstrated infarcts in the right medial occipito-temporal lobe and the splenium of the corpus callosum. Detailed neuropsychological examination was performed two months after the onset. The patient was alert and cooperative. His speech was fluent with some word-finding difficulty. Comprehension for spoken materials, repetition, and naming abilities were all preserved. Systematic examination for reading revealed that reading aloud was disturbed in both kanji and kana words. Reading comprehension was significantly better for kanji words than kana words. First, we examined the effects of number of characters in a word. The number of characters in a word didn't affect his reading performance. Second, his performance on reading aloud of usual kanji words was compared with that of kanji words representing idioms. A kanji idiom is different from usual kanji words, in which pronunciation of each character is selected from several options. Reading aloud kanji idioms was significantly better than usual kanji words. In addition, reaction time to complete reading a word was much shorter for kanji idioms than usual kanji. An analysis of qualitative features of errors revealed that most errors in kanji idiom reading were semantically similar to the correct answers, while many errors in usual kanji word reading were classified into "don't know" responses. These findings suggested that a kanji idiom was tightly connected to its pronunciation, which resulted in his much better performance for kanji idiom reading. Overlearning of a unique relationship between a kanji idiom and its pronunciation might modify neuronal organization for reading.
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Read-Alouds in Calca, Peru: A Bilingual Indigenous Context
Neugebauer, Sabina Rak; Currie-Rubin, Rachel
2009-01-01
A read-aloud program focused on vocabulary and comprehension skills for children bilingual in Quechua and Spanish was evaluated for efficacy. The authors present a study with classrooms of first-grade students, suggesting that specific read-aloud strategies that target the use of background knowledge in a discussion-based format can be a…
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Reading Aloud in High Schools: Students and Teachers across the Curriculum
Warner, Lionel; Crolla, Caroline; Goodwyn, Andy; Hyder, Eileen; Richards, Brian
2016-01-01
Reading aloud is apparently an indispensible part of teaching. Nevertheless, little is known about reading aloud across the curriculum by students and teachers in high schools. Nor do we understand teachers' attitudes towards issues such as error correction, rehearsal time, and selecting students to read. A survey of 360 teachers in England shows…
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Science Language Accommodation in Elementary School Read-Alouds
Glass, Rory; Oliveira, Alandeom W.
2014-03-01
This study examines the pedagogical functions of accommodation (i.e. provision of simplified science speech) in science read-aloud sessions facilitated by five elementary teachers. We conceive of read-alouds as communicative events wherein teachers, faced with the task of orally delivering a science text of relatively high linguistic complexity, open up an alternate channel of communication, namely oral discussion. By doing so, teachers grant students access to a simplified linguistic input, a strategy designed to promote student comprehension of the textual contents of children's science books. It was found that nearly half (46%) of the read-aloud time was allotted to discussions with an increased percentage of less sophisticated words and reduced use of more sophisticated vocabulary than found in the books through communicative strategies such as simplified rewording, simplified definition, and simplified questioning. Further, aloud reading of more linguistically complex books required longer periods of discussion and an increased degree of teacher oral input and accommodation. We also found evidence of reversed simplification (i.e. sophistication), leading to student uptake of scientific language. The main significance of this study is that it reveals that teacher talk serves two often competing pedagogical functions (accessible communication of scientific information to students and promotion of student acquisition of the specialized language of science). It also underscores the importance of giving analytical consideration to the simplification-sophistication dimension of science classroom discourse as well as the potential of computer-based analysis of classroom discourse to inform science teaching.
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Hanna, Tania Tamara
Effects of nonfiction guided interactive read-alouds and think-alouds as a supplement to basal science textbooks on three vocabulary measures, definitions, examples, and characteristics, and one multiple-choice comprehension measure were assessed for 127 fourth graders over three time periods: pretest, posttest, and a 2-week delayed posttest. Two of three fourth-grade elementary science teachers implemented a series of 12 content-enhanced guided interactive scripted lessons. Two of these teachers implemented two treatments each. The first condition employed basal science textbooks as the text for guided interactive read-alouds and think-alouds while the second treatment employed basal science textbooks in conjunction with nonfiction text sets as the texts for guided interactive read-alouds and think-alouds. The third teacher, guided by traditional lesson plans, provided students with silent independent reading instruction using basal science textbooks. Multivariate analyses of variance and analyses of variance tests showed that mean scores for both treatment groups significantly improved on definitions and characteristics measures at posttest and either stabilized or slightly declined at delayed posttest. The treatment-plus group lost considerably on the examples posttest measure. The treatment group improved mean scores on the examples posttest measure, outperforming the treatment-plus group and the control group. Alternately, the control group significantly improved on the delayed posttest examples measure. Additionally, the two groups implementing guided interactive read-alouds and think-alouds performed better than the independent reading group on multiple-choice comprehension measures at posttest and sustained those gains 2 weeks later on delayed posttests. Findings maintain the incremental nature of vocabulary acquisition and development research and emphasize the roles of listening and speaking as critical features for integrating vocabulary into long
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Wood, Sarah G.; Moxley, Jerad H.; Tighe, Elizabeth L.; Wagner, Richard K.
2018-01-01
Text-to-speech and related read-aloud tools are being widely implemented in an attempt to assist students' reading comprehension skills. Read-aloud software, including text-to-speech, is used to translate written text into spoken text, enabling one to listen to written text while reading along. It is not clear how effective text-to-speech is at…
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Meloy, Linda L.; Deville, Craig; Frisbie, David A.
2002-01-01
A study examined the effect of a read aloud testing accommodation on 260 middle school students with and without learning disabilities in reading. Students with learning disabilities in reading, as well as those without, exhibited statistically significant gains with the read aloud test administration. Interaction effects were not significant.…
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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
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How the nature of science is presented to elementary students in science read-alouds
Rivera, Seema
Students as early as elementary school age are capable of learning the aspects of the nature of science (NOS), and the National Benchmarks incorporate the NOS as part of the learning objectives for K--2 students. Learning more about elementary science instruction can aid in understanding how the NOS can be taught or potentially integrated into current teaching methods. Although many teaching methods exist, this study will focus on read-alouds because they are recommended for and are very common in elementary schools. The read-aloud practice is particularly helpful to young students because most of these students have a higher listening comprehension than reading comprehension. One of the main components of the read-aloud practice is the discourse that takes place about the trade book. Both explicit and implicit messages are communicated to students by teachers' language and discussion that takes place in the classroom. Therefore, six multisite naturalistic case studies were conducted to understand elementary teachers' understanding of the NOS, students' understandings of the NOS, trade book representations of the NOS, and read-aloud practices and understandings in upstate New York. The findings of the study revealed that teachers and students held mostly naive and mixed understandings of the NOS. The trade books that had explicit connections to the NOS helped teachers discuss NOS related issues, even when the teachers did not hold strong NOS views. Teachers who held more informed NOS views were able to ask students NOS related questions. All teachers showed they need guidance on how to translate their NOS views into discussion and see the significance of the NOS in their classroom. Explicit NOS instruction can improve student understanding of the NOS, however the focus should be not only on teachers and their NOS understanding but also on the books used. These results show that quality trade books with explicit connections to the NOS are a useful instructional tool
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Wang, Yen-Hui
2016-01-01
This study explores the differences between more successful and less successful EFL readers in their comprehension performance and abilities to use reading strategies in interaction with English texts through thinking aloud while reading in pairs. Ten freshman high school students participated in pairs in four think-aloud reading tasks to think…
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Heisey, Natalie Denise
2009-01-01
The purpose of this study was to compare the effects of questioning "during" a read-aloud and questioning "after" a read-aloud, using science-related informational tradebooks with first-and second-graders. Three thematically-related tradebooks were used, each portraying a scientist involved in authentic investigation. Students in two first/second…
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The Art of Reading Aloud Day celebrated for the First time in Switzerland
Jardin des Particules
2018-01-01
Once upon a time, in the CERN Staff Association Nursery School and crèche, something very magical happened. Initiated by the ‘Institut Suisse Jeunesse et Media (ISJM) the first ever ‘Reading Aloud Day’ took place on 23 May 2018 throughout the whole of Switzerland. The goal of this nationwide event is to promote and celebrate the art of reading aloud, not only a pleasure which can be shared, but also a primary and highly useful educational aid. The nursery School and crèche was amongst the hundreds of other public and private establishments to take part. Throughout the day, a large number of the nursery schools’ children’s parents spontaneously took part in this charming event and demonstrated how important story telling aloud is for the development of infants and young children. They took it in turns reading stories to children between the ages of four months and six years old. Despite inclement weather conditions, several story-telling ...
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Engaging Children with Print: Building Early Literacy Skills through Quality Read-Alouds
Justice, Laura M.; Sofka, Amy E.
2010-01-01
Preschool teachers and early childhood professionals know that storybook reading is important, but they may not know how to maximize its benefits for later reading achievement. This indispensable guide presents research-based techniques for using reading aloud to intentionally and systematically build children's knowledge of print. Simple yet…
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Judith Castellanos
2011-04-01
Full Text Available This article reports on a small-scale project which central purpose was to incorporate read-alouds in a pre-intermediate English as a foreign language class of preservice teachers during three weeks. Students responded orally and in a written way on their journals to these readings showing understanding of the texts, relating their personal experiences and / or making connections to them. The project involved students of the undergraduate program in English teaching at Universidad Distrital Francisco José de Caldas, Bogotá. In all, 19 students were involved in the project. Data collection sources for this project include studentsʼ journals, after the fact notes on studentsʼ oral interactions and a group interview. Among the findings observed in this inquiry project include the intertextual connections (Short, 1993 students make across the texts read in class with their personal experiences. Most studentsʼ oral responses were characterized by code-switching; in general most students code switched depending on the difficulty of the answer. Students benefited from the reading-alouds in terms of opportunities to interact among themselves, practice their oral and written skills, and enjoy the pleasures of reading, thus building ground to a positive experience that may be emulated in their future teaching exercise. Finally, I discuss some implications of read-alouds with preservice teachers and teacher education programs in Colombia.
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Ranker, Jason
2007-01-01
A first-grade teacher used comic books as read-alouds during her implementation of a reading/writing workshop. The students, primarily English-language learners, were able to make use of this medium in order to learn new reading practices. The teacher used the comics to teach multiple aspects of various reading processes such as reading with an…
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THINK ALOUD PAIR PROBLEM SOLVING (TAPPS STRATEGY IN TEACHING READING
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Muhammad Zuhri Dj
2015-12-01
Full Text Available This research is aim to know what extent the achievement of students’ reading comprehension by using Think Aloud Pair Problem Solving (TAPPS strategy at the tenth grade students of SMKN 3 Watampone. the objectives of the research is to know what extent the achievement of student’s reading comprehension by using Think Aloud Pair Problem Solving (TAPPS strategy. The population of this research is the tenth grade students of SMKN 3 Watampone which has 149 students. The writers applied random sampling, because the school has students more than 100 students. The X Multimedia Class is taken as the sample, because it has many students who have low values in English subject based on their teacher report. This research employs an instrument based on the problem statements investigated, It is Reading comprehension test. After several meetings, this research finds out the achievement of students’ reading comprehension significantly effective to improve the student’s reading comprehension. The result of this research shows that the mean score obtained by the students through pretest was 46.545 and posttest was 88.364; the t-test value was higher than the t-table (49.385 > 2.080. It means that there is a significant difference between the result of the students’ pretest and posttest
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Koeda, Tatsuya; Uchiyama, Hitoshi; Seki, Ayumi
2011-09-01
We provided reading aloud instructions to a child who was diagnosed with dyslexia in a regular class of 69 first graders, comprising 33 boys and 36 girls, during a test of reading sentences aloud. The instructions consisted of a 2-step approach, i.e., decoding instruction and vocabulary instruction. First, a decoding instruction, which emphasized an important point in effortless decoding, was presented to the child. Next, a vocabulary instruction, which aimed to facilitate word-form recognition, was provided. We found that, the decoding instruction was effective in decreasing the number of reading errors, and that the vocabulary instruction was effective against reducing the time taken to read aloud.
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Service Learning: Flooding Students with Vocabulary through Read Alouds
Holmes, Kerry; Thompson, Judith
2014-01-01
In the spirit of the Steven Stahl 600 Book Kid Challenge, 90 preservice teachers engaged children in 36 read-aloud sessions for a vocabulary improvement service learning project. This article describes how the preservice teachers used narrative and informational books as a vehicle for rare-word vocabulary exposure for children ages 8-12.
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Information Book Read-Alouds as Models for Second-Grade Authors
Bradley, Linda Golson; Donovan, Carol A.
2010-01-01
This article discusses the instructional practice of supporting second graders' information book writing with focused read-alouds that include discussions of information book genre elements, features, and organizational structure. The authors present specific examples of instruction and discuss the resulting information book compositions by…
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Mahé, Gwendoline; Zesiger, Pascal; Laganaro, Marina
2015-11-15
Most of our knowledge on the time-course of the mechanisms involved in reading derived from electrophysiological studies is based on lexical decision tasks. By contrast, very few ERP studies investigated the processes involved in reading aloud. It has been suggested that the lexical decision task provides a good index of the processes occurring during reading aloud, with only late processing differences related to task response modalities. However, some behavioral studies reported different sensitivity to psycholinguistic factors between the two tasks, suggesting that print processing could differ at earlier processing stages. The aim of the present study was thus to carry out an ERP comparison between lexical decision and reading aloud in order to determine when print processing differs between these two tasks. Twenty native French speakers performed a lexical decision task and a reading aloud task with the same written stimuli. Results revealed different electrophysiological patterns on both waveform amplitudes and global topography between lexical decision and reading aloud from about 140 ms after stimulus presentation for both words and pseudowords, i.e., as early as the N170 component. These results suggest that only very early, low-level visual processes are common to the two tasks which differ in core processes. Taken together, our main finding questions the use of the lexical decision task as an appropriate paradigm to investigate reading processes and warns against generalizing its results to word reading. Copyright © 2015 Elsevier Inc. All rights reserved.
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Environmental agency in read-alouds
Oliveira, Alandeom W.; Rogers, Patterson; Quigley, Cassie F.; Samburskiy, Denis; Barss, Kimberly; Rivera, Seema
2015-06-01
Despite growing interest in helping students become agents of environmental change who can, through informed decision-making and action-taking, transform environmentally detrimental forms of human activity, science educators have reduced agency to rationality by overlooking sociocultural influences such as norms and values. We tackle this issue by examining how elementary teachers and students negotiate and attribute responsibility, credit, or blame for environmental events during three environmental read-alouds. Our verbal analysis and visual representation of meta-agentive discourse revealed varied patterns of agential attribution. First, humans were simultaneously attributed negative agentive roles (agents of endangerment and imbalance) and positive agentive roles (agents of prevention, mitigation, and balance). Second, while wolves at Yellowstone were constructed as intentional (human-like) agents when they crossed over into the human world to kill livestock in nearby farms, polar bears in the Arctic were denied any form of agential responsibility when they approached people's homes. Third, anthropogenic causation of global warming was constructed as distal and indirect chains of cause and effect (i.e., sophisticated sequences of ripple effects), whereas its mitigation and prevention assumed the form of simple and unidirectional causative links (direct and proximal causality). Fourth, the notion of balance of nature was repeatedly used as a justification for environmental conservation but its cause and dynamic nature remained unclear. And, fifth, while one teacher promoted environmental agency by encouraging students to experience positive emotions such as love of nature, freedom, and oneness with nature, the other teachers encouraged students to experience negative emotions such as self-blame and guilt. This study's main significance is that it highlights the need for environmental educators who set out to promote environmental agency to expand the focus of
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Sambai, Ami; Coltheart, Max; Uno, Akira
2018-04-01
In English, the size of the regularity effect on word reading-aloud latency decreases across position of irregularity. This has been explained by a sublexical serially operating reading mechanism. It is unclear whether sublexical serial processing occurs in reading two-character kanji words aloud. To investigate this issue, we studied how the position of atypical character-to-sound correspondences influenced reading performance. When participants read inconsistent-atypical words aloud mixed randomly with nonwords, reading latencies of words with an inconsistent-atypical correspondence in the initial position were significantly longer than words with an inconsistent-atypical correspondence in the second position. The significant difference of reading latencies for inconsistent-atypical words disappeared when inconsistent-atypical words were presented without nonwords. Moreover, reading latencies for words with an inconsistent-atypical correspondence in the first position were shorter than for words with a typical correspondence in the first position. This typicality effect was absent when the atypicality was in the second position. These position-of-atypicality effects suggest that sublexical processing of kanji occurs serially and that the phonology of two-character kanji words is generated from both a lexical parallel process and a sublexical serial process.
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Robidoux, Serje; Rauwerda, Derek; Besner, Derek
2014-05-01
Whether or not lexical access from print requires spatial attention has been debated intensively for the last 30 years. Studies involving colour naming generally find evidence that "unattended" words are processed. In contrast, reading-based experiments do not find evidence of distractor processing. One theory ascribes the discrepancy to weaker attentional demands for colour identification. If colour naming does not capture all of a subject's attention, the remaining attentional resources can be deployed to process the distractor word. The present study combined exogenous spatial cueing with colour naming and reading aloud separately and found that colour naming is less sensitive to the validity of a spatial cue than is reading words aloud. Based on these results, we argue that colour naming studies do not effectively control attention so that no conclusions about unattended distractor processing can be drawn from them. Thus we reiterate the consistent conclusion drawn from reading aloud and lexical decision studies: There is no word identification without (spatial) attention.
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Reading Aloud, Play, and Social-Emotional Development.
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
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Death Discussion in Science Read-Alouds: Cognitive, Sociolinguistic, and Moral Processes
Oliveira, Alandeom W.; Reis, Giuliano; Chaize, Daniel O.; Snyder, Michele A.
2014-01-01
Little research has been conducted on how to address the complex topic of death when teaching science to children. The present paper addresses this issue by examining how three elementary teachers discuss the death of wild animals during science read-aloud sessions. Our findings reveal the variety of ways in which nonhuman death can be…
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Stories: A List of Stories to Tell and to Read Aloud.
Greene, Ellin, Comp.
This booklet contains lists of folk and fairy tales, stories to be read aloud, and books of poetry for young children. It includes references to children's stories from many countries, stories of heroes and saints, and stories for special occasions. A section of source materials for the storyteller is also included along with subject and…
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Neural correlates reveal sub-lexical orthography and phonology during reading aloud: A review
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Kalinka eTimmer
2014-08-01
Full Text Available The sub-lexical conversion of graphemes-to-phonemes (GPC during reading has been investigated extensively with behavioral measures, as well as event-related potentials (ERPs. Most research utilizes silent reading (e.g., lexical decision task for which phonological activation is not a necessity. However, recent research employed reading aloud to capture sub-lexical GPC. The masked priming paradigm avoids strategic processing and is therefore well suitable for capturing sub-lexical processing instead of lexical effects. By employing ERPs, the on-line time course of sub-lexical GPC can be observed before the overt response. ERPs have revealed that besides phonological activation, as revealed by behavioral studies, there is also early orthographic activation. This review describes studies in one’s native language, in one’s second language, and in a cross-language situation. We discuss the implications the ERP results have on different (computational models. First, the ERP results show that computational models should assume an early locus of the grapheme-to-phoneme-conversion (GPC. Second, cross-language studies reveal that the phonological representations from both languages of a bilingual become activated automatically and the phonology belonging to the context is selected rapidly. Therefore, it is important to extend the scope of computational models of reading (aloud to multiple lexicons.
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Function, Type, and Distribution of Teacher Questions in Dual-Language Preschool Read Alouds
Gort, Mileidis; Pontier, Ryan W.; Sembiante, Sabrina F.
2012-01-01
This exploratory study investigated the nature and distribution of dual-language preschool teachers' questions across parallel Spanish- and English-medium read-aloud activities. The notions of comprehensible input (Krashen, 1985) and language output (Swain, 1985), along with a reciprocal interaction model of teaching (Cummins, 2000), guided our…
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Schwarz, Amy Louise; van Kleeck, Anne; Beaton, Derek; Horne, Erin; MacKenzie, Heather; Abdi, Hervé
2015-01-01
Purpose: Many well-accepted systems for determining difficulty level exist for books children read independently, but few are available for determining the wide range of difficulty levels of storybooks read aloud to preschoolers. Also, the available tools list book characteristics only on the basis of parents' or authors' opinions. We created an…
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Heisey, Natalie; Kucan, Linda
2010-01-01
First- and second-grade students in two intact multiage classrooms were engaged in three read-aloud sessions with thematically related trade books, each portraying a scientist involved in authentic investigation. One group engaged in discussion of text ideas during reading, whereas the other group engaged in discussion only at the conclusion of…
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The eye-voice span during reading aloud
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Jochen eLaubrock
2015-09-01
Full Text Available Although eye movements during reading are modulated by cognitive processing demands, they also reflect visual sampling of the input, and possibly preparation of output for speech or the inner voice. By simultaneously recording eye movements and the voice during reading aloud, we obtained an output measure that constrains the length of time spent on cognitive processing. Here we investigate the dynamics of the eye-voice span (EVS, the distance between eye and voice. We show that the EVS is regulated immediately during fixation of a word by either increasing fixation duration or programming a regressive eye movement against the reading direction. EVS size at the beginning of a fixation was positively correlated with the likelihood of regressions and refixations. Regression probability was further increased if the EVS was still large at the end of a fixation: if adjustment of fixation duration did not sufficiently reduce the EVS during a fixation, then a regression rather than a refixation followed with high probability. We further show that the EVS can help understand cognitive influences on fixation duration during reading: in mixed model analyses, the EVS was a stronger predictor of fixation durations than either word frequency or word length. The EVS modulated the influence of several other predictors on single fixation durations. For example, word-N frequency effects were larger with a large EVS, especially when word N-1 frequency was low. Finally, a comparison of single fixation durations during oral and silent reading showed that reading is governed by similar principles in both reading modes, although EVS maintenance and articulatory processing also cause some differences. In summary, the eye-voice span is regulated by adjusting fixation duration and/or by programming a regressive eye movement when the eye-voice span gets too large. Overall, the EVS appears to be directly related to updating of the working memory buffer during reading.
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International Nuclear Information System (INIS)
Kishikawa, Yusuke
1995-01-01
N-isopropil-p-[ 123 I]-indoamphetamine SPECT (IMP-SPECT) image study was performed on seventeen aphasic patients (seven motor aphasics, seven sensory aphasics and three conduction aphasics) and eight normal controls to compare regional cerebral blood flow (rCBF) change between at rest and while reading aloud. Comparative analysis focused on the brain areas of Broca and Wernicke and their anatomically equivalent areas in the right hemisphere. The Wernicke area showed a higher rCBF change while reading aloud even in the sensory aphasic group, while the Broca area showed a lower rCBF change in the motor aphasic group compared to the normal control group. The anatomical equivalent of the Broca area in the right hemisphere appeared to play some role while reading aloud in the motor and conduction aphasic groups. As for the Wernicke area, the anatomically equivalent area in the right hemisphere showed no significant change in any aphasic group. Differences between the results obtained in these two areas suggested different functional specificities in the network of language function in the brain. (author)
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[Efficacy of decoding training for children with difficulty reading hiragana].
Uchiyama, Hitoshi; Tanaka, Daisuke; Seki, Ayumi; Wakamiya, Eiji; Hirasawa, Noriko; Iketani, Naotake; Kato, Ken; Koeda, Tatsuya
2013-05-01
The present study aimed to clarify the efficacy of decoding training focusing on the correspondence between written symbols and their readings for children with difficulty reading hiragana (Japanese syllabary). Thirty-five children with difficulty reading hiragana were selected from among 367 first-grade elementary school students using a reading aloud test and were then divided into intervention (n=15) and control (n=20) groups. The intervention comprised 5 minutes of decoding training each day for a period of 3 weeks using an original program on a personal computer. Reading time and number of reading errors in the reading aloud test were compared between the groups. The intervention group showed a significant shortening of reading time (F(1,33)=5.40, phiragana.
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Directory of Open Access Journals (Sweden)
Mehmet KARA
2015-08-01
Full Text Available The main aim of this study is to identify reading aloud errors of the bilingual Turkish children while teaching standard Turkish to them and to show the methods and techniques that can be used to correct these reading aloud errors. Due to the contribution of reading aloud to multiple language skills, detecting of errors made during reading aloud and their eliminations will contribute greatly to the development of reading, listening, speaking and writing skills. In this study, 16 different reading aloud errors were detected. These errors were 16 different reading aloud errors under two main headings as pronunciation and posture. They were repeating words, repeating syllables, eliding syllables, eliding sounds, elision, pronunciation, crosstalk, spelling mistakes, uttering failure, adding sounds, adding syllables, adding words, uncontrolled breathing, arrest, tracking with fingers, leaning while reading. In this study, the text “Olive Cube” with 812 words was designated as an application text on the basis of students’ proficiency levels. The students were made to read aloud the text and the data was collected by video recording while the students were reading. This study is an observational, descriptive model of qualitative research built upon video recording, video decoding and observation. The data was obtained according to proficiency levels, genders and marriage types. As a result of the study, totally 4689 errors were recorded in all of the proficiency classes. In all of the classes most errors were made in repeating words. It was shown that as the students’ levels increased, their error numbers decreased. When we measured all the reading aloud errors in all the proficiency classes according to students’ genders, it was emerged that the average errors that the female students made was lower than those of male students. Female students did all errors less than male students. When we evaluated the students’ reading aloud errors
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Pappas, Christine C.; Varelas, Maria; Patton, Sofia Kokkino; Ye, Li; Ortiz, Ibett
2012-01-01
This article shows how various dialogic discourse strategies were used in read-alouds of English science information books in a 2nd-grade bilingual classroom. Using a variety of discursive strategies, Ibett encouraged her Spanish-speaking students to provide explanations and reasoning related to science ideas. Similarly, she used intertextual…
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Baker, Scott K.; Santoro, Lana Edwards; Chard, David J.; Fien, Hank; Park, Yonghan; Otterstedt, Janet
2013-01-01
This study describes an evaluation of a read aloud intervention to improve comprehension and vocabulary of first-grade students. Twelve teachers were randomly assigned to an intervention or comparison condition. The study lasted 19 weeks, and the intervention focused on the systematic use of narrative and expository texts and dialogic interactions…
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SUBPAL: A Device for Reading Aloud Subtitles from Television and Cinema
DEFF Research Database (Denmark)
Nielsen, Simon; Bothe, Hans-Heinrich
2007-01-01
to participate in such social and cultural events, but if the material presented is in a non familiar language they are unable to understand it. The problem primarily arises from non English speaking countries where dubbing is not facilitated such as in Scandinavian countries and the Netherlands. A solution...... to this problem is SubPal, a text to speech device which can be connected to the television or to a video camera. The subtitle content in the presented video stream is read aloud through a multilingual speech synthesizer. Hence the solution is applicable for television and in the cinema, in several countries....... The solution comprises three major modules: The sampling of the analogue video signal into a binary image of the subtitles. The optical character recognition which converts the binary image of the subtitles into a characters that can be recognized by a computer. And finally a speech synthesizer that reads...
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Kawamoto, Alan H; Liu, Qiang; Kello, Christopher T
2015-01-01
Speech production and reading aloud studies have much in common, especially the last stages involved in producing a response. We focus on the minimal planning unit (MPU) in articulation. Although most researchers now assume that the MPU is the syllable, we argue that it is at least as small as the segment based on negative response latencies (i.e., response initiation before presentation of the complete target) and longer initial segment durations in a reading aloud task where the initial segment is primed. We also discuss why such evidence was not found in earlier studies. Next, we rebut arguments that the segment cannot be the MPU by appealing to flexible planning scope whereby planning units of different sizes can be used due to individual differences, as well as stimulus and experimental design differences. We also discuss why negative response latencies do not arise in some situations and why anticipatory coarticulation does not preclude the segment MPU. Finally, we argue that the segment MPU is also important because it provides an alternative explanation of results implicated in the serial vs. parallel processing debate.
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Reading Aloud Activities as a Way to Determine Students’ Narrative Template
Directory of Open Access Journals (Sweden)
Álvarez Valencia José Aldemar
2004-08-01
Full Text Available This article focuses on the description of a methodological innovation implemented in a beginner’s English class at university level in Bogotá, Colombia which had two aims: First, to explore the role of reading aloud activities in the teaching of English, and second, to describe the narrative template students use when retelling a story in writing. Data collection sources for this smallscale project incorporated class observation during the reading aloud activity, students’ written samples as the means for them to retell the story, and interviews that were held at the end of the research process. This experience allowed both the teacher and the learners to approach English and see themselves playing a different role in the classroom. Moreover, it helped students foster their communicative competence as well as their motivation toward English language learning. Thus, this study promotes pedagogical debate about literacy processes in English in adults and the applicability of this kind of innovation in an EFL context. Key words: Literacy, Reading Aloud, Storytelling, Narrative Template, English Innovation, Foreign Language-Innovation El objetivo de este artículo es describir una innovación que se implementó en un curso de inglés básico a nivel universitario en Bogotá, Colombia y el cual tuvo dos objetivos: primero, explorar el rol de de las actividades de lectura en voz alta para el aprendizaje del Inglés y segundo describir el modelo narrativo que usan los estudiantes cuando narran una historia. Los métodos de recolección de datos para este proyecto a menor escala incorporaron observación de clases durante las actividades de lectura en voz alta, producción escrita de los estudiantes como un medio para que ellos narraran las historias y entrevistas al final del proceso de investigación. Esta experiencia permitió al profesor y a los estudiantes acercase al inglés de una manera diferente y verse a sí mismos asumiendo
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Perry, Conrad; Ziegler, Johannes C; Zorzi, Marco
2010-09-01
Most words in English have more than one syllable, yet the most influential computational models of reading aloud are restricted to processing monosyllabic words. Here, we present CDP++, a new version of the Connectionist Dual Process model (Perry, Ziegler, & Zorzi, 2007). CDP++ is able to simulate the reading aloud of mono- and disyllabic words and nonwords, and learns to assign stress in exactly the same way as it learns to associate graphemes with phonemes. CDP++ is able to simulate the monosyllabic benchmark effects its predecessor could, and therefore shows full backwards compatibility. CDP++ also accounts for a number of novel effects specific to disyllabic words, including the effects of stress regularity and syllable number. In terms of database performance, CDP++ accounts for over 49% of the reaction time variance on items selected from the English Lexicon Project, a very large database of several thousand of words. With its lexicon of over 32,000 words, CDP++ is therefore a notable example of the successful scaling-up of a connectionist model to a size that more realistically approximates the human lexical system. Copyright © 2010 Elsevier Inc. All rights reserved.
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Mesmer, Heidi Anne
2018-01-01
This study examined the quality of books, the quality of read-alouds, and children's voluntary interactions with books in childcare centers serving low-income 3-year-olds (N = 30). Although a large percentage of centers had book areas, the features of book areas differed. The highest percentage of books was highly recommended and appropriate (39%)…
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Maloch, Beth; Beutel, Denise Duncan
2010-01-01
This qualitative study explored the nature of student initiations during interactive read alouds of fiction and non-fiction texts in a second grade, urban classroom. Data sources--including expanded field notes, video/audiotape records and transcripts, and teacher interviews--were analyzed inductively, utilizing the constant comparative method and…
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Directory of Open Access Journals (Sweden)
Anastasia Ulicheva
2015-12-01
Full Text Available Background. A word whose body is pronounced in different ways in different words is body-inconsistent. When we take the unit that precedes the vowel into account for the calculation of body-consistency, the proportion of English words that are body-inconsistent is considerably reduced at the level of corpus analysis, prompting the question of whether humans actually use such head/onset-conditioning when they read.Methods. Four metrics for head/onset-constrained body-consistency were calculated: by the last grapheme of the head, by the last phoneme of the onset, by place and manner of articulation of the last phoneme of the onset, and by manner of articulation of the last phoneme of the onset. Since these were highly correlated, principal component analysis was performed on them.Results. Two out of four resulting principal components explained significant variance in the reading-aloud reaction times, beyond regularity and body-consistency.Discussion. Humans read head/onset-conditioned words faster than would be predicted based on their body-consistency and regularity only. We conclude that humans are sensitive to the dependency between word-beginnings and word-ends when they read aloud, and that this dependency is phonological in nature, rather than orthographic.
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Alkhaleefah, Tarek A.
2016-01-01
Considering the various classifications of L1 and L2 reading strategies in previous think-aloud studies, the present review aims to provide a comprehensive look into those various taxonomies reported in major L1 and L2 reading studies. The rationale for this review is not only to offer a comprehensive overview of the different classifications in…
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Lexical orthography acquisition: Is handwriting better than spelling aloud?
Bosse, Marie-Line; Chaves, Nathalie; Valdois, Sylviane
2014-01-01
Lexical orthography acquisition is currently described as the building of links between the visual forms and the auditory forms of whole words. However, a growing body of data suggests that a motor component could further be involved in orthographic acquisition. A few studies support the idea that reading plus handwriting is a better lexical orthographic learning situation than reading alone. However, these studies did not explore which of the cognitive processes involved in handwriting enhanced lexical orthographic acquisition. Some findings suggest that the specific movements memorized when learning to write may participate in the establishment of orthographic representations in memory. The aim of the present study was to assess this hypothesis using handwriting and spelling aloud as two learning conditions. In two experiments, fifth graders were asked to read complex pseudo-words embedded in short sentences. Immediately after reading, participants had to recall the pseudo-words' spellings either by spelling them aloud or by handwriting them down. One week later, orthographic acquisition was tested using two post-tests: a pseudo-word production task (spelling by hand in Experiment 1 or spelling aloud in Experiment 2) and a pseudo-word recognition task. Results showed no significant difference in pseudo-word recognition between the two learning conditions. In the pseudo-word production task, orthography learning improved when the learning and post-test conditions were similar, thus showing a massive encoding-retrieval match effect in the two experiments. However, a mixed model analysis of the pseudo-word production results revealed a significant learning condition effect which remained after control of the encoding-retrieval match effect. This later finding suggests that orthography learning is more efficient when mediated by handwriting than by spelling aloud, whatever the post-test production task.
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Lexical orthographic acquisition: Is handwriting better than spelling aloud?
Directory of Open Access Journals (Sweden)
Marie-Line eBosse
2014-02-01
Full Text Available Lexical orthography acquisition is currently described as the building of links between the visual forms and the auditory forms of whole words. However, a growing body of data suggests that a motor component could further be involved in orthographic acquisition. A few studies support the idea that reading plus handwriting is a better lexical orthographic learning situation than reading alone. However, these studies did not explore which of the cognitive processes involved in handwriting enhanced lexical orthographic acquisition. Some findings suggest that the specific movements memorized when learning to write may participate in the establishment of orthographic representations in memory. The aim of the present study was to assess this hypothesis using handwriting and spelling aloud as two learning conditions. In two experiments, fifth graders were asked to read complex pseudo-words embedded in short sentences. Immediately after reading, participants had to recall the pseudo-words’ spellings either by spelling them aloud or by handwriting them down. One week later, orthographic acquisition was tested using two post-tests: a pseudo-word production task (spelling by hand in Experiment 1 or spelling aloud in Experiment 2 and a pseudo-word recognition task. Results showed no significant difference in pseudo-word recognition between the two learning conditions. In the pseudo-word production task, orthography learning improved when the learning and post-test conditions were similar, thus showing a massive encoding-retrieval match effect in the two experiments. However, a mixed model analysis of the pseudo-word production results revealed a significant learning condition effect which remained after control of the encoding-retrieval match effect. This later finding suggests that orthography learning is more efficient when mediated by handwriting than by spelling aloud, whatever the post-test production task.
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Varelas, Maria; Pappas, Christine C.
2006-01-01
The nature and evolution of intertextuality was studied in 2 urban primary-grade classrooms, focusing on read-alouds of an integrated science-literacy unit. The study provides evidence that both debunks deficit theories for urban children by highlighting funds of knowledge that these children bring to the classroom and the sense they make of them…
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Secondary School Students’ English Literacy: Use of Interactive Read Aloud Instructional Strategy
Directory of Open Access Journals (Sweden)
Mutiara Ayu
2017-10-01
Full Text Available The Global era has had a great impact on the existence of English as a global language which requires students to be good at its every skill. It is believed that students’ English could be enhanced well with the use of certain strategies, one of which is Interactive Read Aloud Instructional Strategy (IRAIS. This study was aimed at examining the efficacy of IRAIS to help students to improve their English literacy achievements. Forty five out of 746 students were selected randomly as sample based on their grade levels (7th, 8th, 9th and their levels of comprehension. By using time series design, these students were given interventions for three months using IRAIS and their English achievements were obtained from pre- and post-tests of four English literacy skills. During the interventions, the progress of the students was also monitored regularly by using three formative tests.The results showed consistent progress on the students’ achievement during the interventions and upon their total English literacy achievement after the interventions. Among the four English literacy skills, the most significant improvement was in listening followed by writing, reading, and speaking. In terms of aspects of each literacy skill, the highest achievement scores were in inference of listening, narrative techniques of writing, vocabulary of reading, and vocal expression of speaking. These findings lead to the conclusion that IRAIS is an effective strategy in helping students to improve their level of English proficiency.
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Colorado State Dept. of Education, Denver.
This brochure (in Spanish) offers some practical tips for Spanish-speaking parents who wish to read to their young children. The brochure first provides general tips, such as "Lea a su hijo en voz alto por lo menos unos 15 minutos todos los dias" (Read to your child aloud for at least 15 minutes daily), and "Estabeleza una rotina y…
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Waterman, David C., Comp.; Gibbs, Vanita M., Comp.
Focusing on reading for enjoyment, the seven articles in this collection were drawn from the Tenth Annual Reading Conference held at Indiana State University. Topics discussed in the articles are: (1) reading aloud to students, (2) how to have fun while teaching vocabulary, (3) the enjoyment and affective dimensions of "EAS into Reading," (4)…
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Executive Functions Contribute Uniquely to Reading Competence in Minority Youth
Jacobson, Lisa A.; Koriakin, Taylor; Lipkin, Paul; Boada, Richard; Frijters, Jan; Lovett, Maureen; Hill, Dina; Willcutt, Erik; Gottwald, Stephanie; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R.; Mahone, E. Mark
2018-01-01
Competent reading requires various skills beyond those for basic word reading (i.e., core language skills, rapid naming, phonological processing). Contributing “higher-level” or domain-general processes include information processing speed and executive functions (working memory, strategic problem solving, attentional switching). Research in this area has relied on largely Caucasian samples, with limited representation of children from racial or ethnic minority groups. This study examined contributions of executive skills to reading competence in 761 children of minority backgrounds. Hierarchical linear regressions examined unique contributions of executive functions (EF) to word reading, fluency, and comprehension. EF contributed uniquely to reading performance, over and above reading-related language skills; working memory contributed uniquely to all components of reading; while attentional switching, but not problem solving, contributed to isolated and contextual word reading and reading fluency. Problem solving uniquely predicted comprehension, suggesting that this skill may be especially important for reading comprehension in minority youth. Attentional switching may play a unique role in development of reading fluency in minority youth, perhaps as a result of the increased demand for switching between spoken versus written dialects. Findings have implications for educational and clinical practice with regard to reading instruction, remedial reading intervention, and assessment of individuals with reading difficulty. PMID:26755569
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Read and Move: A New Approach to Read-Aloud Time in Primary Grades
Kreider, Carri S.
2018-01-01
Literacy is the foundation of education, and so modern education devotes significant school time to promoting and developing literacy. Yet we also need to ensure that young bodies and minds are ready to absorb their literacy lessons. Integrating physical exercise with reading activities in unique ways can be a great benefit to young learners.
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A patient with aphasia using the nonsemantic lexical route for Kanji reading.
Hashimoto, Kosei; Uno, Akira; Sambai, Ami; Mizumoto, Go
We report a patient with aphasia, caused by cerebral hemorrhage, who probably used the nonsemantic lexical route when reading words aloud. To investigate the mechanisms underlying her reading dysfunction, we analyzed her reading abilities using the Dual-Route Cascaded Model. Language tests resulted in low correct percentages for both reading comprehension and reading nonwords aloud, suggesting problems in the semantic system and the nonlexical route. Conversely, the patient showed high scores on the reading words aloud task. Although she failed to understand many inconsistent-atypical words in the reading comprehension test, she correctly read most words aloud, suggesting that she used the nonsemantic lexical route. In addition, the lexical reading route was analyzed in detail by using inconsistent-atypical Kanji words as stimuli. Finally, we analyzed her reading dysfunction compared with previous cases.
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Thinking aloud influences perceived time.
Hertzum, Morten; Holmegaard, Kristin Due
2015-02-01
We investigate whether thinking aloud influences perceived time. Thinking aloud is widely used in usability evaluation, yet it is debated whether thinking aloud influences thought and behavior. If thinking aloud is restricted to the verbalization of information to which a person is already attending, there is evidence that thinking aloud does not influence thought and behavior. In an experiment, 16 thinking-aloud participants and 16 control participants solved a code-breaking task 24 times each. Participants estimated task duration. The 24 trials involved two levels of time constraint (timed, untimed) and resulted in two levels of success (solved, unsolved). The ratio of perceived time to clock time was lower for thinking-aloud than control participants. Participants overestimated time by an average of 47% (thinking aloud) and 94% (control). The effect of thinking aloud on time perception also held separately for timed, untimed, solved, and unsolved trials. Thinking aloud (verbalization at Levels 1 and 2) influences perceived time. Possible explanations of this effect include that thinking aloud may require attention, cause a processing shift that overshadows the perception of time, or increase mental workload. For usability evaluation, this study implies that time estimates made while thinking aloud cannot be compared with time estimates made while not thinking aloud, that ratings of systems experienced while thinking aloud may be inaccurate (because the experience of time influences other experiences), and that it may therefore be considered to replace concurrent thinking aloud with retrospective thinking aloud when evaluations involve time estimation.
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The Habit of Reading: A Neglected Dimension of Adult Reading Instruction.
Fink, Katherine T.; Devine, Thomas G.
1993-01-01
Less competent adult readers have not developed the habit of reading. Ways to cultivate adult reading habits include relevant material, environment saturated with reading material, reading aloud to adults, having them read to children, sustained silent reading, modeling, book sharing, author conferences, and recognition. (SK)
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Memory Retention after Reading Alould and its Effects on the Internalization of New Items
佐藤, あずさ; Azusa, SATO; 安田女子大学大学院
2014-01-01
This paper reports the results of two studies focusing on internalization of newly learned items. In study 1, internalization was not confirmed, but reading and memory retention abilities of the reading-aloud subgroup (i.e., students with lower reading proficiency) improved significantly more than the reading-silently subgroup. In study 2 the same effects were confirmed in the reading-aloud subgroup, and internalization of newly learned items was finally confirmed in the reading-aloud group.
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Thinking Aloud Influences Perceived Time
DEFF Research Database (Denmark)
Hertzum, Morten; Holmegaard, Kristin Due
2015-01-01
a processing shift that overshadows the perception of time, or increase mental workload. Application: For usability evaluation, this study implies that time estimates made while thinking aloud cannot be compared with time estimates made while not thinking aloud, that ratings of systems experienced while......Objective: We investigate whether thinking aloud influences perceived time. Background: Thinking aloud is widely used in usability evaluation, yet it is debated whether thinking aloud influences thought and behavior. If thinking aloud is restricted to the verbalization of information to which...... a person is already attending, there is evidence that thinking aloud does not influence thought and behavior. Method: In an experiment, 16 thinking-aloud participants and 16 control participants solved a code-breaking task 24 times each. Participants estimated task duration. The 24 trials involved two...
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The Effect of Diagrams on Online Reading Processes and Memory
McCrudden, Matthew T.; Magliano, Joseph P.; Schraw, Gregory
2011-01-01
This work examined how adjunct displays influence college readers' moment-by-moment processing of text and the products of reading, using reading time (Experiments 1 & 2), and think-aloud methodologies (Experiment 3). Participants did or did not study a diagram before reading a text. Overall, the reading time data, think-aloud data, and recall…
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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…
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Shelton, Angela
Many United States secondary students perform poorly on standardized summative science assessments. Situated Assessments using Virtual Environments (SAVE) Science is an innovative assessment project that seeks to capture students' science knowledge and understanding by contextualizing problems in a game-based virtual environment called Scientopolis. Within Scientopolis, students use an "avatar" to interact with non-player characters (NPCs), artifacts, embedded clues and "sci-tools" in order to help solve the problems of the townspeople. In an attempt to increase students' success on assessments, SAVE science places students in an environment where they can use their inquiry skills to solve problems instead of reading long passages which attempt to contextualize questions but ultimately cause construct-irrelevant variance. However, within these assessments reading is still required to access the test questions and character interactions. This dissertation explores how students' in-world performances differ when exposed to a Reading Aloud Accommodation (RAA) treatment in comparison to a control group. Student perceptions of the treatment are also evaluated. While a RAA is typically available for students with learning disabilities or English language learners, within this study, all students were randomly assigned to either the treatment or control, regardless of any demographic factors or learning barriers. The theories of Universal design for learning and brain-based learning advocate for multiple ways for students to engage, comprehend, and illustrate their content knowledge. Further, through providing more ways for students to interact with content, all students should benefit, not just those with learning disabilities. Students in the experimental group listened to the NPCs speak the dialogue that provides them with the problem, clues, and assessment questions, instead of relying on reading skills to gather the information. Overall, students in the treatment
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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…
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Comparison of reading speed with 3 different log-scaled reading charts.
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.
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Barclay, Kathy
2009-01-01
As teachers have struggled to implement scientifically based instructional practices in reading, some researchers have begun to focus on ways to "boost the value of reading aloud to young children". Such studies seek ways to promote oral language as well as comprehension and vocabulary through read-aloud experiences. Interactive read-alouds…
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Directory of Open Access Journals (Sweden)
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.
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Davidson, Matt; Berninger, Virginia
2016-01-01
This interdisciplinary research, drawing on cognitive psychology and linguistics, extended to middle childhood past research during early childhood or adulthood on thinking aloud prior to written composing. In year 5 of a longitudinal study of typical writing, when cohort 1 was in grade 5 ( n = 110 ten year-olds) and cohort 2 in grade 7 ( n = 97 twelve year-olds), a cross-sectional study was conducted. Children were first asked to think aloud while they generated ideas and second while they planned their essays to express and defend their opinions on a controversial topic in the region of the United States where they lived. Third, they wrote their essays. Their think-aloud protocols were audio-recorded and later transcribed into writing for analysis. The authors developed and applied rating scales for quality of idea generating and planning in the written transcriptions and quality of opinion expression, opinion defense, organization, and content in the essays children wrote after thinking aloud; total number of words in essays was also counted. Seventh graders scored significantly higher than fifth graders on quality of idea generation but not planning, and higher on all variables rated for quality in the written essays including length. Quality of expressing opinions and defending opinions were uncorrelated in grade 5, but moderately correlated in grade 7. Whether idea generating or planning quality explained unique variance in essays varied with coded written essay variables and grade. Educational applications of results for assessment, assessment-instruction links, instruction in social studies, and theory of mind in persuasive essay writing are discussed.
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Directory of Open Access Journals (Sweden)
Yael Bejanaro
2008-04-01
Full Text Available Training students to become independent skillful readers is a major concern of the EFL reading teacher. How can we best train students in selecting and applying reading strategies so that they become more efficient readers? Can we ensure that an increase in students’ awareness of the need to use strategies will help them become more skillful readers? These questions served as a trigger for this study. The aim of this study was to investigate whether verbal articulation of reading behavior in a small group will improve foreign language comprehension. It is our contention that using verbalization in small groups will raise metacognitive awareness which will in turn enhance effective use of skills and strategies and result in improvement in reading comprehension. We assume that the special features that characterize small group interactions can provide an appropriate setting for raising metacognitive awareness. Training students to become independent skillful readers is a major concern of the EFL reading teacher. How can we best train students in selecting and applying reading strategies so that they become more efficient readers? Can we ensure that an increase in students’ awareness of the need to use strategies will help them become more skillful readers? These questions served as a trigger for this study. The aim of this study was to investigate whether verbal articulation of reading behavior in a small group will improve foreign language comprehension. It is our contention that using verbalization in small groups will raise metacognitive awareness which will in turn enhance effective use of skills and strategies and result in improvement in reading comprehension. We assume that the special features that characterize small group interactions can provide an appropriate setting for raising metacognitive awareness.
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The Disruptive Effect of Think Aloud
DEFF Research Database (Denmark)
Nielsen, Janni; Yssing, Carsten
Thinking Aloud Thinking Aloud is the most commonly used technique used to test users´ interaction with computers. The assumption is that Think Aloud gives access to what goes on in the users´ minds. However, interfaces are multi modal and play heavily on user´s visual perception. Reflecting upon...... Think Aloud (TA), we ask the question: what happens when users are required to verbalise their visual perceptions and interactions? We argue that TA may have a disruptive effect, suggesting that other techniques be considered. With a theoretical distinction between focal and subsidiary awareness...... and a focus on the sense making process, we develop a frame for test of user´s visual interaction which rely on the coordination between hand/mouse and eye/cursor.Author Keywords: Think Aloud, visual perception, interaction, test...
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Improving the Quality of Think-Alouds
Ness, Molly; Kenny, MaryBeth
2016-01-01
An essential element in teaching children to effectively comprehend text is the use of teacher-led think alouds. This article presents a three-step model to improve the quality and quantity of think alouds in K-6 classrooms. The article follows elementary teachers who planned, implemented, transcribed, and reflected upon think aloud lessons to…
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Kids & Family Reading Report™. 5th Edition
Scholastic Inc., 2015
2015-01-01
This report presents the 5th Edition of Scholastic's biannual study of children's and parents' attitudes and behaviors about reading. The latest research touches on reading aloud to children of all ages, the impact of reading independently for fun at school and at home, the importance of frequent reading, and the books children want most to read.…
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A Think-Aloud Protocols Investigation of Dictionary Processing Strategies among Saudi EFL Students
Alhaysony, Maha
2012-01-01
This paper aims to examine qualitatively how Saudi EFL female students look-up word meanings in their dictionaries while reading. We aimed to identify and describe the look-up strategies used by these students. The subjects of the study were ten third-year English major students. A think-aloud protocol was used in order to gain insights into the…
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Building the Foundation for Close Reading with Developing Readers
Baker, Sheila F.; McEnery, Lillian
2017-01-01
Close Reading utilizes several strategies to help readers think more critically about a text. Close reading can be performed within the context of shared readings, read-alouds by the teacher, literature discussion groups, and guided reading groups. Students attempting to more closely read difficult texts may benefit from technologies and platforms…
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de Milliano, Ilona; van Gelderen, Amos; Sleegers, P.J.C.
2016-01-01
This study examines the relationship between types and sequences of self-regulated reading activities in task-oriented reading with quality of task achievement of 51 low-achieving adolescents (Grade 8). The study used think aloud combined with video observations to analyse the students' approach of
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How reading differs from object naming at the neuronal level.
Price, C J; McCrory, E; Noppeney, U; Mechelli, A; Moore, C J; Biggio, N; Devlin, J T
2006-01-15
This paper uses whole brain functional neuroimaging in neurologically normal participants to explore how reading aloud differs from object naming in terms of neuronal implementation. In the first experiment, we directly compared brain activation during reading aloud and object naming. This revealed greater activation for reading in bilateral premotor, left posterior superior temporal and precuneus regions. In a second experiment, we segregated the object-naming system into object recognition and speech production areas by factorially manipulating the presence or absence of objects (pictures of objects or their meaningless scrambled counterparts) with the presence or absence of speech production (vocal vs. finger press responses). This demonstrated that the areas associated with speech production (object naming and repetitively saying "OK" to meaningless scrambled pictures) corresponded exactly to the areas where responses were higher for reading aloud than object naming in Experiment 1. Collectively the results suggest that, relative to object naming, reading increases the demands on shared speech production processes. At a cognitive level, enhanced activation for reading in speech production areas may reflect the multiple and competing phonological codes that are generated from the sublexical parts of written words. At a neuronal level, it may reflect differences in the speed with which different areas are activated and integrate with one another.
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The development of an automated sentence generator for the assessment of reading speed
Directory of Open Access Journals (Sweden)
Legge Gordon E
2008-03-01
Full Text Available Abstract Reading speed is an important outcome measure for many studies in neuroscience and psychology. Conventional reading speed tests have a limited corpus of sentences and usually require observers to read sentences aloud. Here we describe an automated sentence generator which can create over 100,000 unique sentences, scored using a true/false response. We propose that an estimate of the minimum exposure time required for observers to categorise the truth of such sentences is a good alternative to reading speed measures that guarantees comprehension of the printed material. Removing one word from the sentence reduces performance to chance, indicating minimal redundancy. Reading speed assessed using rapid serial visual presentation (RSVP of these sentences is not statistically different from using MNREAD sentences. The automated sentence generator would be useful for measuring reading speed with button-press response (such as within MRI scanners and for studies requiring many repeated measures of reading speed.
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Learning to Read and the Preschool Years
Wilson, Lorraine
2012-01-01
You have young preschool children. You think ahead to when they will begin school, and wonder what you might do to make it easy for your children to learn to read. This article offers some hints for parents and caregivers about learning to read: (1) Reading can begin at birth; (2) When reading aloud to an infant, make the experience a warm, loving…
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Helping Children Learn Vocabulary during Computer-Assisted Oral Reading
Directory of Open Access Journals (Sweden)
Gregory Aist
2002-04-01
Full Text Available This paper addresses an indispensable skill using a unique method to teach a critical component: helping children learn to read by using computer-assisted oral reading to help children learn vocabulary. We build on Project LISTENs Reading Tutor, a computer program that adapts automatic speech recognition to listen to children read aloud, and helps them learn to read (http://www.cs.cmu.edu/~listen. To learn a word from reading with the Reading Tutor, students must encounter the word and learn the meaning of the word in context. We modified the Reading Tutor first to help students encounter new words and then to help them learn the meanings of new words. We then compared the Reading Tutor to classroom instruction and to human-assisted oral reading as part of a yearlong study with 144 second and third graders. The result: Second graders did about the same on word comprehension in all three conditions. However, third graders who read with the 1999 Reading Tutor, modified as described in this paper, performed statistically significantly better than other third graders in a classroom control on word comprehension gains and even comparably with other third graders who read one-on-one with human tutors.
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Ferguson, Leila E.; Braten, Ivar; Stromso, Helge I.
2012-01-01
This study used think-aloud methodology to investigate 51 Norwegian undergraduates' topic-specific epistemic cognition while working with six documents presenting conflicting views on the issue of cell phones and potential health risks. Results showed that students' epistemic cognition was represented by one dimension concerning the certainty and…
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Transcending the Curricular Barrier between Fitness and Reading with FitLit
Opitz, Michael F.
2011-01-01
The author discusses how FitLit, children's literature that spotlights the multiple aspects of health and well-being, offers a vehicle for integrating reading and fitness into existing classroom routines such as guided reading, read-alouds, independent reading, and reading and writing workshop. Sample FitLit titles are provided as well as a…
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The Interplay of Reader Goals, Working Memory, and Text Structure During Reading
Bohn-Gettler, Catherine M.; Kendeou, Panayiota
2014-01-01
In the current study we examined the complex interactions of instructional context, text properties, and reader characteristics during comprehension. College students were tasked with the goal of reading for study versus entertainment (instructional context) while thinking-aloud about four different expository text structures (text properties). Working memory also was assessed (reader characteristics). Reading goals and working memory interacted to influence paraphrasing and non-coherence processes when thinking aloud. Reading goals, working memory, and text structure all interacted to influence text-based inferences. Text structure also influenced knowledge-based inferences. Post-reading recall was highest for those with the instructional goal of reading for study (compared to entertainment), as well as for problem-response and compare-contrast texts (compared to descriptive and chronological texts). Implications of the findings are discussed. PMID:25018581
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It matters whether reading comprehension is conceptualised as rate or accuracy
DEFF Research Database (Denmark)
Rønberg, Louise Flensted-Jensen; Petersen, Dorthe Klint
2016-01-01
reading comprehension is conceptualised as rate (i.e., percentage of correct items per minute spent); then the unique contribution of word reading increases. Moreover, this study indicates that it is not merely efficient word reading that influences the process of comprehending at a fast rate. With gender...
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Thinking aloud in the presence of interruptions and time constraints
DEFF Research Database (Denmark)
Hertzum, Morten; Holmegaard, Kristin Due
2013-01-01
and time constraints, two frequent elements of real-world activities. We find that the presence of auditory, visual, audiovisual, or no interruptions interacts with thinking aloud for task solution rate, task completion time, and participants’ fixation rate. Thinking-aloud participants also spend longer......Thinking aloud is widely used for usability evaluation and its reactivity is therefore important to the quality of evaluation results. This study investigates whether thinking aloud (i.e., verbalization at levels 1 and 2) affects the behaviour of users who perform tasks that involve interruptions...... responding to interruptions than control participants. Conversely, the absence or presence of time constraints does not interact with thinking aloud, suggesting that time pressure is less likely to make thinking aloud reactive than previously assumed. Our results inform practitioners faced with the decision...
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Lexical Inferencing in Reading L2 Russian
Comer, William J.
2012-01-01
This study describes how intermediate-level first language English readers of Russian as a second language deploy lexical inferencing and other strategies when reading informational texts. Fifth-semester students of Russian performed think-alouds while reading two texts; one written for the general adult reader, and the other meant for school-age…
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"To Gloss or Not To Gloss": An Investigation of Reading Comprehension Online.
Lomika, Lara L.
1998-01-01
Investigated effects of multimedia reading software on reading comprehension. Twelve college students enrolled in a second semester French course were instructed to think aloud during reading of text on the computer screen. They read text under one of three conditions: full glossing, limited glossing, no glossing. Suggests computerized reading…
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Preschoolers' Reading Skills Benefit from One Modest Change by Teachers
Grabmeier, Jeff
2012-01-01
A small change in how teachers and parents read aloud to preschoolers may provide a big boost to their reading skills later on, a new study found. That change involves making specific references to print in books while reading--such as pointing out letters and words on the pages, showing capital letters, and showing how they read from left to…
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Uniqueness and nonuniqueness of the GNSS carrier-phase compass readings
Teunissen, P.J.G.
2009-01-01
In this contribution we analyse the possible nonuniqueness in the least-squares solution of the GNSS carrier-phase compass model. It is shown that this lack of uniqueness may manifest itself in the fixed baseline estimator and therefore in the GNSS compass readings. We present the conditions under
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Metacognitive Online Reading Strategies Applied by EFL Students
İnceçay, Görsev
2013-01-01
ABSTRACTThe purpose of the present study is twofold. It investigated both what metacognitive online reading strategies the Turkish EFL students report using for academic purposes; and how they use the reported strategies in actual reading tasks. Data came from Online Survey of Reading Strategies (Anderson, 2003), think-aloud protocols and post-reading interview. Results of this study revealed that the students who participated in this study reported a wide range of metacognitive strategies wh...
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Does the thinking aloud condition affect the search for pulmonary nodules?
Littlefair, Stephen; Brennan, Patrick; Reed, Warren; Williams, Mark; Pietrzyk, Mariusz W.
2012-02-01
Aim: To measure the effect of thinking aloud on perceptual accuracy and visual search behavior during chest radiograph interpretation for pulmonary nodules. Background: Thinking Aloud (TA) is an empirical research method used by researchers in cognitive psychology and behavioural analysis. In this pilot study we wanted to examine whether TA had an effect on the perceptual accuracy and search patterns of subjects looking for pulmonary nodules on adult posterioranterior chest radiographs (PA CxR). Method: Seven academics within Medical Radiation Sciences at The University of Sydney participated in two reading sessions with and without TA. Their task was to localize pulmonary nodules on 30 PA CxR using mouse clicks and rank their confidence levels of nodule presence. Eye-tracking recordings were collected during both viewing sessions. Time to first fixation, duration of first fixation, number of fixations, cumulative time of fixation and total viewing time were analysed. In addition, ROC analysis was conducted on collected outcome using DBM methodology. Results: Time to first nodule fixation was significantly longer (p=0.001) and duration of first fixation was significantly shorter (p=0.043). No significant difference was observed in ROC AUC scores between control and TA conditions. Conclusion: Our results confirm that TA has little effect on perceptual ability or performance, except for prolonging the task. However, there were significant differences in visual search behavior. Future researchers in radio-diagnosis could use the think aloud condition rather than silence so as to more closely replicate the clinical scenario.
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Exploring two methods of usability testing: concurrent versus retrospective think-aloud protocols
van den Haak, M.J.; de Jong, Menno D.T.
2003-01-01
Think-aloud protocols are commonly used for the usability testing of instructional documents, Web sites and interfaces. This paper addresses the benefits and drawbacks of two think-aloud variations: the traditional concurrent think-aloud method and the less familiar retrospective think-aloud
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Exploring Two Methods of Usability Testing : Concurrent versus Retrospective Think-Aloud Protocols
Van den Haak, Maaike J.; De Jong, Menno D. T.
2003-01-01
Think-aloud protocols are commonly used for the usability testing of instructional documents, web sites and interfaces. This paper addresses the benefits and drawbacks of two think-aloud variations: the traditional concurrent think-aloud method and the less familiar retrospective think-aloud
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Directory of Open Access Journals (Sweden)
Naama eFriedmann
2016-03-01
Full Text Available Lexical retrieval and reading aloud are often viewed as two separate processes. However, they are not completely separate--they share components.This study assessed the effect of an impairment in a shared component, the phonological output lexicon,on lexical retrieval and on reading aloud. Because the phonological output lexicon is part of the lexical route for reading, individuals with an impairment in this lexicon may be forced to read aloud via the sublexical route and therefore show a reading pattern that is typical of surface dyslexia.To examine the effect of phonological output lexicon deficit on reading, we tested the reading of 16 Hebrew-speaking individuals with phonological output lexicon anomia, 8 with acquired anomia following brain damage and 8 with developmental-anomia.We established that they had a phonological output lexicon deficit according to the types of errors and the effects on their naming in a picture naming task, and excluded other deficit loci in the lexical retrieval process according to a line of tests assessing their picture and word comprehension, word and nonword repetition, and phonological working memory.After we have established that the participants have a phonological output lexicon deficit, we tested their reading. To assess their reading and type of reading impairment, we tested their reading aloud, lexical decision, and written word comprehension.We found that all of the participants with phonological output lexicon impairment showed, in addition to anomia, also the typical surface dyslexia errors in reading aloud of irregular words,words with ambiguous conversion to phonemes,and potentiophones (words like now that, when read via the sublexical-route,can be sounded out as another word, know. Importantly, all the participants performed flawlessly on pseudohomophone lexical-decision and on homophone/potentiophone reading comprehension, indicating spared orthographic-input-lexicon and spared access to it and
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Reading Tips for Parents = Consejos practicos de lectura para los padre.
Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs.
This booklet for parents, in both English and Spanish, offers suggestions for helping their young children develop and improve their reading skills. The booklet first presents tips for helping infants or preschoolers be ready to read and ready to learn. Suggestions include talking to the infant or toddler, reading aloud starting at 6 months,…
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Processes Utilized by High School Students Reading Scientific Text
Clinger, Alicia Farr
2014-01-01
In response to an increased emphasis on disciplinary literacy in the secondary science classroom, an investigation of the literacy processes utilized by high school students while reading scientific text was undertaken. A think-aloud protocol was implemented to collect data on the processes students used when not prompted while reading a magazine…
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Tom, Tom, the Piper's Son: Reading While Having Fun.
Holmes, Kerry
2003-01-01
This article describes how a first-grade teacher used poetry to provide students of diverse ability levels with reading and language activities that stimulated their interest and improved basic skills. Activities with poetry included reading the poems aloud individually and as a group, discussing and analyzing the poems' words and meanings, and…
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The Importance of Storybook Reading to Emergent Literacy: A Review of the Research.
McCarthy, Rae Lynn
Educators have known for years that children who come from homes where storybooks are read have an advantage over those children who are not read to. Research has shown that shared reading, reading aloud, making a variety of print materials available, and promoting positive attitudes toward literacy have a significant impact on children's literacy…
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Prosody as a Tool for Assessing Reading Fluency of Adult ESL Students
Directory of Open Access Journals (Sweden)
Seftirina Evina Sinambela
2017-12-01
Full Text Available The prosodic features in reading aloud assignment has been associated with the students’ decoding skill. The goal of the present study is to determine the reliability of prosody for assessing reading fluency of adult ESL students in Indonesia context. The participants were all Indonesian natives, undergraduate students, adult females and males who have learned English in school (at the very least twice a week for more than 12 years. Text reading prosody was assessed by reading aloud task and the students’ speaking manner was taped and measured by using the Multidimensional Fluency Scale, as for text comprehension was assessed with a standardized test. It was discovered by the current study that prosody is a reliable sign to determine reading fluency and also reading comprehension. The student who did not read the text prosodically (with appropriate expression actually showed that he/she failed to comprehend the text. This study also revealed that a struggling reader was also having low comprehension capacity in listening spoken texts. The ESL students’ common problems to acquire prosodic reading skill are low exposure to the target language and do not have a good model to imitate prosodic reading.
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Using Think Aloud Protocols to Assess E-Prescribing in Community Pharmacies
Directory of Open Access Journals (Sweden)
Olufunmilola K. Odukoya, BPharm, MS
2012-01-01
Full Text Available Introduction: Think aloud protocol has rarely been used as a method of data collection in community pharmacies.Purpose: The aim of the report is to describe how think aloud protocols were used to identify issues that arise when using e-prescribing technology in pharmacies. In this paper, we report on the benefits and challenges of using think aloud protocols in pharmacies to examine the use of e-prescribing systems.Methods: Sixteen pharmacists and pharmacy technicians were recruited from seven community pharmacies in Wisconsin. Data were collected using direct observation alongside think aloud protocol. Direct observations and think aloud protocols took place between January-February, 2011. Participants were asked to verbalize their thoughts as they process electronic prescriptions.Results: Participants identified weaknesses in e-prescribing that they had previously not conceived. This created heightened awareness for vigilance when processing e-prescriptions. The main challenge with using think aloud protocols was due to interruptions in the pharmacies. Also, a few participants found it challenging to remember to continue verbalizing their thought process during think aloud sessions.Conclusion: The use of think aloud protocols as method of data collection is a new way for understanding the issues related to technology use in community pharmacy practice. Think aloud protocol was beneficial in providing objective information on e-prescribing use not solely based on pharmacist’s or technician’s opinion of the technology. This method provided detailed information on a wide variety of real time challenges with e-prescribing technology use in community pharmacies. Using this data collection method can help identify potential patient safety issues when using e-prescribing and suggestions for redesign.
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The way we encounter reading material influences how frequently we mind wander
Trish L Varao Sousa; Jonathan S A Carriere; Dan eSmilek
2013-01-01
We examined whether different encounters of reading material influence the likelihood of mind wandering, memory for the material, and the ratings of interest in the material. In a within-subjects design participants experienced three different reading encounters: (1) reading a passage aloud, (2) listening to a passage being read to them, and (3) reading a passage silently. Throughout each reading encounter probes were given in order to identify mind wandering. After finishing the passage part...
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How Reading Volume Affects both Reading Fluency and Reading Achievement
Directory of Open Access Journals (Sweden)
Richard L. ALLINGTON
2014-10-01
Full Text Available Long overlooked, reading volume is actually central to the development of reading proficiencies, especially in the development of fluent reading proficiency. Generally no one in schools monitors the actual volume of reading that children engage in. We know that the commonly used commercial core reading programs provide only material that requires about 15 minutes of reading activity daily. The remaining 75 minute of reading lessons is filled with many other activities such as completing workbook pages or responding to low-level literal questions about what has been read. Studies designed to enhance the volume of reading that children do during their reading lessons demonstrate one way to enhance reading development. Repeated readings have been widely used in fostering reading fluency but wide reading options seem to work faster and more broadly in developing reading proficiencies, including oral reading fluency.
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Scrutinising usability evaluation: does thinking aloud affect behaviour and mental workload?
DEFF Research Database (Denmark)
Hertzum, Morten; Hansen, Kristin Due; Andersen, Hans Henrik
2009-01-01
thinking aloud participants took longer to solve tasks, spent a larger part of tasks on general distributed visual behaviour, issued more commands to navigate both within and between the pages of the websites used in the experiment, and experienced higher mental workload. Implications for usability......Thinking aloud is widely used for usability evaluation. The validity of the method is, however, debatable because it is generally used in a relaxed way that conflicts with the prescriptions of the classic model for obtaining valid verbalisations of thought processes. This study investigates whether...... participants that think aloud in the classic or relaxed way behave differently compared to performing in silence. Results indicate that whereas classic thinking aloud has little or no effect on behaviour apart from prolonging tasks, relaxed thinking aloud affects behaviour in multiple ways. During relaxed...
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Andrews, Jean F
2012-01-01
A commentary on Williams's (2012) invited article on the use of adapted vocabulary learning interventions focuses on three areas: (a) Vocabulary interventions with storybook reading originally designed for hearing children can be adapted for deaf children. (b) Teachers are invited to reflect on how the read-aloud process in English differs from the read-aloud process in sign. (b) Teachers are asked to consider adding drawing and writing activities to reading lessons to show young deaf readers how reading and writing are reciprocal processes. The emergent literacy theory is used, as it informs and drives instructional vocabulary teaching practices for deaf children in preschool, kindergarten, and first grade. The emergent literacy theory broadly captures cognitive, social, perceptual, and linguistic understandings of how young signing deaf children acquire both English word recognition abilities and vocabulary knowledge, among other important prereading concepts.
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Taylor, J S H; Davis, Matthew H; Rastle, Kathleen
2017-06-01
There is strong scientific consensus that emphasizing print-to-sound relationships is critical when learning to read alphabetic languages. Nevertheless, reading instruction varies across English-speaking countries, from intensive phonic training to multicuing environments that teach sound- and meaning-based strategies. We sought to understand the behavioral and neural consequences of these differences in relative emphasis. We taught 24 English-speaking adults to read 2 sets of 24 novel words (e.g., /buv/, /sig/), written in 2 different unfamiliar orthographies. Following pretraining on oral vocabulary, participants learned to read the novel words over 8 days. Training in 1 language was biased toward print-to-sound mappings while training in the other language was biased toward print-to-meaning mappings. Results showed striking benefits of print-sound training on reading aloud, generalization, and comprehension of single words. Univariate analyses of fMRI data collected at the end of training showed that print-meaning relative to print-sound relative training increased neural effort in dorsal pathway regions involved in reading aloud. Conversely, activity in ventral pathway brain regions involved in reading comprehension was no different following print-meaning versus print-sound training. Multivariate analyses validated our artificial language approach, showing high similarity between the spatial distribution of fMRI activity during artificial and English word reading. Our results suggest that early literacy education should focus on the systematicities present in print-to-sound relationships in alphabetic languages, rather than teaching meaning-based strategies, in order to enhance both reading aloud and comprehension of written words. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
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A 30-Minute, but Not a 10-Minute Nighttime Nap is Associated with Sleep Inertia
Hilditch, Cassie J.; Centofanti, Stephanie A.; Dorrian, Jillian; Banks, Siobhan
2016-01-01
Study Objectives: To assess sleep inertia following 10-min and 30-min naps during a simulated night shift. Methods: Thirty-one healthy adults (aged 21–35 y; 18 females) participated in a 3-day laboratory study that included one baseline (BL) sleep (22:00–07:00) and one experimental night involving randomization to either: total sleep deprivation (NO-NAP), a 10-min nap (10-NAP) or a 30-min nap (30-NAP). Nap opportunities ended at 04:00. A 3-min psychomotor vigilance task (PVT-B), digit-symbol substitution task (DSST), fatigue scale, sleepiness scale, and self-rated performance scale were undertaken pre-nap (03:00) and at 2, 17, 32, and 47 min post-nap. Results: The 30-NAP (14.7 ± 5.7 min) had more slow wave sleep than the 10-NAP (0.8 ± 1.5 min; P inertia and helped to mitigate short-term performance impairment during a simulated night shift. Self-rated performance did not reflect objective performance following a nap. Citation: Hilditch CJ, Centofanti SA, Dorrian J, Banks S. A 30-minute, but not a 10-minute nighttime nap is associated with sleep inertia. SLEEP 2016;39(3):675–685. PMID:26715234
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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.
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Directory of Open Access Journals (Sweden)
Rui eNouchi
2016-05-01
Full Text Available BackgroundPrevious reports have described that simple cognitive training using reading aloud and solving simple arithmetic calculations, so-called learning therapy, can improve executive functions and processing speed in the older adults. Nevertheless, it is not well-known whether learning therapy improve a wide range of cognitive functions or not. We investigated the beneficial effects of learning therapy on various cognitive functions in healthy older adults.MethodsWe used a single-blinded intervention with two groups (learning therapy group: LT and waiting list control group: WL. Sixty-four elderly were randomly assigned to LT or WL. In LT, participants performed reading Japanese aloud and solving simple calculations training tasks for 6 months. WL did not participate in the intervention. We measured several cognitive functions before and after 6 months intervention periods.ResultsCompared to WL, results revealed that LT improved inhibition performance in executive functions (Stroop: LT (Mean = 3.88 vs. WL (Mean = 1.22, adjusted p =.013 and reverse Stroop LT (Mean = 3.22 vs. WL (Mean = 1.59, adjusted p =.015, verbal episodic memory (logical memory: LT (Mean = 4.59 vs. WL (Mean = 2.47, adjusted p =.015, focus attention(D-CAT: LT (Mean = 2.09 vs. WL (Mean = -0.59, adjusted p =.010 and processing speed compared to the waiting list control group (digit symbol coding: LT (Mean = 5.00 vs. WL (Mean = 1.13, adjusted p =.015 and symbol search: LT (Mean = 3.47 vs. WL (Mean = 1.81, adjusted p =.014.DiscussionThis RCT can showed the benefit of learning therapy on inhibition of executive functions, verbal episodic memory, focus attention, and processing speed in healthy elderly people. Our results were discussed under overlapping hypothesis.Trial registrationThis trial was registered in The University Hospital Medical Information Network Clinical Trials Registry (UMIN000006998.
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Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences.
Peterson, Robin L; Boada, Richard; McGrath, Lauren M; Willcutt, Erik G; Olson, Richard K; Pennington, Bruce F
The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years ( N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders.
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Williamson, Pamela; Carnahan, Christina R.; Jacobs, Jennifer A.
2012-01-01
Using a constructivist grounded theory approach, this study sought to understand what influences reading comprehension and how meaning is made from text among high-functioning individuals with autism spectrum disorder (ASD). Using a think-aloud procedure, 13 individuals ages 7-13 with ASD read 16 passages at their instructional reading level.…
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Reading L2 Russian: The Challenges of the Russian-English Dictionary
Comer, William J.
2014-01-01
This descriptive study examines when and how students use Russian-English dictionaries while reading informational texts in Russian and what success they have with word lookup. The study uses introspective verbal protocols (i.e., think-alouds) to follow how readers construct meaning from two texts while reading them for a limited time first…
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Zhang, Lawrence Jun; Gu, Peter Yongqi; Hu, Guangwei
2008-06-01
This study is conducted in Singapore, where learning to read in English is regarded as essential because it is offered as a First Language (L1) subject in the curriculum and is stipulated as the medium of instruction in the education system, and the mother tongues are offered as Second Language (L2) subjects, although the majority still learn English as an L2. The paper reports on the reading strategies used by Singaporean primary school pupils from a cognitive perspective, which is part of a larger study that aims to investigate these pupils' language learning strategies. The participants were 18 pupils from three neighbourhood primary schools, in grades Primary 4, 5 and 6. The data were collected from high- and low-proficiency pupils at each of the three grades in each school, who read two texts at each level. Grounded in an information-processing theory and based on successful experiences of scholars using think-aloud for data collection, we asked the pupils to read and report what they were thinking about while reading. The think-aloud protocols were recorded, transcribed verbatim, coded and analysed. The results suggest that participants' flexible and appropriate use of reading strategies varies according to language proficiency and grade level, with the high-proficiency group outperforming its lower-proficiency counterpart and the high-graders outnumbering the lower-graders in terms of the number of strategies that they used. These differences were also exemplified with qualitative findings from case studies. The use of reading strategies differs according to proficiency levels, and the quality of pupils' strategy-use patterns has more significant implications for understanding efficient reading among primary school pupils.
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Books and reading: evidence-based standard of care whose time has come.
Zuckerman, Barry; Augustyn, Marilyn
2011-01-01
Reach Out and Read (ROR) is the only systematically evaluated clinical activity to promote child development in primary care used throughout the United States. The ROR intervention is straightforward: clinicians provide advice about the benefits of reading aloud, as well as directly giving books to high-risk children and parents to take home at each pediatric visit of children aged 6 months to 5 years. ROR builds upon a significant evidence base of the value of reading aloud to young children. The studies evaluating ROR from different sites from subjects from different racial backgrounds and numerous outcome measures are consistently positive. From its initial single site at Boston City Hospital in 1989, to over 4600 clinical sites in 2010, over 30 000 clinicians distributed over 6.2 million books a year to 3.9 million children across the United States. The future efforts for ROR include integrating mental health competencies found in American Academy of Pediatrics guidelines as part of residency and clinician training into the ROR paradigm, quality improvement to ensure fidelity to the intervention, and expanded pediatric clinician involvement in local early childhood/school readiness community efforts. Finally, the most important future goal is the adoption of giving advice about reading aloud and giving developmentally appropriate books to high-risk families as best practice by official bodies. Copyright © 2011 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.
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Observing documentary reading by verbal protocol
Directory of Open Access Journals (Sweden)
Fujita Mariangela Spotti Lopes
2003-01-01
Full Text Available Verifies the applicability to research on indexers' reading strategies of the process observing technique known as Verbal Protocol or Thinking Aloud. This interpretative-qualitative data collecting technique allows the observation of different kinds of process during the progress of different kinds of tasks. Presents a theoretical investigation into "reading" and into formal methodological procedures to observe reading processes. Describes details of the methodological procedures adopted in five case studies with analysis of samples of data. The project adopted three kinds of parameters for data analysis: theoretical, normative, empirical (derived from observations made in the first case study. The results are compared, and important conclusions regarding documentary reading are drawn.
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The Effects of Orthographic Depth on Learning to Read Alphabetic, Syllabic, and Logographic Scripts
Ellis, Nick C.; Natsume, Miwa; Stavropoulou, Katerina; Hoxhallari, Lorenc; Van Daal, Victor H.P.; Polyzoe, Nicoletta; Tsipa, Maria-Louisa; Petalas, Michalis
2004-01-01
This study investigated the effects of orthographic depth on reading acquisition in alphabetic, syllabic, and logographic scripts. Children between 6 and 15 years old read aloud in transparent syllabic Japanese hiragana, alphabets of increasing orthographic depth (Albanian, Greek, English), and orthographically opaque Japanese kanji ideograms,…
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Comparison of Think-Aloud and Constructive Interaction in Usability Testing with Children
DEFF Research Database (Denmark)
Als, Benedikte Skibsted; Jensen, Janne Jul; Skov, Mikael B.
2005-01-01
Constructive interaction provides natural thinking-aloud as test subjects collaborate to solve tasks. Since children may face difficulties in following instructions for a standard think-aloud test, constructive interaction has been suggested as evaluation method when usability testing with childr......, the acquainted pairs reported that they had to put less effort into the testing than the think-aloud and non-acquainted children....
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Kahn, Josh; Nese, Joseph T.; Alonzo, Julie
2016-01-01
There is strong theoretical support for oral reading fluency (ORF) as an essential building block of reading proficiency. The current and standard ORF assessment procedure requires that students read aloud a grade-level passage (˜ 250 words) in a one-to-one administration, with the number of words read correctly in 60 seconds constituting their…
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Enhancing the production effect in memory.
Quinlan, Chelsea K; Taylor, Tracy L
2013-01-01
The production effect is the finding that subsequent memory is better for words that are produced than for words that are not produced. Whereas the current literature demonstrates that reading aloud is the most effective form of production, the distinctiveness account used to explain the production effect predicts that there is nothing special about reading aloud per se: Other forms of vocal production that include an additional distinct element should produce even greater subsequent memory benefits than reading aloud. To test this, we presented participants with study words that they were instructed to read aloud loudly, read aloud, or read silently (Experiment 1); sing, read aloud, or read silently (Experiment 2); and sing, read aloud loudly, read aloud, or read silently (Experiment 3). We observed that both reading items aloud loudly (Experiments 1 and 3) and singing items (Experiments 2 and 3) at study resulted in greater subsequent recognition than reading items aloud in a normal voice; singing had a larger memory benefit than reading aloud loudly (Experiment 3). Our findings support the distinctiveness hypothesis by demonstrating that there are other forms of production, such as singing and reading aloud loudly that have a more pronounced effect on memory than reading aloud.
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"Think aloud" and "Near live" usability testing of two complex clinical decision support tools.
Richardson, Safiya; Mishuris, Rebecca; O'Connell, Alexander; Feldstein, David; Hess, Rachel; Smith, Paul; McCullagh, Lauren; McGinn, Thomas; Mann, Devin
2017-10-01
, were felt to be less useful during "Near-Live" testing because they would not be all inclusive for the visit. These complementary types of usability testing generated unique and generalizable insights. Feedback during "Think Aloud" testing primarily helped to improve the tools' ease of use. The additional feedback from "Near Live" testing, which mimics a real clinical encounter, was helpful for eliciting key barriers and facilitators to provider workflow and adoption. Copyright © 2017 Elsevier B.V. All rights reserved.
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Proficiency as a Variable in Gulf EFL Students' Employment of Reading Strategies
Endley, Martin J.
2016-01-01
This paper reports a study of the reading strategies used by twelve Arabic-speaking undergraduates at a major Gulf university when reading texts in English. The procedure employed was a think-aloud protocol followed by a semi-structured interview. Three research questions were addressed: (a) What are the primary comprehension problems encountered…
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Using Digital Texts to Promote Fluent Reading
Thoermer, Andrea; Williams, Lunetta
2012-01-01
Fluency is a critical skill of adept readers. As listening to read alouds and performing Readers Theatre scripts are two prevalent strategies that can increase students' fluency skills, this article provides suggestions in using these strategies with digital texts through free, online resources. Digital texts can be accessed using a desktop,…
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Reading Test-taking Strategies in General Training IELTS
Vahede Nosrati
2015-01-01
The significance of gaining a better understanding of how test-taking strategies are used has been recognized by researchers. Considering this fact, this study aimed at investigating the test-taking strategies which were employed by IELTS candidates in reading comprehension test. Besides, it tried to take into account the differences among strategies used for different tasks. In order to gather data, two instruments were employed: the think-aloud protocol, and an IELTS reading test. The obtai...
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Higgins, Eleanor L.; Raskind, Marshall H.
1997-01-01
Thirty-seven college students with learning disabilities were given a reading comprehension task under the following conditions: (1) using an optical character recognition/speech synthesis system; (2) having the text read aloud by a human reader; or (3) reading silently without assistance. Findings indicated that the greater the disability, the…
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Hudson, Melissa E.; Test, David W.
2011-01-01
This study reviewed published literature to determine the level of evidence for using shared story reading to promote literacy. Shared story reading was defined as a practice used to access age-appropriate literature through reader-listener interaction in which a story is read aloud and student interaction with the reader and the story is…
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Abubaker, A. A.; Lu, J.
2012-05-01
More and more, interest in the way data is displayed on screen has increased, especially with the increase in the number of people using e-text for learning purposes. So, this requires more focus on factors that affect screen legibility. Text display factors, such as font size, line length and font type, have an impact on reading online. Two font types [Arabic Traditional and Simplified Arabic] in four different sizes [10, 14, 16 and 18] are measured using Arabic text. On-line processes were measured using reading-aloud technique. Accuracy of reading was also measured by the average of errors that students made when reading the text, while reading speed was tested by the time it took students to read the text. However, results indicated that Arabic text in font size 10 is not readable to students aged 10 to 12. On the other hand, font sizes sixteen and eighteen are more readable than any smaller-sized font, the averages of error size 18 improve in all font types, while age has a significant impact on reading speed. Simplified Arabic font is reported as readable to students aged 10-12, especially in sizes 14 and 18.
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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…
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Competent Adolescent Readers' Use of Internet Reading Strategies: A Think-Aloud Study
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…
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Gutmann, Joanna
2016-01-01
aking Minutes of Meetings guides you through the entire process behind minute taking: arranging the meeting; writing the agenda; creating the optimum environment; structuring the meeting and writing notes up accurately. The minute-taker is one of the most important and powerful people in a meeting and you can use this opportunity to develop your knowledge, broaden your horizons and build credibility within the organization. Taking Minutes of Meetings is an easy to read 'dip-in, dip-out' guide which shows you how to confidently arrange meetings and produce minutes. It provides hands-on advice about the sections of a meeting as well as tips on how to create an agenda, personal preparation, best practice advice on taking notes and how to improve your accuracy. Brand new chapters of this 4th edition include guidance on using technology to maximize effectiveness and practical help with taking minutes for a variety of different types of meetings. The creating success series of books... With over one million copi...
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Word Reading Aloud Skills: Their Positive Redefinition through Ageing
Chapleau, Marianne; Wilson, Maximiliano A.; Potvin, Karel; Harvey-Langton, Alexandra; Montembeault, Maxime; Brambati, Simona M.
2017-01-01
Background: Successful reading can be achieved by means of two different procedures: sub-word processes for the pronunciation of words without semantics or pseudowords (PW) and whole-word processes that recruit word-specific information regarding the pronunciation of words with atypical orthography-to-phonology mappings (exception words, EW).…
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Lexical Decision and Oral Reading by Poor and Normal Readers
Bon, W.H.J. van; Tooren, P.H.; Eekelen, K.W.J.M. van
2000-01-01
The primary goal of this study was to compare a paper-and-pencil version of the lexical decision task, which can be administered groupwise, with reading aloud a differently ordered list of the same words and pseudowords. Participants were first and second graders (“normal readers”) and students from
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Harvey, R; Foulds, L; Housden, T; Bennett, K A; Falzon, D; McNarry, A F; Graham, C
2017-03-01
Significant benefits have been demonstrated with the use of peri-operative checklists. We assessed whether a read-aloud didactic action card would improve performance of cannula cricothyroidotomy in a simulated 'can't intubate, can't oxygenate' scenario. A 17-step action card was devised by an expert panel. Participants in their first 4 years of anaesthetic training were randomly assigned into 'no-card' or 'card' groups. Scenarios were video-recorded for analysis. Fifty-three participants (27 no-card and 26 card) completed the scenario. The number of steps omitted was mean (SD) 6.7 (2.0) in the no-card group vs. 0.3 (0.5); p < 0.001 in the card group, but the no-card group was faster to oxygenation by mean (95% CI) 35.4 (6.6-64.2) s. The Kappa statistic was 0.84 (0.73-0.95). Our study demonstrated that action cards are beneficial in achieving successful front-of-neck access using a cannula cricothyroidotomy technique. Further investigation is required to determine this tool's effectiveness in other front-of-neck access situations, and its role in teaching or clinical management. © 2016 The Association of Anaesthetists of Great Britain and Ireland.
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Listening and Reading Comprehension at Story Time: How to Build Habits of the Mind
Moore, Mary Ruth; Hall, Susan
2012-01-01
Understanding a story is an active process, whether children have listened to it being read aloud or, when they are older and read it for themselves. When children grasp a story, they (1) attend to what is important; (2) anticipate what is to come; and (3) build meaningful patterns from the many details. These active interactions with a story can…
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Child, Amanda E; Cirino, Paul T; Fletcher, Jack M; Willcutt, Erik G; Fuchs, Lynn S
2018-05-01
Disorders of reading, math, and attention frequently co-occur in children. However, it is not yet clear which cognitive factors contribute to comorbidities among multiple disorders and which uniquely relate to one, especially because they have rarely been studied as a triad. Thus, the present study considers how reading, math, and attention relate to phonological awareness, numerosity, working memory, and processing speed, all implicated as either unique or shared correlates of these disorders. In response to findings that the attributes of all three disorders exist on a continuum rather than representing qualitatively different groups, this study employed a dimensional approach. Furthermore, we used both timed and untimed academic variables in addition to attention and activity level variables. The results supported the role of working memory and phonological awareness in the overlap among reading, math, and attention, with a limited role of processing speed. Numerosity was related to the comorbidity between math and attention. The results from timed variables and activity level were similar to those from untimed and attention variables, although activity level was less strongly related to cognitive and academic/attention variables. These findings have implications for understanding cognitive deficits that contribute to comorbid reading disability, math disability, and/or attention-deficit/hyperactivity disorder.
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The Role of Reading Fluency in Children's Text Comprehension.
Álvarez-Cañizo, Marta; Suárez-Coalla, Paz; Cuetos, Fernando
2015-01-01
Understanding a written text requires some higher cognitive abilities that not all children have. Some children have these abilities, since they understand oral texts; however, they have difficulties with written texts, probably due to problems in reading fluency. The aim of this study was to determine which aspects of reading fluency are related to reading comprehension. Four expositive texts, two written and two read by the evaluator, were presented to a sample of 103 primary school children (third and sixth grade). Each text was followed by four comprehension questions. From this sample we selected two groups of participants in each grade, 10 with good results in comprehension of oral and written texts, and 10 with good results in oral and poor in written comprehension. These 40 subjects were asked to read aloud a new text while they were recorded. Using Praat software some prosodic parameters were measured, such as pausing and reading rate (number and duration of the pauses and utterances), pitch and intensity changes and duration in declarative, exclamatory, and interrogative sentences and also errors and duration in words by frequency and stress. We compared the results of both groups with ANOVAs. The results showed that children with less reading comprehension made more inappropriate pauses and also intersentential pauses before comma than the other group and made more mistakes in content words; significant differences were also found in the final declination of pitch in declarative sentences and in the F0 range in interrogative ones. These results confirm that reading comprehension problems in children are related to a lack in the development of a good reading fluency.
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Babies, Books, and the Boob Tube: Preparing Preschoolers To Be School and Reading Ready and Willing.
Miles, Betty
1995-01-01
Discusses the importance of parents' helping children to read from birth and notes the most crucial and enjoyable way is reading aloud to children. Presents six basic skills that parents can help new readers to use: getting help from pictures; remembering; sounding out the letters; expecting what comes next; writing; and making sense of content.…
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Directory of Open Access Journals (Sweden)
Ali Fathi Karizak
2016-09-01
Full Text Available Reading comprehension strategy instruction is a powerful tool in teaching context. The present study examines the effect of teaching three kinds of reading strategies on L2 learners’ reading comprehension ability as well as identifying the gender role in this intervention. This quasi experimental study was carried out on 100 Iranian EFL students who were chosen on the basis of a convenient sampling procedure. These participants were divided into two groups of experimental and control. 50 students (experimental group were taught to use three reading comprehension strategies while reading English texts over 16 sessions, whereas the other 50 students (control group were taught reading comprehension traditionally. The results of the study revealed significant effect of reading strategies application on L2 learners’ reading comprehension ability. It also showed that not only male learners employ reading strategies more than their female counterparts, but also male learners had higher reading comprehension performance in comparison to their female counterparts. Thus, it seems that training of reading strategy raised students' awareness towards these strategies and could encourage some learners to use them; which in turn could improve the students' reading comprehension skill.
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Directory of Open Access Journals (Sweden)
Maiko Takahashi
2011-10-01
Full Text Available While reading texts orally, we process the multisensory language information. Accordingly, in the context of reading aloud, we process the visually presented text and produce the auditory information of the text through articulatory movement. These multisensory processing activities are assumed to facilitate the memory and comprehension of textual information. Conversely, while reading silently, we process only the visual information of the text. Although we cannot use the multisensory language information while reading silently, several researchers have found that there is little difference between the degree of comprehension based on silent and oral reading for adult readers. The purpose of this study is to explain how we compensate the loss of multisensory process during silent reading by comparing the visual processing process during silent and oral reading. By conducting two experiments, we measured and compared the eye movement during silent and oral reading. The results showed that silent reading took shorter time for comprehension than oral reading, and readers had more visual fixation points and read back frequently during reading silently than orally. These reading strategies during silent reading seemed to compensate the loss of multisensory process and support the text comprehension.
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Meloy, Linda L.; Deville, Craig; Frisbie, David
The effect of the Read Aloud accommodation on the performances of learning disabled in reading (LD-R) and non-learning disabled (non LD) middle school students was studied using selected texts from the Iowa Tests of Basic Skills (ITBS) achievement battery. Science, Usage and Expression, Math Problem Solving and Data Interpretation, and Reading…
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The Role of Reading Strategies in Integrated L2 Writing Tasks
Plakans, Lia
2009-01-01
Integrated second-language writing tasks elicit writing performances that involve other abilities such as reading or listening. Thus, understanding the role of these other abilities is necessary for interpreting performance on such tasks. This study used an inductive analysis of think-aloud protocol data and interviews to uncover the reading…
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Kaźmierczak, Bartosz; Wartalska, Katarzyna; Wdowikowski, Marcin; Kotowski, Andrzej
2017-11-01
Modern scientific research in the area of heavy rainfall analysis regarding to the sewerage design indicates the need to develop and use probabilistic rain models. One of the issues that remains to be resolved is the length of the shortest amount of rain to be analyzed. It is commonly believed that the best time is 5 minutes, while the least rain duration measured by the national services is often 10 or even 15 minutes. Main aim of this paper is to present the difference between probabilistic rainfall models results given from rainfall time series including and excluding 5 minutes rainfall duration. Analysis were made for long-time period from 1961-2010 on polish meteorological station Legnica. To develop best fitted to measurement rainfall data probabilistic model 4 probabilistic distributions were used. Results clearly indicates that models including 5 minutes rainfall duration remains more appropriate to use.
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The role of reading fluency in children’s text comprehension
Directory of Open Access Journals (Sweden)
Marta eÁlvarez-Cañizo
2015-11-01
Full Text Available Understanding a written text requires some higher cognitive abilities that not all children have. Some children have these abilities, since they understand oral texts; however they have difficulties with written texts, probably due to problems in reading fluency. The aim of this study was to determine which aspects of reading fluency are related to reading comprehension. Four expositive texts, two written and two read by the evaluator, were presented to a sample of 103 primary school children (third and sixth grade. Each text was followed by four comprehension questions. From this sample we selected two groups of participants in each grade, 10 with good results in comprehension of oral and written texts, and 10 with good results in oral and poor in written comprehension. These 40 subjects were asked to read aloud a new text while they were recorded. Using Praat software some prosodic parameters were measured, such as pausing and reading rate (number and duration of the pauses and utterances, pitch and intensity changes and duration in declarative, exclamatory and interrogative sentences and also errors and duration in words by frequency and stress. We compared the results of both groups with ANOVAs. The results showed that children with less reading comprehension made more inappropriate pauses and also intersentential pauses before comma than the other group and made more mistakes in content words; significant differences were also found in the final declination of pitch in declarative sentences and in the F0 range in interrogative ones. These results confirm that reading comprehension problems in children are related to a lack in the development of a good reading fluency.
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Reading Skill and Exposure to Orthography Influence Speech Production.
Saletta, Meredith; Goffman, Lisa; Brentari, Diane
2016-03-01
Orthographic experience during the acquisition of novel words may influence production processing in proficient readers. Previous work indicates interactivity among lexical, phonological, and articulatory processing; we hypothesized that experience with orthography can also influence phonological processing. Phonetic accuracy and articulatory stability were measured as adult, proficient readers repeated and read aloud nonwords, presented in auditory or written modalities and with variations in orthographic neighborhood density. Accuracy increased when participants had read the nonwords earlier in the session, but not when they had only heard them. Articulatory stability increased with practice, regardless of whether nonwords were read or heard. Word attack skills, but not reading comprehension, predicted articulatory stability. Findings indicate that kinematic and phonetic accuracy analyses provide insight into how orthography influences implicit language processing.
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What Works Clearinghouse, 2012
2012-01-01
The study examined the impact of Project STAR (Sit Together and Read) on literacy skills of preschool students. Project STAR is a program in which teachers read books aloud to their students and use instructional techniques designed to encourage children to pay attention to print within storybooks. Eighty-five preschool classrooms were randomly…
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Reading "Daddy's Roommate": Preservice Teachers Respond to a Controversial Text.
Williams, Shawyn
2002-01-01
Explores the responses of the author's 31 pre-service teachers to a controversial picture book. Begins by searching for a short text geared to elementary age children and suited for read-alouds. Notes that she believes that the majority of pre-service teachers at this stage in the program are still very impressionable and must be given multiple…
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Foreign Language Reading Anxiety among Yemeni Secondary School Students
Directory of Open Access Journals (Sweden)
Yehia Ahmed Y. Al-Sohbani
2018-03-01
Full Text Available The aim of this study was to examine Foreign Language (FL reading anxiety level of Arabicspeaking Yemeni students learning English as a foreign language (n = 106. It utilized (a a background information questionnaire, (b the Foreign Language Reading Anxiety Scale (FLRAS, and (c students' English school marks. Results of the study showed that learners of English experienced an above moderate level of FL reading anxiety. There was no significant difference between students' FL reading anxiety and their gender. However, a statistically reliable difference between the means of public and private schools regarding their FL reading anxiety in favor of the private school. Moreover, a positive correlation was found between students' FL reading anxiety and their type of school. Difficulties of uncertainty, pronunciation of English words, unfamiliar topic, unknown vocabulary, reading aloud, using word by word translation, unfamiliar English culture and history, unfamiliar grammar, English letters and symbols were identified as the major sources of FL reading anxiety.
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Reading Test-taking Strategies in General Training IELTS
Directory of Open Access Journals (Sweden)
Vahede Nosrati
2015-10-01
Full Text Available The significance of gaining a better understanding of how test-taking strategies are used has been recognized by researchers. Considering this fact, this study aimed at investigating the test-taking strategies which were employed by IELTS candidates in reading comprehension test. Besides, it tried to take into account the differences among strategies used for different tasks. In order to gather data, two instruments were employed: the think-aloud protocol, and an IELTS reading test. The obtained data were analyzed and interpreted qualitatively by the researcher. The findings indicated that candidates employed 15 different strategies which were categorized in 3 stages, pre-reading, reading, and post-reading stages. Furthermore, it was revealed that test-takers used certain strategies differently, depending on the type of the task. The findings provide a better understanding of strategy use among IELTS candidates and help teachers to improve their approaches toward teaching and learning goals. Keywords: Test-taking Strategy, Test-taker, Reading Comprehension, Language Learning Strategy, IELTS
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Why does picture naming take longer than word reading? The contribution of articulatory processes.
Riès, Stéphanie; Legou, Thierry; Burle, Borís; Alario, F-Xavier; Malfait, Nicole
2012-10-01
Since the 19th century, it has been known that response latencies are longer for naming pictures than for reading words aloud. While several interpretations have been proposed, a common general assumption is that this difference stems from cognitive word-selection processes and not from articulatory processes. Here we show that, contrary to this widely accepted view, articulatory processes are also affected by the task performed. To demonstrate this, we used a procedure that to our knowledge had never been used in research on language processing: response-latency fractionating. Along with vocal onsets, we recorded the electromyographic (EMG) activity of facial muscles while participants named pictures or read words aloud. On the basis of these measures, we were able to fractionate the verbal response latencies into two types of time intervals: premotor times (from stimulus presentation to EMG onset), mostly reflecting cognitive processes, and motor times (from EMG onset to vocal onset), related to motor execution processes. We showed that premotor and motor times are both longer in picture naming than in reading, although than in reading, although articulation is already initiated in the latter measure. Future studies based on this new approach should bring valuable clues for a better understanding of the relation between the cognitive and motor processes involved in speech production.
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DEFF Research Database (Denmark)
Hertzum, Morten; Borlund, Pia; Kristoffersen, Kristina Bonde
2015-01-01
The value of thinking aloud in usability tests depends on the content of the users’ verbalizations. We investigated moderated and unmoderated users’ verbalizations during relaxed thinking aloud (i.e., verbalization at levels 1 through 3). Verbalizations of user experience were frequent and mostly...
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Improved Cognitive Development in Preterm Infants with Shared Book Reading.
Braid, Susan; Bernstein, Jenny
2015-01-01
To examine the effect of shared book reading on the cognitive development of children born preterm and to determine what factors influence shared book reading in this population. Secondary analysis using the Early Childhood Longitudinal Study-Birth Cohort, a large, nationally representative survey of children born in the United States in 2001. One thousand four hundred singleton preterm infants (22-36 weeks gestation). Cognitive development measured using the Bayley Mental Scale score from the Bayley Scales of Infant Development Research Edition. Adjusting for neonatal, maternal, and socioeconomic characteristics, reading aloud more than two times a week is associated with higher cognitive development scores in two-year-old children born preterm (p book reading holds potential as an early developmental intervention for this population.
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Bakhshalinezhad, Ladan; Nikou, Farahnaz Reymani; Bonyadi, Alireza
2015-01-01
This study explored the reading strategies used by advanced and intermediate Persian EFL learners in both English and Persian reading comprehension texts. Based on the aims of the study reading comprehension texts were administered to the learners and their reading strategies in both English and Persian reading comprehension texts were examined…
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Durning, S.J.; Artino, A.R.; Beckman, T.J.; Graner, J.; Vleuten, C.P.M. van der; Holmboe, E.; Schuwirth, L.
2013-01-01
Background: Whether the think-aloud protocol is a valid measure of thinking remains uncertain. Therefore, we used functional magnetic resonance imaging (fMRI) to investigate potential functional neuroanatomic differences between thinking (answering multiple-choice questions in real time) versus
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DEFF Research Database (Denmark)
Hertzum, Morten; Hansen, Kristin Due; Sønderstrup-Andersen, Hans H. K.
2009-01-01
Thinking aloud is widely used for usability evaluation but generally in a relaxed way that conflicts with the prescriptions of the classic model for obtaining valid verbalizations of thought processes. We investigate whether participants that think aloud in the classic or relaxed way behave...... differently compared to performing in silence. Results indicate that whereas classic thinking aloud has little or no effect on behaviour apart from prolonging tasks, relaxed thinking aloud affects behaviour in multiple ways. During relaxed thinking aloud participants took longer to solve tasks, spent a larger...... part of tasks on general distributed visual behaviour, issued more commands to navigate both within and between the pages of the web sites used in the experiment, and experienced higher mental workload....
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Snowling, Margaret J; Hulme, Charles
2012-05-01
This article reviews our understanding of reading disorders in children and relates it to current proposals for their classification in DSM-5. There are two different, commonly occurring, forms of reading disorder in children which arise from different underlying language difficulties. Dyslexia (as defined in DSM-5), or decoding difficulty, refers to children who have difficulty in mastering the relationships between the spelling patterns of words and their pronunciations. These children typically read aloud inaccurately and slowly, and experience additional problems with spelling. Dyslexia appears to arise principally from a weakness in phonological (speech sound) skills, and there is good evidence that it can be ameliorated by systematic phonic teaching combined with phonological awareness training. The other major form of reading difficulty is reading comprehension impairment. These children read aloud accurately and fluently, but have difficulty understanding what they have read. Reading comprehension impairment appears to arise from weaknesses in a range of oral language skills including poor vocabulary knowledge, weak grammatical skills and difficulties in oral language comprehension. We suggest that the omission of reading comprehension impairment from DSM-5 is a serious one that should be remedied. Both dyslexia and reading comprehension impairment are dimensional in nature, and show strong continuities with other disorders of language. We argue that recognizing the continuities between reading and language disorders has important implications for assessment and treatment, and we note that the high rates of comorbidity between reading disorders and other seemingly disparate disorders (including ADHD and motor disorders) raises important challenges for understanding these disorders. © 2011 The Authors. Journal of Child Psychology and Psychiatry © 2011 Association for Child and Adolescent Mental Health.
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Fleury, Veronica P; Hugh, Maria L
2018-06-05
Reading aloud to children is a valued practice to promote emergent literacy and language skills that form the foundation for future reading success. We conducted a descriptive study of shared book reading practices between caregivers and their children with autism spectrum disorder (n = 17) and caregivers and their typically developing children (n = 20) to identify factors that can promote or inhibit children's engagement in reading. Caregivers and their children read nine books (familiar, non-fiction, fiction). Children with ASD demonstrated lower levels of passive engagement (looking at the book) and higher levels of non-engaged behavior compared to typically developing children. Caregiver reading quality and book type contributed to joint engagement during reading. Implications of these findings for intervention development are discussed.
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Nonword Reading: Comparing Dual-Route Cascaded and Connectionist Dual-Process Models with Human Data
Pritchard, Stephen C.; Coltheart, Max; Palethorpe, Sallyanne; Castles, Anne
2012-01-01
Two prominent dual-route computational models of reading aloud are the dual-route cascaded (DRC) model, and the connectionist dual-process plus (CDP+) model. While sharing similarly designed lexical routes, the two models differ greatly in their respective nonlexical route architecture, such that they often differ on nonword pronunciation. Neither…
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HBR's 10 must reads: the essentials
National Research Council Canada - National Science Library
2011-01-01
.... That's what makes this book a "must read." These are 10 seminal articles by management's most influential experts, on topics of perennial concern to ambitious managers and leaders hungry for inspiration--and ready to run with big ideas...
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Jargon in reading aloud sparing Arabic digits but not number words
Directory of Open Access Journals (Sweden)
Carlo Semenza
2015-04-01
(Bencini et al., 2011; Semenza et al., 2014; Dotan and Friedmann, 2015, would directly activate the whole phonological form rather than needing grapheme to phoneme conversion. This case provides insights about the processing dynamics among the three reading routes.
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3-minute Stephen Hawking. His life, theories and influence
International Nuclear Information System (INIS)
Parsons, Paul; Dixon, Gail
2013-01-01
3-minutes Stephen Hawking offers a compact introduction to life and work of this impressing scientist. This book is devided into three parts: Hawking's life, his theories, his influence. Each part offers fascinating reading material for one hour. The partial themes of this book are served up in practical 3-minute portions.
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Aphasia in Persian: Implications for cognitive models of lexical processing.
Bakhtiar, Mehdi; Jafary, Reyhane; Weekes, Brendan S
2017-09-01
Current models of oral reading assume that different routes (sublexical, lexical, and semantic) mediate oral reading performance and reliance on different routes during oral reading depends on the characteristics of print to sound mappings. Studies of single cases of acquired dyslexia in aphasia have contributed to the development of such models by revealing patterns of double dissociation in object naming and oral reading skill that follow brain damage in Indo-European and Sino-Tibetan languages. Print to sound mapping in Persian varies in transparency because orthography to phonology translation depends uniquely on the presence or absence of vowel letters in print. Here a hypothesis is tested that oral reading in Persian requires a semantic reading pathway that is independent of a direct non-semantic reading pathway, by investigating whether Persian speakers with aphasia show selective impairments to object naming and reading aloud. A sample of 21 Persian speakers with aphasia ranging in age from 18 to 77 (mean = 53, SD = 16.9) was asked to name a same set of 200 objects and to read aloud the printed names of these objects in different sessions. As an additional measure of sublexical reading, patients were asked to read aloud 30 non-word stimuli. Results showed that oral reading is significantly more preserved than object naming in Persian speakers with aphasia. However, more preserved object naming than oral reading was also observed in some cases. There was a moderate positive correlation between picture naming and oral reading success (p Persian for the first time. © 2016 The British Psychological Society.
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THE ENGLISH READING STRATEGIES OF TWO COLOMBIAN ENGLISH PRE-SERVICE TEACHERS
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Ángela López Velásquez
2011-08-01
Full Text Available This study focuses on the findings of a research project that aimed at identifying the English reading comprehension strategies used by two preservice English teachers, one a successful reader and the other one a less successful reader. The participants were students of a B.Ed. undergraduate program at a public university located in the Colombian Eje Cafetero. Methodological procedures included the collection of reading data through think-aloud protocols, and analysis was based on the constant-comparative method (Glaser & Strauss, 1999. Findings suggest that three main differences characterized the reading of the two TEFL readers: the number of strategies evoked, the frequency of their use, and the effectiveness of the strategy used by each reader. The article addresses implications for reading instruction and research based on both cases.
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Reading Motivation: 10 Elements for Success. Motivational Strategies That Work!
Gerbig, Kori M.
2009-01-01
Motivational processes are the foundation for coordinating cognitive goals and strategies in reading. Becoming an excellent, active reader involves attunement of motivational processes with cognitive and language processes in reading. This article presents K-12 strategies for motivating reading success. It describes 10 instructional elements that…
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Using Think Aloud Interviews in Evidence-Centered Assessment Design for the AP World History Exam
Kaliski, Pamela; France, Megan; Huff, Kristen; Thurber, Allison
2011-01-01
Developing a cognitive model of task performance is an important and often overlooked phase in assessment design; failing to establish such a model can threaten the validity of the inferences made from the scores produced by an assessment (e.g., Leighton, 2004). Conducting think aloud interviews (TAIs), where students think aloud while completing…
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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.
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Directory of Open Access Journals (Sweden)
Krishna Kumar Ramani
2014-01-01
Full Text Available Background: Lack of evidence in literature to show low vision care enhances the reading performance in children with Multiple Disabilities and Visual Impairment (MDVI. Aim: To evaluate the effectiveness of Low Vision Care intervention on the reading performance of children with MDVI. Materials and Methods: Three subjects who were diagnosed to have cerebral palsy and visual impairment, studying in a special school were recruited for the study. All of them underwent detailed eye examination and low vision care evaluation at a tertiary eye care hospital. A single subject multiple baseline (study design was adopted and the study period was 16 weeks. The reading performance (reading speed, reading accuracy, reading fluency was evaluated during the baseline phase and the intervention phase. The median of all the reading parameters for each week was noted. The trend of the reading performance was graphically represented in both the phases. Results: Reading speed increased by 37 Word per minute, 37 Letters per minute and 5 letters per minute for the subject 1, 2 and 3 respectively after the intervention. Reading accuracy was 84%, 91% and 86.4% at the end of the baseline period and 98.7%, 98.4% and 99% at the end of 16 weeks for subject 1, 2 and 3 respectively. Average reading fluency score was 8.3, 7.1 and 5.5 in the baseline period and 10.2, 10.2 and 8.7 in the intervention period. Conclusion: This study shows evidence of noticeable improvement in reading performance of children with MDVI using a novel study design.
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The Think-Aloud Approach: A Promising Tool for Online Reading Comprehension
Carioli, Stefania; Peru, Andrea
2016-01-01
Despite its unquestionable interest from a theoretical and practical point of view, so far there has been little research on online reading and there is a lack of attention paid to this topic in most European educational institutions. In particular, primary and secondary school teachers are not adequately trained on how and when to intervene to…
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The Body Not in the Room: Reading Gossip as Fiction
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Catherine Bush
2014-04-01
Full Text Available It can be useful to return to some fundamentals when thinking about what gives gossip its power, whether words spoken aloud or words that spread and leave their indelible traces throughout the digital realm. As a novelist and storyteller, I’d like to employ some lines of thought about what we do when we read fiction in order to consider gossip as an act of creative reading. Gossip, like a gift, depends on being received by someone, is defined by the intention to be received. Current fMRI studies have shown the empathetic capacities generated in individuals after reading works of fiction. I want to consider what happens when we imagine something about someone else, and how the engaged creativity of the recipient is essential to the act of gossiping.
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Comparing Performance Standards on the Retention of Words Read Correctly per Minute
Kubina, Richard M., Jr.; Amato, Janelle; Schwilk, Christopher L.; Therrien, William J.
2008-01-01
To measure retention of oral reading fluency, three students attending a learning support classroom used a repeating reading strategy with two passages. Each student read one passage to a high performance standard and the other passage to a lower performance standard. Results show it took the students more practice to reach the higher performance…
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"What Are All These Dogs Doing at School?" Using Therapy Dogs to Promote Children's Reading Practice
Jalongo, Mary Renck
2005-01-01
This article discusses how registered therapy dogs can motivate and support children as they practice reading aloud in the company of the dog and with the support of the dog's handler. It also offers practical advice to educators, librarians, administrators, and community members seeking to implement such a program in their communities.
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Direct speech quotations promote low relative-clause attachment in silent reading of English.
Yao, Bo; Scheepers, Christoph
2018-07-01
The implicit prosody hypothesis (Fodor, 1998, 2002) proposes that silent reading coincides with a default, implicit form of prosody to facilitate sentence processing. Recent research demonstrated that a more vivid form of implicit prosody is mentally simulated during silent reading of direct speech quotations (e.g., Mary said, "This dress is beautiful"), with neural and behavioural consequences (e.g., Yao, Belin, & Scheepers, 2011; Yao & Scheepers, 2011). Here, we explored the relation between 'default' and 'simulated' implicit prosody in the context of relative-clause (RC) attachment in English. Apart from confirming a general low RC-attachment preference in both production (Experiment 1) and comprehension (Experiments 2 and 3), we found that during written sentence completion (Experiment 1) or when reading silently (Experiment 2), the low RC-attachment preference was reliably enhanced when the critical sentences were embedded in direct speech quotations as compared to indirect speech or narrative sentences. However, when reading aloud (Experiment 3), direct speech did not enhance the general low RC-attachment preference. The results from Experiments 1 and 2 suggest a quantitative boost to implicit prosody (via auditory perceptual simulation) during silent production/comprehension of direct speech. By contrast, when reading aloud (Experiment 3), prosody becomes equally salient across conditions due to its explicit nature; indirect speech and narrative sentences thus become as susceptible to prosody-induced syntactic biases as direct speech. The present findings suggest a shared cognitive basis between default implicit prosody and simulated implicit prosody, providing a new platform for studying the effects of implicit prosody on sentence processing. Copyright © 2018 Elsevier B.V. All rights reserved.
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Stress in Context: Morpho-Syntactic Properties Affect Lexical Stress Assignment in Reading Aloud.
Spinelli, Giacomo; Sulpizio, Simone; Primativo, Silvia; Burani, Cristina
2016-01-01
Recent findings from English and Russian have shown that grammatical category plays a key role in stress assignment. In these languages, some grammatical categories have a typical stress pattern and this information is used by readers. However, whether readers are sensitive to smaller distributional differences and other morpho-syntactic properties (e.g., gender, number, person) remains unclear. We addressed this issue in word and non-word reading in Italian, a language in which: (1) nouns and verbs differ in the proportion of words with a dominant stress pattern; (2) information specified by words sharing morpho-syntactic properties may contrast with other sources of information, such as stress neighborhood. Both aspects were addressed in two experiments in which context words were used to induce the desired morpho-syntactic properties. Experiment 1 showed that the relatively different proportions of stress patterns between grammatical categories do not affect stress processing in word reading. In contrast, Experiment 2 showed that information specified by words sharing morpho-syntactic properties outweighs stress neighborhood in non-word reading. Thus, while general information specified by grammatical categories may not be used by Italian readers, stress neighbors with morpho-syntactic properties congruent with those of the target stimulus have a primary role in stress assignment. These results underscore the importance of expanding investigations of stress assignment beyond single words, as current models of single-word reading seem unable to account for our results.
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Question answer relationship strategy increases reading comprehension among Kindergarten students
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Leena Furtado
2012-01-01
Full Text Available The Question Answer Relationship (QAR strategy equips students with tools to successfully decode and comprehend what they read. An action research project over 18 days with twenty-three kindergarteners adapted exposure to QARâs "In the Book" and "In my Head" categories with similar questions for each of two popular Aesopâs fables. The challenges and outcomes are presented with special emphasis on teacher-preparation, teacher-reflections, and a hands-on, day-by-day project-implementation. An oral pre-test, after reading The Tortoise and the Hare, served as a baseline assessment for student-comprehension levels. The QAR strategy was then explicitly taught, with opportunities to practice the comprehension skills in small and large groups with parental assistance. Students overwhelmingly scored higher on the post-test reading comprehension after the read-aloud of The Jay and the Peacock with some receiving perfect scores.
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Developmental relations between reading comprehension and reading strategies
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...
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Moers, Cornelia; Meyer, Antje; Janse, Esther
2017-06-01
High-frequency units are usually processed faster than low-frequency units in language comprehension and language production. Frequency effects have been shown for words as well as word combinations. Word co-occurrence effects can be operationalized in terms of transitional probability (TP). TPs reflect how probable a word is, conditioned by its right or left neighbouring word. This corpus study investigates whether three different age groups-younger children (8-12 years), adolescents (12-18 years) and older (62-95 years) Dutch speakers-show frequency and TP context effects on spoken word durations in reading aloud, and whether age groups differ in the size of these effects. Results show consistent effects of TP on word durations for all age groups. Thus, TP seems to influence the processing of words in context, beyond the well-established effect of word frequency, across the entire age range. However, the study also indicates that age groups differ in the size of TP effects, with older adults having smaller TP effects than adolescent readers. Our results show that probabilistic reduction effects in reading aloud may at least partly stem from contextual facilitation that leads to faster reading times in skilled readers, as well as in young language learners.
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Alotaibi, Abdullah Z
2007-05-01
Previous investigations have shown that reading is the most common functional problem reported by patients at a low vision practice. While there have been studies investigating effect of fonts in normal and low vision patients in English, no study has been carried out in Arabic. Additionally, there has been no investigation into the use of optimum print sizes or fonts that should be used in Arabic books and leaflets for low vision patients. Arabic sentences were read by 100 normally sighted volunteers with and without simulated cataract. Subjects read two font types (Times New Roman and Courier) in three different sizes (N8, N10 and N12). The subjects were asked to read the sentences aloud. The reading speed was calculated as number of words read divided by the time taken, while reading rate was calculated as the number of words read correctly divided by the time taken. There was an improvement in reading performance of normally sighted and simulated visually impaired subjects when the print size increased. There was no significant difference in reading performance between the two types of font used at small print size, however the reading rate improved as print size increased with Times New Roman. The results suggest that the use of N12 print in Times New Roman enhanced reading performance in normally sighted and simulated cataract subjects.
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DEFF Research Database (Denmark)
Bengtsson, Mette
2018-01-01
engage in the implied audience offered, others have strong negative reactions refusing to take it upon them. The study shows how readers react to the commentators postulating manner, and call for arguments to use in discussions with family and friend. About the book: This book examines the reception...... of rhetoric and the rhetoric of reception. By considering salient rhetorical traits of rhetorical utterances and texts seen in context, and relating this to different kinds of reception and/or audience use and negotiation, the authors explore the connections between rhetoric and reception. In our time, new......About the book chapter: Bengtsson investigates how selected audiences react to the implied audience in Danish political print newspaper commentary. When introducing the concept of second persona, Edwin Black only uses vague expressions like “vector of influence” and “the pull of an ideology” about...
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Directory of Open Access Journals (Sweden)
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.
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Reimagining Reading: Creating a Classroom Culture That Embraces Independent Choice Reading
Dickerson, Katie
2015-01-01
Many of us are plagued by negative memories of sustained silent reading. In some of these memories, we are the students, attempting to read a book that didn't hold our interest or trying to read over the din of our disengaged classmates. In other memories, we are the teachers, suffering through a ten-minute classroom management nightmare, deciding…
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Directory of Open Access Journals (Sweden)
Wataru eTeramoto
2016-02-01
Full Text Available The present study investigated whether word width and length affect the optimal character size for reading of horizontally scrolling Japanese words, using reading speed as a measure. In Experiment 1, three Japanese words, each consisting of 4 Hiragana characters, sequentially scrolled on a display screen from right to left. Participants, all Japanese native speakers, were instructed to read the words aloud as accurately as possible, irrespective of their order within the sequence. To quantitatively measure their reading performance, we used rapid serial visual presentation paradigm, where the scrolling rate was increased until the participants began to make mistakes. Thus, the highest scrolling rate at which the participants’ performance exceeded 88.9% correct rate was calculated for each character size (0.3, 0.6, 1.0, and 3.0° and scroll window size (5 or 10 character spaces. Results showed that the reading performance was highest in the range of 0.6° to 1.0°, irrespective of the scroll window size. Experiment 2 investigated whether the optimal character size observed in Experiment 1 was applicable for any word width and word length (i.e., the number of characters in a word. Results showed that reading speeds were slower for longer than shorter words and the word width of 3.6° was optimal among the word lengths tested (3, 4, and 6 character words. Considering that character size varied depending on word width and word length in the present study, this means that the optimal character size can be changed by word width and word length.
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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.
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Han, Feifei
2017-01-01
While some first language (L1) reading models suggest that inefficient word recognition and small working memory tend to inhibit higher-level comprehension processes; the Compensatory Encoding Model maintains that slow word recognition and small working memory do not normally hinder reading comprehension, as readers are able to operate metacognitive strategies to compensate for inefficient word recognition and working memory limitation as long as readers process a reading task without time constraint. Although empirical evidence is accumulated for support of the Compensatory Encoding Model in L1 reading, there is lack of research for testing of the Compensatory Encoding Model in foreign language (FL) reading. This research empirically tested the Compensatory Encoding Model in English reading among Chinese college English language learners (ELLs). Two studies were conducted. Study one focused on testing whether reading condition varying time affects the relationship between word recognition, working memory, and reading comprehension. Students were tested on a computerized English word recognition test, a computerized Operation Span task, and reading comprehension in time constraint and non-time constraint reading. The correlation and regression analyses showed that the strength of association was much stronger between word recognition, working memory, and reading comprehension in time constraint than that in non-time constraint reading condition. Study two examined whether FL readers were able to operate metacognitive reading strategies as a compensatory way of reading comprehension for inefficient word recognition and working memory limitation in non-time constraint reading. The participants were tested on the same computerized English word recognition test and Operation Span test. They were required to think aloud while reading and to complete the comprehension questions. The think-aloud protocols were coded for concurrent use of reading strategies, classified
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Van Den Haak, M. J.; De Jong, M. D T; Schellens, P. J.
2004-01-01
This paper describes a comparative study of three usability test approaches: concurrent think-aloud protocols, retrospective think-aloud protocols, and constructive interaction. These three methods were compared by means of an evaluation of an online library catalogue, which involved four points of
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van den Haak, M.J.; de Jong, Menno D.T.; Schellens, P.J.
2004-01-01
This paper describes a comparative study of three usability test approaches: concurrent think-aloud protocols, retrospective think-aloud protocols, and constructive interaction. These three methods were compared by means of an evaluation of an online library catalogue, which involved four points of
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Quantifying Accurate Calorie Estimation Using the "Think Aloud" Method
Holmstrup, Michael E.; Stearns-Bruening, Kay; Rozelle, Jeffrey
2013-01-01
Objective: Clients often have limited time in a nutrition education setting. An improved understanding of the strategies used to accurately estimate calories may help to identify areas of focused instruction to improve nutrition knowledge. Methods: A "Think Aloud" exercise was recorded during the estimation of calories in a standard dinner meal…
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Li, Hongli; Suen, Hoi K.
2015-01-01
This study examines how Chinese ESL learners recognize English words while responding to a multiple-choice reading test as compared to Romance-language-speaking ESL learners. Four adult Chinese ESL learners and three adult Romance-language-speaking ESL learners participated in a think-aloud study with the Michigan English Language Assessment…
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Mousikou, Petroula; Rastle, Kathleen; Besner, Derek; Coltheart, Max
2015-01-01
Dual-route theories of reading posit that a sublexical reading mechanism that operates serially and from left to right is involved in the orthography-to-phonology computation. These theories attribute the masked onset priming effect (MOPE) and the phonological Stroop effect (PSE) to the serial left-to-right operation of this mechanism. However,…
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Kuchma, V R; Teksheva, L M; Vyatleva, O A; Kurgansky, A M
2013-01-01
A comparison of the legibility of the three different media: paper personal computer (LCD) and the e-reader in schoolchildren (12-14 years of age) was performed. Comprehensive assessment of the reading performance (speed of reading aloud, the number of errors in reading, and integral indicator of the degree of difficulty of visual task), its physiological value (according to data of EEG, EOG and ECG), and subjective preference of type of media by the schoolchildren showed that by the sum of signs e-reader occupies an intermediate position between printed text and the computer screen. The effect of increased emotional intensity of using e-reader (increased motivation), which is manifested in the preservation of the sympathetic nervous system activation after the reading, was obtained. The necessity of additional research has been shown.
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Schwellnus, Heidi; Carnahan, Heather; Kushki, Azadeh; Polatajko, Helene; Missiuna, Cheryl; Chau, Tom
2012-06-01
To investigate the impact of common pencil grasp patterns on the speed and legibility of handwriting after a 10-minute copy task, intended to induce muscle fatigue, in typically developing children and in those non-proficient in handwriting. A total of 120 Grade 4 students completed a standardised handwriting assessment before and after a 10-minute copy task. The students indicated the perceived difficulty of the handwriting task at baseline and after 10 minutes. The students also completed a self-report questionnaire regarding their handwriting proficiency upon completion. The majority of the students rated higher effort after the 10-minute copy task than at baseline (rank sum: P = 0.00001). The effort ratings were similar for the different grasp patterns (multiple linear regression: F = 0.37, P = 0.895). For both typically developing children and those with handwriting issues, the legibility of the writing samples decreased after the 10-minute copy task but the speed of writing increased. CONCLUSIONS AND SIGNIFICANCE OF THE STUDY: The quality of the handwriting decreased after the 10-minute copy task; however, there was no difference in the quality or speed scores among the different pencil grasps before and after the copy task. The dynamic tripod pencil grasp did not offer any advantage over the lateral tripod or the dynamic or lateral quadrupod pencil grasps in terms of quality of handwriting after a 10-minute copy task. These four pencil grasp patterns performed equivalently. Our findings question the practice of having students adopt the dynamic tripod pencil grasp. © 2012 The Authors Australian Occupational Therapy Journal © 2012 Occupational Therapy Australia.
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Palomo-Alvarez, Catalina; Puell, María C
2009-09-01
The relationship between oculomotor scanning and reading in poor readers of primary school age is not well known. This study was designed to assess this relationship by determining mean Developmental Eye Movement (DEM) test times and reading speeds in a Spanish non-clinical population of children with poor reading skills but without dyslexia. We conducted a cross-sectional study on 81 poor readers (8-11 years of age) in the third to fifth grades recruited from 11 elementary schools in Madrid, Spain. In each subject with best spectacle correction, oculomotor scanning was measured using the DEM test, and reading speed (words per minute) was assessed by a standardized Spanish contextual reading test. Mean horizontal DEM times were higher than normative values for children in the third, fourth and fifth grades, by 20 seconds, 12 seconds, and 3 seconds respectively. Mean reading speeds were 18 words per minute lower than the norm for the third and fourth grades respectively, and 30 words per minute lower than the norm for the fifth grade. Reading speeds were significantly related to horizontal DEM times (r = -0.53, p school children at an early stage.
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[Experience with Pregnosticon-planotest, a 2-minute immunologic pregnancy test].
Hancsók, M; Huber, G; Páhoki, I; Czeizel, E
1969-08-23
Pregnosticon-Planotest (PPT), produced by N.V. Organon, is an immunological latex-suspension pregnancy test that can be read in 2 minutes (or up to 60 minutes) and requires no special equipment such as centrifuges. Parallel pregnancy tests, using PPT and the biological Galli-Mainin Reaction (GMR) were carried out on 381 women for a total of 407 tests. The cases included 334 possible early pregnancies, 38 supected extrauterine pregnancies, and 35 suspected fetal deaths. The 2 tests agreed in 93.9% of the cases, and of 23 cases on which results differed, the PPT reading proved correct for 21 cases. Both tests gave false-negative readings for 36 early pregnancies and 1 extrauterine pregnancy. However, PPT results were correct for 80% of the extrauterine pregnancies (where production of human chorionic gonadotropin, the substance tested for, is low); the GMR was correct in 68.8% of these cases. The sensitivity of PPT was also shown in its early detection of pregnancies - 3.3-4 days earlier than with GMR. PPT is thus judged to be a sensitive, reliable, simple, and quick pregnancy test.
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Teramoto, Wataru; Nakazaki, Takuyuki; Sekiyama, Kaoru; Mori, Shuji
2016-01-01
The present study investigated, whether word width and length affect the optimal character size for reading of horizontally scrolling Japanese words, using reading speed as a measure. In Experiment 1, three Japanese words, each consisting of four Hiragana characters, sequentially scrolled on a display screen from right to left. Participants, all Japanese native speakers, were instructed to read the words aloud as accurately as possible, irrespective of their order within the sequence. To quantitatively measure their reading performance, we used rapid serial visual presentation paradigm, where the scrolling rate was increased until the participants began to make mistakes. Thus, the highest scrolling rate at which the participants' performance exceeded 88.9% correct rate was calculated for each character size (0.3°, 0.6°, 1.0°, and 3.0°) and scroll window size (5 or 10 character spaces). Results showed that the reading performance was highest in the range of 0.6° to 1.0°, irrespective of the scroll window size. Experiment 2 investigated whether the optimal character size observed in Experiment 1 was applicable for any word width and word length (i.e., the number of characters in a word). Results showed that reading speeds were slower for longer than shorter words and the word width of 3.6° was optimal among the word lengths tested (three, four, and six character words). Considering that character size varied depending on word width and word length in the present study, this means that the optimal character size can be changed by word width and word length in scrolling Japanese words.
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Kulason, Kay; Nouchi, Rui; Hoshikawa, Yasushi; Noda, Masafumi; Okada, Yoshinori; Kawashima, Ryuta
2018-01-01
Background: There has been little research conducted regarding cognitive treatments for the elderly postsurgical population. Patients aged ≥60 years have an increased risk of postoperative cognitive decline, a condition in which cognitive functions are negatively affected. This cognitive decline can lead to a decline in quality of life. In order to maintain a high quality of life, the elderly postsurgical population may benefit from treatment to maintain and/or improve their cognitive functions. This pilot study investigates the effect of simple calculation and reading aloud (SCRA) cognitive training in elderly Japanese postsurgical patients. Methods: Elderly patients undergoing non-cardiovascular thoracic surgery under general anesthesia were recruited ( n = 12). Subjects were randomly divided into two groups-one that receives 12 weeks of SCRA intervention, and a waitlisted control group. Before and after the intervention, we measured cognitive function [Mini-Mental Status Exam-Japanese (MMSE-J), Frontal Assessment Battery (FAB), computerized Cogstate Brief Battery (CBB)] and emotional state [General Health Questionnaire-12 (GHQ-12), Geriatric Depression Scale (GDS), Quality of Life Scale-5 (QOL-5)]. Results: Group difference analyses using ANCOVA with permutation test showed that the intervention SCRA group had a significant improvement in FAB motor programming sub-score, GDS, and QOL-5 compared to the control group. Within-group analyses using Wilcoxon signed-rank test to compare baseline and follow-up showed that the SCRA intervention group total FAB scores, FAB motor programming sub-scores, and QOL-5 scores were significantly improved. Discussion: This pilot study showed that there are important implications for the beneficial effects of SCRA intervention on cognitive function and emotional state in the postoperative elderly population; however, further investigations are necessary to reach any conclusions. Trial registration: This study was registered with
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Directory of Open Access Journals (Sweden)
Kay Kulason
2018-03-01
Full Text Available Background: There has been little research conducted regarding cognitive treatments for the elderly postsurgical population. Patients aged ≥60 years have an increased risk of postoperative cognitive decline, a condition in which cognitive functions are negatively affected. This cognitive decline can lead to a decline in quality of life. In order to maintain a high quality of life, the elderly postsurgical population may benefit from treatment to maintain and/or improve their cognitive functions. This pilot study investigates the effect of simple calculation and reading aloud (SCRA cognitive training in elderly Japanese postsurgical patients.Methods: Elderly patients undergoing non-cardiovascular thoracic surgery under general anesthesia were recruited (n = 12. Subjects were randomly divided into two groups—one that receives 12 weeks of SCRA intervention, and a waitlisted control group. Before and after the intervention, we measured cognitive function [Mini-Mental Status Exam-Japanese (MMSE-J, Frontal Assessment Battery (FAB, computerized Cogstate Brief Battery (CBB] and emotional state [General Health Questionnaire-12 (GHQ-12, Geriatric Depression Scale (GDS, Quality of Life Scale-5 (QOL-5].Results: Group difference analyses using ANCOVA with permutation test showed that the intervention SCRA group had a significant improvement in FAB motor programming sub-score, GDS, and QOL-5 compared to the control group. Within-group analyses using Wilcoxon signed-rank test to compare baseline and follow-up showed that the SCRA intervention group total FAB scores, FAB motor programming sub-scores, and QOL-5 scores were significantly improved.Discussion: This pilot study showed that there are important implications for the beneficial effects of SCRA intervention on cognitive function and emotional state in the postoperative elderly population; however, further investigations are necessary to reach any conclusions.Trial registration: This study was
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Diniz, Telma Franco
2018-01-01
As suggested by its title, this article reports on a Think Aloud in Group (TAG) practice in which a group of Y5 children thought aloud the poem "The Blue Boy", written in Portuguese by Cecília Meireles and translated into English by Sarah Rebecca Kersley. As a dialogical and collaborative literacy practice, TAG aims to transform the…
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Phillips, Linda M.; Norris, Stephen P.; Hayward, Denyse V.; Lovell, Meridith A.
2017-01-01
This study investigated whether mothers' measured reading proficiency and their educational level predict, over and above each other, their children's receptive vocabulary and reading proficiency when confounding factors of speaking a minority language, ethnicity, number of children in the family, and marital and employment status are controlled.…
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Rapcsak, Steven Z; Henry, Maya L; Teague, Sommer L; Carnahan, Susan D; Beeson, Pélagie M
2007-06-18
Coltheart and co-workers [Castles, A., Bates, T. C., & Coltheart, M. (2006). John Marshall and the developmental dyslexias. Aphasiology, 20, 871-892; Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256] have demonstrated that an equation derived from dual-route theory accurately predicts reading performance in young normal readers and in children with reading impairment due to developmental dyslexia or stroke. In this paper, we present evidence that the dual-route equation and a related multiple regression model also accurately predict both reading and spelling performance in adult neurological patients with acquired alexia and agraphia. These findings provide empirical support for dual-route theories of written language processing.
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Meizoso, Jonathan P; Ray, Juliet J; Karcutskie, Charles A; Allen, Casey J; Zakrison, Tanya L; Pust, Gerd D; Koru-Sengul, Tulay; Ginzburg, Enrique; Pizano, Louis R; Schulman, Carl I; Livingstone, Alan S; Proctor, Kenneth G; Namias, Nicholas
2016-10-01
Timely hemorrhage control is paramount in trauma; however, a critical time interval from emergency department arrival to operation for hypotensive gunshot wound (GSW) victims is not established. We hypothesize that delaying surgery for more than 10 minutes from arrival increases all-cause mortality in hypotensive patients with GSW. Data of adults (n = 309) with hypotension and GSW to the torso requiring immediate operation from January 2004 to September 2013 were retrospectively reviewed. Patients with resuscitative thoracotomies, traumatic brain injury, transfer from outside institutions, and operations occurring more than 1 hour after arrival were excluded. Survival analysis using multivariate Cox regression models was used for comparison. Hazard ratios (HRs) and 95% confidence intervals (CIs) are reported. Statistical significance was considered at p ≤ 0.05. The study population was aged 32 ± 12 years, 92% were male, Injury Severity Score was 24 ± 15, systolic blood pressure was 81 ± 29 mm Hg, Glasgow Coma Scale score was 13 ± 4. Overall mortality was 27%. Mean time to operation was 19 ± 13 minutes. After controlling for organ injury, patients who arrived to the operating room after 10 minutes had a higher likelihood of mortality compared with those who arrived in 10 minutes or less (HR, 1.89; 95% CI, 1.10-3.26; p = 0.02); this was also true in the severely hypotensive patients with systolic blood pressure of 70 mm Hg or less (HR, 2.67; 95% CI, 0.97-7.34; p = 0.05). The time associated with a 50% cumulative mortality was 16 minutes. Delay to the operating room of more than 10 minutes increases the risk of mortality by almost threefold in hypotensive patients with GSW. Protocols should be designed to shorten time in the emergency department. Further prospective observational studies are required to validate these findings. Therapeutic study, level IV.
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Think aloud: acute stress and coping strategies during golf performances.
Nicholls, Adam R; Polman, Remco C J
2008-07-01
A limitation of the sport psychology coping literature is the amount of time between a stressful episode and the recall of the coping strategies used in the stressful event (Nicholls & Polman, 2007). The purpose of this study was to develop and implement a technique to measure acute stress and coping during performance. Five high-performance adolescent golfers took part in Level 2 verbalization think aloud trials (Ericsson & Simon, 1993), which involved participants verbalizing their thoughts, over six holes of golf. Verbal reports were audio-recorded during each performance, transcribed verbatim, and analyzed using protocol analysis (Ericsson & Simon, 1993). Stressors and coping strategies varied throughout the six holes, which support the proposition that stress and coping is a dynamic process that changes across phases of the same performance (Lazarus, 1999). The results also revealed information regarding the sequential patterning of stress and coping, suggesting that the golfers experienced up to five stressors before reporting a coping strategy. Think aloud appears a suitable method to collect concurrent stress and coping data.
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What Do You Do With Hands Like These? Close Reading Facilitates Exploration and Text Creation
Directory of Open Access Journals (Sweden)
Lindsey Moses
2013-05-01
Full Text Available This article shares instructional ideas to enhance language and literacy experiences involving the reading and writing processes of young bilinguals (Spanish and English in Colorado, USA when engaging with informational texts. Informational texts provide language scaffolds for young bilinguals because they build on their background knowledge about the world around them. Drawing on their recognition of real-world concepts found in informational texts, teaching ideas that enrich both academic and social vocabulary are shared. These teaching ideas suggest moving beyond the read aloud and individual reading of informational texts; they suggest instead teaching young learners to ‘read like writers’ and utilize Jenkins and Page’s What Do You Do With a Tail Like This? (2003 as a mentor text. This article includes relevant research, teaching ideas and classroom examples for scaffolding a close reading, ultimately resulting in intercultural explorations as the children share their writing about their home contexts.
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Holmstrup, Michael E; Verba, Steven D; Lynn, Jeffrey S
2015-12-01
Skinfold assessment is valid and economical; however, it has a steep learning curve, and many programs only include one exposure to the technique. Increasing the number of exposures to skinfold assessment within an undergraduate curriculum would likely increase skill proficiency. The present study combined observational and Think Aloud methodologies to quantify procedural and cognitive characteristics of skinfold assessment. It was hypothesized that 1) increased curricular exposure to skinfold assessment would improve proficiency and 2) the combination of an observational and Think Aloud analysis would provide quantifiable areas of emphasis for instructing skinfold assessment. Seventy-five undergraduates with varied curricular exposure performed a seven-site skinfold assessment on a test subject while expressing their thoughts aloud. A trained practitioner recorded procedural observations, with transcripts generated from audio recordings to capture cognitive information. Skinfold measurements were compared with a criterion value, and bias scores were generated. Participants whose total bias fell within ±3.5% of the criterion value were proficient, with the remainder nonproficient. An independent-samples t-test was used to compare procedural and cognitive observations across experience and proficiency groups. Additional curricular exposure improved performance of skinfold assessment in areas such as the measurement of specific sites (e.g., chest, abdomen, and thigh) and procedural (e.g., landmark identification) and cognitive skills (e.g., complete site explanation). Furthermore, the Think Aloud method is a valuable tool for determining curricular strengths and weaknesses with skinfold assessment and as a pedagogical tool for individual instruction and feedback in the classroom. Copyright © 2015 The American Physiological Society.
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Office of Educational Research and Improvement (ED), Washington, DC.
This Spanish-language document consists of four single-sheet sets of guidelines developed by the Family Involvement Partnership for Learning to assist parents in facilitating their children's elementary school success. The front part of the sheets describes general ways parents can support their children, including modeling writing, reading aloud,…
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Evaluating municipal websites: A methodological comparison of three think-aloud variants
van den Haak, M.J.; de Jong, M.D.T.; Schellens, P.J.
2009-01-01
Usability methods have received relatively little methodological attention within the field of E-Government. This paper aims to address this gap by reporting on a usability test of the municipal website of Deventer (the Netherlands), carried out by means of three variants of the think-aloud method
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Besner, Derek; O'Malley, Shannon
2009-01-01
J. C. Ziegler, C. Perry, and M. Zorzi (2009) have claimed that their connectionist dual process model (CDP+) can simulate the data reported by S. O'Malley and D. Besner. Most centrally, they have claimed that the model simulates additive effects of stimulus quality and word frequency on the time to read aloud when words and nonwords are randomly…
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Directory of Open Access Journals (Sweden)
Yao-Ting eSung
2015-05-01
Full Text Available Online reading is developing at an increasingly rapid rate, but the debate concerning whether learning is more effective when using hypertexts than when using traditional linear texts is still persistent. In addition, several researchers stated that online reading comprehension always starts with a question, but little empirical evidence has been gathered to investigate this claim. This study used eye-tracking technology and retrospective think aloud technique to examine online reading behaviors of fifth-graders (N = 50. The participants were asked to read four texts on the website. The present study employed a three-way mixed design: 2 (reading ability: high vs. low 2 (reading goals: with vs. without 2 (text types: hypertext vs. linear text. The dependent variables were eye-movement indices and the frequencies of using online reading strategy. The results show that fifth-graders, irrespective of their reading ability, found it difficult to navigate the nonlinear structure of hypertexts when searching for and integrating information. When they read with goals, they adjusted their reading speed and the focus of their attention. Their offline reading ability also influenced their online reading performance. These results suggest that online reading skills and strategies have to be taught in order to enhance the online reading abilities of elementary-school students.
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Sung, Yao-Ting; Wu, Ming-Da; Chen, Chun-Kuang; Chang, Kuo-En
2015-01-01
Online reading is developing at an increasingly rapid rate, but the debate concerning whether learning is more effective when using hypertexts than when using traditional linear texts is still persistent. In addition, several researchers stated that online reading comprehension always starts with a question, but little empirical evidence has been gathered to investigate this claim. This study used eye-tracking technology and retrospective think aloud technique to examine online reading behaviors of fifth-graders (N = 50). The participants were asked to read four texts on the website. The present study employed a three-way mixed design: 2 (reading ability: high vs. low) × 2 (reading goals: with vs. without) × 2 (text types: hypertext vs. linear text). The dependent variables were eye-movement indices and the frequencies of using online reading strategy. The results show that fifth-graders, irrespective of their reading ability, found it difficult to navigate the non-linear structure of hypertexts when searching for and integrating information. When they read with goals, they adjusted their reading speed and the focus of their attention. Their offline reading ability also influenced their online reading performance. These results suggest that online reading skills and strategies have to be taught in order to enhance the online reading abilities of elementary-school students. PMID:26074837
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Suicide Risk Assessment in Adolescents - C-SSRS, K10, and READ
DEFF Research Database (Denmark)
Jakobsen, Ida Skytte; Larsen, Kim Juul; Horwood, John L
2017-01-01
BACKGROUND: Assessment and screening are often the first step in planning interventions to help adolescents at risk of suicide. Causes of suicidal thoughts and behavior are multifaceted and it is important for clinical work that assessment reflects this complexity. AIMS: To investigate whether...... a general psychological Resilience Scale for Adolescents (READ) is associated with a validated suicide rating scale (C-SSRS). METHOD: An observational study of self-reported suicidality (C-SSRS), psychological distress (K10), and resiliency (READ) in three adolescent samples: suicide clinic (N = 147...... was significantly lower in the suicide clinic sample. READ was predictive of levels of suicidality within all samples independently of general psychological distress (K10). LIMITATIONS: The study did not examine other early childhood factors that may contribute to individual resiliency or suicidality. CONCLUSION...
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Acquired dyslexia in Serbian speakers with Broca's and Wernicke's aphasia.
Vuković, Mile; Vuković, Irena; Miller, Nick
2016-01-01
This study examined patterns of acquired dyslexia in Serbian aphasic speakers, comparing profiles of groups with Broca's versus Wernicke's aphasia. The study also looked at the relationship of reading and auditory comprehension and between reading comprehension and reading aloud in these groups. Participants were 20 people with Broca's and 20 with Wernicke's aphasia. They were asked to read aloud and to understand written material from the Serbian adaptation of the Boston Diagnostic Aphasia Examination. A Serbian Word Reading Aloud Test was also used. The people with Broca's aphasia achieved better results in reading aloud and in reading comprehension than those with Wernicke's aphasia. Those with Wernicke's aphasia showed significantly more semantic errors than those with Broca's aphasia who had significantly more morphological and phonological errors. From the data we inferred that lesion sites accorded with previous work on networks associated with Broca's and Wernicke's aphasia and with a posterior-anterior axis for reading processes centred on (left) parietal-temporal-frontal lobes. Copyright © 2016 Elsevier Inc. All rights reserved.
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A New Dyslexia Reading Method and Visual Correction Position Method.
Manilla, George T; de Braga, Joe
2017-01-01
Pediatricians and educators may interact daily with several dyslexic patients or students. One dyslexic author accidently developed a personal, effective, corrective reading method. Its effectiveness was evaluated in 3 schools. One school utilized 8 demonstration special education students. Over 3 months, one student grew one third year, 3 grew 1 year, and 4 grew 2 years. In another school, 6 sixth-, seventh-, and eighth-grade classroom teachers followed 45 treated dyslexic students. They all excelled and progressed beyond their classroom peers in 4 months. Using cyclovergence upper gaze, dyslexic reading problems disappeared at one of the Positional Reading Arc positions of 30°, 60°, 90°, 120°, or 150° for 10 dyslexics. Positional Reading Arc on 112 students of the second through eighth grades showed words read per minute, reading errors, and comprehension improved. Dyslexia was visually corrected by use of a new reading method and Positional Reading Arc positions.
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Leow, Ronald P.
2001-01-01
Think-aloud protocols were gathered to establish that first-year college level participants noticed targeted linguistic forms (Spanish formal imperatives) while reading an enhanced or unenhanced text. Suggests there are no significant benefits of written input enhancement over unenhanced written input for the amount of reported noticing of Spanish…
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Directory of Open Access Journals (Sweden)
Troy Jones
2011-07-01
Full Text Available Electronic books (e-books are gaining popularity for personal reading. Options for access to a large selection of book titles and “anytime/anywhere” reading choices have added to the increased use of e-books. For this study, 22 third-grade students completed satisfaction surveys and reading comprehension tests on three separate reading sessions: one traditional print-based and two e-book titles. Indicators of reading engagement included motivation for independent reading and comprehension as measured by standardized tests on the print book and both e-books. Results showed that format was not as important as students’ identification with setting, characters, and theme of the book. Students did, however, indicate a preference for e-books when given the option of a wide selection of titles and the freedom to choose their own e-book. Students further indicated a preference for the amenities associated with e-book reading such as pop-up definitions and pronunciations of words, automatic page turning, and the option of read-aloud narration. The authors concluded that children quickly become comfortable with e-books and welcomed the technology. However, they are not completely ready to disregard print books.
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Schenker, Victoria J; Petrill, Stephen A
2015-01-01
This study investigated the genetic and environmental influences on observed associations between listening comprehension, reading motivation, and reading comprehension. Univariate and multivariate quantitative genetic models were conducted in a sample of 284 pairs of twins at a mean age of 9.81 years. Genetic and nonshared environmental factors accounted for statistically significant variance in listening and reading comprehension, and nonshared environmental factors accounted for variance in reading motivation. Furthermore, listening comprehension demonstrated unique genetic and nonshared environmental influences but also had overlapping genetic influences with reading comprehension. Reading motivation and reading comprehension each had unique and overlapping nonshared environmental contributions. Therefore, listening comprehension appears to be related to reading primarily due to genetic factors whereas motivation appears to affect reading via child-specific, nonshared environmental effects. Copyright © 2015 Elsevier Inc. All rights reserved.
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Schenker, Victoria J.; Petrill, Stephen A.
2015-01-01
This study investigated the genetic and environmental influences on observed associations between listening comprehension, reading motivation, and reading comprehension. Univariate and multivariate quantitative genetic models were conducted in a sample of 284 pairs of twins at a mean age of 9.81 years. Genetic and nonshared environmental factors accounted for statistically significant variance in listening and reading comprehension, and nonshared environmental factors accounted for variance in reading motivation. Furthermore, listening comprehension demonstrated unique genetic and nonshared environmental influences but also had overlapping genetic influences with reading comprehension. Reading motivation and reading comprehension each had unique and overlapping nonshared environmental contributions. Therefore, listening comprehension appears to be related to reading primarily due to genetic factors whereas motivation appears to affect reading via child-specific, nonshared environmental effects. PMID:26321677
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Teaching Problem Solving without Modeling through "Thinking Aloud Pair Problem Solving."
Pestel, Beverly C.
1993-01-01
Reviews research relevant to the problem of unsatisfactory student problem-solving abilities and suggests a teaching strategy that addresses the issue. Author explains how she uses teaching aloud problem solving (TAPS) in college chemistry and presents evaluation data. Among the findings are that the TAPS class got fewer problems completely right,…
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Asnawi Muslem
2017-01-01
Full Text Available This study investigated the impacts of the immersive multimedia learning strategy with peer support on production skills in reading and speaking. Moreover, the effects of it on performance were investigated by student achievement. The quasiexperimental design with post-test was employed for the study. 80 first-year university students enrolled in English as a foreign language course were selected for this study. Data were analysed using one-way ANOVA. The findings showed that the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production for reading and speaking. Analyses obtained by achievement showed that the high achievement students in the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production only for speaking while the low achievement students in the immersive multimedia learning with peer supported group reported significantly better performance in all measures of oral production for reading and speaking. These findings showed that the immersive multimedia technique with peer support reduced the use of codeswitching strategies among the students and enabled them to develop oral production skills in English approaching the patterns of native speakers especially among low achievement students.
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Li, Liping; Wu, Xinchun
2015-01-01
Purpose This study examined the contribution of metalinguistic awareness including morphological awareness, phonological awareness and orthographical awareness to reading comprehension, and the role of reading fluency as a mediator of the effects of metalinguistic awareness on reading comprehension from grades 2 to 4. Methods Four hundred and fifteen elementary students in China mainland were administered a test battery that included measures of morphological awareness, phonological awareness, orthographical awareness, reading fluency, reading comprehension and IQ. Hierarchical regression and structural equation models (SEM) were used to analyze the data. Results Morphological awareness uniquely explained 9%, 10% and 13% variance of reading comprehension respectively from grade 2 to grade 4, however, phonological awareness and orthographical awareness did not contribute to reading comprehension; Reading fluency partially mediated the effect of morphological awareness on reading comprehension in grades 2-4. Conclusions These findings indicated that reading fluency and morphological awareness should be facilitated in the Chinese instruction. Morphological awareness played an important role in Chinese reading and affected reading comprehension in grades 2 to 4; Reading fluency was a significant link between morphological awareness and reading comprehension in grades 2-4. PMID:25799530
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Executive Functioning Skills Uniquely Predict Chinese Word Reading
Chung, Kevin K. H.; McBride-Chang, Catherine
2011-01-01
Eighty-five Hong Kong Chinese children were tested across both the 2nd and 3rd years of kindergarten (ages 4-5 years) on tasks of inhibitory control, working memory, vocabulary knowledge, phonological awareness, morphological awareness, and word reading. With age, vocabulary knowledge, and metalinguistic skills statistically controlled, the…
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Heim, Stefan; Grande, Marion; Meffert, Elisabeth; Eickhoff, Simon B; Schreiber, Helen; Kukolja, Juraj; Shah, Nadim Jon; Huber, Walter; Amunts, Katrin
2010-12-01
Recent theories of developmental dyslexia explain reading deficits in terms of deficient phonological awareness, attention, visual and auditory processing, or automaticity. Since dyslexia has a neurobiological basis, the question arises how the reader's proficiency in these cognitive variables affects the brain regions involved in visual word recognition. This question was addressed in two fMRI experiments with 19 normally reading children (Experiment 1) and 19 children with dyslexia (Experiment 2). First, reading-specific brain activation was assessed by contrasting the BOLD signal for reading aloud words vs. overtly naming pictures of real objects. Next, ANCOVAs with brain activation during reading the individuals' scores for all five cognitive variables assessed outside the scanner as covariates were performed. Whereas the normal readers' brain activation during reading showed co-variation effects predominantly in the right hemisphere, the reverse pattern was observed for the dyslexics. In particular, middle frontal gyrus, inferior parietal cortex, and precuneus showed contralateral effects for controls as compared to dyslexics. In line with earlier findings in the literature, these data hint at a global change in hemispheric asymmetry during cognitive processing in dyslexic readers, which, in turn, might affect reading proficiency. Copyright © 2010 Elsevier Inc. All rights reserved.
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Directory of Open Access Journals (Sweden)
Mara Breen
2016-07-01
Full Text Available Researchers have established a relationship between beginning readers’ silent comprehension ability and their prosodic fluency, such that readers who read aloud with appropriate prosody tend to have higher scores on silent reading comprehension assessments. The current study was designed to investigate this relationship in two groups of high school readers: Specifically Poor Comprehenders (SPCs, who have adequate word level and phonological skills but poor reading comprehension ability, and a group of age- and decoding skill-matched controls. We compared the prosodic fluency of the two groups by determining how effectively they produced prosodic cues to syntactic and semantic structure in imitations of a model speaker’s production of syntactically and semantically varied sentences. Analyses of pitch and duration patterns revealed that speakers in both groups produced the expected prosodic patterns; however, controls provided stronger durational cues to syntactic structure. These results demonstrate that the relationship between prosodic fluency and reading comprehension continues past the stage of early reading instruction. Moreover, they suggest that prosodically fluent speakers may also generate more fluent implicit prosodic representations during silent reading, leading to more effective comprehension.
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Teacher's Questions in Reading Classes
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Zuliati Rohmah
2002-01-01
Full Text Available Abstract: The present paper discusses an English teacher's questions in Reading classes at MAN Malang III. Types of questions, functions of teacher's questions, question levels and the strategies applied by the teacher were put as the research problems. Non-participant observaÂtion was applied to collect the data with the researcher as the main inÂstrument aided by field-notes and a tape recorder. It was found that the distribution of the questions did not allow the students to talk longer and to think more analytically. Meanwhile, the strategies applied by the teacher helped the students to respond to the questions previously unanswered. The teacher is suggested to produce more open and referÂential question as well as inference and evaluation questions as to give more chances for the students to think aloud more.
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STUDENTS WITH VISUAL IMPAIRMENTS: BRAILLE READING RATE
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Daniela Blagoj Dimitrova-Radojichikj
2015-06-01
Full Text Available A comparison reading performance was done between 8 students who are using Braille and 14 students who are using enlarged print to read. Reading performance was determined using reading rate (words per minute, wpm. Reading rate results showed no significant difference (p>0.05 between those using the Braille (16.62±11.61 wpm and those using the enlarged print (27.21±24.89 wpm. This study has shown that Braille reader students read at lower reading rate compared to print reader students with visual impairment.
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Application, results and perceptions of a think-aloud study in listening comprehension of Spanish
DEFF Research Database (Denmark)
Nogueroles López, Marta
2017-01-01
. After listening, they completed five comprehension questions, listened one more time with the transcript, reflected on their understanding and their strategic behaviour, and evaluated the protocol itself. These interviews were recorded, transcribed, analysed, categorized and computed. Results reveal......The present article outlines the procedure and shows the outcomes of a think-aloud study intended to, first, find out what listening strategies Hong Kong students of Spanish use to comprehend a particular oral passage in the target language, and, second, understand the participants’ perceptions...... of the think-aloud protocol. Such a protocol was developed during interviews in which students listened to an unidirectional text in Spanish twice, the first time interruptedly and the second without intermediate pauses, and were asked to verbalize the processes they had been using to understand such a passage...
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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.
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Production improves memory equivalently following elaborative vs non-elaborative processing.
Forrin, Noah D; Jonker, Tanya R; MacLeod, Colin M
2014-01-01
Words that are read aloud are better remembered than those read silently. Recent research has suggested that, rather than reflecting a benefit for produced items, this production effect may reflect a cost to reading silently in a list containing both aloud and silent items (Bodner, Taikh, & Fawcett, 2013). This cost is argued to occur because silent items are lazily read, receiving less attention than aloud items which require an overt response. We examined the possible role of lazy reading in the production effect by testing whether the effect would be reduced under elaborative encoding, which precludes lazy reading of silent items. Contrary to a lazy reading account, we found that production benefited generated words as much as read words (Experiment 1) and deeply imagined words as much as shallowly imagined words (Experiment 2). We conclude that production stands out as equally distinct-and consequently as equally memorable-regardless of whether it accompanies deep or shallow processing, evidence that is inconsistent with a lazy reading account.
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Lenses on metacognition: Teachers’ perceptions toward strategies in reading in a Pakistani context
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Channa, Mansoor A.
2017-03-01
Full Text Available The research in the field of metacognition for developing reading is not new; metacognition has been used for many years to identify ways to develop students’ reading comprehension. Most previous research has addressed either primary or secondary level students. However, notably few studies have been conducted at the undergraduate level. This study has attempted to initiate strategies to assist first-year engineering students in developing their reading abilities within a Pakistani context. The primary objective of this research was to identify what strategies first-year engineering students use in developing their reading at Quaid-e-Awam University of engineering science and technology in Pakistan. This study used qualitative instruments that included semi-structured interviews with teachers and classroom observations during read-aloud sessions. The data were organized through NVivo version 8 for obtaining nodes, codes, and main themes for interpreting the results. The results of this study demonstrated that teachers should use metacognitive strategies for developing students’ reading abilities. Findings also revealed that reading strategies, such as text scanning, guesses from contextual clues, drawing on prior knowledge, and using a dictionary, are the most important strategies to use for developing the reading skills and comprehension of engineering students. This study has suggested metacognitive strategies be used for promoting students’ reading abilities and that teachers should design and develop more courses using these strategies to enhance the reading and listening skills of engineering students.
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Neurally dissociable cognitive components of reading deficits in subacute stroke.
Boukrina, Olga; Barrett, A M; Alexander, Edward J; Yao, Bing; Graves, William W
2015-01-01
According to cognitive models of reading, words are processed by interacting orthographic (spelling), phonological (sound), and semantic (meaning) information. Despite extensive study of the neural basis of reading in healthy participants, little group data exist on patients with reading deficits from focal brain damage pointing to critical neural systems for reading. Here, we report on one such study. We have performed neuropsychological testing and magnetic resonance imaging on 11 patients with left-hemisphere stroke (picture or word choices to a target based on meaning), phonology (matching word choices to a target based on rhyming), and orthography (a two-alternative forced choice of the most plausible non-word). They also read aloud pseudowords and words with high or low levels of usage frequency, imageability, and spelling-sound consistency. As predicted by the cognitive model, when averaged across patients, the influence of semantics was most salient for low-frequency, low-consistency words, when phonological decoding is especially difficult. Qualitative subtraction analyses revealed lesion sites specific to phonological processing. These areas were consistent with those shown previously to activate for phonology in healthy participants, including supramarginal, posterior superior temporal, middle temporal, inferior frontal gyri, and underlying white matter. Notable divergence between this analysis and previous functional imaging is the association of lesions in the mid-fusiform gyrus and anterior temporal lobe with phonological reading deficits. This study represents progress toward identifying brain lesion-deficit relationships in the cognitive components of reading. Such correspondences are expected to help not only better understand the neural mechanisms of reading, but may also help tailor reading therapy to individual neurocognitive deficit profiles.
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Directory of Open Access Journals (Sweden)
André Messias
2008-08-01
Full Text Available OBJETIVO: Desenvolver textos para medida da velocidade de leitura comparáveis com outros quatro idiomas europeus. MÉTODOS: Dez textos com similar grau de dificuldade, número de caracteres, número de palavras e sintaxe (segundo a teoria de Gibson foram desenvolvidos por um especialista em lingüística, em português (BR, fazendo-se a tradução de textos previamente padronizados em quatro idiomas: inglês, francês, finlandês e alemão. A velocidade de leitura foi medida em 25 indivíduos saudáveis de idade entre 19 e 35 anos (mediana=24 anos com os dez textos. RESULTADOS: A velocidade de leitura nos textos em português foi em média 1100 ± 167 (desvio padrão caracteres por minuto. Pequenas diferenças foram encontradas entre as velocidades de leitura medidas com os dez textos, e essas diferenças não foram estatisticamente significantes em grupos de no mínimo seis textos. A velocidade de leitura dos voluntários da mesma faixa etária nos outros idiomas foi: alemão: 1126 ± 105; finlandês: 1263 ± 142; francês: 1214 ± 152 e inglês: 1234 ± 147. CONCLUSÃO: Os autores desenvolveram um conjunto de textos em português (BR padronizados e homogêneos para medida da velocidade de leitura, que são comparáveis com textos em outros quatro idiomas europeus. Esses textos podem ser usados para estudos multicêntricos internacionais envolvendo leitura e visão subnormal.PURPOSE: To develop standardized texts in Brazilian Portuguese to assess reading speed and compare performances among four European languages. METHODS: 10 texts were designed by a linguistic expert at the level of a sixth grade reading material (reading ages 10-12 years and were matched for length and syntactic complexity, according to the syntactic prediction locality theory of Gibson. Normally sighted native speaking volunteers aged 18-35 years read each text aloud at random. RESULTS: The reading speed was on average 1100 ± 167 (standard deviation characters per minute
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Directory of Open Access Journals (Sweden)
Hugo Cogo-Moreira
Full Text Available To investigate whether specific domains of musical perception (temporal and melodic domains predict the word-level reading skills of eight- to ten-year-old children (n = 235 with reading difficulties, normal quotient of intelligence, and no previous exposure to music education classes.A general-specific solution of the Montreal Battery of Evaluation of Amusia (MBEA, which underlies a musical perception construct and is constituted by three latent factors (the general, temporal, and the melodic domain, was regressed on word-level reading skills (rate of correct isolated words/non-words read per minute.General and melodic latent domains predicted word-level reading skills.
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Early Identification of Reading Comprehension Difficulties
Catts, Hugh W.; Nielsen, Diane Corcoran; Bridges, Mindy Sittner; Liu, Yi-Syuan
2016-01-01
Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension…
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Neurally-dissociable cognitive components of reading deficits in subacute stroke
Directory of Open Access Journals (Sweden)
Olga eBoukrina
2015-05-01
Full Text Available According to cognitive models of reading, words are processed by interacting orthographic (spelling, phonological (sound and semantic (meaning information. Despite extensive study of the neural basis of reading in healthy participants, little group data exist on patients with reading deficits from focal brain damage pointing to critical neural systems for reading. Here we report on one such study. We have performed neuropsychological testing and MRI on 11 patients with left-hemisphere stroke (<= 5 weeks post stroke. Patients completed tasks assessing cognitive components of reading such as semantics (matching picture or word choices to a target based on meaning, phonology (matching word choices to a target based on rhyming, and orthography (a two-alternative forced choice of the most plausible nonword. They also read aloud pseudowords and words with high or low levels of usage frequency, imageability, and spelling-sound consistency. As predicted by the cognitive model, when averaged across patients, the influence of semantics was most salient for low-frequency, low-consistency words, when phonological decoding is especially difficult. Qualitative subtraction analyses revealed lesion sites specific to phonological processing. These areas were consistent with those shown previously to activate for phonology in healthy participants, including supramarginal, posterior superior temporal, middle temporal, inferior frontal gyri, and underlying white matter. Notable divergence between this analysis and previous functional imaging is the association of lesions in the mid-fusiform gyrus and anterior temporal lobe with phonological reading deficits. This study represents progress toward identifying brain lesion-deficit relationships in the cognitive components of reading. Such correspondences are expected to help not only better understand the neural mechanisms of reading, but may also help tailor reading therapy to individual neurocognitive deficit
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Renberg, T; Kettis Lindblad, A; Tully, M P
2008-06-01
In pharmacy practice, there is a need for valid and reliable instruments to study patient-reported outcomes. One potential candidate is a pharmaceutical therapy-related quality of life (PTRQoL) instrument. This study explored the face and content validity, including cognitive aspects of question answering of a PTRQoL instrument, translated from English to Swedish. A sample of 16 customers at Swedish community pharmacies, was asked to fill in the PTRQoL instrument while constantly reporting how they reasoned. The resulting interviews and concurrent probing, were audio-taped, transcribed verbatim and analysed using constant comparison method. The relation between the measurement and its theoretical underpinning was challenged. Respondents neglected to read the instructions, used response options in an unpredictable way, and varied in their interpretations of the items. The combination of 'think-aloud', retrospective probing and qualitative analysis informed on the validity of the PTRQoL instrument and was valuable in questionnaire development. The study also identified specific problems that could be relevant for other instruments probing patients' medicines-related attitudes and behaviour.
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Slower saccadic reading in Parkinson's disease.
Jehangir, Naz; Yu, Caroline Yizhu; Song, Jeehey; Shariati, Mohammad Ali; Binder, Steven; Beyer, Jill; Santini, Veronica; Poston, Kathleen; Liao, Yaping Joyce
2018-01-01
Idiopathic Parkinson's Disease (PD) is characterized by degeneration of dopaminergic and other neurons, leading to motor and non-motor deficits. Abnormal eye movements in PD, including fixations, saccades, and convergence, are well described. However, saccadic reading, which requires serial and alternating saccades and fixations, is not well studied, despite its obvious impact on the quality of life. In this study, we assessed saccadic reading using variations of the King-Devick (KD) test, a rapid single digit number naming test, as a way to assess the ability to make serial left-to-right ocular motor movements necessary for reading. We recruited 42 treated PD patients and 80 age-matched controls and compared their reading times with a variety of measures, including age, duration of disease, Unified Parkinson's Disease Rating Scale (UPDRS), the National Eye Institute 25-Item Visual Functioning Questionnaire 25 (VFQ-25), and Montreal Cognitive assessment (MoCA) test. The subjects performed 4 trials of reading 120 single digit numbers aloud as fast as possible without making errors. In each trial, they read 3 pages (KD1, KD2, and KD3), and each page contained 40 numbers per page in 8 lines with 5 numbers/line. We found that PD patients read about 20% slower than controls on all tests (KD1, 2, and 3 tests) (p < 0.02), and both groups read irregularly spaced numbers slower than regularly spaced numbers. Having lines between numbers to guide reading (KD1 tests) did not impact reading time in both PD and controls, but increased visual crowding as a result of decreased spacing between numbers (KD3 tests) was associated with significantly slower reading times in both PD and control groups. Our study revealed that saccadic reading is slower in PD, but controls and PD patients are both impacted by visuospatial planning challenges posed by increased visual crowding and irregularity of number spacing. Reading time did not correlate with UPDRS or MoCA scores in PD patients but
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The effect of morphology on spelling and reading accuracy: A study on Italian children.
Directory of Open Access Journals (Sweden)
Paola eAngelelli
2014-11-01
Full Text Available In opaque orthographies knowledge of morphological information helps in achieving reading and spelling accuracy. In transparent orthographies with regular print-to-sound correspondences, such as Italian, the mappings of orthography onto phonology and phonology onto orthography are in principle sufficient to read and spell most words. The present study aimed to investigate the role of morphology in the reading and spelling accuracy of Italian children as a function of school experience to determine whether morphological facilitation was present in children learning a transparent orthography. The reading and spelling performances of 15 third-grade and 15 fifth-grade typically developing children were analyzed. Children read aloud and spelled both low-frequency words and pseudowords. Low-frequency words were manipulated for the presence of morphological structure (morphemic words vs non-derived words. Morphemic words could also vary for the frequency (high vs low of roots and suffixes. Pseudo-words were made up of either a real root and a real derivational suffix in a combination that does not exist in the Italian language or had no morphological constituents. Results showed that, in Italian, morphological information is a useful resource for both reading and spelling. Typically developing children benefitted from the presence of morphological structure when they read and spelled pseudowords; however, in processing low-frequency words, morphology facilitated reading but not spelling. These findings are discussed in terms of morpho-lexical access and successful cooperation between lexical and sublexical processes in reading and spelling.
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The effect of morphology on spelling and reading accuracy: a study on Italian children.
Angelelli, Paola; Marinelli, Chiara Valeria; Burani, Cristina
2014-01-01
In opaque orthographies knowledge of morphological information helps in achieving reading and spelling accuracy. In transparent orthographies with regular print-to-sound correspondences, such as Italian, the mappings of orthography onto phonology and phonology onto orthography are in principle sufficient to read and spell most words. The present study aimed to investigate the role of morphology in the reading and spelling accuracy of Italian children as a function of school experience to determine whether morphological facilitation was present in children learning a transparent orthography. The reading and spelling performances of 15 third-grade and 15 fifth-grade typically developing children were analyzed. Children read aloud and spelled both low-frequency words and pseudowords. Low-frequency words were manipulated for the presence of morphological structure (morphemic words vs. non-derived words). Morphemic words could also vary for the frequency (high vs. low) of roots and suffixes. Pseudo-words were made up of either a real root and a real derivational suffix in a combination that does not exist in the Italian language or had no morphological constituents. Results showed that, in Italian, morphological information is a useful resource for both reading and spelling. Typically developing children benefitted from the presence of morphological structure when they read and spelled pseudowords; however, in processing low-frequency words, morphology facilitated reading but not spelling. These findings are discussed in terms of morpho-lexical access and successful cooperation between lexical and sublexical processes in reading and spelling.
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Han, Kyung-Ja; Kim, Hesook Suzie; Kim, Mae-Ja; Hong, Kyung-Ja; Park, Sungae; Yun, Soon-Nyoung; Song, Misoon; Jung, Yoenyi; Kim, Haewon; Kim, Dong-Oak Debbie; Choi, Heejung; Kim, Kyungae
2007-06-01
The purpose of the paper is to discover the patterns and processes of decision-making in clinical nursing practice. A set of think-aloud data from five critical care nurses during 40 to 50 minutes of caregiving in intensive care units were obtained and analyzed by applying the procedures recommended by Ericsson and Simon for protocol analysis. Four thinking processes before acting were identified to constitute various sorts of thoughts in which the nurses were engaged during patient care: reviewing, validation, consideration, rationalization, and action. In addition, three patterns of sequential streaming of thinking (short, intermediate, long) were identified to reveal various ways the nurses dealt with clinical situations involving nursing tasks and responsibilities. This study specifies the initial categories of thoughts for each of the processes and various patterns with which these processes are sequentially combined, providing insights into the ways nurses think about problems and address their concerns. The findings suggest that the thinking in clinical practice involves more than focused decision-making and reasoning, and needs to be examined from a broader perspective.
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Screening for Dyslexia Using Eye Tracking during Reading.
Nilsson Benfatto, Mattias; Öqvist Seimyr, Gustaf; Ygge, Jan; Pansell, Tony; Rydberg, Agneta; Jacobson, Christer
2016-01-01
Dyslexia is a neurodevelopmental reading disability estimated to affect 5-10% of the population. While there is yet no full understanding of the cause of dyslexia, or agreement on its precise definition, it is certain that many individuals suffer persistent problems in learning to read for no apparent reason. Although it is generally agreed that early intervention is the best form of support for children with dyslexia, there is still a lack of efficient and objective means to help identify those at risk during the early years of school. Here we show that it is possible to identify 9-10 year old individuals at risk of persistent reading difficulties by using eye tracking during reading to probe the processes that underlie reading ability. In contrast to current screening methods, which rely on oral or written tests, eye tracking does not depend on the subject to produce some overt verbal response and thus provides a natural means to objectively assess the reading process as it unfolds in real-time. Our study is based on a sample of 97 high-risk subjects with early identified word decoding difficulties and a control group of 88 low-risk subjects. These subjects were selected from a larger population of 2165 school children attending second grade. Using predictive modeling and statistical resampling techniques, we develop classification models from eye tracking records less than one minute in duration and show that the models are able to differentiate high-risk subjects from low-risk subjects with high accuracy. Although dyslexia is fundamentally a language-based learning disability, our results suggest that eye movements in reading can be highly predictive of individual reading ability and that eye tracking can be an efficient means to identify children at risk of long-term reading difficulties.
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Screening for Dyslexia Using Eye Tracking during Reading.
Directory of Open Access Journals (Sweden)
Mattias Nilsson Benfatto
Full Text Available Dyslexia is a neurodevelopmental reading disability estimated to affect 5-10% of the population. While there is yet no full understanding of the cause of dyslexia, or agreement on its precise definition, it is certain that many individuals suffer persistent problems in learning to read for no apparent reason. Although it is generally agreed that early intervention is the best form of support for children with dyslexia, there is still a lack of efficient and objective means to help identify those at risk during the early years of school. Here we show that it is possible to identify 9-10 year old individuals at risk of persistent reading difficulties by using eye tracking during reading to probe the processes that underlie reading ability. In contrast to current screening methods, which rely on oral or written tests, eye tracking does not depend on the subject to produce some overt verbal response and thus provides a natural means to objectively assess the reading process as it unfolds in real-time. Our study is based on a sample of 97 high-risk subjects with early identified word decoding difficulties and a control group of 88 low-risk subjects. These subjects were selected from a larger population of 2165 school children attending second grade. Using predictive modeling and statistical resampling techniques, we develop classification models from eye tracking records less than one minute in duration and show that the models are able to differentiate high-risk subjects from low-risk subjects with high accuracy. Although dyslexia is fundamentally a language-based learning disability, our results suggest that eye movements in reading can be highly predictive of individual reading ability and that eye tracking can be an efficient means to identify children at risk of long-term reading difficulties.
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Muslem, Asnawi; Abbas, Merza
2017-01-01
This study investigated the impacts of the immersive multimedia learning strategy with peer support on production skills in reading and speaking. Moreover, the effects of it on performance were investigated by student achievement. The quasi-experimental design with post-test was employed for the study. 80 first-year university students enrolled in…
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Perry, Conrad; Ziegler, Johannes C.; Zorzi, Marco
2007-01-01
At least 3 different types of computational model have been shown to account for various facets of both normal and impaired single word reading: (a) the connectionist triangle model, (b) the dual-route cascaded model, and (c) the connectionist dual process model. Major strengths and weaknesses of these models are identified. In the spirit of…
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Pirates at Parties: Letter Position Processing in Developing Readers
Kohnen, Saskia; Castles, Anne
2013-01-01
There has been much recent interest in letter position coding in adults, but little is known about the development of this process in children learning to read. Here, the letter position coding abilities of 127 children in Grades 2, 3, and 4 (aged 7-10 years) were examined by comparing their performance in reading aloud "migratable" words (e.g.,…
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HBR's 10 must reads on managing people
National Research Council Canada - National Science Library
2011-01-01
... them. If you read nothing else on managing people, read these articles. We've combed through hundreds of Harvard Business Review articles and selected the most important ones to help you maximize your employee's performance...
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The Role of Consulting a Dictionary in Reading and Vocabulary Learning
Directory of Open Access Journals (Sweden)
Carol A. Fraser
1999-12-01
Full Text Available Abstract This article reviews recent research on consulting a dictionary in L2 reading and vocabulary learning. From the perspective of cognitive learning theory, the author re-evaluates the limited role that has often been accorded to dictionary consulting. It is noted that, among the three available lexical processing strategies (inferencing, consulting and ignoring, learners tend to use consulting infrequently and selectively and also to differ among each other in their strategy use. Consulting in combination with inferencing is shown to have the greatest positive effect on performance in L2 reading and vocabulary learning, although consulting is found to slow down task completion. Excerpts from think-aloud protocols illustrate the potential contribution of strategic dictionary use to the cognitive processes required for vocabulary acquisition: attention to form-meaning connections, rehearsal of words for storage in long-term memory and elaboration of associations with other knowledge. Among the pedagogical implications of these findings is the need for training in lexical processing strategies in order to help learners use the dictionary effectively and accurately in L2 reading comprehension and vocabulary learning.
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CDP++.Italian: modelling sublexical and supralexical inconsistency in a shallow orthography.
Perry, Conrad; Ziegler, Johannes C; Zorzi, Marco
2014-01-01
Most models of reading aloud have been constructed to explain data in relatively complex orthographies like English and French. Here, we created an Italian version of the Connectionist Dual Process Model of Reading Aloud (CDP++) to examine the extent to which the model could predict data in a language which has relatively simple orthography-phonology relationships but is relatively complex at a suprasegmental (word stress) level. We show that the model exhibits good quantitative performance and accounts for key phenomena observed in naming studies, including some apparently contradictory findings. These effects include stress regularity and stress consistency, both of which have been especially important in studies of word recognition and reading aloud in Italian. Overall, the results of the model compare favourably to an alternative connectionist model that can learn non-linear spelling-to-sound mappings. This suggests that CDP++ is currently the leading computational model of reading aloud in Italian, and that its simple linear learning mechanism adequately captures the statistical regularities of the spelling-to-sound mapping both at the segmental and supra-segmental levels.
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CDP++.Italian: modelling sublexical and supralexical inconsistency in a shallow orthography.
Directory of Open Access Journals (Sweden)
Conrad Perry
Full Text Available Most models of reading aloud have been constructed to explain data in relatively complex orthographies like English and French. Here, we created an Italian version of the Connectionist Dual Process Model of Reading Aloud (CDP++ to examine the extent to which the model could predict data in a language which has relatively simple orthography-phonology relationships but is relatively complex at a suprasegmental (word stress level. We show that the model exhibits good quantitative performance and accounts for key phenomena observed in naming studies, including some apparently contradictory findings. These effects include stress regularity and stress consistency, both of which have been especially important in studies of word recognition and reading aloud in Italian. Overall, the results of the model compare favourably to an alternative connectionist model that can learn non-linear spelling-to-sound mappings. This suggests that CDP++ is currently the leading computational model of reading aloud in Italian, and that its simple linear learning mechanism adequately captures the statistical regularities of the spelling-to-sound mapping both at the segmental and supra-segmental levels.
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Cheung, Derek
2009-01-01
Secondary school chemistry teachers' understanding of chemical equilibrium was investigated through interviews using the think-aloud technique. The interviews were conducted with twelve volunteer chemistry teachers in Hong Kong. Their teaching experience ranged from 3 to 18 years. They were asked to predict what would happen to the equilibrium…
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Imaging seizure activity: a combined EEG/EMG-fMRI study in reading epilepsy.
Salek-Haddadi, Afraim; Mayer, Thomas; Hamandi, Khalid; Symms, Mark; Josephs, Oliver; Fluegel, Dominique; Woermann, Friedrich; Richardson, Mark P; Noppeney, Uta; Wolf, Peter; Koepp, Matthias J
2009-02-01
To characterize the spatial relationship between activations related to language-induced seizure activity, language processing, and motor control in patients with reading epilepsy. We recorded and simultaneously monitored several physiological parameters [voice-recording, electromyography (EMG), electrocardiography (ECG), electroencephalography (EEG)] during blood oxygen level-dependent (BOLD) functional magnetic resonance imaging (fMRI) in nine patients with reading epilepsy. Individually tailored language paradigms were used to induce and record habitual seizures inside the MRI scanner. Voxel-based morphometry (VBM) was used for structural brain analysis. Reading-induced seizures occurred in six out of nine patients. One patient experienced abundant orofacial reflex myocloni during silent reading in association with bilateral frontal or generalized epileptiform discharges. In a further five patients, symptoms were only elicited while reading aloud with self-indicated events. Consistent activation patterns in response to reading-induced myoclonic seizures were observed within left motor and premotor areas in five of these six patients, in the left striatum (n = 4), in mesiotemporal/limbic areas (n = 4), in Brodmann area 47 (n = 3), and thalamus (n = 2). These BOLD activations were overlapping or adjacent to areas physiologically activated during language and facial motor tasks. No subtle structural abnormalities common to all patients were identified using VBM, but one patient had a left temporal ischemic lesion. Based on the findings, we hypothesize that reflex seizures occur in reading epilepsy when a critical mass of neurons are activated through a provoking stimulus within corticoreticular and corticocortical circuitry subserving normal functions.
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Environmental Agency in Read-Alouds
Oliveira, Alandeom W.; Rogers, Patterson; Quigley, Cassie F.; Samburskiy, Denis; Barss, Kimberly; Rivera, Seema
2015-01-01
Despite growing interest in helping students become agents of environmental change who can, through informed decision-making and action-taking, transform environmentally detrimental forms of human activity, science educators have reduced agency to rationality by overlooking sociocultural influences such as norms and values. We tackle this issue by…
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Additive and Interactive Effects of Stimulus Degradation: No Challenge for CDP+
Ziegler, Johannes C.; Perry, Conrad; Zorzi, Marco
2009-01-01
S. O'Malley and D. Besner (2008) showed that additive effects of stimulus degradation and word frequency in reading aloud occur in the presence of nonwords but not in pure word lists. They argued that this dissociation presents a major challenge to interactive computational models of reading aloud and claimed that no currently implemented model is…
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Martellock, Helen Anna
Six highly skilled middle school readers read aloud a story from a basal reader, then orally retold the story in their own words, wrote a version of the story, and finally read their own version aloud. Typescripts made from audio tape were compared with typescripts of the written compositions. The oral and written retellings were analyzed for…
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Assessing reading fluency in Kenya: Oral or silent assessment?
Piper, Benjamin; Zuilkowski, Stephanie Simmons
2015-04-01
In recent years, the Education for All movement has focused more intensely on the quality of education, rather than simply provision. Many recent and current education quality interventions focus on literacy, which is the core skill required for further academic success. Despite this focus on the quality of literacy instruction in developing countries, little rigorous research has been conducted on critical issues of assessment. This analysis, which uses data from the Primary Math and Reading Initiative (PRIMR) in Kenya, aims to begin filling this gap by addressing a key assessment issue - should literacy assessments in Kenya be administered orally or silently? The authors compared second-grade students' scores on oral and silent reading tasks of the Early Grade Reading Assessment (EGRA) in Kiswahili and English, and found no statistically significant differences in either language. They did, however, find oral reading rates to be more strongly related to reading comprehension scores. Oral assessment has another benefit for programme evaluators - it allows for the collection of data on student errors, and therefore the calculation of words read correctly per minute, as opposed to simply words read per minute. The authors therefore recommend that, in Kenya and in similar contexts, student reading fluency be assessed via oral rather than silent assessment.
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Word skipping: effects of word length, predictability, spelling and reading skill.
Slattery, Timothy J; Yates, Mark
2017-08-31
Readers eyes often skip over words as they read. Skipping rates are largely determined by word length; short words are skipped more than long words. However, the predictability of a word in context also impacts skipping rates. Rayner, Slattery, Drieghe and Liversedge (2011) reported an effect of predictability on word skipping for even long words (10-13 characters) that extend beyond the word identification span. Recent research suggests that better readers and spellers have an enhanced perceptual span (Veldre & Andrews, 2014). We explored whether reading and spelling skill interact with word length and predictability to impact word skipping rates in a large sample (N=92) of average and poor adult readers. Participants read the items from Rayner et al. (2011) while their eye movements were recorded. Spelling skill (zSpell) was assessed using the dictation and recognition tasks developed by Sally Andrews and colleagues. Reading skill (zRead) was assessed from reading speed (words per minute) and accuracy of three 120 word passages each with 10 comprehension questions. We fit linear mixed models to the target gaze duration data and generalized linear mixed models to the target word skipping data. Target word gaze durations were significantly predicted by zRead while, the skipping likelihoods were significantly predicted by zSpell. Additionally, for gaze durations, zRead significantly interacted with word predictability as better readers relied less on context to support word processing. These effects are discussed in relation to the lexical quality hypothesis and eye movement models of reading.
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Effects of reading-oriented tasks on students' reading comprehension of geometry proof
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.
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Slower saccadic reading in Parkinson’s disease
Jehangir, Naz; Yu, Caroline Yizhu; Song, Jeehey; Shariati, Mohammad Ali; Binder, Steven; Beyer, Jill; Santini, Veronica; Poston, Kathleen
2018-01-01
Idiopathic Parkinson’s Disease (PD) is characterized by degeneration of dopaminergic and other neurons, leading to motor and non-motor deficits. Abnormal eye movements in PD, including fixations, saccades, and convergence, are well described. However, saccadic reading, which requires serial and alternating saccades and fixations, is not well studied, despite its obvious impact on the quality of life. In this study, we assessed saccadic reading using variations of the King-Devick (KD) test, a rapid single digit number naming test, as a way to assess the ability to make serial left-to-right ocular motor movements necessary for reading. We recruited 42 treated PD patients and 80 age-matched controls and compared their reading times with a variety of measures, including age, duration of disease, Unified Parkinson’s Disease Rating Scale (UPDRS), the National Eye Institute 25-Item Visual Functioning Questionnaire 25 (VFQ-25), and Montreal Cognitive assessment (MoCA) test. The subjects performed 4 trials of reading 120 single digit numbers aloud as fast as possible without making errors. In each trial, they read 3 pages (KD1, KD2, and KD3), and each page contained 40 numbers per page in 8 lines with 5 numbers/line. We found that PD patients read about 20% slower than controls on all tests (KD1, 2, and 3 tests) (p read irregularly spaced numbers slower than regularly spaced numbers. Having lines between numbers to guide reading (KD1 tests) did not impact reading time in both PD and controls, but increased visual crowding as a result of decreased spacing between numbers (KD3 tests) was associated with significantly slower reading times in both PD and control groups. Our study revealed that saccadic reading is slower in PD, but controls and PD patients are both impacted by visuospatial planning challenges posed by increased visual crowding and irregularity of number spacing. Reading time did not correlate with UPDRS or MoCA scores in PD patients but significantly
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Preliminary validation of FastaReada as a measure of reading fluency
Directory of Open Access Journals (Sweden)
Zena eElhassan
2015-10-01
Full Text Available Fluent reading is characterized by speed and accuracy in the decoding and comprehension of connected text. Although a variety of measures are available for the assessment of reading skills most tests do not evaluate rate of text recognition as reflected in fluent reading. Here we evaluate FastaReada, a customized computer-generated task that was developed to address some of the limitations of currently available measures of reading skills. FastaReada provides a rapid assessment of reading fluency quantified as words read per minute for connected, meaningful text. To test the criterion validity of FastaReada, 124 mainstream school children with typical sensory, mental and motor development were assessed. Performance on FastaReada was correlated with the established Neale Analysis of Reading Ability (NARA measures of text reading accuracy, rate and comprehension, and common single word measures of pseudoword (non-word reading, phonetic decoding, phonological awareness and mode of word decoding (i.e., visual or eidetic versus auditory or phonetic. The results demonstrated strong positive correlations between FastaReada performance and NARA reading rate (r = .75, accuracy (r = .83 and comprehension (r = .63 scores providing evidence for criterion-related validity. Additional evidence for criterion validity was demonstrated through strong positive correlations between FastaReada and both single word eidetic (r = .81 and phonetic decoding skills (r = .68. The results also demonstrated FastaReada to be a stronger predictor of eidetic decoding than the NARA rate measure, with FastaReada predicting 14.4% of the variance compared to 2.6% predicted by NARA rate. FastaReada was therefore deemed to be a valid tool for educators, clinicians, and research related assessment of reading accuracy and rate. As expected, analysis with hierarchical regressions also highlighted the closer relationship of fluent reading to rapid visual word recognition than to
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"Ah, I Know Why…": Children Developing Understandings through Engaging with a Picture Book
Braid, Christine; Finch, Brian
2015-01-01
This article describes part of a study that explored the responses of nine- and ten-year-old children during a picture book read aloud in a small group setting in a New Zealand classroom. The read aloud was interactive, where the participants were encouraged to respond to the book and to each other throughout the session. The authors created a…
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Exploring the Writing Process of Indonesian EFL Students: The Effectiveness of Think-Aloud Protocol
Abas, Imelda Hermilinda; Aziz, Noor Hashima Abd
2016-01-01
The objectives of this study were to explore the writing process of the Indonesian English as a Foreign Language (EFL) students and to find out the effectiveness of using think-aloud protocol to understand the writing process. The data were obtained from six proficient EFL students who were doing Postgraduate English Language Studies Program in…
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DEFF Research Database (Denmark)
Poulsen, Mads; Elbro, Carsten
2013-01-01
examined both components in naming tasks – with isolated letters (phonological) and pictures (semantic). Seventy-five Grade 5 students were administered measures of letter and picture naming speed, word and nonword reading fluency, reading comprehension, together with control measures of vocabulary....... The results showed that letter naming was a unique predictor of word reading fluency, while picture naming was not. Conversely, picture naming speed contributed unique variance to reading comprehension, while letter naming did not. The results indicate that phonological and semantic lexical access speed...
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Schiff, Rachel; Schwartz-Nahshon, Sarit; Nagar, Revital
2011-06-01
This research explored phonological and morphological awareness among Hebrew-speaking adolescents with reading disabilities (RD) and its effect on reading comprehension beyond phonological and word-reading abilities. Participants included 39 seventh graders with RD and two matched control groups of normal readers: 40 seventh graders matched for chronological age (CA) and 38 third graders matched for reading age (RA). We assessed phonological awareness, word reading, morphological awareness, and reading comprehension. Findings indicated that the RD group performed similarly to the RA group on phonological awareness but lower on phonological decoding. On the decontextualized morphological task, RD functioned on par with RA, whereas in a contextualized task RD performed above RA but lower than CA. In reading comprehension, RD performed as well as RA. Finally, results indicated that for normal readers contextual morphological awareness uniquely contributed to reading comprehension beyond phonological and word-reading abilities, whereas no such unique contribution emerged for the RD group. The absence of an effect of morphological awareness in predicting reading comprehension was suggested to be related to a different recognition process employed by RD readers which hinder the ability of these readers to use morphosemantic structures. The lexical quality hypothesis was proposed as further support to the findings, suggesting that a low quality of lexical representation in RD students leads to ineffective reading skills and comprehension. Lexical representation is thus critical for both lexical as well as comprehension abilities.
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From emergent literacy to reading: how learning to read changes a child's brain.
Horowitz-Kraus, Tzipi; Hutton, John S
2015-07-01
The ability to comprehend language is uniquely human. Behavioural and neuroimaging data reinforce the importance of intact oral language as foundational for the establishment of proficient reading. However, proficient reading is achieved not only via intact biological systems, but also a stimulating Home Literacy Environment. Behavioural and neuroimaging correlates for linguistic ability and literacy exposure support the engagement of neural circuits related to reading acquisition. ©2015 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.
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Training directionally selective motion pathways can significantly improve reading efficiency
Lawton, Teri
2004-06-01
This study examined whether perceptual learning at early levels of visual processing would facilitate learning at higher levels of processing. This was examined by determining whether training the motion pathways by practicing leftright movement discrimination, as found previously, would improve the reading skills of inefficient readers significantly more than another computer game, a word discrimination game, or the reading program offered by the school. This controlled validation study found that practicing left-right movement discrimination 5-10 minutes twice a week (rapidly) for 15 weeks doubled reading fluency, and significantly improved all reading skills by more than one grade level, whereas inefficient readers in the control groups barely improved on these reading skills. In contrast to previous studies of perceptual learning, these experiments show that perceptual learning of direction discrimination significantly improved reading skills determined at higher levels of cognitive processing, thereby being generalized to a new task. The deficits in reading performance and attentional focus experienced by the person who struggles when reading are suggested to result from an information overload, resulting from timing deficits in the direction-selectivity network proposed by Russell De Valois et al. (2000), that following practice on direction discrimination goes away. This study found that practicing direction discrimination rapidly transitions the inefficient 7-year-old reader to an efficient reader.
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The Words Children Hear: Picture Books and the Statistics for Language Learning.
Montag, Jessica L; Jones, Michael N; Smith, Linda B
2015-09-01
Young children learn language from the speech they hear. Previous work suggests that greater statistical diversity of words and of linguistic contexts is associated with better language outcomes. One potential source of lexical diversity is the text of picture books that caregivers read aloud to children. Many parents begin reading to their children shortly after birth, so this is potentially an important source of linguistic input for many children. We constructed a corpus of 100 children's picture books and compared word type and token counts in that sample and a matched sample of child-directed speech. Overall, the picture books contained more unique word types than the child-directed speech. Further, individual picture books generally contained more unique word types than length-matched, child-directed conversations. The text of picture books may be an important source of vocabulary for young children, and these findings suggest a mechanism that underlies the language benefits associated with reading to children. © The Author(s) 2015.
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Angelelli, Paola; Marinelli, Chiara Valeria; De Salvatore, Marinella; Burani, Cristina
2017-11-01
Italian sixth graders, with and without dyslexia, read pseudowords and low-frequency words that include high-frequency morphemes better than stimuli not including any morpheme. The present study assessed whether morphemes affect (1) younger children, with and without dyslexia; (2) spelling as well as reading; and (3) words with low-frequency morphemes. Two groups of third graders (16 children with dyslexia and dysorthography and 16 age-matched typically developing children) read aloud and spelt to dictation pseudowords and words. Pseudowords included (1) root + suffix in not existing combinations (e.g. lampadista, formed by lampad-, 'lamp', and -ista, '-ist') and (2) orthographic sequences not corresponding to any Italian root or suffix (e.g. livonosto). Words had low frequency and included: (1) root + suffix, both of high frequency (e.g. bestiale, 'beastly'); (2) root + suffix, both of low frequency (e.g. asprigno, 'rather sour'); and (3) simple words (e.g. insulso, 'vapid'). Children with dyslexia and dysorthography were less accurate than typically developing children. Root + suffix pseudowords were read and spelt more accurately than non-morphological pseudowords by both groups. Morphologically complex (root + suffix) words were read and spelt better than simple words. However, task interacted with morphology: reading was not facilitated by low-frequency morphemes. We conclude that children acquiring a transparent orthography exploit morpheme-based reading and spelling to face difficulties in processing long unfamiliar stimuli. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.
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Johnsen, Hege Mari; Slettebø, Åshild; Fossum, Mariann
2016-05-01
The home healthcare context can be unpredictable and complex, and requires registered nurses with a high level of clinical reasoning skills and professional autonomy. Thus, additional knowledge about registered nurses' clinical reasoning performance during patient home care is required. The aim of this study is to describe the cognitive processes and thinking strategies used by recently graduated registered nurses while caring for patients in home healthcare clinical practice. An exploratory qualitative think-aloud design with protocol analysis was used. Home healthcare visits to patients with stroke, diabetes, and chronic obstructive pulmonary disease in seven healthcare districts in southern Norway. A purposeful sample of eight registered nurses with one year of experience. Each nurse was interviewed using the concurrent think-aloud technique in three different patient home healthcare clinical practice visits. A total of 24 home healthcare visits occurred. Follow-up interviews were conducted with each participant. The think-aloud sessions were transcribed and analysed using three-step protocol analysis. Recently graduated registered nurses focused on both general nursing concepts and concepts specific to the domains required and tasks provided in home healthcare services as well as for different patient groups. Additionally, participants used several assertion types, cognitive processes, and thinking strategies. Our results showed that recently graduated registered nurses used both simple and complex cognitive processes involving both inductive and deductive reasoning. However, their reasoning was more reactive than proactive. The results may contribute to nursing practice in terms of developing effective nursing education programmes. Copyright © 2016 Elsevier Ltd. All rights reserved.
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Directory of Open Access Journals (Sweden)
Farshid Tayari Ashtiani
2015-02-01
Full Text Available The present study was an attempt to investigate the impact of English verbal songs on connected speech aspects of adult English learners’ speech production. 40 participants were selected based on the results of their performance in a piloted and validated version of NELSON test given to 60 intermediate English learners in a language institute in Tehran. Then they were equally distributed in two control and experimental groups and received a validated pretest of reading aloud and speaking in English. Afterward, the treatment was performed in 18 sessions by singing preselected songs culled based on some criteria such as popularity, familiarity, amount, and speed of speech delivery, etc. In the end, the posttests of reading aloud and speaking in English were administered. The results revealed that the treatment had statistically positive effects on the connected speech aspects of English learners’ speech production at statistical .05 level of significance. Meanwhile, the results represented that there was not any significant difference between the experimental group’s mean scores on the posttests of reading aloud and speaking. It was thus concluded that providing the EFL learners with English verbal songs could positively affect connected speech aspects of both modes of speech production, reading aloud and speaking. The Findings of this study have pedagogical implications for language teachers to be more aware and knowledgeable of the benefits of verbal songs to promote speech production of language learners in terms of naturalness and fluency. Keywords: English Verbal Songs, Connected Speech, Speech Production, Reading Aloud, Speaking
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"Take ten minutes": a dedicated ten minute medication review reduces polypharmacy in the elderly.
LENUS (Irish Health Repository)
Walsh, E K
2012-02-01
Multiple and inappropriate medications are often the cause for poor health status in the elderly. Medication reviews can improve prescribing. This study aimed to determine if a ten minute medication review by a general practitioner could reduce polypharmacy and inappropriate prescribing in elderly patients. A prospective, randomised study was conducted. Patients over the age of 65 (n = 50) underwent a 10-minute medication review. Inappropriate medications, dosage errors, and discrepancies between prescribed versus actual medication being consumed were recorded. A questionnaire to assess satisfaction was completed following review. The mean number of medications taken by patients was reduced (p < 0.001). A medication was stopped in 35 (70%) patients. Inappropriate medications were detected in 27 (54%) patients and reduced (p < 0.001). Dose errors were detected in 16 (32%). A high level of patient satisfaction was reported. A ten minute medication review reduces polypharmacy, improves prescribing and is associated with high levels of patient satisfaction.
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"Take ten minutes": a dedicated ten minute medication review reduces polypharmacy in the elderly.
LENUS (Irish Health Repository)
Walsh, E K
2010-09-01
Multiple and inappropriate medications are often the cause for poor health status in the elderly. Medication reviews can improve prescribing. This study aimed to determine if a ten minute medication review by a general practitioner could reduce polypharmacy and inappropriate prescribing in elderly patients. A prospective, randomised study was conducted. Patients over the age of 65 (n = 50) underwent a 10-minute medication review. Inappropriate medications, dosage errors, and discrepancies between prescribed versus actual medication being consumed were recorded. A questionnaire to assess satisfaction was completed following review. The mean number of medications taken by patients was reduced (p < 0.001). A medication was stopped in 35 (70%) patients. Inappropriate medications were detected in 27 (54%) patients and reduced (p < 0.001). Dose errors were detected in 16 (32%). A high level of patient satisfaction was reported. A ten minute medication review reduces polypharmacy, improves prescribing and is associated with high levels of patient satisfaction.
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Partanen, Lea; Korkalainen, Noora; Mäkikallio, Kaarin; Olsén, Päivi; Laukkanen-Nevala, Päivi; Yliherva, Anneli
2018-01-01
Foetal growth restriction (FGR) is associated with communication problems, which might lead to poor literacy skills. The reading and spelling skills of eight- to 10-year-old FGR children born at 24-40 gestational weeks were compared with those of their gestational age-matched, appropriately grown (AGA) peers. A prospectively collected cohort of 37 FGR and 31 AGA children was recruited prenatally at a Finnish tertiary care centre during 1998-2001. The children's reading and spelling skills were assessed using standardised tests for Finnish-speaking second and third graders. Significantly more children performed below the 10th percentile normal values for reading and spelling skills in the FGR group than in the AGA group. At nine years of age, the FGR children had significantly poorer performance in word reading skills and reading fluency, reading accuracy and reading comprehension than the AGA controls. No between-group differences were detected at eight years of age. FGR is associated with poor performance in reading and spelling skills. A third of the FGR children performed below the 10th percentile normal values at nine years of age. These results indicate a need to continuously evaluate linguistic and literacy skills as FGR children age to ensure optimal support. ©2017 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.
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Checklist Usage as a Guidance on Read-Back Reducing the Potential Risk of Medication Error
Directory of Open Access Journals (Sweden)
Ida Bagus N. Maharjana
2014-06-01
Full Text Available Hospital as a last line of health services shall provide quality service and oriented on patient safety, one responsibility in preventing medication errors. Effective collaboration and communication between the profession needed to achieve patient safety. Read-back is one way of doing effective communication. Before-after study with PDCA TQM approach. The samples were on the medication chart patient medical rd rd records in the 3 week of May (before and the 3 week in July (after 2013. Treatment using the check list, asked for time 2 minutes to read-back by the doctors and nurses after the visit together. Obtained 57 samples (before and 64 samples (after. Before charging 45.54% incomplete medication chart on patient medical records that have the potential risk of medication error to 10.17% after treatment with a read back check list for 10 weeks, with 77.78% based on the achievement of the PDCA TQM approach. Checklist usage as a guidance on Read-back as an effective communication can reduce charging incompleteness drug records on medical records that have the potential risk of medication errors, 45.54% to 10.17%.
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The Neurobiological Basis of Reading.
Joseph, Jane; Noble, Kimberly; Eden, Guinevere
2001-01-01
This paper reviews studies using positron emission tomography and functional magnetic resonance imaging in adults to study the reading process and notes that general networks of regions seem to be uniquely associated with different components of the reading process. Findings are evaluated in light of technical and experimental limitations and…
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Cell Phone Use and Child and Adolescent Reading Proficiency
Hofferth, Sandra L.; Moon, Ui Jeong
2016-01-01
This study examined the association between cell phone use, including minutes spent talking and number of text messages sent, and two measures of children’s reading proficiency — tests of word decoding and reading comprehension — in the United States. Data were drawn from the Child Development Supplement to the Panel Study of Income Dynamics, a nationally representative survey of 1,147 children 10–18 in 2009. Children whose parents were better educated, who had higher family incomes, who had fewer siblings, and who lived in urban areas were more likely to own or share a cell phone. Among those with access to a phone, children who spent more time talking on the phone were less proficient at word decoding, whereas children who spent more time sending text messages had greater reading comprehension. Although girls spent more time texting than did boys, there were no gender differences in the association between time spent talking or number of text messages sent with achievement. In spite of racial/ethnic differences in cell phone use levels, there were no racial/ethnic differences in the association between cell phone use and reading proficiency. PMID:27683624
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1-3-7 minute intravenous urography
International Nuclear Information System (INIS)
Bahk, Yong Whee; Yoon, Sei Chul; Lee, Myung Hee
1980-01-01
Intravenous urography (IVU) as it is used widely today was probably started in early 1950's after the introduction of triiodobenzoic acid compounds as contrast media. This long cherished traditional method consists of taking radiograms at 5, 15 and 25 minutes after the injection of contrast medium. There are a few modifications of this standard urographic examination such as five minute IVU (Woodruff, 1959), minute-sequence pyelogram (Maxwell et al., 1964), drip infusion pyelography (Schencker, 1964) and nephrotomography (Evans et al., 1955). The present study has been undertaken to test if the conventional standard IVU can be more rapidly performed without losing essential informational contents of urograms. In this new clinical trial, urograms were taken at the end of 1, 3 and 7 minutes instead of 5, 15 and 25 minutes after the intravenous injection of contrast medium. We injected 40 ml of meglumine diatrizoate solution within 30 seconds using an 18G iv needle. (The amount of injected contrast medium has been reduced recently to ordinary single dose of 20 ml for subjects weighing less than 8 kg). Upon viewing the 7 minute film in front of an automatic processor, the examination was terminated after obtaining an upright view unless any further radiogram was indicated. As shown in Tables and Figures, our new 1-3-7 minute method has been proven to provide us with as much essential and useful information as conventional 5-15-25 minute urography. Thus, we were able to finish one examination within 10 minutes without losing any necessary diagnostic information. In some of patients with obstructive uropathy such as stone the examination was extended as long as it was desired. Side reactions were occasional nausea, flushing and rare mild vomiting which never prevented the examination
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Directory of Open Access Journals (Sweden)
Amy Elizabeth Whitehead
2015-07-01
Full Text Available Two studies examined the use of think aloud (TA protocol as a means for collecting data of cognitive processes during performance in golf. In study 1, TA was employed to examine if different verbalisation (Level 2 or Level 3 TA instructions influence performance of high and low skilled golfers. Participants performed 30 putts using TA at either Level 2, Level 3, or no verbalization condition. Although Level 3 verbalization produced a higher volume of verbal data than Level 2, TA at either level 2 or 3 did not impair putting performance compared to no verbalization. Study 2 examined the congruence between data collected via TA at Level 3 and cued retrospective recall of cognitive processes during golf performance. Experienced golfers performed six holes of golf whilst engaging in Level 3 TA. After performance, three semi-structured retrospective interviews were conducted (ten minutes after performance, 24 hours after performance and 48 hours after performance. A comparison of the themes identified large discrepancies between the information reported during TA and at interview, with only 38-41% similarity in variables reported to influence decision making on each hole. Both studies suggest TA is a valuable method for recording cognitive processes of individuals during task performance. TA provides richer verbal data regarding decisions than cued retrospective recall, and TA does not negatively impact performance.
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Motor cortex hand area and speech: implications for the development of language.
Meister, Ingo Gerrit; Boroojerdi, Babak; Foltys, Henrik; Sparing, Roland; Huber, Walter; Töpper, Rudolf
2003-01-01
Recently a growing body of evidence has suggested that a functional link exists between the hand motor area of the language dominant hemisphere and the regions subserving language processing. We examined the excitability of the hand motor area and the leg motor area during reading aloud and during non-verbal oral movements using transcranial magnetic stimulation (TMS). During reading aloud, but not before or afterwards, excitability was increased in the hand motor area of the dominant hemisphere. This reading effect was found to be independent of the duration of speech. No such effect could be found in the contralateral hemisphere. The excitability of the leg area of the motor cortex remained unchanged during reading aloud. The excitability during non-verbal oral movements was slightly increased in both hemispheres. Our results are consistent with previous findings and may indicate a specific functional connection between the hand motor area and the cortical language network.
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Energy Technology Data Exchange (ETDEWEB)
Parsons, Paul; Dixon, Gail
2013-09-01
3-minutes Stephen Hawking offers a compact introduction to life and work of this impressing scientist. This book is devided into three parts: Hawking's life, his theories, his influence. Each part offers fascinating reading material for one hour. The partial themes of this book are served up in practical 3-minute portions.
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Assessment of the Apple iPad as a low-vision reading aid.
Morrice, E; Johnson, A P; Marinier, J-A; Wittich, W
2017-06-01
PurposeLow-vision clients frequently report having problems with reading. Using magnification, reading performance (as measured by reading speed) can be improved by up to 200%. Current magnification aids can be expensive or bulky; therefore, we explored if the Apple iPad offers comparable performance in improving reading speeds, in comparison with a closed-circuit television (CCTV) video magnifier, or other magnification devices.MethodsWe recruited 100 participants between the ages of 24-97 years, with low vision who were literate and cognitively capable, of whom 57 had age-related macular degeneration. To assess reading, participants read standardized iReST texts and were tested for comprehension. We compared reading speed on the Apple iPad (10 inch) with that of the CCTV, home magnification devices, and baseline measures.ResultsAll assistive devices improved reading rates in comparison to baseline (P1), however, there was no difference in improvement across devices (P>0.05, Hedge's gread, on average, 30 words per minute faster than first time iPad users, whereas CCTV experience did not influence reading speed.ConclusionsIn our sample, the Apple iPad was as effective as currently used technologies for improving reading rates. Moreover, exposure to, and experience with the Apple iPad might increase reading speed with that device. A larger sample size, however, is needed to do subgroup analysis on who would optimally benefit from each type of magnification device.
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Southwood, Sue
2012-01-01
Reading groups or book clubs have become increasingly popular in recent years, with many libraries, bookshops and workplaces hosting meetings, while a wealth of support is available online. They provide a chance to read, share opinions, chat and have fun--each one will be unique in how it works. Discussing books can help to reinforce, change or…
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Creating a Positive Classroom Culture: Minute by Minute
Wright, Ali
2014-01-01
This article offers a peek into high school math teacher Ali Wright's typical school day, which includes time-tested strategies that she uses to build a positive culture in her classroom. Scheduled timeframes and activities include before school starts, five minutes before class, during announcements, during class, last five minutes of class,…
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Imageability and age of acquisition effects in disyllabic word recognition.
Cortese, Michael J; Schock, Jocelyn
2013-01-01
Imageability and age of acquisition (AoA) effects, as well as key interactions between these variables and frequency and consistency, were examined via multiple regression analyses for 1,936 disyllabic words, using reaction time and accuracy measures from the English Lexicon Project. Both imageability and AoA accounted for unique variance in lexical decision and naming reaction time performance. In addition, across both tasks, AoA and imageability effects were larger for low-frequency words than high-frequency words, and imageability effects were larger for later acquired than earlier acquired words. In reading aloud, consistency effects in reaction time were larger for later acquired words than earlier acquired words, but consistency did not interact with imageability in the reaction time analysis. These results provide further evidence that multisyllabic word recognition is similar to monosyllabic word recognition and indicate that AoA and imageability are valid predictors of word recognition performance. In addition, the results indicate that meaning exerts a larger influence in the reading aloud of multisyllabic words than monosyllabic words. Finally, parallel-distributed-processing approaches provide a useful theoretical framework to explain the main effects and interactions.
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De Luca, Maria; Barca, Laura; Burani, Cristina; Zoccolotti, Pierluigi
2008-12-01
To examine the effect of word length and several sublexical, and lexico-semantic variables on the reading of Italian children with a developmental reading deficit. Previous studies indicated the role of word length in transparent orthographies. However, several factors that may interact with word length were not controlled for. Seventeen impaired and 34 skilled sixth-grade readers were presented words of different lengths, matched for initial phoneme, bigram frequency, word frequency, age of acquisition, and imageability. Participants were asked to read aloud, as quickly and as accurately as possible. Reaction times at the onset of pronunciation and mispronunciations were recorded. Impaired readers' reaction times indicated a marked effect of word length; in skilled readers, there was no length effect for short words but, rather, a monotonic increase from 6-letter words on. Regression analyses confirmed the role of word length and indicated the influence of word frequency (similar in impaired and skilled readers). No other variables predicted reading latencies. Word length differentially influenced word recognition in impaired versus skilled readers, irrespective of the action of (potentially interfering) sublexical, lexical, and semantic variables. It is proposed that the locus of the length effect is at a perceptual level of analysis. The independent influence of word frequency on the reading performance of both groups of participants indicates the sparing of lexical activation in impaired readers.
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Reading and Dyslexia in Different Orthographies
Brunswick, Nicola, Ed.; McDougall, Sine, Ed.; de Mornay Davies, Paul, Ed.
2010-01-01
This book provides a unique and accessible account of current research on reading and dyslexia in different orthographies. While most research has been conducted in English, this text presents cross-language comparisons to provide insights into universal aspects of reading development and developmental dyslexia in alphabetic and non-alphabetic…
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Directory of Open Access Journals (Sweden)
Andrea eAntal
2014-06-01
Full Text Available Stimulation using weak electrical direct currents has shown to be capable of inducing polarity dependent diminutions or elevations in motor and visual cortical excitability. The aim of the present study was to test if reading during transcranial direct current stimulation (tDCS is able to modify stimulation-induced plasticity in the visual cortex. Phosphene thresholds (PT in 12 healthy subjects were recorded before and after 10 minutes of anodal, cathodal and sham tDCS in combination with reading. Reading alone decreased PTs significantly, compared to the sham tDCS condition without reading. Interestingly, after both anodal and cathodal stimulation there was a tendency toward smaller PTs. Our results support the observation that tDCS-induced plasticity is highly dependent on the cognitive state of the subject during stimulation, not only in the case of motor cortex but also in the case of visual cortex stimulation.
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How does typeface familiarity affect reading performance and reader preference?
DEFF Research Database (Denmark)
Beier, Sofie
2013-01-01
the reading speed and preferences of participants. Participants were tested twice with common and uncommon letter shapes, once before and once after spending 20 minutes reading a story with the font. The results indicate that the exposure period has an effect on the speed of reading, but the uncommon letter...... shapes did not. Readers did not like the uncommon letter shapes. This has implications for the selection of type and the design of future typefaces....
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Toward developing a standardized Arabic continuous text reading chart.
Alabdulkader, Balsam; Leat, Susan Jennifer
Near visual acuity is an essential measurement during an oculo-visual assessment. Short duration continuous text reading charts measure reading acuity and other aspects of reading performance. There is no standardized version of such chart in Arabic. The aim of this study is to create sentences of equal readability to use in the development of a standardized Arabic continuous text reading chart. Initially, 109 Arabic pairs of sentences were created for use in constructing a chart with similar layout to the Colenbrander chart. They were created to have the same grade level of difficulty and physical length. Fifty-three adults and sixteen children were recruited to validate the sentences. Reading speed in correct words per minute (CWPM) and standard length words per minute (SLWPM) was measured and errors were counted. Criteria based on reading speed and errors made in each sentence pair were used to exclude sentence pairs with more outlying characteristics, and to select the final group of sentence pairs. Forty-five sentence pairs were selected according to the elimination criteria. For adults, the average reading speed for the final sentences was 166 CWPM and 187 SLWPM and the average number of errors per sentence pair was 0.21. Childrens' average reading speed for the final group of sentences was 61 CWPM and 72 SLWPM. Their average error rate was 1.71. The reliability analysis showed that the final 45 sentence pairs are highly comparable. They will be used in constructing an Arabic short duration continuous text reading chart. Copyright © 2016 Spanish General Council of Optometry. Published by Elsevier España, S.L.U. All rights reserved.
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Marin, Marie-France; Morin-Major, Julie-Katia; Schramek, Tania E; Beaupré, Annick; Perna, Andrea; Juster, Robert-Paul; Lupien, Sonia J
2012-01-01
With the advent of specialized television channels offering 24-hour coverage, Internet and smart phones, the possibility to be constantly in contact with the media has increased dramatically in the last decades. Despite this higher access to knowledge, the impact media exposure has on healthy individuals remains poorly studied. Given that most information conveyed in the media is negative and that upon perception of threat, the brain activates the stress system, which leads to cortisol secretion, we decided to determine how healthy individuals react to media information. Accordingly, we investigated whether reading real negative news (1) is physiologically stressful, (2) modulates one's propensity to be stress reactive to a subsequent stressor and (3) modulates remembrance for these news. Sixty participants (30 women, 30 men) were randomly assigned to either twenty-four real neutral news excerpts or to twenty-four real negative excerpts for 10 minutes. They were then all exposed to a well-validated psychosocial stressor, the Trier Social Stress Test (TSST), which consists of an anticipation phase of 10 minutes and a test phase of 10 minutes. A total of eight salivary cortisol samples were collected, at 10-minutes intervals, throughout the experimental procedure. One day later, a free recall of the news was performed. Results showed that although reading negative news did not lead to change in cortisol levels (p>0.05), it led to a significant increase in cortisol to a subsequent stressor in women only (pnegative news condition experienced better memory for these news excerpts compared to men (pmedia exposure could increase stress reactivity and memory for negative news in women.
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International Nuclear Information System (INIS)
Perry, R.B.; Fiarman, S.; Jung, E.A.; Cremers, T.
1990-10-01
This paper is the final report on DOE-OSS Task ANLE88002 ''Fast Air Chamber Calorimetry.'' The task objective was to design, construct, and test an isothermal air chamber calorimeter for plutonium assay of bulk samples that would meet the following requirements for sample power measurement: average sample measurement time less than 20 minutes. Measurement of samples with power output up to 10 W. Precision of better than 1% RSD for sample power greater than 1 W. Precision better than 0.010 watt SD, for sample power less than 1 W. This report gives a description of the calorimeter hardware and software and discusses the test results. The instrument operating procedure, included as an appendix, gives examples of typical input/output and explains the menu driven software. Sample measurement time of less than 20 minutes was attained by pre-equilibration of the samples in low cost precision preheaters and by prediction of equilibrium measurements. Tests at the TA55 Plutonium Facility at Los Alamos National Laboratory, on typical samples, indicates that the instrument meets all the measurement requirements
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Koopman, Richelle J; Kochendorfer, Karl M; Moore, Joi L; Mehr, David R; Wakefield, Douglas S; Yadamsuren, Borchuluun; Coberly, Jared S; Kruse, Robin L; Wakefield, Bonnie J; Belden, Jeffery L
2011-01-01
We compared use of a new diabetes dashboard screen with use of a conventional approach of viewing multiple electronic health record (EHR) screens to find data needed for ambulatory diabetes care. We performed a usability study, including a quantitative time study and qualitative analysis of information-seeking behaviors. While being recorded with Morae Recorder software and "think-aloud" interview methods, 10 primary care physicians first searched their EHR for 10 diabetes data elements using a conventional approach for a simulated patient, and then using a new diabetes dashboard for another. We measured time, number of mouse clicks, and accuracy. Two coders analyzed think-aloud and interview data using grounded theory methodology. The mean time needed to find all data elements was 5.5 minutes using the conventional approach vs 1.3 minutes using the diabetes dashboard (P dashboard (P dashboard (P dashboard improves both the efficiency and accuracy of acquiring data needed for high-quality diabetes care. Usability analysis tools can provide important insights into the value of optimizing physician use of health information technologies.
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The language of Evaluation: paralinguistic features as a phonological domain for appraisal
Directory of Open Access Journals (Sweden)
Griselda Bombelli
2013-01-01
Full Text Available In this paper we explore the relationship between the language of evaluation and the use of paralinguistic features in reading aloud, relating Eggins & Slade's (1997 categories of appraisal with Brown's (1990 taxonomy of paralinguistic features. We mainly concentrate on two categories of appraisal: (1 affect, that is the expression of emotional states, and (2 amplification, that is the reader's aloud grading of attitudes and emotions. We present an analysis of part of The Story of Tilly, a story for children beautifully read aloud by Jackie Torrence. It seems to us that this association between paralinguistic features and appraisal may constitute a phonological domain for the description of the language of evaluation beyond the lexico-grammatical level.
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Smiles count but minutes matter: responses to classroom exercise breaks.
Howie, Erin K; Newman-Norlund, Roger D; Pate, Russell R
2014-09-01
To determine the subjective responses of teachers and students to classroom exercise breaks, and how responses varied by duration. This mixed-methods experimental study included focus groups with teachers (N = 8) and 4(th)- and 5(th)-grade students (N = 96). Students participated in 5-, 10-, and 20-minute exercise breaks and 10 minutes of sedentary activity. In an additional exploratory analysis, video-tapes of each condition were coded and compared for positive affect. Students and teachers discussed multiple benefits, but teachers discussed barriers to implementing regular breaks of 5-minutes or more. Students exhibited higher positive affect during each exercise condition. Classroom exercise breaks are an enjoyable way to increase physical activity, but additional support may be needed to encourage teachers to implement breaks of 5 minutes or longer.
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Abnormal motor cortex excitability during linguistic tasks in adductor-type spasmodic dysphonia.
Suppa, A; Marsili, L; Giovannelli, F; Di Stasio, F; Rocchi, L; Upadhyay, N; Ruoppolo, G; Cincotta, M; Berardelli, A
2015-08-01
In healthy subjects (HS), transcranial magnetic stimulation (TMS) applied during 'linguistic' tasks discloses excitability changes in the dominant hemisphere primary motor cortex (M1). We investigated 'linguistic' task-related cortical excitability modulation in patients with adductor-type spasmodic dysphonia (ASD), a speech-related focal dystonia. We studied 10 ASD patients and 10 HS. Speech examination included voice cepstral analysis. We investigated the dominant/non-dominant M1 excitability at baseline, during 'linguistic' (reading aloud/silent reading/producing simple phonation) and 'non-linguistic' tasks (looking at non-letter strings/producing oral movements). Motor evoked potentials (MEPs) were recorded from the contralateral hand muscles. We measured the cortical silent period (CSP) length and tested MEPs in HS and patients performing the 'linguistic' tasks with different voice intensities. We also examined MEPs in HS and ASD during hand-related 'action-verb' observation. Patients were studied under and not-under botulinum neurotoxin-type A (BoNT-A). In HS, TMS over the dominant M1 elicited larger MEPs during 'reading aloud' than during the other 'linguistic'/'non-linguistic' tasks. Conversely, in ASD, TMS over the dominant M1 elicited increased-amplitude MEPs during 'reading aloud' and 'syllabic phonation' tasks. CSP length was shorter in ASD than in HS and remained unchanged in both groups performing 'linguistic'/'non-linguistic' tasks. In HS and ASD, 'linguistic' task-related excitability changes were present regardless of the different voice intensities. During hand-related 'action-verb' observation, MEPs decreased in HS, whereas in ASD they increased. In ASD, BoNT-A improved speech, as demonstrated by cepstral analysis and restored the TMS abnormalities. ASD reflects dominant hemisphere excitability changes related to 'linguistic' tasks; BoNT-A returns these excitability changes to normal. © 2015 Federation of European Neuroscience Societies and John
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Reading in the Digital Age: Using Electronic Books as a Teaching Tool for Beginning Readers
Ciampa, Katia
2012-01-01
Beginning readers' motivation to read and the texts they choose to read impact on their literacy achievement and willingness to engage with reading activities in the primary years of schooling. This study investigated the eBook reading experiences of eight grade 1 students. Eight students were given ten 25-minute sessions with the software…
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Peute, Linda W. P.; de Keizer, Nicolette F.; Jaspers, Monique W. M.
2015-01-01
To compare the performance of the Concurrent (CTA) and Retrospective (RTA) Think Aloud method and to assess their value in a formative usability evaluation of an Intensive Care Registry-physician data query tool designed to support ICU quality improvement processes. Sixteen representative intensive
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Directory of Open Access Journals (Sweden)
Kean J. Hsu
2014-05-01
Full Text Available Studies have examined the impact of distraction on basic task performance (e.g., working memory, motor responses, yet research is lacking regarding its impact in the domain of think-aloud cognitive assessment, where the threat to assessment validity is high. The Articulated Thoughts in Simulated Situations think-aloud cognitive assessment paradigm was employed to address this issue. Participants listened to scenarios under three conditions (i.e., while answering trivia questions, playing a visual puzzle game, or with no experimental distractor. Their articulated thoughts were then content-analyzed both by the Linguistic Inquiry and Word Count (LIWC program and by content analysis of emotion and cognitive processes conducted by trained coders. Distraction did not impact indices of emotion but did affect cognitive processes. Specifically, with the LIWC system, the trivia questions distraction condition resulted in significantly higher proportions of insight and causal words, and higher frequencies of non-fluencies (e.g., uh or umm and filler words (e.g., like or you know. Coder-rated content analysis found more disengagement and more misunderstanding particularly in the trivia questions distraction condition. A better understanding of how distraction disrupts the amount and type of cognitive engagement holds important implications for future studies employing cognitive assessment methods.
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Speech Adaptation to Kinematic Recording Sensors: Perceptual and Acoustic Findings
Dromey, Christopher; Hunter, Elise; Nissen, Shawn L.
2018-01-01
Purpose: This study used perceptual and acoustic measures to examine the time course of speech adaptation after the attachment of electromagnetic sensor coils to the tongue, lips, and jaw. Method: Twenty native English speakers read aloud stimulus sentences before the attachment of the sensors, immediately after attachment, and again 5, 10, 15,…
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Vogel, Alecia C; Petersen, Steven E; Schlaggar, Bradley L
2013-10-01
The neurobiological basis of reading is of considerable interest, yet analyzing data from subjects reading words aloud during functional MRI data collection can be difficult. Therefore, many investigators use surrogate tasks such as visual matching or rhyme matching to eliminate the need for spoken output. Use of these tasks has been justified by the presumption of "automatic activation" of reading-related neural processing when a word is viewed. We have tested the efficacy of using a nonreading task for studying "reading effects" by directly comparing blood oxygen level dependent (BOLD) activity in subjects performing a visual matching task and an item naming task on words, pseudowords (meaningless but legal letter combinations), and nonwords (meaningless and illegal letter combinations). When compared directly, there is significantly more activity during the naming task in "reading-related" regions such as the inferior frontal gyrus (IFG) and supramarginal gyrus. More importantly, there are differing effects of lexicality in the tasks. A whole-brain task (matching vs. naming) by string type (word vs. pseudoword vs. nonword) by BOLD timecourse analysis identifies regions showing this three-way interaction, including the left IFG and left angular gyrus (AG). In the majority of the identified regions (including the left IFG and left AG), there is a string type × timecourse interaction in the naming but not the matching task. These results argue that the processing performed in specific regions is contingent on task, even in reading-related regions and is thus nonautomatic. Such differences should be taken into consideration when designing studies intended to investigate reading. Copyright © 2012 Wiley Periodicals, Inc.
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Todhunter, Fern
2015-06-01
Observations obtained through concurrent think-aloud and protocol analysis offer new understanding about the influence of social learning on student nurses' acquisition of Information and Communication Technology (ICT) knowledge and skills. The software used provides a permanent record of the underpinning study method, events and analyses. The emerging themes reflect the dimensions of social engagement, and the characteristics of positive and negative reactions to ICT. The evidence shows that given the right conditions, stronger learners will support and guide their peers. To explore the use of concurrent think-aloud and protocol analysis as a method to examine how student nurses approach ICT. To identify the benefits and challenges of using observational technology to capture learning behaviours. To show the influence of small group arrangement and student interactions on their ICT knowledge and skills development. Previous studies examining social interaction between students show how they work together and respond to interactive problem solving. Social interaction has been shown to enhance skills in both ICT and collaborative decision making. Structured observational analysis using concurrent think-aloud and protocol analysis. Students displayed varying degrees of pastoral support and emotional need, leadership, reflection, suggestion and experimentation skills. Encouraging student nurses to work in small mixed ability groups can be conducive for social and ICT skill and knowledge development. Observational software gives a permanent record of the proceedings. Copyright © 2015 Elsevier Ltd. All rights reserved.
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Students with Reading Disabilities Participating in Literature Discussions: A Case Study
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…
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The impact of different background noises on the Production Effect.
Mama, Yaniv; Fostick, Leah; Icht, Michal
2018-04-01
The presence of background noise has been previously shown to disrupt cognitive performance, especially memory. The amount of interference is derived from the acoustic characteristics of the noise; energetic vs. informational, steady-state vs. fluctuating. However, the literature is inconsistent concerning the effects of different types of noise on long-term memory free recall. In the present study, we tested the impact of different noises on recall of items that were learned under two conditions - silent or aloud reading, a Production Effect (PE) paradigm. As the PE represents enhanced memory for words read aloud relative to words read silently during study, we focused on the effect of noise on this robust memory phenomenon. The results showed that (a) steady-state energetic noise did not affect memory, with a recall advantage for aloud words (PE), comparable to a no-noise condition, (b) fluctuating-energetic noise and fluctuating-informational (eight-talkers babble) noise eliminated the PE, with similar recall for aloud and silent items. These results are discussed in light of their theoretical implications, stressing the role of attention in the PE. Ecological implications regarding studying in noisy environments are suggested. Copyright © 2018 Elsevier B.V. All rights reserved.
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SeqEntropy: genome-wide assessment of repeats for short read sequencing.
Directory of Open Access Journals (Sweden)
Hsueh-Ting Chu
Full Text Available BACKGROUND: Recent studies on genome assembly from short-read sequencing data reported the limitation of this technology to reconstruct the entire genome even at very high depth coverage. We investigated the limitation from the perspective of information theory to evaluate the effect of repeats on short-read genome assembly using idealized (error-free reads at different lengths. METHODOLOGY/PRINCIPAL FINDINGS: We define a metric H(k to be the entropy of sequencing reads at a read length k and use the relative loss of entropy ΔH(k to measure the impact of repeats for the reconstruction of whole-genome from sequences of length k. In our experiments, we found that entropy loss correlates well with de-novo assembly coverage of a genome, and a score of ΔH(k>1% indicates a severe loss in genome reconstruction fidelity. The minimal read lengths to achieve ΔH(k<1% are different for various organisms and are independent of the genome size. For example, in order to meet the threshold of ΔH(k<1%, a read length of 60 bp is needed for the sequencing of human genome (3.2 10(9 bp and 320 bp for the sequencing of fruit fly (1.8×10(8 bp. We also calculated the ΔH(k scores for 2725 prokaryotic chromosomes and plasmids at several read lengths. Our results indicate that the levels of repeats in different genomes are diverse and the entropy of sequencing reads provides a measurement for the repeat structures. CONCLUSIONS/SIGNIFICANCE: The proposed entropy-based measurement, which can be calculated in seconds to minutes in most cases, provides a rapid quantitative evaluation on the limitation of idealized short-read genome sequencing. Moreover, the calculation can be parallelized to scale up to large euakryotic genomes. This approach may be useful to tune the sequencing parameters to achieve better genome assemblies when a closely related genome is already available.
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Specificity and overlap in skills underpinning reading and arithmetical fluency
van Daal, V.; van der Leij, A.; Adèr, H.
2013-01-01
The aim of this study was to examine unique and common causes of problems in reading and arithmetic fluency. 13- to 14-year-old students were placed into one of five groups: reading disabled (RD, n = 16), arithmetic disabled (AD, n = 34), reading and arithmetic disabled (RAD, n = 17), reading,
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Wnt-10b, uniquely among Wnts, promotes epithelial differentiation and shaft growth
International Nuclear Information System (INIS)
Ouji, Yukiteru; Yoshikawa, Masahide; Moriya, Kei; Nishiofuku, Mariko; Matsuda, Ryosuke; Ishizaka, Shigeaki
2008-01-01
Although Wnts are expressed in hair follicles throughout life from embryo to adult, and considered to be critical for their development and maturation, their roles remain largely unknown. In the present study, we investigated the effects of Wnts (Wnt-3a, Wnt-5a, Wnt-10b, and Wnt-11) on epithelial cell differentiation using adult mouse-derived primary skin epithelial cell (MPSEC) cultures and hair growth using hair follicle organ cultures. Only Wnt-10b showed evident promotion of epithelial cell differentiation and hair shaft growth, in contrast to Wnt-3a, 5a, and 11. Our results suggest that Wnt-10b is unique and plays an important role in differentiation of epithelial cells in the hair follicle
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Directory of Open Access Journals (Sweden)
Henry L. Feng
2017-01-01
Full Text Available Background/Aims. To evaluate the impact of back-illuminated and nonilluminated electronic reading devices on reading speed and comfort in patients with decreased vision. Methods. A prospective study involving a convenience sample of 167 patients at a single retina practice from January 2011 to December 2012. Participants were asked to read five different excerpts on five different media in a randomly assigned order. Media included a printed book at 12-point font (12PF, iPad2 at 12PF, iPad2 at 18-point font (18PF, Kindle2 at 12PF, and Kindle2 at 18PF. Reading speed in words per minute (WPM and medium preference were recorded and stratified by visual acuity (VA. Results. Mean reading speeds in WPM: iPad2 at 18PF (217.0, iPad2 at 12PF (209.1, Kindle2 at 18PF (183.3, Kindle2 at 12PF (177.7, and printed book at 12PF (176.8. Reading speed was faster on back-illuminated media compared to nonilluminated media. Text magnification minimized losses in reading performance with worsening patient VA. The majority of participants preferred reading on the iPad2 at 18PF. Conclusions. Back-illuminated devices may increase reading speed and comfort relative to nonilluminated devices and printed text, particularly in patients with decreased VA.
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Fostering EFL Learners’ Reading Comprehension: Animation Film Technique
Asefeh Torabian; Massoud Tajadini
2017-01-01
The current study investigated the effect of implementing animation films on developing reading comprehension texts among EFL learners of a language institute in Kerman. For this purpose, two groups of pre-intermediate EFL learners were chosen (30 participants in each group). After three months of instruction, twice a week, 2story books named the "Good Dinosaur" and "Little Prince" including totally 20 chapters in both groups and animation films including 60 minutes divided into 6 to 7 minute...
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Reading Habits of Third-Year Medical Students during an Integrated Endocrinology Course.
Friedberg, Mark; Mahanaimi, David; Lev-Zion, Rafael; Sidi, Aviel; Glick, Shimon
1998-01-01
Independent reading by medical students beyond formal classroom activities is considered central to medical education. This study examines self-directed study among third-year students in a six-year medical program. Students averaged 151 minutes daily on independent study using lecture notes, textbooks, and reading articles. Suggests ways to…
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Executive dysfunction among children with reading comprehension deficits.
Locascio, Gianna; Mahone, E Mark; Eason, Sarah H; Cutting, Laurie E
2010-01-01
Emerging research supports the contribution of executive function (EF) to reading comprehension; however, a unique pattern has not been established for children who demonstrate comprehension difficulties despite average word recognition ability (specific reading comprehension deficit; S-RCD). To identify particular EF components on which children with S-RCD struggle, a range of EF skills was compared among 86 children, ages 10 to 14, grouped by word reading and comprehension abilities: 24 average readers, 44 with word recognition deficits (WRD), and 18 S-RCD. An exploratory principal components analysis of EF tests identified three latent factors, used in subsequent group comparisons: Planning/ Spatial Working Memory, Verbal Working Memory, and Response Inhibition. The WRD group exhibited deficits (relative to controls) on Verbal Working Memory and Inhibition factors; S-RCD children performed more poorly than controls on the Planning factor. Further analyses suggested the WRD group's poor performance on EF factors was a by-product of core deficits linked to WRD (after controlling for phonological processing, this group no longer showed EF deficits). In contrast, the S-RCD group's poor performance on the planning component remained significant after controlling for phonological processing. Findings suggest reading comprehension difficulties are linked to executive dysfunction; in particular, poor strategic planning/organizing may lead to reading comprehension problems.
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Specificity and Overlap in Skills Underpinning Reading and Arithmetical Fluency
van Daal, Victor; van der Leij, Aryan; Ader, Herman
2013-01-01
The aim of this study was to examine unique and common causes of problems in reading and arithmetic fluency. 13- to 14-year-old students were placed into one of five groups: reading disabled (RD, n = 16), arithmetic disabled (AD, n = 34), reading and arithmetic disabled (RAD, n = 17), reading, arithmetic, and listening comprehension disabled…
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Directory of Open Access Journals (Sweden)
Marie-France Marin
Full Text Available With the advent of specialized television channels offering 24-hour coverage, Internet and smart phones, the possibility to be constantly in contact with the media has increased dramatically in the last decades. Despite this higher access to knowledge, the impact media exposure has on healthy individuals remains poorly studied. Given that most information conveyed in the media is negative and that upon perception of threat, the brain activates the stress system, which leads to cortisol secretion, we decided to determine how healthy individuals react to media information. Accordingly, we investigated whether reading real negative news (1 is physiologically stressful, (2 modulates one's propensity to be stress reactive to a subsequent stressor and (3 modulates remembrance for these news. Sixty participants (30 women, 30 men were randomly assigned to either twenty-four real neutral news excerpts or to twenty-four real negative excerpts for 10 minutes. They were then all exposed to a well-validated psychosocial stressor, the Trier Social Stress Test (TSST, which consists of an anticipation phase of 10 minutes and a test phase of 10 minutes. A total of eight salivary cortisol samples were collected, at 10-minutes intervals, throughout the experimental procedure. One day later, a free recall of the news was performed. Results showed that although reading negative news did not lead to change in cortisol levels (p>0.05, it led to a significant increase in cortisol to a subsequent stressor in women only (p<0.001. Also, women in the negative news condition experienced better memory for these news excerpts compared to men (p<0.01. These results suggest a potential mechanism by which media exposure could increase stress reactivity and memory for negative news in women.
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Science teacher's discourse about reading
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Isabel Martins
2006-08-01
Full Text Available In this research we start from the assumption that teachers act as mediators of reading practices in school and problematise their practices, meanings and representations of reading. We have investigated meanings constructed by a group of teachers of Physics, Chemistry and Biology, working at a federal technical school. Having French discourse analysis as our theoretical-methodological framework, we considered that meanings, concepts and conceptions of reading are built historically through discourses, which produce meanings that determine ideological practices. Our results show that, for that group of teachers, there were no opportunities during either initial training or on-going education for reflecting upon the role of reading in science teaching and learning. Moreover, there seems to be an association between the type of discourse and modes of reading, so that unique meanings are attributed to scientific texts and their reading are linked to search and assimilation of information.
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Barrera, Manuel; Liu, Kristi; Thurlow, Martha; Chamberlain, Steve
2006-01-01
English language learners (ELLs) with disabilities struggle with reading and the reasons for their struggles are not well understood owing to little knowledge about the impact of disability on language development in either the first or second language (Klingner et al., 2006). Nevertheless, this difficulty in reading achievement historically has…
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The Danish version of the Radner Reading Chart
DEFF Research Database (Denmark)
Munch, Inger Christine; Jørgensen, Astrid Helene Ravn; Radner, Wolfgang
2016-01-01
, variance and number of errors per short text. Results The students read the short texts faster than the blue-collar workers (184 ± 21.4 words per minute (wpm) versus 163 ± 26.3 wpm, p ...Purpose To develop 28 short texts to be used as sentence optotypes in a Danish version of the Radner Reading Chart for the measurement of reading acuity and speed. Method Forty-six short texts of comparable lexical and grammatical difficulty were constructed. The short texts were tested together...... with two longer reference texts in 100 persons with visual acuity 6/6, of which 50 were university students (age: 24.7 ± 3.1 years, 36% males) and 50 were blue-collar workers (37.2 ± 13.4 years, 54% males). Study parameters were mean reading speed and error rate per participant, and mean reading time...
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Warm-up Optimizes Postural Control but Requires Some Minutes of Recovery.
Paillard, Thierry; Kadri, Mohamed Abdelhafid; Nouar, Merbouha Boulahbel; Noé, Frederic
2018-05-02
Paillard, T, Kadri, MA, Nouar, MB, and Noé, F. Warm-up optimizes postural control but requires some minutes of recovery. J Strength Cond Res XX(X): 000-000, 2018-The aim was to compare monopedal postural control between the dominant leg (D-Leg) and the nondominant leg (ND-Leg) in pre- and post-warm-up conditions. Thirty healthy male sports science students were evaluated before and after a warm-up exercise (12 minutes of pedaling with an incremental effort on a cycle ergometer with a controlled workload). Monopodal postural control was assessed for the D- and ND-Legs before and immediately, 2, 5, 10, and 15 minutes after the warm-up exercise, using a force platform and calculating the displacement velocity of the center of foot pressure on the mediolateral (COPML velocity) and anteroposterior (COPAP velocity) axes. No significant difference was observed between the D-Leg and ND-Leg for both COPML and COPAP velocity in all the periods. In comparison with pre-warm-up, COPML decreased after 15-minute and 10-minute recovery periods for the D-Leg and the ND-Leg, respectively (p warm-up optimized monopedal postural control but did not make it possible to distinguish a difference between the D-Leg and the ND-Leg. Some minutes of recovery are required between the end of the whole-body warm-up exercise and the beginning of the postural test to optimize postural control. The optimal duration of recovery turns out to be about 10-15 minutes.
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On the Effects of Motivation on Reading Performance Growth in Secondary School
Retelsdorf, Jan; Koller, Olaf; Moller, Jens
2011-01-01
This research aimed at identifying unique effects of reading motivation on reading performance when controlling for cognitive skills, familial, and demographic background. We drew upon a longitudinal sample of N = 1508 secondary school students from 5th to 8th grade. Two types of intrinsic reading motivation (reading enjoyment, reading for…
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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
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Directory of Open Access Journals (Sweden)
Vagner Cavarzere
2012-01-01
Full Text Available Due to rapid and continuous deforestation, recent bird surveys in the Atlantic Forest are following rapid assessment programs to accumulate significant amounts of data during short periods of time. During this study, two surveying methods were used to evaluate which technique rapidly accumulated most species (> 90% of the estimated empirical value at lowland Atlantic Forests in the state of São Paulo, southeastern Brazil. Birds were counted during the 2008-2010 breeding seasons using 10-minute point counts and 10-species lists. Overall, point counting detected as many species as lists (79 vs. 83, respectively, and 88 points (14.7 h detected 90% of the estimated species richness. Forty-one lists were insufficient to detect 90% of all species. However, lists accumulated species faster in a shorter time period, probably due to the nature of the point count method in which species detected while moving between points are not considered. Rapid assessment programs in these forests will rapidly detect more species using 10-species lists. Both methods shared 63% of all forest species, but this may be due to spatial and temporal mismatch between samplings of each method.
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Executive Dysfunction among Children with Reading Comprehension Deficits
Locascio, Gianna; Mahone, E. Mark; Eason, Sarah H.; Cutting, Laurie E.
2010-01-01
Emerging research supports the contribution of executive function (EF) to reading comprehension; however, a unique pattern has not been established for children who demonstrate comprehension difficulties despite average word recognition ability (specific reading comprehension deficit; S-RCD). To identify particular EF components on which children…
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International Nuclear Information System (INIS)
1998-01-01
In the minutes of II Uruguayan Geological Congress have been included the following topics: structural geology, tectonic, sedimentology, stratigraphy, mineralogy, petrology, geochemistry, paleontology, mineral prospecting, economic, regional and applied geology. (author)
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Added value of IP-10 as a read-out of Mycobacterium tuberculosis
DEFF Research Database (Denmark)
Jenum, Synne; Dhanasekaran, Sivmakumaran; Ritz, Christian
2016-01-01
We have explored the added value of IFNγ-inducible protein 10 as a read-out of Mycobacterium tuberculosis specific immunity in young Indian children where the sensitivity of the IGRA for tuberculosis (TB) is poor. Reduced frequency of indeterminate results and an increased sensitivity for TB, sug...
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Directory of Open Access Journals (Sweden)
Chaka Chaka
2015-05-01
Full Text Available Poor levels of English first additional language (EFAL reading comprehension amongst school learners at most public schools in South Africa are a great concern. In fact, for learning to be successful and effective, learners need to be able to read well in EFAL. This is more so as EFAL serves as a language of learning and teaching (LOLT for most learning areas in South Africa’s public schools. Against this background, this study set out in 2012 to investigate the English reading comprehension of Grade 10 EFAL learners at a senior secondary school. Using purposive and voluntary sampling techniques, the study had 17 EFAL learners(M = 10, F–7 as its participants. It employed three reading measures, a recall task, a summary and a comprehension test, which were based on three English extracts, to assess participants’ reading comprehension. It then assessed and scored participants’ responses to the three tasks by using an oral reading rubric and two prepared marking memoranda. One of the findings of this study was that, of the three reading tasks administered, participants did slightly above average in the comprehension test, but performed below average in the two other tasks – the recall and summary tasks.
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Seeing red: Relearning to read in a case of Balint's Syndrome.
Rose, Anita; Wilson, Barbara A; Manolov, Rumen; Florschutz, Gerhard
2016-06-18
Balint's Syndrome is a rare condition, often associated with hypoxic brain damage. The major characteristic is an inability to localise objects in space, another is simultanagnosia frequently resulting in reading difficulties. We present RN, a 37 year old woman whose major problem with reading was her inability to recognise individual letters correctly in either lower or upper case. We noted, however, that she was better if the letters were shown in red type. The aims were to determine if RN could relearn letters of the alphabet, investigate whether colour affected her ability to learn, and to explore more specifically whether the red type also helped her to read words. Using a single case experimental ABA design, we first determined that the optimal font for RN was size 16. In the baseline (A) phase, we assessed her ability to read all lower and upper case letters of the alphabet in black ink. In the intervention (B) phase we used font size 16 in red ink and an errorless learning approach to teaching the letters. Sessions ran 5 times per week (20 minutes per session). The intervention was then applied to picture recognition and word reading with four sets of 10 words and corresponding pictures. A consistent difference was noted between initial baseline and intervention. Improvement carried over when we returned to baseline. Using red type and an errorless learning approach enabled RN to re-learn letters of the alphabet and read words she was previously unable to read. This did not however generalise to her everyday life.
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Epler, Cory M.; Drape, Tiffany A.; Broyles, Thomas W.; Rudd, Rick D.
2013-01-01
The purpose of this mixed methods study was to determine if there are differences in pre-service teachers' depth of reflection when using a written self-reflection form, a written self-reflection form and a think-aloud protocol, and collaborative reflection. Twenty-six pre-service teachers were randomly assigned to fourteen teaching teams. The…
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Directory of Open Access Journals (Sweden)
Hugo Cogo-Moreira
Full Text Available Difficulties in word-level reading skills are prevalent in Brazilian schools and may deter children from gaining the knowledge obtained through reading and academic achievement. Music education has emerged as a potential method to improve reading skills because due to a common neurobiological substratum.To evaluate the effectiveness of music education for the improvement of reading skills and academic achievement among children (eight to 10 years of age with reading difficulties.235 children with reading difficulties in 10 schools participated in a five-month, randomized clinical trial in cluster (RCT in an impoverished zone within the city of São Paulo to test the effects of music education intervention while assessing reading skills and academic achievement during the school year. Five schools were chosen randomly to incorporate music classes (n = 114, and five served as controls (n = 121. Two different methods of analysis were used to evaluate the effectiveness of the intervention: The standard method was intention-to-treat (ITT, and the other was the Complier Average Causal Effect (CACE estimation method, which took compliance status into account.The ITT analyses were not very promising; only one marginal effect existed for the rate of correct real words read per minute. Indeed, considering ITT, improvements were observed in the secondary outcomes (slope of Portuguese = 0.21 [p<0.001] and slope of math = 0.25 [p<0.001]. As for CACE estimation (i.e., complier children versus non-complier children, more promising effects were observed in terms of the rate of correct words read per minute [β = 13.98, p<0.001] and phonological awareness [β = 19.72, p<0.001] as well as secondary outcomes (academic achievement in Portuguese [β = 0.77, p<0.0001] and math [β = 0.49, p<0.001] throughout the school year.The results may be seen as promising, but they are not, in themselves, enough to make music lessons as public
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Como ayudar a sus hijos a usar la biblioteca (Helping Your Child Use the Library).
Perkinson, Kathryn
Focusing on the cooperative role of parents and public libraries in stimulating reading interests in children of all ages, this booklet addresses the following issues: (1) getting children interested in reading (reading aloud to children; encouraging children to read to you; starting a home library; showing children that you enjoy reading;…
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When does picture naming take longer than word reading?
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Andrea eValente
2016-01-01
Full Text Available Differences between the cognitive processes involved in word reading and picture naming are well established (e.g. visual or lexico-semantic stages. Still, it is commonly thought that retrieval of phonological forms is shared across tasks. We report a test of this second hypothesis based on the time course of electroencephalographic (EEG neural activity, reasoning that similar EEG patterns might index similar processing stages.Seventeen participants named objects and read aloud the corresponding words while their behavior and EEG activity were recorded. The latter was analyzed from stimulus onset onwards (stimulus-locked analysis and from response onset backwards (response-locked analysis, using non-parametric statistics and the spatio-temporal segmentation of ERPs.Behavioral results confirmed that reading entails shorter latencies than naming. The analysis of EEG activity within the stimulus-to-response period allowed distinguishing three phases, broadly successive. Early on, we observed identical distribution of electric field potentials (i.e. topographies albeit with large amplitude divergences between tasks. Then, we observed sustained cross-task differences in topographies accompanied by extended amplitude differences. Finally, the two tasks again revealed the same topographies, with significant cross-task delays in their onsets and offsets, and still significant amplitude differences. In the response-locked ERPs, the common topography displayed an offset closer to response articulation in word reading compared with picture naming, that is the transition between the offset of this shared map and the onset of articulation was significantly faster in word reading.The results suggest that the degree of cross-task similarity varies across time. The first phase suggests similar visual processes of variable intensity and time course across tasks, while the second phase suggests marked differences. Finally, similarities and differences within the
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Sasagawa, Yohei; Danno, Hiroki; Takada, Hitomi; Ebisawa, Masashi; Tanaka, Kaori; Hayashi, Tetsutaro; Kurisaki, Akira; Nikaido, Itoshi
2018-03-09
High-throughput single-cell RNA-seq methods assign limited unique molecular identifier (UMI) counts as gene expression values to single cells from shallow sequence reads and detect limited gene counts. We thus developed a high-throughput single-cell RNA-seq method, Quartz-Seq2, to overcome these issues. Our improvements in the reaction steps make it possible to effectively convert initial reads to UMI counts, at a rate of 30-50%, and detect more genes. To demonstrate the power of Quartz-Seq2, we analyzed approximately 10,000 transcriptomes from in vitro embryonic stem cells and an in vivo stromal vascular fraction with a limited number of reads.
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Peute, Linda W P; de Keizer, Nicolette F; Jaspers, Monique W M
2015-06-01
To compare the performance of the Concurrent (CTA) and Retrospective (RTA) Think Aloud method and to assess their value in a formative usability evaluation of an Intensive Care Registry-physician data query tool designed to support ICU quality improvement processes. Sixteen representative intensive care physicians participated in the usability evaluation study. Subjects were allocated to either the CTA or RTA method by a matched randomized design. Each subject performed six usability-testing tasks of varying complexity in the query tool in a real-working context. Methods were compared with regard to number and type of problems detected. Verbal protocols of CTA and RTA were analyzed in depth to assess differences in verbal output. Standardized measures were applied to assess thoroughness in usability problem detection weighted per problem severity level and method overall effectiveness in detecting usability problems with regard to the time subjects spent per method. The usability evaluation of the data query tool revealed a total of 43 unique usability problems that the intensive care physicians encountered. CTA detected unique usability problems with regard to graphics/symbols, navigation issues, error messages, and the organization of information on the query tool's screens. RTA detected unique issues concerning system match with subjects' language and applied terminology. The in-depth verbal protocol analysis of CTA provided information on intensive care physicians' query design strategies. Overall, CTA performed significantly better than RTA in detecting usability problems. CTA usability problem detection effectiveness was 0.80 vs. 0.62 (pusability problems of a moderate (0.85 vs. 0.7) and severe nature (0.71 vs. 0.57). In this study, the CTA is more effective in usability-problem detection and provided clarification of intensive care physician query design strategies to inform redesign of the query tool. However, CTA does not outperform RTA. The RTA
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Visual word learning in adults with dyslexia
Directory of Open Access Journals (Sweden)
Rosa Kit Wan Kwok
2014-05-01
Full Text Available We investigated word learning in university and college students with a diagnosis of dyslexia and in typically-reading controls. Participants read aloud short (4-letter and longer (7-letter nonwords as quickly as possible. The nonwords were repeated across 10 blocks, using a different random order in each block. Participants returned 7 days later and repeated the experiment. Accuracy was high in both groups. The dyslexics were substantially slower than the controls at reading the nonwords throughout the experiment. They also showed a larger length effect, indicating less effective decoding skills. Learning was demonstrated by faster reading of the nonwords across repeated presentations and by a reduction in the difference in reading speeds between shorter and longer nonwords. The dyslexics required more presentations of the nonwords before the length effect became non-significant, only showing convergence in reaction times between shorter and longer items in the second testing session where controls achieved convergence part-way through the first session. Participants also completed a psychological test battery assessing reading and spelling, vocabulary, phonological awareness, working memory, nonverbal ability and motor speed. The dyslexics performed at a similar level to the controls on nonverbal ability but significantly less well on all the other measures. Regression analyses found that decoding ability, measured as the speed of reading aloud nonwords when they were presented for the first time, was predicted by a composite of word reading and spelling scores (‘literacy’. Word learning was assessed in terms of the improvement in naming speeds over 10 blocks of training. Learning was predicted by vocabulary and working memory scores, but not by literacy, phonological awareness, nonverbal ability or motor speed. The results show that young dyslexic adults have problems both in pronouncing novel words and in learning new written words.
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Electronic Storybooks: A Constructivist Approach to Improving Reading Motivation in Grade 1 Students
Ciampa, Katia
2012-01-01
This study stemmed from a concern of the perceived decline in students' reading motivation after the early years of schooling. This research investigated the effectiveness of online eBooks on eight grade 1 students' reading motivation. Eight students were given ten 25-minute sessions with the software programs over 15 weeks. Qualitative data were…
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Bolle, S.; Romijn, G.; Smets, E.M.A; Loos, E.F.; Kunneman, M.; van Weert, J.C.M.
2016-01-01
We greatly appreciate the thoughtful comments of Gokani and colleagues [1] in response to our article “Older Cancer Patients’ User Experiences With Web-Based Health Information Tools: A Think-Aloud Study” [2]. We are happy to elaborate on the points for which they request further clarification.
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Programmable self-assembly of three-dimensional nanostructures from 10,000 unique components
Ong, Luvena L.; Hanikel, Nikita; Yaghi, Omar K.; Grun, Casey; Strauss, Maximilian T.; Bron, Patrick; Lai-Kee-Him, Josephine; Schueder, Florian; Wang, Bei; Wang, Pengfei; Kishi, Jocelyn Y.; Myhrvold, Cameron; Zhu, Allen; Jungmann, Ralf; Bellot, Gaetan; Ke, Yonggang; Yin, Peng
2017-12-01
Nucleic acids (DNA and RNA) are widely used to construct nanometre-scale structures with ever increasing complexity, with possible application in fields such as structural biology, biophysics, synthetic biology and photonics. The nanostructures are formed through one-pot self-assembly, with early kilodalton-scale examples containing typically tens of unique DNA strands. The introduction of DNA origami, which uses many staple strands to fold one long scaffold strand into a desired structure, has provided access to megadalton-scale nanostructures that contain hundreds of unique DNA strands. Even larger DNA origami structures are possible, but manufacturing and manipulating an increasingly long scaffold strand remains a challenge. An alternative and more readily scalable approach involves the assembly of DNA bricks, which each consist of four short binding domains arranged so that the bricks can interlock. This approach does not require a scaffold; instead, the short DNA brick strands self-assemble according to specific inter-brick interactions. First-generation bricks used to create three-dimensional structures are 32 nucleotides long, consisting of four eight-nucleotide binding domains. Protocols have been designed to direct the assembly of hundreds of distinct bricks into well formed structures, but attempts to create larger structures have encountered practical challenges and had limited success. Here we show that DNA bricks with longer, 13-nucleotide binding domains make it possible to self-assemble 0.1-1-gigadalton, three-dimensional nanostructures from tens of thousands of unique components, including a 0.5-gigadalton cuboid containing about 30,000 unique bricks and a 1-gigadalton rotationally symmetric tetramer. We also assembled a cuboid that contains around 10,000 bricks and about 20,000 uniquely addressable, 13-base-pair ‘voxels’ that serves as a molecular canvas for three-dimensional sculpting. Complex, user-prescribed, three-dimensional cavities can
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De Groot, Renate; Neroni, Joyce; Gijselaers, Jérôme; Kirschner, Paul A.
2012-01-01
De Groot, R. H. M., Neroni, J., Gijselaers, J., & Kirschner, P. A. (2012, 6 December). ALOUD: Adult Learning Open University Determinants Study: Associations between biological and psychological determinants and study success in adult formal distance education. Presented at the Open University for
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The Production Effect: Delineation of a Phenomenon
MacLeod, Colin M.; Gopie, Nigel; Hourihan, Kathleen L.; Neary, Karen R.; Ozubko, Jason D.
2010-01-01
In 8 recognition experiments, we investigated the "production effect"--the fact that producing a word aloud during study, relative to simply reading a word silently, improves explicit memory. Experiments 1, 2, and 3 showed the effect to be restricted to within-subject, mixed-list designs in which some individual words are spoken aloud at study.…
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The Inculcation of Loving Reading Quran Values at the Reading Quran Institution, Home, and Community
Directory of Open Access Journals (Sweden)
Wirdanengsih Wirdanengsih
2017-12-01
Full Text Available The purpose of this study was intended to describe the value of loving reading Al-Quran that was implemented by three education centers; Reading Quran Insitution Awaliyah, Family and Community Education for children between 9-12 years old in Nagari Balai Gurah. Also, this research was to discover how is the implementation of loving reading Al-Quran values and who are involved in it. The result indicated that the implementation of the values of loving reading Al-Quran basically used surveillance approaches and guidance from the tutors, parents, and community in Reading Al-Quran. The socialization pattern that was used in implementing the value of love reading Al-Quran at Reading Quran Institution and family tended to use flexible patterns between authoritative and permissive patterns. Parties who involved in implementing the value of loving reading Al-Quran were the Awaliyah Institution, teacher and management, and family consisting of fathers, mothers, siblings, and grandparents. The uniqueness came from the roles of cultural social values in the community stating children who did not learn and love Al-Quran will be an embarrassment to the family. Moreover, the ceremony of Khatam Quran became the strong factor for children in implementing loving reading Al-Quran, due to this ceremony there was a process of social acknowledgement to the children who love reading Al-Quran.
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Directory of Open Access Journals (Sweden)
Kosik Edyta
2016-12-01
Full Text Available The article shows the influence that methods of working with children in children’s libraries have on the development of reading. It explains the term ‘library for children’ (children's library. It outlines the shape of children’s library development, the evolution of work with readers and of methods applied over the years. It presents a typology of methods of working with the reader. Further, selected methods are discussed: competitions, reading aloud, and actions and events in the library. The article describes examples of specific forms of work with the reader using these methods, for example: "In the world of Marty Fox’s novels" and "In the land of fantasy," Nowa Huta Read-Aloud Day, a readership action: "I am reading in the Library" and Literary Picnics organized in Plock.
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The Cognitive Foundations of Reading and Arithmetic Skills in 7- to 10-Year-Olds
Durand, Marianne; Hulme, Charles; Larkin, Rebecca; Snowling, Margaret
2005-01-01
A range of possible predictors of arithmetic and reading were assessed in a large sample (N=162) of children between ages 7 years 5 months and 10 years 4 months. A confirmatory factor analysis of the predictors revealed a good fit to a model consisting of four latent variables (verbal ability, nonverbal ability, search speed, and phonological…
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Orthographic Transparency Enhances Morphological Segmentation in Children Reading Hebrew Words
Haddad, Laurice; Weiss, Yael; Katzir, Tami; Bitan, Tali
2018-01-01
Morphological processing of derived words develops simultaneously with reading acquisition. However, the reader’s engagement in morphological segmentation may depend on the language morphological richness and orthographic transparency, and the readers’ reading skills. The current study tested the common idea that morphological segmentation is enhanced in non-transparent orthographies to compensate for the absence of phonological information. Hebrew’s rich morphology and the dual version of the Hebrew script (with and without diacritic marks) provides an opportunity to study the interaction of orthographic transparency and morphological segmentation on the development of reading skills in a within-language design. Hebrew speaking 2nd (N = 27) and 5th (N = 29) grade children read aloud 96 noun words. Half of the words were simple mono-morphemic words and half were bi-morphemic derivations composed of a productive root and a morphemic pattern. In each list half of the words were presented in the transparent version of the script (with diacritic marks), and half in the non-transparent version (without diacritic marks). Our results show that in both groups, derived bi-morphemic words were identified more accurately than mono-morphemic words, but only for the transparent, pointed, script. For the un-pointed script the reverse was found, namely, that bi-morphemic words were read less accurately than mono-morphemic words, especially in second grade. Second grade children also read mono-morphemic words faster than bi-morphemic words. Finally, correlations with a standardized measure of morphological awareness were found only for second grade children, and only in bi-morphemic words. These results, showing greater morphological effects in second grade compared to fifth grade children suggest that for children raised in a language with a rich morphology, common and easily segmented morphemic units may be more beneficial for younger compared to older readers. Moreover
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Orthographic Transparency Enhances Morphological Segmentation in Children Reading Hebrew Words
Directory of Open Access Journals (Sweden)
Laurice Haddad
2018-01-01
Full Text Available Morphological processing of derived words develops simultaneously with reading acquisition. However, the reader’s engagement in morphological segmentation may depend on the language morphological richness and orthographic transparency, and the readers’ reading skills. The current study tested the common idea that morphological segmentation is enhanced in non-transparent orthographies to compensate for the absence of phonological information. Hebrew’s rich morphology and the dual version of the Hebrew script (with and without diacritic marks provides an opportunity to study the interaction of orthographic transparency and morphological segmentation on the development of reading skills in a within-language design. Hebrew speaking 2nd (N = 27 and 5th (N = 29 grade children read aloud 96 noun words. Half of the words were simple mono-morphemic words and half were bi-morphemic derivations composed of a productive root and a morphemic pattern. In each list half of the words were presented in the transparent version of the script (with diacritic marks, and half in the non-transparent version (without diacritic marks. Our results show that in both groups, derived bi-morphemic words were identified more accurately than mono-morphemic words, but only for the transparent, pointed, script. For the un-pointed script the reverse was found, namely, that bi-morphemic words were read less accurately than mono-morphemic words, especially in second grade. Second grade children also read mono-morphemic words faster than bi-morphemic words. Finally, correlations with a standardized measure of morphological awareness were found only for second grade children, and only in bi-morphemic words. These results, showing greater morphological effects in second grade compared to fifth grade children suggest that for children raised in a language with a rich morphology, common and easily segmented morphemic units may be more beneficial for younger compared to older
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Slot, Esther M.; Viersen, Sietske van; de Bree, Elise H.; Kroesbergen, Evelyn H.
2016-01-01
High comorbidity rates have been reported between mathematical learning disabilities (MD) and reading and spelling disabilities (RSD). Research has identified skills related to math, such as number sense (NS) and visuospatial working memory (visuospatial WM), as well as to literacy, such as
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Simple View of Reading in Down's syndrome: the role of listening comprehension and reading skills.
Roch, Maja; Levorato, M Chiara
2009-01-01
According to the 'Simple View of Reading' (Hoover and Gough 1990), individual differences in reading comprehension are accounted for by decoding skills and listening comprehension, each of which makes a unique and specific contribution. The current research was aimed at testing the Simple View of Reading in individuals with Down's syndrome and comparing their profiles with typically developing first graders. Listening comprehension and the ability to read both words and non-words was compared in two groups with the same level of reading comprehension: 23 individuals with Down's syndrome aged between 11 years 3 months and 18 years 2 months and 23 first-grade typically developing children aged between 6 years 2 months and 7 years 4 months. The results indicate that at the same level of reading comprehension, individuals with Down's syndrome have less developed listening comprehension and more advanced word recognition than typically developing first graders. A comparison of the profiles of the two groups revealed that reading comprehension level was predicted by listening comprehension in both groups of participants and by word-reading skills only in typically developing children. The Simple View of Reading model is confirmed for individuals with Down's syndrome, although they do not show the reading profile of typically developing first graders; rather, they show an atypical profile similar to that of 'poor comprehenders' (Cain and Oakhill 2006). The crucial role of listening comprehension in Down's syndrome is also discussed with reference to the educational implications.
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Cogo-Moreira, Hugo; Brandão de Ávila, Clara Regina; Ploubidis, George B; Mari, Jair de Jesus
2013-01-01
Difficulties in word-level reading skills are prevalent in Brazilian schools and may deter children from gaining the knowledge obtained through reading and academic achievement. Music education has emerged as a potential method to improve reading skills because due to a common neurobiological substratum. To evaluate the effectiveness of music education for the improvement of reading skills and academic achievement among children (eight to 10 years of age) with reading difficulties. 235 children with reading difficulties in 10 schools participated in a five-month, randomized clinical trial in cluster (RCT) in an impoverished zone within the city of São Paulo to test the effects of music education intervention while assessing reading skills and academic achievement during the school year. Five schools were chosen randomly to incorporate music classes (n = 114), and five served as controls (n = 121). Two different methods of analysis were used to evaluate the effectiveness of the intervention: The standard method was intention-to-treat (ITT), and the other was the Complier Average Causal Effect (CACE) estimation method, which took compliance status into account. The ITT analyses were not very promising; only one marginal effect existed for the rate of correct real words read per minute. Indeed, considering ITT, improvements were observed in the secondary outcomes (slope of Portuguese = 0.21 [pmusic lessons as public policy.
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Li, Alice C; Kannry, Joseph L; Kushniruk, Andre; Chrimes, Dillon; McGinn, Thomas G; Edonyabo, Daniel; Mann, Devin M
2012-11-01
Usability evaluations can improve the usability and workflow integration of clinical decision support (CDS). Traditional usability testing using scripted scenarios with think-aloud protocol analysis provide a useful but incomplete assessment of how new CDS tools interact with users and clinical workflow. "Near-live" clinical simulations are a newer usability evaluation tool that more closely mimics clinical workflow and that allows for a complementary evaluation of CDS usability as well as impact on workflow. This study employed two phases of testing a new CDS tool that embedded clinical prediction rules (an evidence-based medicine tool) into primary care workflow within a commercial electronic health record. Phase I applied usability testing involving "think-aloud" protocol analysis of 8 primary care providers encountering several scripted clinical scenarios. Phase II used "near-live" clinical simulations of 8 providers interacting with video clips of standardized trained patient actors enacting the clinical scenario. In both phases, all sessions were audiotaped and had screen-capture software activated for onscreen recordings. Transcripts were coded using qualitative analysis methods. In Phase I, the impact of the CDS on navigation and workflow were associated with the largest volume of negative comments (accounting for over 90% of user raised issues) while the overall usability and the content of the CDS were associated with the most positive comments. However, usability had a positive-to-negative comment ratio of only 0.93 reflecting mixed perceptions about the usability of the CDS. In Phase II, the duration of encounters with simulated patients was approximately 12 min with 71% of the clinical prediction rules being activated after half of the visit had already elapsed. Upon activation, providers accepted the CDS tool pathway 82% of times offered and completed all of its elements in 53% of all simulation cases. Only 12.2% of encounter time was spent using the
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Production does not improve memory for face-name associations.
Hourihan, Kathleen L; Smith, Alexis R S
2016-06-01
Strategies for learning face-name associations are generally difficult and time-consuming. However, research has shown that saying a word aloud improves our memory for that word relative to words from the same set that were read silently. Such production effects have been shown for words, pictures, text material, and even word pairs. Can production improve memory for face-name associations? In Experiment 1, participants studied face-name pairs by reading half of the names aloud and half of the names silently, and were tested with cued recall. In Experiment 2, names were repeated aloud (or silently) for the full trial duration. Neither experiment showed a production effect in cued recall. Bayesian analyses showed positive support for the null effect. One possibility is that participants spontaneously implemented more elaborate encoding strategies that overrode any influence of production. However, a more likely explanation for the null production effect is that only half of each stimulus pair was produced-the name, but not the face. Consistent with this explanation, in Experiment 3 a production effect was not observed in cued recall of word-word pairs in which only the target words were read aloud or silently. Averaged across all 3 experiments, aloud targets were more likely to be recalled than silent targets (though not associated with the correct cue). The production effect in associative memory appears to require both members of a pair to be produced. Surprisingly, production shows little promise as a strategy for improving memory for the names of people we have just met. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
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Fostering EFL Learners’ Reading Comprehension: Animation Film Technique
Directory of Open Access Journals (Sweden)
Asefeh Torabian
2017-04-01
Full Text Available The current study investigated the effect of implementing animation films on developing reading comprehension texts among EFL learners of a language institute in Kerman. For this purpose, two groups of pre-intermediate EFL learners were chosen (30 participants in each group. After three months of instruction, twice a week, 2story books named the "Good Dinosaur" and "Little Prince" including totally 20 chapters in both groups and animation films including 60 minutes divided into 6 to 7 minutes in each session in experimental group were presented. To estimate the primary knowledge of the subjects, a pretest was taken from both groups and after the experiment came to an end, a posttest was followed. The result revealed that a meaningful relationship could be identified between the procedures incorporated for both groups. However, the experimental group achieved higher degree of achievement using animation films presented to them by scoring higher in the total mean and also, interview participants were satisfied with the use of animation films in the reading class.
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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. ...
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10,000 optical write, read, and erase cycles in an azobenzene sidechain liquid-crystalline polyester
DEFF Research Database (Denmark)
Holme, NCR; Ramanujam, P.S.; Hvilsted, Søren
1996-01-01
We show far what is believed to he the first time that it is possible tu generate 10,000 rapid write, read, and erase cycles optically in an azobenzene sidechain liquid-crystalline polyester. We do this by exposing the film alternately to visible light from an argon laser at 488 nm and ultraviolet...
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Berninger, Virginia W; Abbott, Robert D; Swanson, H Lee; Lovitt, Dan; Trivedi, Pam; Lin, Shin-Ju Cindy; Gould, Laura; Youngstrom, Marci; Shimada, Shirley; Amtmann, Dagmar
2010-04-01
The purpose of this study was to evaluate the contribution of working memory at the word and sentence levels of language to reading and writing outcomes. Measures of working memory at the word and sentence levels, reading and writing, were administered to 2nd (N = 122), 4th (N = 222), and 6th (N = 105) graders. Structural equation modeling was used to evaluate whether the 2 predictor working memory factors contributed unique variance beyond their shared covariance to each of 5 outcome factors: handwriting, spelling, composing, word reading, and reading comprehension. At each grade level, except for handwriting and composing in 6th grade, the word-level working memory factor contributed unique variance to each reading and writing outcome. The text-level working memory factor contributed unique variance to reading comprehension in 4th and 6th grade. The clinical significance of these findings for assessment and intervention is discussed.
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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…
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Webb, Angela Naomi; Rule, Audrey C.
2014-01-01
The focus on standardized testing in the areas of reading and mathematics in early elementary education often minimalizes science and the arts in the curriculum. The science topics of health and nutrition were integrated into the reading curriculum through read aloud books. Inclusion of creativity skills through figural transformation drawings…
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Three minute versus six minute adenosine infusion in myocardial perfusion scintigraphy
International Nuclear Information System (INIS)
Gopinath, G.; Naojee, S.A.; Croasdale, J.; Johnson, G.; Hilson, A.J.W.; Buscombe, J.R.
2003-01-01
Pharmacological stress imaging techniques are used widely in clinical nuclear cardiology for evaluation of ischemic heart disease. Adenosine is often used but is expensive and causes significant side effects .The aim of this retrospective review was to study the tolerance and efficacy, of adenosine infusion of a 3 minute (min) versus the conventional 6 min stress protocol and to assess the cost efficiency of the 3 min protocol. Three hundred thirty one patients had myocardial scintigraphy using adenosine as a stressing agent. Blood pressure, heart rate and ECG were recorded at baseline and during the test. Symptoms (flushing, headache, chest pain, dyspnoea, neck pain) were recorded throughout the adenosine infusion. All the patients had had either 6 min or 3 min adenosine infusion at 140 mg/kg per minute. 169 of them had side effects. Flushing (32% at 3 min vs 50 % at 6 min, p<0.05), headache (11.5% at 3 min vs 7 % at 6 min p-not significant-ns), chest pain (8% at 3 min vs 13 % at 6 min, ns), dyspnoea (7% at 3 min vs %10 at 6 min, ns), ECG changes (10% at 3 min vs 28% at 6 min, p<0.05), neck pain (4.5% at 3 min vs 9% at 6 min, ns), abdominal discomfort (3% at 3 min vs 3% at 6 min, ns) and fall in blood pressure (6% at 3 min vs 8.5% at 6 min, ns). The change in heart rate was not significant with either protocol. The 6 min and 3 min infusions of adenosine had similar accuracy (73% vs 70%) for the detection of coronary artery disease. The patients tolerated the 3 min protocol better with only 40% of the patients having minimal side effects compared with 60% for the 6 mon protocol. The 3 min protocol is also cost effective as it uses less adenosine and therefore reduces total costs by 40 US$ per patient. (author)
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Lennox, Sandra
2013-01-01
Enhancing young children's early literacy achievement is a top priority in many countries. There is a considerable body of research demonstrating young children's language development as a critical factor in reading and later academic success. Implementation of high quality literacy instruction has the potential to improve literacy…
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The case of David: on the couch for sixty minutes, nine years of once-a-week treatment.
Kavaler-Adler, Susan
2005-06-01
This paper illustrates a unique case of object relations psychoanalytic psychotherapy on a once-a-week treatment basis. The work of developmental mourning that would be thought to require two to five sessions a week was accomplished on a once-a-week basis. The analyst adjusted the treatment hour, in this one case, to 60 minutes, as opposed to the 45- or 50-minute hour. When treatment began, the analyst made an intuitive judgment to increase the patient's one session a week--which the patient made clear was all he was ready to do--to 60 minutes. The analyst made time in her practice for this 60-minute session and has continued with the patient using this format for 9 years of treatment. This had led up to the current stage of treatment, which has been so critical to the patient's self-integration process.
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Reading for Understanding: Towards an R&D Program in Reading Comprehension
National Research Council Canada - National Science Library
Snow, Catherine
2001-01-01
This draft report from the Rand Reading Study Group (RRSG)1 formulates an initial proposal concerning the research issues that the community of reading researchers most urgently needs to address over the next 10-15 years...
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Accommodation and convergence during sustained computer work.
Collier, Juanita D; Rosenfield, Mark
2011-07-01
With computer usage becoming almost universal in contemporary society, the reported prevalence of computer vision syndrome (CVS) is extremely high. However, the precise physiological mechanisms underlying CVS remain unclear. Although abnormal accommodation and vergence responses have been cited as being responsible for the symptoms produced, there is little objective evidence to support this claim. Accordingly, this study measured both of these oculomotor parameters during a sustained period of computer use. Subjects (N = 20) were required to read text aloud from a laptop computer at a viewing distance of 50 cm for a sustained 30-minute period through their habitual refractive correction. At 2-minute intervals, the accommodative response (AR) to the computer screen was measured objectively using a Grand Seiko WAM 5500 optometer (Grand Seiko, Hiroshima, Japan). Additionally, the vergence response was assessed by measuring the associated phoria (AP), i.e., prism to eliminate fixation disparity, using a customized fixation disparity target that appeared on the computer screen. Subjects were asked to rate the degree of difficulty of the reading task on a scale from 1 to 10. Mean accommodation and AP values during the task were 1.07 diopters and 0.74∆ base-in (BI), respectively. The mean discomfort score was 4.9. No significant changes in accommodation or vergence were observed during the course of the 30-minute test period. There was no significant difference in the AR as a function of subjective difficulty. However, the mean AP for the subjects who reported the least and greatest discomfort during the task was 1.55∆ BI and 0, respectively (P = 0.02). CVS, after 30 minutes was worse in subjects exhibiting zero fixation disparity when compared with those subjects having a BI AP but does not appear to be related to differences in accommodation. A slightly reduced vergence response increases subject comfort during the task. Copyright © 2011 American Optometric
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Mimewrighting: Preparing Students for the Real World of Science, Technology, Engineering, and Math
Shope, R. E.
2013-12-01
READING, WRITING, & ENACTING SCIENTIFIC & TECHNICAL LITERATURE: Mimewrighting applies the art of mime as an interpretive springboard to integrate conceptual understanding across all content areas. Mimewrighting guides students to read and express complex ideas in carefully crafted movement integrations, mediating experience, so that students obtain an intuitive grasp of difficult and abstract ideas. THE PROBLEM: Reading science writing presents obstacles for middle and high school students, to the point that many students are turned OFF to science altogether. A typical science abstract, written for colleagues, is as densely packed with concept-laden words as a black hole is densely packed with matter- and just as mysterious. What reads to a science colleague as a richly crafted paragraph, from which a myriad of elegantly interrelated concepts can unfold to point to the significance and context of the study at hand, reads as jabberwocky nonsense to the uninitiated student. So, how do we turn such kids (and teachers) back ON to the inquiry-driven desire to seek out challenging and educative experiences? How do we step up to the national challenge to prepare ALL students adequately for the REAL-WORLD demands of science, technology, engineering, math, (STEM) and communications? How do we help kids read, write, and understand scientific and technical literature? AN UNCONVENTIONAL ANSWER: Mimewrighting applies the classic art of mime to unpack the meaning of science writing. We help students view the text as sequences of action, scenarios that can be enacted theatrically for understanding. HOW DOES IT WORK? READ ALOUD, MIME ALONG: It's as simple as read aloud and mime along. And as complex, in that it requires taking the time to acknowledge each concept packed into the passage. Three opening sentences might involve twenty minutes of mimewrighting activity to ensure that students apprehend the patterns, perceive the relationships, and comprehend the dynamics of such a
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The Impact of Visual-Spatial Attention on Reading and Spelling in Chinese Children
Liu, Duo; Chen, Xi; Wang, Ying
2016-01-01
The present study investigated the associations of visual-spatial attention with word reading fluency and spelling in 92 third grade Hong Kong Chinese children. Word reading fluency was measured with a timed reading task whereas spelling was measured with a dictation task. Results showed that visual-spatial attention was a unique predictor of…
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Directory of Open Access Journals (Sweden)
Naama eFriedmann
2015-07-01
Full Text Available We explored morphological decomposition in reading, the locus in the reading process in which it takes place and its nature, comparing different types of morphemes. We assessed these questions through the analysis of letter position errors in readers with letter position dyslexia(LPD. LPD is a selective impairment to letter position encoding in the early stage of word reading, which results in letter migrations (cloud-could. We used the fact that migrations in LPD occur mainly in word-interior letters, whereas exterior letters rarely migrate.The rationale was that if morphological decomposition occurs prior to letter position encoding and strips off affixes, word-interior letters adjacent to an affix (signs-signs would become exterior following affix-stripping and hence exhibit fewer migrations.We tested 11 Hebrew readers with developmental LPD and 1 with acquired LPD in 6 experiments of reading aloud, lexical decision, and comprehension, at the single word and sentence levels. We examined migrations next to inflectional,derivational,or bound function morphemes compared with exterior letters.Root letters adjacent to inflectional and derivational morphemes were treated like middle letters, and migrated frequently, whereas root letters adjacent to bound function morphemes patterned with exterior letters, and almost never migrated. Given that LPD is a pre-lexical deficit, these results indicate that morphological decomposition takes place in an early, pre-lexical stage. Morphologically complex nonwords showed the same pattern, indicating that this decomposition is structurally, rather than lexically, driven.We suggest that letter position encoding takes place before morphological analysis, but in some cases, as with bound function morphemes, the complex word is re-analyzed as two separate words. In this reanalysis, letter positions in each constituent word are encoded separately,and hence the exterior letters of the root are treated as exterior and
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Zipke, Marcy
2017-01-01
Two experiments explored the effects of reading digital storybooks on tablet computers with 25 preschoolers, aged 4-5. In the first experiment, the students' word recognition scores were found to increase significantly more when students explored a digital storybook and employed the read-aloud function than when they were read to from a comparable…
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Using Literature Circles to Inquire into the Big Themes: Exploring the Refugee Experience
Boas, Erika
2012-01-01
Over a period of five weeks the author and her Grade 8 students immersed themselves in reading about human rights issues as they pertained to refugees. As part of the inquiry they read newspaper articles, explored website resources and the author read aloud to students, sharing vivid chapters of the wonderful book--"The Rugmaker of…
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The Six Minute Walk Test Revisited
Mazumder, M.
2017-12-01
Background and Purpose: Heart failure is the leading cause of death and often alters or severely restricts human mobility, an essential life function. Motion capture is an emerging tool for analyzing human movement and extremity articulation, providing quantitative information on gait and range of motion. This study uses BioStamp mechanosensors to identify differences in motion for the duration of the Six Minute Walk Test and signature patterns of muscle contraction and posture in patients with advanced heart failure compared to healthy subjects. Identification and close follow up of these patterns may allow enhanced diagnosis and the possibility for early intervention before disease worsening. Additionally, movement parameters represent a new family of potential biomarkers to track heart failure onset, progression and therapy. Methods: Prior to the Six Minute Walk Test, BioStamps (MC10) were applied to the chest, upper and lower extremities of heart failure and healthy patients and data were streamed and recorded revealing the pattern of movement in three separate axes. Conjointly, before and after the Six Minute Walk Test, the following vitals were measured per subject: heart rate, respiratory rate, blood pressure, oxygen saturation, dyspnea and leg fatigue (self-reported with Borg scale). During the test, patients were encouraged to walk as far as they can in 6 minutes on a 30m course, as we recorded the number of laps completed and oxygen saturation every minute. Results and Conclusions: The sensors captured and quantified whole body and regional motion parameters including: a. motion extent, position, acceleration and angle via incorporated accelerometers and gyroscopes; b. muscle contraction via incorporated electromyogram (EMG). Accelerometry and gyroscopic data for the last five steps of a healthy and heart failure patient are shown. While significant differences in motion for the duration of the test were not found, each category of patients had a distinct
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Directory of Open Access Journals (Sweden)
Daniela eTraficante
2014-09-01
Full Text Available This paper offers a review of data which show that reading is a flexible and dynamic process and that readers can exert strategic control over it. Two main hypotheses on the control of reading processes have been suggested: the route de-emphasis hypothesis and the time-criterion hypothesis. According to the former, the presence of irregular words in the list might lead to an attenuation of the non-lexical process, while the presence of non-words could trigger a de-emphasis of the lexical route. An alternative account is proposed by the time-criterion hypothesis whereby the reader sets a flexible deadline to initiate the response. According to the latter view, it is the average pronunciation difficulty of the items in the block that modulates the time-criterion for response. However, it is worth noting that the list composition has been shown to exert different effects in transparent compared to opaque orthographies, as the consistency of spelling-sound correspondences can influence the processing costs of the non-lexical pathway. In transparent orthographies, the non-lexical route is not resource demanding and can successfully contribute to the pronunciation of regular words, thus its de-emphasis could not be as useful/necessary as in opaque orthographies. The complex patterns of results from the literature on list context effects are a challenge for computational models of reading which face the problem of simulating strategic control over reading processes. Different proposals suggest a modification of parameter setting in the non-lexical route or the implementation of a new module aimed at focusing attention on the output of the more convenient pathway. Simulation data and an assessment of the models’ fit to the behavioral results are presented and discussed to shed light on the role of the cognitive system when reading aloud.
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Russian Orthography and Learning to Read
Kerek, Eugenia; Niemi, Pekka
2009-01-01
The unique structure of Russian orthography may influence the organization and acquisition of reading skills in Russian. The present review examines phonemic-graphemic correspondences in Russian orthography and discusses its grain-size units and possible difficulties for beginning readers and writers. Russian orthography is governed by a…
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Verbal and visuospatial working memory as predictors of children's reading ability.
Pham, Andy V; Hasson, Ramzi M
2014-08-01
Children with reading difficulties often demonstrate weaknesses in working memory (WM). This research study explored the relation between two WM systems (verbal and visuospatial WM) and reading ability in a sample of school-aged children with a wide range of reading skills. Children (N = 157), ages 9-12, were administered measures of short-term memory, verbal WM, visuospatial WM, and reading measures (e.g., reading fluency and comprehension). Although results indicated that verbal WM was a stronger predictor in reading fluency and comprehension, visuospatial WM also significantly predicted reading skills, but provided more unique variance in reading comprehension than reading fluency. These findings suggest that visuospatial WM may play a significant role in higher level reading processes, particularly in reading comprehension, than previously thought. © The Author 2014. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
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Storytelling for Fluency and Flair: A Performance-Based Approach
Campbell, Terry; Hlusek, Michelle
2015-01-01
In the classroom experiences described in this article, grade three students were introduced to storytelling through the interactive read aloud of a mentor text and a storytelling demonstration, followed by daily collaborative activities involving listening, speaking, reading, and writing, culminating in dramatic storytelling performances. The…
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TMPRSS2-ERG gene fusion status in minute (minimal) prostatic adenocarcinoma.
Albadine, Roula; Latour, Mathieu; Toubaji, Antoun; Haffner, Michael; Isaacs, William B; A Platz, Elizabeth; Meeker, Alan K; Demarzo, Angelo M; Epstein, Jonathan I; Netto, George J
2009-11-01
Minute prostatic adenocarcinomas are considered to be of insufficient virulence. Given recent suggestions of TMPRSS2-ERG gene fusion association with aggressive prostatic adenocarcinoma, we evaluated the incidence of TMPRSS2-ERG fusion in minute prostatic adenocarcinomas. A total of 45 consecutive prostatectomies with minute adenocarcinoma were used for tissue microarray construction. A total of 63 consecutive non-minimal, Gleason Score 6 tumors, from a separate PSA Era prostatectomy tissue microarray, were used for comparison. FISH was carried out using ERG break-apart probes. Tumors were assessed for fusion by deletion (Edel) or split (Esplit), duplicated fusions and low-level copy number gain in normal ERG gene locus. Minute adenocarcinomas: Fusion was evaluable in 32/45 tumors (71%). Fifteen out of 32 (47%) tumors were positive for fusion. Six (19%) were of the Edel class and 7 (22%) were classified as combined Edel+Esplit. Non-minute adenocarcinomas (pT2): Fusion was identified in 20/30 tumors (67%). Four (13%) were of Edel class and 5 (17%) were combined Edel+Esplit. Duplicated fusions were encountered in 5 (16%) tumors. Non-minute adenocarcinomas (pT3): Fusion was identified in 19/33 (58%). Fusion was due to a deletion in 6 (18%) tumors. Seven tumors (21%) were classified as combined Edel+Esplit. One tumor showed Esplit alone. Duplicated fusions were encountered in 3 (9%) cases. The incidence of duplicated fusions was higher in non-minute adenocarcinomas (13 vs 0%; P=0.03). A trend for higher incidence of low-level copy number gain in normal ERG gene locus without fusion was noted in non-minute adenocarcinomas (10 vs 0%; P=0.07). We found a TMPRSS2-ERG fusion rate of 47% in minute adenocarcinomas. The latter is not significantly different from that of grade matched non-minute adenocarcinomas. The incidence of duplicated fusion was higher in non-minute adenocarcinomas. Our finding of comparable rate of TMPRSS2-ERG fusion in minute adenocarcinomas may argue
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Hu, Yi-Chun; Chen, Su-Ru; Chen, I-Hui; Shen, Hsi-Che; Lin, Yen-Kuang; Chang, Wen-Yin
2015-06-01
Preparing new graduate nurses (NGNs) to achieve standards of nursing competence is challenging; therefore, this study developed and evaluated the effects of a 10-minute preceptor (10MP) model for assisting NGNs in their professional development and increasing their retention in hospitals. A repeated-measures design study, with an intervention and a two-group comparison, was conducted. A total of 107 NGNs participated in the study. At day 7, work stress and work experience were moderately high for the NGNs in both the 10MP and traditional preceptor model (TPM) groups. The preceptorship program showed significant differences between groups (p = 0.001) regarding work stress at months 2 and 3 and work experience at months 1, 2, and 3. The 10MP group reported lower turnover intention and higher satisfaction with the preceptors than the TPM group. The 10MP model is effective at improving training outcomes and facilitating the professional development of NGNs. Copyright 2015, SLACK Incorporated.
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Oral Braille Reading Decoding Strategies of Middle School Students Who Are Blind or Have Low Vision
Nannemann, Allison C.; Bruce, Susan M.; Hussey, Colleen; Vercollone, Becky S.; McCarthy, Mary
2017-01-01
Students who are visually impaired may face unique literacy challenges as they learn to read and write braille. One such challenge relates to slower reading speeds for students who read braille as compared to those who read print. In addition to learning letters, sounds, grammar, and spelling, braille readers must learn contractions and…
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Improving Grade One Students' Reading Motivation with Online Electronic Storybooks
Ciampa, Katia
2012-01-01
This qualitative study stemmed from a concern of the perceived decline in students' reading motivation after the early years of schooling. The current research explored eight grade 1 students' experiences with online electronic storybooks (eBooks). Eight students were given ten 25-minute sessions with the software programs over 15 weeks.…
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Feragen, Kristin Billaud; Særvold, Tone Kristin; Aukner, Ragnhild; Stock, Nicola Marie
2017-03-01
Despite the use of multidisciplinary services, little research has addressed issues involved in the care of those with cleft lip and/or palate across disciplines. The aim was to investigate associations between speech, language, reading, and reports of teasing, subjective satisfaction with speech, and psychological adjustment. Cross-sectional data collected during routine, multidisciplinary assessments in a centralized treatment setting, including speech and language therapists and clinical psychologists. Children with cleft with palatal involvement aged 10 years from three birth cohorts (N = 170) and their parents. Speech: SVANTE-N. Language: Language 6-16 (sentence recall, serial recall, vocabulary, and phonological awareness). Reading: Word Chain Test and Reading Comprehension Test. Psychological measures: Strengths and Difficulties Questionnaire and extracts from the Satisfaction With Appearance Scale and Child Experience Questionnaire. Reading skills were associated with self- and parent-reported psychological adjustment in the child. Subjective satisfaction with speech was associated with psychological adjustment, while not being consistently associated with speech therapists' assessments. Parent-reported teasing was found to be associated with lower levels of reading skills. Having a medical and/or psychological condition in addition to the cleft was found to affect speech, language, and reading significantly. Cleft teams need to be aware of speech, language, and/or reading problems as potential indicators of psychological risk in children with cleft. This study highlights the importance of multiple reports (self, parent, and specialist) and a multidisciplinary approach to cleft care and research.
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Tunstad, Hege Jørgensen
2013-01-01
When you read this thesis, you rely on a skill you acquired as a child. Most children start at the age of 5-6 years to learn single letters, write their name, and gradually develop the functional skill of decoding strings of letters; in other words, reading. By the age of 10 they are expected to read texts with concentration, endurance, fluency and coherence. The success rate varies, and Norwegian children score slightly above average when reading skills are measured globally, and are better ...
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[OR minute myth : Guidelines for calculation of DRG revenues per OR minute].
Waeschle, R M; Hinz, J; Bleeker, F; Sliwa, B; Popov, A; Schmidt, C E; Bauer, M
2016-02-01
The economic situation in German Hospitals is tense and needs the implementation of differentiated controlling instruments. Accordingly, parameters of revenue development of different organizational units within a hospital are needed. This is particularly necessary in the revenue and cost-intensive operating theater field. So far there are only barely established productivity data for the control of operating room (OR) revenues during the year available. This article describes a valid method for the calculation of case-related revenues per OR minute conform to the diagnosis-related groups (DRG).For this purpose the relevant datasets from the OR information system and the § 21 productivity report (DRG grouping) of the University Medical Center Göttingen were combined. The revenues defined in the DRG browser of the Institute for Hospital Reimbursement (InEK) were assigned to the corresponding process times--incision-suture time (SNZ), operative preparation time and anesthesiology time--according to the InEK system. All full time stationary DRG cases treated within the OR were included and differentiated according to the surgical department responsible. The cost centers "OR section" and "anesthesia" were isolated to calculate the revenues of the operating theater. SNZ clusters and cost type groups were formed to demonstrate their impact on the revenues per OR minute. A surgical personal simultaneity factor (GZF) was calculated by division of the revenues for surgeons and anesthesiologists. This factor resembles the maximum DRG financed personnel deployment for surgeons in German hospitals.The revenue per OR minute including all cost types and DRG was 16.63 €/min. The revenues ranged from 10.45 to 24.34 €/min depending on the surgical field. The revenues were stable when SNZ clusters were analyzed. The differentiation of cost type groups revealed a revenue reduction especially after exclusion of revenues for implants and infrastructure. The calculated GZF over
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Zhang, Zijun; Xing, Yi
2017-09-19
Crosslinking or RNA immunoprecipitation followed by sequencing (CLIP-seq or RIP-seq) allows transcriptome-wide discovery of RNA regulatory sites. As CLIP-seq/RIP-seq reads are short, existing computational tools focus on uniquely mapped reads, while reads mapped to multiple loci are discarded. We present CLAM (CLIP-seq Analysis of Multi-mapped reads). CLAM uses an expectation-maximization algorithm to assign multi-mapped reads and calls peaks combining uniquely and multi-mapped reads. To demonstrate the utility of CLAM, we applied it to a wide range of public CLIP-seq/RIP-seq datasets involving numerous splicing factors, microRNAs and m6A RNA methylation. CLAM recovered a large number of novel RNA regulatory sites inaccessible by uniquely mapped reads. The functional significance of these sites was demonstrated by consensus motif patterns and association with alternative splicing (splicing factors), transcript abundance (AGO2) and mRNA half-life (m6A). CLAM provides a useful tool to discover novel protein-RNA interactions and RNA modification sites from CLIP-seq and RIP-seq data, and reveals the significant contribution of repetitive elements to the RNA regulatory landscape of the human transcriptome. © The Author(s) 2017. Published by Oxford University Press on behalf of Nucleic Acids Research.
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Hong, Jungeui; Gresham, David
2017-11-01
Quantitative analysis of next-generation sequencing (NGS) data requires discriminating duplicate reads generated by PCR from identical molecules that are of unique origin. Typically, PCR duplicates are identified as sequence reads that align to the same genomic coordinates using reference-based alignment. However, identical molecules can be independently generated during library preparation. Misidentification of these molecules as PCR duplicates can introduce unforeseen biases during analyses. Here, we developed a cost-effective sequencing adapter design by modifying Illumina TruSeq adapters to incorporate a unique molecular identifier (UMI) while maintaining the capacity to undertake multiplexed, single-index sequencing. Incorporation of UMIs into TruSeq adapters (TrUMIseq adapters) enables identification of bona fide PCR duplicates as identically mapped reads with identical UMIs. Using TrUMIseq adapters, we show that accurate removal of PCR duplicates results in improved accuracy of both allele frequency (AF) estimation in heterogeneous populations using DNA sequencing and gene expression quantification using RNA-Seq.
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Terry, Robert M., Ed.
Six conference papers are presented in this volume. They include: "Living Civilization: a Theoretical Model for Using Task-Based Activities To Combine the Teaching of Language and Culture" (Sharon Gwinn Scinicariello); "Foreign Language Reading versus Understanding: Using Think-Aloud Protocols To Identify L2 Reading Problems"…
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Lwin, Soe Marlar
2016-01-01
Although many studies have been done on the benefits of parent/teacher-child interactions during shared storybook reading or read'aloud sessions, very few have examined the potential of professional storytellers' oral discourse to support children's vocabulary learning. In those storytelling sessions conducted by professional storytellers, the…
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Environmental sensors based on micromachined cantilevers with integrated read-out
DEFF Research Database (Denmark)
Boisen, Anja; Thaysen, Jacob; Jensenius, Henriette
2000-01-01
-out facilitates measurements in liquid. The probe has been successfully implemented in gaseous as well as in liquid experiments. For example, the probe has been used as an accurate and minute thermal sensor and as a humidity sensor. In liquid, the probe has been used to detect the presence of alcohol in water. (C......An AFM probe with integrated piezoresistive read-out has been developed and applied as a cantilever-based environmental sensor. The probe has a built-in reference cantilever, which makes it possible to subtract background drift directly in the measurement. Moreover, the integrated read...
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Directory of Open Access Journals (Sweden)
Ahmad Sharifi
2012-03-01
Full Text Available Background: Phonemic awareness is one of the most important predictors of reading skills that has been taught by different procedures. One of the procedures is implementation of direct instruction in instruction of phonemic awareness. Current study is one of the unique studies in Iran that investigate impact of direct instruction in phonemic awareness on reading achievement of students with reading disorder.Case: Three male second grade elementary students with reading disorder in a regular school in district six of the office of education in Tehran were selected. Multiple-baseline across subjects was selected as a research design. The following tests were used as diagnostic criteria: reading and dyslexia test and Wechsler intelligence scale for children-revised. Moreover, a reading inventory consisting of 100 words was developed by researchers to assess the reading ability of the subjects. Data were collected in three phases: baseline, intervention, and follow-up. During the intervention phase, the intervention strategies were used while during baseline and follow-up, data were collected without any intervention. Comparing three phases of the study, we may conclude that intervention package consisting of direct instruction of phonological awareness was an effective strategy in reading achievement of all three students. In addition, follow-up data indicated that the effects of the intervention procedures were stable across time.Conclusion: Direct instruction of phonological awareness was effective in reading achievement of students with reading disorder in elementary school and increasing their abilities in reading.
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A 30-Minute, but Not a 10-Minute Nighttime Nap is Associated with Sleep Inertia.
Hilditch, Cassie J; Centofanti, Stephanie A; Dorrian, Jillian; Banks, Siobhan
2016-03-01
To assess sleep inertia following 10-min and 30-min naps during a simulated night shift. Thirty-one healthy adults (aged 21-35 y; 18 females) participated in a 3-day laboratory study that included one baseline (BL) sleep (22:00-07:00) and one experimental night involving randomization to either: total sleep deprivation (NO-NAP), a 10-min nap (10-NAP) or a 30-min nap (30-NAP). Nap opportunities ended at 04:00. A 3-min psychomotor vigilance task (PVT-B), digit-symbol substitution task (DSST), fatigue scale, sleepiness scale, and self-rated performance scale were undertaken pre-nap (03:00) and at 2, 17, 32, and 47 min post-nap. The 30-NAP (14.7 ± 5.7 min) had more slow wave sleep than the 10-NAP (0.8 ± 1.5 min; P performance was worse than pre-nap (4.6 ± 0.3 1/sec) at 47 min post-nap (4.1 ± 0.4 1/sec; P performance immediately deteriorated from pre-nap (4.3 ± 0.3 1/sec) and was still worse at 47 min post-nap (4.0 ± 0.5 1/sec; P performance deteriorated in the NO-NAP (worse than pre-nap from 17 to 47 min; P performance as better than pre-nap for all post-nap test points (P performance impairment during a simulated night shift. Self-rated performance did not reflect objective performance following a nap. © 2016 Associated Professional Sleep Societies, LLC.
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Ogden, Jane; Russell, Sheriden
2013-12-01
This qualitative think aloud study explored how Black women (n = 32) processed information from a White or Black fashion magazine. Comments to the 'White' magazine were characterised by rejection, being critical of the media and ambivalence, whereas they responded to the 'Black' magazine with celebration, identification and a search for depth. Transcending these themes was their self-identity of being a Black woman that was brought to the fore either by a sense of exclusion (White magazine) or engagement (Black magazine). Such an identity provides resilience against the media's thin ideals by minimising the processes of social comparison and internalisation.
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Ishii, Yuichiro; Tanaka, Miki; Yabuuchi, Makoto; Sawada, Yohei; Tanaka, Shinji; Nii, Koji; Lu, Tien Yu; Huang, Chun Hsien; Sian Chen, Shou; Tse Kuo, Yu; Lung, Ching Cheng; Cheng, Osbert
2018-04-01
We propose a highly symmetrical 10 transistor (10T) 2-read/write (2RW) dual-port (DP) static random access memory (SRAM) bitcell in 28 nm high-k/metal-gate (HKMG) planar bulk CMOS. It replaces the conventional 8T 2RW DP SRAM bitcell without any area overhead. It significantly improves the robustness of process variations and an asymmetric issue between the true and bar bitline pairs. Measured data show that read current (I read) and read static noise margin (SNM) are respectively boosted by +20% and +15 mV by introducing the proposed bitcell with enlarged pull-down (PD) and pass-gate (PG) N-channel MOSs (NMOSs). The minimum operating voltage (V min) of the proposed 256 kbit 10T DP SRAM is 0.53 V in the TT process, 25 °C under the worst access condition with read/write disturbances, and improved by 90 mV (15%) compared with the conventional one.
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Batnini, Soulef; Uno, Akira
2015-06-01
This study investigated first the main cognitive abilities; phonological processing, visual cognition, automatization and receptive vocabulary in predicting reading and spelling abilities in Arabic. Second, we compared good/poor readers and spellers to detect the characteristics of cognitive predictors which contribute to identifying reading and spelling difficulties in Arabic speaking children. A sample of 116 Tunisian third-grade children was tested on their abilities to read and spell, phonological processing, visual cognition, automatization and receptive vocabulary. For reading, phonological processing and automatization uniquely predicted Arabic word reading and paragraph reading abilities. Automatization uniquely predicted Arabic non-word reading ability. For spelling, phonological processing was a unique predictor for Arabic word spelling ability. Furthermore, poor readers had significantly lower scores on the phonological processing test and slower reading times on the automatization test as compared with good readers. Additionally, poor spellers showed lower scores on the phonological processing test as compared with good spellers. Visual cognitive processing and receptive vocabulary were not significant cognitive predictors of Arabic reading and spelling abilities for Tunisian third grade children in this study. Our results are consistent with previous studies in alphabetic orthographies and demonstrate that phonological processing and automatization are the best cognitive predictors in detecting early literacy problems. We suggest including phonological processing and automatization tasks in screening tests and in intervention programs may help Tunisian children with poor literacy skills overcome reading and spelling difficulties in Arabic. Copyright © 2014 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.
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Linda, Kristina; Regina; Sutapa,, Y. Gatot
2015-01-01
The aims of this study were improving EFL students' reading comprehension by using Metacognitive Reading Strategies and finding out the students' perceptions on Metacognitive Reading Strategies. The method of the research was a classroom action research. The research subjects were 29 students majoring in Accounting Program class 3 of Year-10. This research was conducted in three cycles to maximize the students' improvement in comprehending the text. The findings of data collecting revealed th...
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Reading in developmental prosopagnosia
DEFF Research Database (Denmark)
Starrfelt, Randi; Klargaard, Solja K; Petersen, Anders
2018-01-01
exposure durations (targeting the word superiority effect), and d) text reading. RESULTS: Participants with developmental prosopagnosia performed strikingly similar to controls across the four reading tasks. Formal analysis revealed a significant dissociation between word and face recognition......, that is, impaired reading in developmental prosopagnosia. METHOD: We tested 10 adults with developmental prosopagnosia and 20 matched controls. All participants completed the Cambridge Face Memory Test, the Cambridge Face Perception test and a Face recognition questionnaire used to quantify everyday face...... recognition experience. Reading was measured in four experimental tasks, testing different levels of letter, word, and text reading: (a) single word reading with words of varying length,(b) vocal response times in single letter and short word naming, (c) recognition of single letters and short words at brief...
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Symbol-String Sensitivity and Children's Reading
Pammer, Kristen; Lavis, Ruth; Hansen, Peter; Cornelissen, Piers L.
2004-01-01
In this study of primary school children, a novel "symbol-string" task is used to assess sensitivity to the position of briefly presented non-alphabetic but letter-like symbols. The results demonstrate that sensitivity in the symbol-string task explains a unique proportion of the variability in children's contextual reading accuracy. Moreover,…
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Senokossoff, Gwyn W.
2013-01-01
This article discusses the benefits of using picture books with adolescent readers, describes strategies that can be taught with picture books, and provides examples of books the author has used. Some of the topics discussed include: reading comprehension, visual literacy, interactive read-aloud with facilitative talk, literary elements, and…
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Using Serial and Discrete Digit Naming to Unravel Word Reading Processes.
Altani, Angeliki; Protopapas, Athanassios; Georgiou, George K
2018-01-01
During reading acquisition, word recognition is assumed to undergo a developmental shift from slow serial/sublexical processing of letter strings to fast parallel processing of whole word forms. This shift has been proposed to be detected by examining the size of the relationship between serial- and discrete-trial versions of word reading and rapid naming tasks. Specifically, a strong association between serial naming of symbols and single word reading suggests that words are processed serially, whereas a strong association between discrete naming of symbols and single word reading suggests that words are processed in parallel as wholes. In this study, 429 Grade 1, 3, and 5 English-speaking Canadian children were tested on serial and discrete digit naming and word reading. Across grades, single word reading was more strongly associated with discrete naming than with serial naming of digits, indicating that short high-frequency words are processed as whole units early in the development of reading ability in English. In contrast, serial naming was not a unique predictor of single word reading across grades, suggesting that within-word sequential processing was not required for the successful recognition for this set of words. Factor mixture analysis revealed that our participants could be clustered into two classes, namely beginning and more advanced readers. Serial naming uniquely predicted single word reading only among the first class of readers, indicating that novice readers rely on a serial strategy to decode words. Yet, a considerable proportion of Grade 1 students were assigned to the second class, evidently being able to process short high-frequency words as unitized symbols. We consider these findings together with those from previous studies to challenge the hypothesis of a binary distinction between serial/sublexical and parallel/lexical processing in word reading. We argue instead that sequential processing in word reading operates on a continuum
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Auditory working memory and early reading skills in Hebrew-speaking preschool children.
Banai, Karen; Yifat, Rachel
2012-01-01
The hypothesis that different subcomponents of auditory working memory are differentially related to early reading skills was tested in 63 Hebrew speaking 4-year-old children, using a battery of early reading (phonological processing and familiarity with written language) and memory (simple and complex spans) tasks. Complex spans accounted for significant amounts of variance on both facets of early reading even after the contribution of simple spans was accounted for. These findings suggest that the unique contribution of complex working memory to early reading can be identified as early as preschool and that the structure of correlations between reading and memory is similar across ages.
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Teaching Scientific Metaphors through Informational Text Read-Alouds
Barnes, Erica M.; Oliveira, Alandeom W.
2018-01-01
Elementary students are expected to use various features of informational texts to build knowledge in the content areas. In science informational texts, scientific metaphors are commonly used to make sense of complex and invisible processes. Although elementary students may be familiar with literary metaphors as used in narratives, they may be…
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Wilde, Susie
1997-01-01
Optimal classroom read-aloud sessions result from teachers' planning and practice. Important considerations include choosing the right book, prereading, reading dramatically, and choosing authors who have written several books. Books that are sure to go over well include those that let the students get involved, stories that start discussions, and…
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Baroni, Maria Rosa; And Others
1977-01-01
An experiment was carried out to study the processes of linguistic memory. Subjects were asked to read aloud brief prose passages and repeat what they had read. The "deviations" from the original passages were analyzed to determine the time of the deviation, during decoding or recall. (Text is in Italian.) (CFM)
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San Diego City Schools, CA.
This newsletter seeks to promote the concept of bilingual-bicultural education. Among its articles are "Selection of Social Studies Resources,""Capturing a Child's Fancy: Read-Aloud Books," and "Ana's and Marta's Toast to Second-Grade Social Studies." Recommended reading materials in the fields of elementary Mexican history, second-grade social…
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The Efficacy of Electronic Books in Fostering Kindergarten Children's Emergent Story Understanding
de Jong, Maria T.; Bus, Adriana G.
2004-01-01
A counterbalanced, within-subjects design was carried out to study the efficacy of electronic books in fostering kindergarten children's emergent story understanding. The study compared effects of children's independent reading of stories electronically with effects of printed books read aloud by adults. Participants were 18 four- to five-year-old…
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Small wins big: analytic pinyin skills promote Chinese word reading.
Lin, Dan; McBride-Chang, Catherine; Shu, Hua; Zhang, Yuping; Li, Hong; Zhang, Juan; Aram, Dorit; Levin, Iris
2010-08-01
The present study examined invented spelling of pinyin (a phonological coding system for teaching and learning Chinese words) in relation to subsequent Chinese reading development. Among 296 Chinese kindergartners in Beijing, independent invented pinyin spelling was found to be uniquely predictive of Chinese word reading 12 months later, even with Time 1 syllable deletion, phoneme deletion, and letter knowledge, in addition to the autoregressive effects of Time 1 Chinese word reading, statistically controlled. These results underscore the importance of children's early pinyin representations for Chinese reading acquisition, both theoretically and practically. The findings further support the idea of a universal phonological principle and indicate that pinyin is potentially an ideal measure of phonological awareness in Chinese.
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Chen, Gwo-Dong; Wei, Fu-Hsiang; Wang, Chin-Yeh; Lee, Jih-Hsien
2007-01-01
Reading content of the Web is increasingly popular. When students read the same material, each student has a unique comprehension of the text and requires individual support from appropriate references. Most references in typical web learning systems are unorganized. Students are often required to disrupt their reading to locate references. This…
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Marco-Ruiz, Luis; Bønes, Erlend; de la Asunción, Estela; Gabarron, Elia; Aviles-Solis, Juan Carlos; Lee, Eunji; Traver, Vicente; Sato, Keiichi; Bellika, Johan G
2017-10-01
Symptom checkers are software tools that allow users to submit a set of symptoms and receive advice related to them in the form of a diagnosis list, health information or triage. The heterogeneity of their potential users and the number of different components in their user interfaces can make testing with end-users unaffordable. We designed and executed a two-phase method to test the respiratory diseases module of the symptom checker Erdusyk. Phase I consisted of an online test with a large sample of users (n=53). In Phase I, users evaluated the system remotely and completed a questionnaire based on the Technology Acceptance Model. Principal Component Analysis was used to correlate each section of the interface with the questionnaire responses, thus identifying which areas of the user interface presented significant contributions to the technology acceptance. In the second phase, the think-aloud procedure was executed with a small number of samples (n=15), focusing on the areas with significant contributions to analyze the reasons for such contributions. Our method was used effectively to optimize the testing of symptom checker user interfaces. The method allowed kept the cost of testing at reasonable levels by restricting the use of the think-aloud procedure while still assuring a high amount of coverage. The main barriers detected in Erdusyk were related to problems understanding time repetition patterns, the selection of levels in scales to record intensities, navigation, the quantification of some symptom attributes, and the characteristics of the symptoms. Copyright © 2017 Elsevier Inc. All rights reserved.
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Strategy of the spread of automatic meter reading for 10 million customers
International Nuclear Information System (INIS)
Okano, H.; Koyanagi, A.
1997-01-01
In response to the major changes now taking place in its business environment, Tokyo Gas will restructure its meter-reading operations, including services peripheral thereto, to build a strong corporate structure toward the year 2010. Specifically, Tokyo Gas will proceed to intentional automatic meter reading, making use of the know-how it has accumulated doing so as part of a value-added service it has been marketing since 1988. Tokyo Gas will also use its two-way communication infrastructure to promote improved operational efficiency and labor savings. Intentional automatic meter reading will enable Tokyo Gas, over the 13 years following its commencement, to realize total cost savings of 53.5 billion yen and reassign 776 employers to strategic work. Tokyo Gas will also utilize its two-way communication infrastructure to provide additional services, including value-added services that will generate upwards of 3.7 billion yen margin annually and contracted meter reading services for utilities throughout Japan. Tokyo Gas will thus carry out a business expansion that will enable it to grow limitlessly together with society. (au)
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Energy Technology Data Exchange (ETDEWEB)
Redfield, Seth; Cauley, P. Wilson; Duvvuri, Girish M. [Astronomy Department and Van Vleck Observatory, Wesleyan University, Middletown, CT 06459 (United States); Farihi, Jay [Department of Physics and Astronomy, University College London, London WC1E 6BT (United Kingdom); Parsons, Steven G. [Department of Physics and Astronomy, University of Sheffield, Sheffield, S3 7RH (United Kingdom); Gänsicke, Boris T., E-mail: sredfield@wesleyan.edu [Department of Physics, University of Warwick, Coventry CV4 7AL (United Kingdom)
2017-04-10
With the recent discovery of transiting planetary material around WD 1145+017, a critical target has been identified that links the evolution of planetary systems with debris disks and their accretion onto the star. We present a series of observations, five epochs over a year, taken with Keck and the VLT, which for the first time show variability of circumstellar absorption in the gas disk surrounding WD 1145+017 on timescales of minutes to months. Circumstellar absorption is measured in more than 250 lines of 14 ions among 10 different elements associated with planetary composition, e.g., O, Mg, Ca, Ti, Cr, Mn, Fe, and Ni. Broad circumstellar gas absorption with a velocity spread of 225 km s{sup −1} is detected, but over the course of a year blueshifted absorption disappears, while redshifted absorption systematically increases. A correlation of equivalent width and oscillator strength indicates that the gas is not highly optically thick (median τ ≈ 2). We discuss simple models of an eccentric disk coupled with magnetospheric accretion to explain the basic observed characteristics of these high-resolution and high signal-to-noise observations. Variability is detected on timescales of minutes in the two most recent observations, showing a loss of redshifted absorption for tens of minutes, coincident with major transit events and consistent with gas hidden behind opaque transiting material. This system currently presents a unique opportunity to learn how the gas causing the spectroscopic, circumstellar absorption is associated with the ongoing accretion evidenced by photospheric contamination, as well as the transiting planetary material detected in photometric observations.
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Directory of Open Access Journals (Sweden)
Sam-Po Law
2005-01-01
Full Text Available This study addresses the issue of the existence of whole-word phonological representations of disyllabic and multisyllabic words in the Chinese mental lexicon. A Cantonese brain-injured dyslexic individual with semantic deficits, YKM, was assessed on his abilities to read aloud and to comprehend disyllabic words containing homographic heterophonous characters, the pronunciation of which can only be disambiguated in word context. Superior performance on reading to comprehension was found. YKM could produce the target phonological forms without understanding the words. The dissociation is taken as evidence for whole-word representations for these words at the phonological level. The claim is consistent with previous account for discrepancy of the frequencies of tonal errors between reading aloud and object naming in Cantonese reported of another case study of similar deficits. Theoretical arguments for whole-word form representations for all multisyllabic Chinese words are also discussed.
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Role of Verbal Memory in Reading Text Comprehension of Individuals with Down Syndrome
Levorato, Maria Chiara; Roch, Maja; Florit, Elena
2011-01-01
This study analyzed the relationship between verbal memory and reading text comprehension in individuals with Down syndrome. The hypothesis that verbal memory provides unique contribution to reading text comprehension after controlling for verbal skills was tested. Twenty-three individuals with Down syndrome (ages 11 years, 2 months-18 years, 1…
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The Untapped Potential of Picture Books
Hager, Stephanie
2015-01-01
This article discusses the role picture books play in helping young writers. Third-grade students were read engaging picture books for the sole purpose of noticing and naming different features they encountered during the read-alouds. Students were able to recognize the tools many authors and illustrators use such as onomatopoeia, varied font…
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THE SECONDARY SCHOOL ENGLISH LANGUAGE READING CURRICULUM: A TEACHER’S PERCEPTIONS
Directory of Open Access Journals (Sweden)
Hazlina Abdullah
2016-08-01
Abstract The Secondary School English Language Reading Curriculum: A teacher’s Perceptions. The problem of reading comprehension is not unique to only Malaysian graduates. In fact many students experience comprehension difficulties. This, some sudents need explicit comprehension strategy instruction. A rational starting point for this discussion is by defining what reading is. It is then followed by a brief review on Communicative Language Teaching (CLT which is adopted in the Malaysian Form 5 English Language Reading Curriculum. Involving the writer, the reader and the text, reading is actually a communication process where a reader is seen to perform an active role in a reading process. Based on the many previous researches, it is obvious that the teacher’s role in aiding students’ reading comprehension skills is vital. This also reflects the importance of the reading curriculum, as teachers will impkement their reading instruction based on the outlined curriculum. It is hoped that this study may benefit those involved in the curriulum development and examination syndicate, to enhance the teaching and learning processes of reading in the second language, not only among teachers in Malaysia but also world-wide. Keywords: English language Reading Curriculum, reading comprehension skill
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Effect of Kanji and Kana reading on cerebral blood flow patterns measured by PET
International Nuclear Information System (INIS)
Kiyosawa, Motohiro; Itoh, Masatoshi; Nakagawa, Youichi; Kobayashi, Naoki; Tamai, Makoto.
1995-01-01
To investigate the respective functions of pathways in processing visual information from different types of symbols, by positron emission tomography (PET) we examined the effect on cerebral blood flow (CBF) of reading the Japanese morphogram (kanji) versus the syllabogram (kana). Nine Japanese men were presented with three visual conditions in random order 2 minutes before the scan: eyes open controls, kanji morphogram reading, and kana syllabogram reading. Three words written in kanji or kana were shown, and subjects were instructed to read them silently and to identify the word unrelated logically to the other two. The reading and analyzing tasks activated wide areas of vision-related cortices. The comparison of the kanji and kana readings showed higher metabolism, with the former only in the posterior part of the primary visual cortex. Most of the CBF increases were common for both stimuli, although the patterns of these increases differed slightly. The correlation matrix of CBF change in the left hemisphere showed a ventral connection in kanji reading and a dorsal connection in kana reading. Our results suggest there is a functional differentiation in the brain between patterned and sequential perception when reading Japanese morphograms and syllabograms. (author)
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Feragen, Kristin Billaud; Aukner, Ragnhild; Særvold, Tone K; Hide, Øydis
2017-03-01
This study examined speech (hypernasality and intelligibility), language, and reading skills in children with a cleft palate, specifically investigating additional conditions to the cleft, in order to differentiate challenges related to a cleft only, and challenges associated with an additional condition. Cross-sectional data collected during routine assessments of speech and language in a centralised treatment setting. Children born with cleft with palatal involvement from four birth cohorts (n=184), aged 10. Speech: SVANTE-N; Language: Language 6-16; Reading: Word Chain Test and Reading Comprehension Test. Descriptive analyses revealed that 123 of the children had a cleft only (66.8%), while 61 children (33.2%) had a cleft that was associated with an additional condition (syndrome, developmental difficulty, attentional difficulties). Due to close associations with the outcome variables, children with specific language impairments and dyslexia were excluded from the sample (n=14). In the total cleft sample, 33.1% had mild to severe hypernasality, and 27.9% had mild to severe intelligibility deviances. Most children with intelligibility and hypernasality scores within the normal range had a cleft without any other condition. A high number of children with developmental difficulties (63.2%) or AD/HD (45.5%) had problems with intelligibility. Hypernasality scores were also associated with developmental difficulties (58.8%), whereas most children with AD/HD had normal hypernasality scores (83.3%). As could be expected, results demonstrated that children with a cleft and an additional condition had language and reading scores below average. Children with a cleft only had language and reading scores within the normal range. Among the children with scores below average, 33.3-44.7% had no other conditions explaining difficulties with language and reading. The findings highlight the need for routine assessments of language and reading skills, in addition to assessments of
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Ratzloff, Jeff; Law, Nicholas M.; Fors, Octavi; Wulfken, Philip J.
2015-01-01
We designed, tested, prototyped and built a compact 27-camera robotic telescope that images 10,000 square degrees in 2-minute exposures. We exploit mass produced interline CCD Cameras with Rokinon consumer lenses to economically build a telescope that covers this large part of the sky simultaneously with a good enough pixel sampling to avoid the confusion limit over most of the sky. We developed the initial concept into a 3-d mechanical design with the aid of computer modeling programs. Significant design components include the camera assembly-mounting modules, the hemispherical support structure, and the instrument base structure. We simulated flexure and material stress in each of the three main components, which helped us optimize the rigidity and materials selection, while reducing weight. The camera mounts are CNC aluminum and the support shell is reinforced fiberglass. Other significant project components include optimizing camera locations, camera alignment, thermal analysis, environmental sealing, wind protection, and ease of access to internal components. The Evryscope will be assembled at UNC Chapel Hill and deployed to the CTIO in 2015.
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2 minute Southcentral Alaska Elevation Grid
National Oceanic and Atmospheric Administration, Department of Commerce — The 2-minute Southcentral Alaska Elevation Grid provides bathymetric data in ASCII raster format of 2-minute resolution in geographic coordinates. This grid is...
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Calorimetry measurements in less than 20 minutes
International Nuclear Information System (INIS)
Perry, R.B.; Cremers, T.
1991-01-01
Argonne National Laboratory has developed a new series of 10 watt Bulk Plutonium Assay Calorimeters (BPAC10). The calorimeter measures bulk samples of plutonium bearing material in containers up to 5in. in diameter and 7in. high. The average measurement time is 19.7 minutes compared to 2--9 hours for the same sample measured in a water bath calorimeter. Measurement precision in the range of 1--10 watts is 1% to 0.1% and it is 0.010 watt for sample power less than 1 watt. BPAC10 series calorimeters are in use in two plutonium facilities at the EG ampersand G Rocky Flats Plant and at the Los Alamos National Laboratory TA55 Plutonium Facility. The paper presents a description of the calorimeter, discusses operating experience at Los Alamos, and presents a comparison of data on typical samples measured with both types of calorimeters. 5 refs., 5 figs., 1 tab
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Hassenfeld, Ziva R.
2016-01-01
This study investigated the voices of students interpreting Hebrew Bible texts in one fourth-grade classroom. Through think-alouds on the Biblical text with each student, exit interviews, teacher interviews, and classroom observations, this study found that those students whose interpretive stances were more aligned with the teacher's were given…
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Vocabulary and syntactic knowledge factors in 5th grade students’ reading comprehension
Directory of Open Access Journals (Sweden)
Kouider Mokhtari
2013-03-01
Full Text Available In this study, we examined 5th grade students’ levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary knowledge and syntactic awareness contributed in significant yet unique ways to students’ reading comprehension performance. Students who showed weaknesses in vocabulary and syntax also performed poorly on measures of reading comprehension. Additionally, we found that syntactic awareness explained a small amount of additional variance in reading comprehension beyond what was explained by vocabulary. The implications of these findings are discussed in light of research and practice addressing the relationships among syntax, vocabulary, and reading comprehension for more and less skilled readers.
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Jimenez, Laura M.; Meyer, Carla K.
2016-01-01
Graphic novels in the K-12 classroom are most often used to motivate marginalized readers because of the lower text load and assumption of easy reading. This assumption has thus far been unexplored by reading research. This qualitative multiple-case study utilized think-aloud protocols in a new attention-mapping activity to better understand how…
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DeSchryver, Michael
2012-01-01
This dissertation utilized a multiple case study design to explore how advanced learners synthesize information about ill-structured topics when reading-to-learn and reading-to-do on the Web. Eight graduate students provided data in the form of think-alouds, interviews, screen video, digital trails, and task artifacts. Data analysis was based on…
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Porat, Dan A.
2004-01-01
A group of Israeli high school students (h = 11) from two socially distinct schools read aloud a textbook account of a 1920 bloody encounter between Jews and Arabs. The study aimed at examining the relation between the textbook account and the students' formation of historical perceptions. Prior to reading the textbook excerpts, students wrote…
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Kindergarteners' performance in a sound-symbol paradigm predicts early reading.
Horbach, Josefine; Scharke, Wolfgang; Cröll, Jennifer; Heim, Stefan; Günther, Thomas
2015-11-01
The current study examined the role of serial processing of newly learned sound-symbol associations in early reading acquisition. A computer-based sound-symbol paradigm (SSP) was administered to 243 children during their last year of kindergarten (T1), and their reading performance was assessed 1 year later in first grade (T2). Results showed that performance on the SSP measured before formal reading instruction was associated with later reading development. At T1, early readers performed significantly better than nonreaders in learning correspondences between sounds and symbols as well as in applying those correspondences in a serial manner. At T2, SSP performance measured at T1 was positively associated with reading performance. Importantly, serial application of newly learned correspondences at T1 explained unique variance in first-grade reading performance in nonreaders over and above other verbal predictors, including phonological awareness, verbal short-term memory, and rapid automatized naming. Consequently, the SSP provides a promising way to study aspects of reading in preliterate children. Copyright © 2015 Elsevier Inc. All rights reserved.
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It Takes Two to Read: Interactive Reading with Young Deaf and Hard-of-Hearing Children.
Dirks, Evelien; Wauters, Loes
2018-04-04
Interactive storybook reading is an important activity to enhance the emergent literacy skills of young deaf and hard-of-hearing (DHH) children. Parents have a crucial role to play in promoting their children's literacy development. However, parents often do not read in an interactive way; therefore guidance is recommended in applying these interactive reading strategies. In the present study we examined how parent reading behavior was affected by implementing an interactive reading training program for parents of young DHH children. Parents of 18 DHH toddlers in the Netherlands participated in a series of group training sessions and their interactive reading behavior was compared to that of 10 parents who did not participate. The results showed that parents' interactive reading behavior tended to increase after they participated in the interactive reading program. After the program, they applied the interactive reading strategies more often than parents who had not participated in the program. The findings suggest that interactive reading programs should be incorporated into early intervention programs for DHH children.
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Are Attitudes Toward Writing and Reading Separable Constructs? A Study With Primary Grade Children
Graham, Steve; Berninger, Virginia; Abbott, Robert
2012-01-01
This study examined whether or not attitude towards writing is a unique and separable construct from attitude towards reading for young, beginning writers. Participants were 128 first-grade children (70 girls and 58 boys) and 113 third-grade students (57 girls and 56 boys). Each child was individually administered a 24 item attitude measure, which contained 12 items assessing attitude towards writing and 12 parallel items for reading. Students also wrote a narrative about a personal event in their life. A factor analysis of the 24 item attitude measure provided evidence that generally support the contention that writing and reading attitudes are separable constructs for young beginning writers, as it yielded three factors: a writing attitude factor with 9 items, a reading attitude factor with 9 parallel items, and an attitude about literacy interactions with others factor containing 4 items (2 items in writing and 2 parallel items in reading). Further validation that attitude towards writing is a separable construct from attitude towards reading was obtained at the third-grade level, where writing attitude made a unique and significant contribution, beyond the other two attitude measures, to the prediction of three measures of writing: quality, length, and longest correct word sequence. At the first-grade level, none of the 3 attitude measures predicted students’ writing performance. Finally, girls had more positive attitudes concerning reading and writing than boys. PMID:22736933
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Directory of Open Access Journals (Sweden)
Kippei Mihara
2017-04-01
Full Text Available No previous reports have described cardiopulmonary bypass (CPB techniques involving long aortic cross clamp (ACC times in small-breed dogs. We previously described open heart surgery under deep hypothermic CPB in small and toy dogs with an approximate ACC time limit of 1 hour, given the low success rate beyond 90 minutes of ACC time. Herein, we describe improvements in cardiac anesthesia, CPB, and cardioplegia that led to a high success rate of open heart surgery with a long ACC time in small dogs. Ten small-breed dogs with severe mitral regurgitation were subjected to mitral valve plasty that necessitated cardiopulmonary bypass (CPB beyond 90 minutes of ACC time. In the present study, all dogs survived surgery; 7 survived to discharge. In other words, we achieved a high success rate of 70% with mitral valve plasty beyond 90 minutes of ACC time (mean, 105.1 minutes: range, 90-117 minutes. For small dogs, successful open heart surgery with a long ACC time may require cardiac balanced anesthesia, CPB with increased drainage and, importantly, thorough cardioplegia without hemodilution.
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Lemouzy, B; Garnier, J-C
2010-01-01
The goal of the LHCb readout upgrade is to speed up the DAQ to 40 MHz. Such a DAQ system will certainly employ 10 Gigabit or similar technologies and might also need new networking protocols such as a customized, light-weight TCP or more specialised protocols. A test module is being implemented, which integrates in the existing LHCb infrastructure. It is a multiple 10-Gigabit traffic generator, driven by a Stratix IV FPGA, which is flexibile enough to either generate LHCb's raw data packets internally or read them from external storage via the network. For reading the data we have implemented a light-weight industry standard protocol ATA over Ethernet (AoE) and we present an outlook of using a filesystem on these network-exported disk-drivers.
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Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties.
Vaughn, Sharon; Roberts, Garrett J; Miciak, Jeremy; Taylor, Pat; Fletcher, Jack M
2018-05-01
We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed treatment with reading outcomes of students in a business-as-usual (BAU) comparison condition. A total of 280 fourth- and fifth-grade students were randomly assigned within school in a 1:1 ratio to either the BAU comparison condition ( n = 139) or the treatment condition ( n = 141). Treatment students were provided small-group tutoring for 30 to 45 minutes for an average of 68 lessons (mean hours of instruction = 44.4, SD = 11.2). Treatment students performed statistically significantly higher than BAU students on a word reading measure (effect size [ES] = 0. 58) and a measure of reading fluency (ES = 0.46). Though not statistically significant, effect sizes for students in the treatment condition were consistently higher than BAU students for decoding measures (ES = 0.06, 0.08), and mixed for comprehension (ES = -0.02, 0.14).
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Lotgering, F.K.; Bishai, J.M.; Struijk, P.C.; Blood, A.B.; Hunter, C.J.; Oberg, K.C.; Power, G.G.; Longo, L.D.
2004-01-01
OBJECTIVE: To determine to what extent a series of five 1-minute total umbilical cord occlusions, intended to induce ischemic preconditioning (IP), affects the physiologic responses to a 10-minute total umbilical cord occlusion (damaging insult [DI]) 1 hour later and provides cardio- and
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Improving Reading Skills in Students with Dyslexia: The Efficacy of a Rhythmic Training
Directory of Open Access Journals (Sweden)
Alessandro eAntonietti
2015-10-01
Full Text Available The core deficit underlying developmental dyslexia (DD has been identified in difficulties in dynamic and rapidly changing auditory information processing, which contribute to the development of impaired phonological representations for words. It has been argued that enhancing basic musical rhythm perception skills in children with DD may have a positive effect on reading abilities because music and language share common mechanisms and thus transfer effects from the former to the latter are expected to occur. A computer-assisted training, called Rhythmic Reading Training (RRT, was designed in which reading exercises are combined with rhythm background. Fourteen junior high school students with DD took part to 9 biweekly individual sessions of 30 minutes in which RRT was implemented. Reading improvements after the intervention period were compared with ones of a matched control group of 14 students with DD who received no intervention. Results indicated that RRT had a positive effect on both reading speed and accuracy, and significant effects were found on short pseudo-words reading speed, long pseudo-words reading speed, high frequency long words reading accuracy, and text reading accuracy. No difference in rhythm perception between the intervention and control group were found. Findings suggest that rhythm facilitates the development of reading skill because of the temporal structure it imposes to word decoding.
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Supporting Preschool Teachers' Vocabulary Instruction during Storybook Reading
Blamey, Katrin L.; Beauchat, Katherine A.; Sweetman, Heidi
2012-01-01
Preschool educators represent a unique population for which to design professional development; as a result, innovative professional development models are necessary. The purpose of this study was to examine the effects of training preschool teachers to use a Shared Reading Innovation Configuration (IC) tool on their planning, implementation, and…
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PEAR: a fast and accurate Illumina Paired-End reAd mergeR.
Zhang, Jiajie; Kobert, Kassian; Flouri, Tomáš; Stamatakis, Alexandros
2014-03-01
The Illumina paired-end sequencing technology can generate reads from both ends of target DNA fragments, which can subsequently be merged to increase the overall read length. There already exist tools for merging these paired-end reads when the target fragments are equally long. However, when fragment lengths vary and, in particular, when either the fragment size is shorter than a single-end read, or longer than twice the size of a single-end read, most state-of-the-art mergers fail to generate reliable results. Therefore, a robust tool is needed to merge paired-end reads that exhibit varying overlap lengths because of varying target fragment lengths. We present the PEAR software for merging raw Illumina paired-end reads from target fragments of varying length. The program evaluates all possible paired-end read overlaps and does not require the target fragment size as input. It also implements a statistical test for minimizing false-positive results. Tests on simulated and empirical data show that PEAR consistently generates highly accurate merged paired-end reads. A highly optimized implementation allows for merging millions of paired-end reads within a few minutes on a standard desktop computer. On multi-core architectures, the parallel version of PEAR shows linear speedups compared with the sequential version of PEAR. PEAR is implemented in C and uses POSIX threads. It is freely available at http://www.exelixis-lab.org/web/software/pear.
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Streefkerk, B.M.; Pols, L.C.W.; ten Bosch, L.F.M.
1998-01-01
This paper describes a first step towards the automatic classification of prominence (as defined by native listeners). As a result of a listening experiment each word in 500 sentences was marked with a rating scale between `0' (non-prominent) and `10' (very prominent). These prominence labels are
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Kinesthetic alexia due to left parietal lobe lesions.
Ihori, Nami; Kawamura, Mitsuru; Araki, Shigeo; Kawachi, Juro
2002-01-01
To investigate the neuropsychological mechanisms of kinesthetic alexia, we asked 7 patients who showed kinesthetic alexia with preserved visual reading after damage to the left parietal region to perform tasks consisting of kinesthetic written reproduction (writing down the same letter as the kinesthetic stimulus), kinesthetic reading aloud, visual written reproduction (copying letters), and visual reading aloud of hiragana (Japanese phonograms). We compared the performance in these tasks and the lesion sites in each patient. The results suggested that deficits in any one of the following functions might cause kinesthetic alexia: (1) the retrieval of kinesthetic images (motor engrams) of characters from kinesthetic stimuli, (2) kinesthetic images themselves, (3) access to cross-modal association from kinesthetic images, and (4) cross-modal association itself (retrieval of auditory and visual images from kinesthetic images of characters). Each of these factors seemed to be related to different lesion sites in the left parietal lobe. Copyright 2002 S. Karger AG, Basel
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La Gotita de Agua (The Little Drop of Water).
Palandra, Maria; Puigdollers, Carmen
This Spanish reader for children in kindergarten and first grade is about a drop of water that comes to life in a trip through the water cycle of evaporation, condensation, and subsequent return to a drier part of the earth's surface environment. The story is suitable for reading aloud or independent reading. The text is entirely in Spanish.…
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Gaffney, Meredith; Wilkins, Julia
2016-01-01
We read 48 children's books featuring characters with autism spectrum disorder (ASD) to determine which books would be appropriate for use during read-alouds in early childhood classrooms. We conducted a search on Amazon for children's books on ASD published after 2010 and identified 50 books that met the following criteria: (a) the book was a…
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"This Is Me": Developing Literacy and a Sense of Self through Play, Talk and Stories
Evans, Janet
2012-01-01
Children from literate home backgrounds, who have exposure to supportive, positive reading role models using good quality texts, are the ones who are best able to cope with the demands of learning about literacy and the transition from home to school. This study of 3-year-old children will focus on their interactions with picturebook read aloud,…
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Flexible taxonomic assignment of ambiguous sequencing reads
Directory of Open Access Journals (Sweden)
Jansson Jesper
2011-01-01
Full Text Available Abstract Background To characterize the diversity of bacterial populations in metagenomic studies, sequencing reads need to be accurately assigned to taxonomic units in a given reference taxonomy. Reads that cannot be reliably assigned to a unique leaf in the taxonomy (ambiguous reads are typically assigned to the lowest common ancestor of the set of species that match it. This introduces a potentially severe error in the estimation of bacteria present in the sample due to false positives, since all species in the subtree rooted at the ancestor are implicitly assigned to the read even though many of them may not match it. Results We present a method that maps each read to a node in the taxonomy that minimizes a penalty score while balancing the relevance of precision and recall in the assignment through a parameter q. This mapping can be obtained in time linear in the number of matching sequences, because LCA queries to the reference taxonomy take constant time. When applied to six different metagenomic datasets, our algorithm produces different taxonomic distributions depending on whether coverage or precision is maximized. Including information on the quality of the reads reduces the number of unassigned reads but increases the number of ambiguous reads, stressing the relevance of our method. Finally, two measures of performance are described and results with a set of artificially generated datasets are discussed. Conclusions The assignment strategy of sequencing reads introduced in this paper is a versatile and a quick method to study bacterial communities. The bacterial composition of the analyzed samples can vary significantly depending on how ambiguous reads are assigned depending on the value of the q parameter. Validation of our results in an artificial dataset confirm that a combination of values of q produces the most accurate results.
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Aiba, Eriko; Matsui, Toshie
2016-01-01
This study investigated the relationship between the ability to sight-read and the ability to memorize a score using a behavioral experiment. By measuring the amount of memorization following short-term practice, we examined whether better sight-readers not only estimate forthcoming notes but also memorize musical structures and phrases with more practice. Eleven pianists performed the music first by sight-reading. After a 20-minute practice, the participants were asked to perform from memory...
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Marley, S; Bekker, H L; Bewick, B M
2016-09-01
Web-based interventions enable organisations to deliver personalised individually tailored brief feedback to individuals without the need of a third party. Web-based interventions are effective in reducing alcohol consumption among university students. There is a paucity of evidence to indicate those who access web-based personalised feedback interventions respond in a way consistent with hypothesised active ingredients. This research uses the think-aloud technique to explore how students respond to instant web-based personalised normative feedback. Between-subjects experimental design employing qualitative methods. Twenty-one UK university students generated think-aloud transcripts while completing a web-based intervention (Unitcheck). This was followed by a semi-structured interview. One coding frame was developed to classify all utterances. Narrative synthesis revealed five meta-themes: active thinking about alcohol use; comparisons with others; beliefs and knowledge about alcohol consumption; inter-relationship between personal codes and context; and engagement with Unitcheck. Students willingly engaged with the online assessment and personalised feedback. Students consciously engaged with the intervention and this engagement prompted students to actively consider their own behaviour, knowledge, perceptions, and to reflect on future behaviour. The ability of web-based personalised feedback interventions to effect change in individual's behaviours is likely related to their ability to encourage cognitive engagement and active processing of the information provided.
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A proposal of a standardised nomenclature for terminal minute sister chromatid exchanges
Directory of Open Access Journals (Sweden)
Máximo E. Drets
2006-01-01
Full Text Available We described spontaneous minute sister chromatid exchanges (SCE in telomeric regions of human and Chinese hamster ovary (CHO chromosomes more than 10 years ago. These structures, which we called t-SCE, were detected by means of highly precise quantitative microphotometrical scanning and computer graphic image analysis. Recently, several authors using the CO-FISH method also found small SCEs in telomeric regions and called them T-SCE. The use of different terms for designating the same phenomenon should be avoided. We propose ter SCE as a uniform nomenclature for minute telomeric SCEs.
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Rate of Speech and Reading in Second and Fifth Grade Primary Students in Tehran
Directory of Open Access Journals (Sweden)
Hourieh Ahadi
2007-12-01
Full Text Available Background and Aim: The purpose of this research is to study the standardization of speaking and reading rates in a group of normal speaker of female students, and to compare them. As the rate of speech is an important variable in the evaluation and treatment of stuttering, cluttering, dysarthria and apraxia. Materials and Method: One hundred of second grade students of primary school and an equal number of fifth grade students participated in this study. All subjects were native speakers of Farsi, who passed an informal, screening test of articulation and speech. None of the subjects had a history of speech, hearing, or neurological disorders. The subjects were asked to read from the 180 words portion of their Farsi book and tell story. Their speech was recorded by using a tape recorder. Then the data were analyzed for word and syllable rate. In transcribing the samples, single morpheme was counted as single word and compound words were counted as two words if they had two free morphemes. Non-word interjections were excluded from word and syllable counts while word interjections and repeated words were included in the count. Independent t-test and paired t-test were used for analyzing. Results: In the second grade students the reading rate is, on the average, 189.4 syllable per minute (SPM(94.9 word per minute(WPM, 3.1 syllable per second(SPS and the talking rate is 189.8 SPM (99.1 WPM, 3.1 SPS and in the fifth grade student the reading rate is 223.9 SPM (119.0 WPM, 3.7SPS and the talking rate is 210.26 SPM (109.5 WPM , 3.4 SPS. Conclusion: The result highlight that in the fifth grade students, reading rates are higher than talking rates while in the second grade they are not, because they do not have enough skills for whole word reading. A remarkable finding in this research is that, reading and talking rates in the fifth grade students are higher than the second grade students.
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Lexical semantic access and letter access are involved in different aspects of reading
DEFF Research Database (Denmark)
Poulsen, Mads
). In this subset sample, both letter access and lexical access accounted for unique variance in reading fluency. The pattern of effects for lexical access did not change by controlling for serial rapid naming (RAN). Conclusions: The results suggest that letter access and lexical access are important for different......Purpose: This study investigated the effects of lexical access speed and letter access speed on reading fluency and reading comprehension. We hypothesized that 1) letter access speed would correlate with reading fluency but not comprehension, while 2) lexical access speed would influence reading...... comprehension. For readers who are struggling with recoding, most of the reading effort is probably tied up with recoding, leaving little to be explained by lexical access. Therefore we expected that 3) lexical access speed would primarily predict reading fluency for readers who were no longer struggling...
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African Journals Online (AJOL)
Arun Kumar Agnihotri
One-Minute Paper: A thinking centered assessment tool. Ashakiran ... achievement of objectives and learning ability of the students, to analyze the questioning pattern of ... factual information, rote memory and critical thinking. The aim of every teacher while teaching ... question prompts another higher order cognitive skill ...
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Bolle, Sifra; Romijn, Geke; Smets, Ellen M A; Loos, Eugene F; Kunneman, Marleen; van Weert, Julia C M
2016-07-25
Health information is increasingly presented on the Internet. Several Web design guidelines for older Web users have been proposed; however, these guidelines are often not applied in website development. Furthermore, although we know that older individuals use the Internet to search for health information, we lack knowledge on how they use and evaluate Web-based health information. This study evaluates user experiences with existing Web-based health information tools among older (≥ 65 years) cancer patients and survivors and their partners. The aim was to gain insight into usability issues and the perceived usefulness of cancer-related Web-based health information tools. We conducted video-recorded think-aloud observations for 7 Web-based health information tools, specifically 3 websites providing cancer-related information, 3 Web-based question prompt lists (QPLs), and 1 values clarification tool, with colorectal cancer patients or survivors (n=15) and their partners (n=8) (median age: 73; interquartile range 70-79). Participants were asked to think aloud while performing search, evaluation, and application tasks using the Web-based health information tools. Overall, participants perceived Web-based health information tools as highly useful and indicated a willingness to use such tools. However, they experienced problems in terms of usability and perceived usefulness due to difficulties in using navigational elements, shortcomings in the layout, a lack of instructions on how to use the tools, difficulties with comprehensibility, and a large amount of variety in terms of the preferred amount of information. Although participants frequently commented that it was easy for them to find requested information, we observed that the large majority of the participants were not able to find it. Overall, older cancer patients appreciate and are able to use cancer information websites. However, this study shows the importance of maintaining awareness of age-related problems
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Older Cancer Patients’ User Experiences With Web-Based Health Information Tools: A Think-Aloud Study
Romijn, Geke; Smets, Ellen M A; Loos, Eugene F; Kunneman, Marleen; van Weert, Julia C M
2016-01-01
Background Health information is increasingly presented on the Internet. Several Web design guidelines for older Web users have been proposed; however, these guidelines are often not applied in website development. Furthermore, although we know that older individuals use the Internet to search for health information, we lack knowledge on how they use and evaluate Web-based health information. Objective This study evaluates user experiences with existing Web-based health information tools among older (≥ 65 years) cancer patients and survivors and their partners. The aim was to gain insight into usability issues and the perceived usefulness of cancer-related Web-based health information tools. Methods We conducted video-recorded think-aloud observations for 7 Web-based health information tools, specifically 3 websites providing cancer-related information, 3 Web-based question prompt lists (QPLs), and 1 values clarification tool, with colorectal cancer patients or survivors (n=15) and their partners (n=8) (median age: 73; interquartile range 70-79). Participants were asked to think aloud while performing search, evaluation, and application tasks using the Web-based health information tools. Results Overall, participants perceived Web-based health information tools as highly useful and indicated a willingness to use such tools. However, they experienced problems in terms of usability and perceived usefulness due to difficulties in using navigational elements, shortcomings in the layout, a lack of instructions on how to use the tools, difficulties with comprehensibility, and a large amount of variety in terms of the preferred amount of information. Although participants frequently commented that it was easy for them to find requested information, we observed that the large majority of the participants were not able to find it. Conclusions Overall, older cancer patients appreciate and are able to use cancer information websites. However, this study shows the importance
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A Judicious Lesson: A Whole-Learning Reading Activity.
Spooner, Patrick
2001-01-01
Describes a unique language learning activity using the whole language approach in a tertiary level lower advanced reading and speaking course. Following a semester long theme on crime and punishment, students were introduced to an authentic, idiomatic text dealing with a famous murder case in U.S. history. (Author/VWL)
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The Language Demands of Science Reading in Middle School
Fang, Zhihui
2006-04-01
The language used to construct knowledge, beliefs, and worldviews in school science is distinct from the social language that students use in their everyday ordinary life. This difference is a major source of reading difficulty for many students, especially struggling readers and English-language learners. This article identifies some of the linguistic challenges involved in reading middle-school science texts and suggests several teaching strategies to help students cope with these challenges. It is argued that explicit attention to the unique language of school science should be an integral part of science literacy pedagogy.
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Colorado State Dept. of Education, Denver.
This document contains released reading comprehension passages, test items, and writing prompts from the Colorado Student Assessment Program for 2001. The sample questions and prompts are included without answers or examples of student responses. Test materials are included for: (1) Grade 4 Reading and Writing; (2) Grade 4 Lectura y Escritura…
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Directory of Open Access Journals (Sweden)
Nicola Yuill
2016-12-01
Full Text Available This study compared changes in cognitive, affective and postural aspects of interaction during shared mother and child book reading on screen and on paper. Readers commonly express strong preferences for reading on paper, but several studies have shown marginal, if any, effects of text medium on cognitive outcomes such as recall. Shared reading with a parent is an engaging, affective and embodied experience across time, as well as a cognitive task, so it is important to understand how paper vs. screen affects broader aspects of these shared experiences. Mid-childhood sees a steep rise in screen use alongside a shift from shared to independent reading. We assessed how the medium of paper or screen might alter children’s shared reading experiences at this transitional age. Twenty-four 7- to 9-year-old children and their mothers were videotaped sharing a story book for 8 minutes in each of 4 conditions: mother or child as reader, paper or tablet screen as medium. We rated videotapes for interaction warmth and child engagement by minute and analysed dyadic postural synchrony, mothers’ commentaries and quality of children’s recall, also interviewing participants about their experiences of reading and technology. We found no differences in recall quality but interaction warmth was lower for screen than for paper, and dropped over time, notably when children read on screen. Interactions also differed between mother-led and child-led reading. We propose that mother - child posture for paper reading supported more shared activity and argue that cultural affordances of screens, together with physical differences between devices, support different behaviours that affect shared engagement, with implications for the design and use of digital technology at home and at school. We advocate studying embodied and affective aspects of shared reading to understand the overall implications of screens in children’s transition to independent reading.
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Alberta Dept. of Education, Edmonton.
Intended for students taking the Grade 12 Examination in English 30 in Alberta, Canada, this reading test (to be administered along with the questions booklet) contains 10 short reading selections taken from fiction, nonfiction, poetry, and drama, including the following: "My Magical Metronome" (Lewis Thomas); "Queen Street…
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Mehta, Sheena; Ding, Yi; Ness, Molly; Chen, Eric C
2018-06-01
The study assessed the clinical utility of an invented spelling tool and determined whether invented spelling with linguistic manipulation at segmental and supra-segmental levels can be used to better identify reading difficulties. We conducted linguistic manipulation by using real and nonreal words, incorporating word stress, alternating the order of consonants and vowels, and alternating the number of syllables. We recruited 60 third-grade students, of which half were typical readers and half were poor readers. The invented spelling task consistently differentiated those with reading difficulties from typical readers. It explained unique variance in conventional spelling, but not in word reading. Word stress explained unique variance in both word reading and conventional spelling, highlighting the importance of addressing phonological awareness at the supra-segmental level. Poor readers had poorer performance when spelling both real and nonreal words and demonstrated substantial difficulty in detecting word stress. Poor readers struggled with spelling words with double consonants at the beginning and ending of words, and performed worse on spelling two- and three-syllable words than typical readers. Practical implications for early identification and instruction are discussed.
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The production effect in long-list recall: In no particular order?
Lambert, Angela M; Bodner, Glen E; Taikh, Alexander
2016-06-01
The production effect reflects a memory advantage for words read aloud versus silently. We investigated how production influences free recall of a single long list of words. In each of 4 experiments, a production effect occurred in a mixed-list group but not across pure-list groups. When compared to the pure-list groups, the mixed-list effects typically reflected a cost to silent words rather than a benefit to aloud words. This cost persisted when participants had to perform a generation or imagery task for the silent items, ruling out a lazy reading explanation. This recall pattern challenges both distinctiveness and strength accounts, but is consistent with an item-order account. By this account, the aloud words in a mixed list disrupt the encoding of item-order information for the silent words, thus impairing silent word recall. However, item-order measures and a forced-choice order test did not provide much evidence that recall was guided by retrieval of item-order information. We discuss our pattern of results in light of another recent study of the effects of production on long-list recall. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
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Reading aids for adults with low vision.
Virgili, Gianni; Acosta, Ruthy; Bentley, Sharon A; Giacomelli, Giovanni; Allcock, Claire; Evans, Jennifer R
2018-04-17
The purpose of low-vision rehabilitation is to allow people to resume or to continue to perform daily living tasks, with reading being one of the most important. This is achieved by providing appropriate optical devices and special training in the use of residual-vision and low-vision aids, which range from simple optical magnifiers to high-magnification video magnifiers. To assess the effects of different visual reading aids for adults with low vision. We searched the Cochrane Central Register of Controlled Trials (CENTRAL) (which contains the Cochrane Eyes and Vision Trials Register) (2017, Issue 12); MEDLINE Ovid; Embase Ovid; BIREME LILACS, OpenGrey, the ISRCTN registry; ClinicalTrials.gov and the World Health Organization (WHO) International Clinical Trials Registry Platform (ICTRP). The date of the search was 17 January 2018. This review includes randomised and quasi-randomised trials that compared any device or aid used for reading to another device or aid in people aged 16 or over with low vision as defined by the study investigators. We did not compare low-vision aids with no low-vision aid since it is obviously not possible to measure reading speed, our primary outcome, in people that cannot read ordinary print. We considered reading aids that maximise the person's visual reading capacity, for example by increasing image magnification (optical and electronic magnifiers), augmenting text contrast (coloured filters) or trying to optimise the viewing angle or gaze position (such as prisms). We have not included studies investigating reading aids that allow reading through hearing, such as talking books or screen readers, or through touch, such as Braille-based devices and we did not consider rehabilitation strategies or complex low-vision interventions. We used standard methods expected by Cochrane. At least two authors independently assessed trial quality and extracted data. The primary outcome of the review was reading speed in words per minute. Secondary
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Lau, Kit-ling
2016-01-01
This study aimed to expand on existing research about motivational change by investigating within-year changes of adolescents' intrinsic reading motivation and perceived reading instruction among students from different grades and achievement levels. Six hundred and ninety five students from 10 secondary schools in Hong Kong voluntarily completed…
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Hochweber, Jan; Vieluf, Svenja
2018-01-01
The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management,…
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How can teachers assess reading skills of generation z learners in German language class?
Dirga, R. N.; Wijayati, P. H.
2018-01-01
Generation Z is a digital native generation who has unique characteristics on the daily basis includes reading. In order to assess their reading skills correctly, teachers need to take these characteristics into consideration. This paper aims to describe the process in developing an instrument to assess reading skills of Generation Z learners in German language class. This study used developmental method. The developed instrument has not only good quality but also consists of texts that are suitable for German learners of Generation Z. This instrument can be used as an example in assessing German learners’ reading skills in the 21st century.
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Croft, Hayley; Gilligan, Conor; Rasiah, Rohan; Levett-Jones, Tracy; Schneider, Jennifer
2017-12-31
Medication review and supply by pharmacists involves both cognitive and technical skills related to the safety and appropriateness of prescribed medicines. The cognitive ability of pharmacists to recall, synthesise and memorise information is a critical aspect of safe and optimal medicines use, yet few studies have investigated the clinical reasoning and decision-making processes pharmacists use when supplying prescribed medicines. The objective of this study was to examine the patterns and processes of pharmacists' clinical reasoning and to identify the information sources used, when making decisions about the safety and appropriateness of prescribed medicines. Ten community pharmacists participated in a simulation in which they were required to review a prescription and make decisions about the safety and appropriateness of supplying the prescribed medicines to the patient, whilst at the same time thinking aloud about the tasks required. Following the simulation each pharmacist was asked a series of questions to prompt retrospective thinking aloud using video-stimulated recall. The simulated consultation and retrospective interview were recorded and transcribed for thematic analysis. All of the pharmacists made a safe and appropriate supply of two prescribed medicines to the simulated patient. Qualitative analysis identified seven core thinking processes used during the supply process: considering prescription in context, retrieving information, identifying medication-related issues, processing information, collaborative planning, decision making and reflection; and align closely with other health professionals. The insights from this study have implications for enhancing awareness of decision making processes in pharmacy practice and informing teaching and assessment approaches in medication supply.
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Dobrinina, Natalia Y., Ed.; And Others
These papers on reading research in the socialist countries were delivered at a conference held in Budapest, Hungary, in October of 1974. Included are the text of the introductory address and papers on the following topics: (1) the library and society; (2) the library as it relates to students, teachers, and engineers; (3) the role and…
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Developing reading literacy by reading badge
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...
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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…
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... Ribbon Commands Skip to main content Turn off Animations Turn on Animations Our Sponsors Log in | Register Menu Log in | ... child to sleep. These rituals can include storytelling, reading aloud, conversation, and songs. Try to avoid exciting ...
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Sellers, Jim
1990-01-01
Writing an effective letter or memorandum should not be difficult. Suggestions on how to write more effectively are presented including: think about the audience, make an outline, use conversational language, think typographically, and read it aloud. (MLW)
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The Role of Reading Skills on Reading Comprehension Ability of Turkish EFL Students
Directory of Open Access Journals (Sweden)
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.
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Kim, Young-Suk; Apel, Kenn; Al Otaiba, Stephanie
2013-10-01
The relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention (RtI) model of instruction. First-grade children were assessed on their phonological, orthographic, and morphological awareness; expressive vocabulary; word reading; and spelling. Year-end word reading and spelling were outcome variables, and phonological, orthographic, and morphological awareness; expressive vocabulary; and RtI status (Tiers 1, 2, & 3) were predictor variables. The 3 linguistic awareness skills were unique predictors of word reading, and phonological and orthographic awareness were unique predictors of spelling. The contributions that these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RtI tier status. These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy abilities. Educational implications are discussed.
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Getting Access to What Goes on in People´s Heads?
DEFF Research Database (Denmark)
Nielsen, Janni; Clemmensen, Torkil; Yssing, Carsten
2002-01-01
people to think aloud? We answer it by discussing the classical work of Ericsson and Simon(1984), in particular their distinction between vocalisation, verbalisation and retrospective reports and the relation to short term memory. Reintroducing the psychological perspective and the focus on higher order......One of the basic usability testing techniques the HCI community draws on, and which stands out as unique, is thinking aloud. We introduce the many names, uses and modifications of the classical think aloud technique, and ask the rhetorical question: What do researchers think they get when they ask...... cognitive processes, we argue that access to subjective experience is possible in terms of introspection and describe a technique that invites the user to become a participant in the analysis of his or her own cognitive processes. We suggest that use of think aloud has as a prerequisite explicit...
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Books, toys, parent-child interaction, and development in young Latino children.
Tomopoulos, Suzy; Dreyer, Benard P; Tamis-LeMonda, Catherine; Flynn, Virginia; Rovira, Irene; Tineo, Wendy; Mendelsohn, Alan L
2006-01-01
To describe the interrelationships between books and toys in the home, parent-child interaction, and child development at 21 months among low-income Latino children. Latino mother-infant dyads enrolled in a level 1 nursery and infants were followed to 21 months. The subjects consisted of the control group of a larger intervention study. At 6 and 18 months, the number of books and toys in the home and the frequency of reading aloud were measured by the StimQ. At 21 months, child cognitive and language development and parent-child interaction were assessed by the Bayley Mental Development Index (MDI), the Preschool Language Scale-3 (PLS-3), and the Caregiver-Child Interaction Rating Scale, respectively. Eligibility for early intervention (EI) services was determined on the basis of the MDI and PLS-3. Data were obtained for 46 (63.0%) of 73 at 21 months. In multiple regression analysis, books provided at 18 months predicted both cognition (semipartial correlation [sr] = .49, P= .001) and receptive language (sr = .37, P= .02), whereas toys provided at both 6 and 18 months predicted 21-month receptive language (sr = .40, P= .01; sr = .32, P= .047, respectively). Reading aloud by parents > or =4 days a week was associated with decreased EI eligibility (adjusted odds ratio = 0.16, 95% confidence interval 0.03-0.99). Reading aloud and provision of toys are associated with better child cognitive and language development as well as with decreased likelihood of EI eligibility.
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I read, you read, we read: the history of reading in Slovenia
Directory of Open Access Journals (Sweden)
Anja Dular
2013-03-01
Full Text Available ABSTRACTPurpose: The aim of the article is to research reading habits in Slovenia in the period between 16th and 19th century and to find similarities with Austria and other European countries of that time.Methodology/approach: For the purpose of the analysis different resources were used – study books, catechisms, prayer books and manuals. We were focused on introductions in which readers are advised how to read, explaining to whom the work is intended and emphasizing the importance of meditation on the texts.Results: Historically the laud reading was prefered, as to continue the folk tradition. However, the 16th century texts were transmitted by women while the folk tradition was narrated by males. In the 18th century the higher level of literacy and greater book production and availability caused that the books were not a privilege of a few. At that time more texts were intended for silent, individual reading. Interestingly, the authors emphasized the importance of meditation on the texts, too. It was also advised when to read – it wasrecommedend to read in leisure time on Sundays, and on holidays. The role of books was also to breakaway with the reality and to forget everyday problems. Due to the overproduction of books in the 17th centrury it was concerned that books are misleading the crowds. The church considered the reading of books as inappropriate, and criticized fiction, novels and adventure stories mostly read by women.Research limitation: The study is based on Slovenian texts only, although the foreign literature, especially in German, was generally available, too.Originality/practical implications: The study is fullfiling the gap in the history of reading in Slovenia.
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Roncke, Nancy
This formative, convergent-mixed methods research study investigated the impact of Socratic Seminars on eighth grade science students' independent comprehension of science texts. The study also highlighted how eighth grade students of varying reading abilities interacted with and comprehended science texts differently during and after the use of Socratic Seminars. In order to document any changes in the students' overall comprehension of science texts, this study compared the experimental and control groups' pre- and post-test performances on the Content Area Reading Assessment (Leslie & Caldwell, 2014) and self-perception surveys on students' scientific reading engagement. Student think-alouds and interviews also captured the students' evolving understandings of the science texts. At the conclusion of this sixteen-week study, the achievement gap between the experimental and control group was closed in five of the seven categories on the Content Area Reading Assessment, including supporting an inference with textual evidence, determining central ideas, explaining why or how, determining word meaning, and summarizing a science text. Students' self-perception surveys were more positive regarding reading science texts after the Socratic Seminars. Finally, the student think-alouds revealed that some students moved from a literal interpretation of the science texts to inquiries that questioned the text and world events.
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How logical reasoning mediates the relation between lexical quality and reading comprehension.
Segers, Eliane; Verhoeven, Ludo
The present study aimed to examine the role of logical reasoning in the relation between lexical quality and reading comprehension in 146 fourth grade Dutch children. We assessed their standardized reading comprehension measure, along with their decoding efficiency and vocabulary as measures of lexical quality, syllogistic reasoning as measure of (verbal) logical reasoning, and nonverbal reasoning as a control measure. Syllogistic reasoning was divided into a measure tapping basic, coherence inferencing skill using logical syllogisms, and a measure tapping elaborative inferencing skill using indeterminate syllogisms. Results showed that both types of syllogisms partly mediated the relation between lexical quality and reading comprehension, but also had a unique additional effect on reading comprehension. The indirect effect of lexical quality on reading comprehension via syllogisms was driven by vocabulary knowledge. It is concluded that measures of syllogistic reasoning account for higher-order thinking processes that are needed to make inferences in reading comprehension. The role of lexical quality appears to be pivotal in explaining the variation in reading comprehension both directly and indirectly via syllogistic reasoning.
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Je, a versatile suite to handle multiplexed NGS libraries with unique molecular identifiers.
Girardot, Charles; Scholtalbers, Jelle; Sauer, Sajoscha; Su, Shu-Yi; Furlong, Eileen E M
2016-10-08
The yield obtained from next generation sequencers has increased almost exponentially in recent years, making sample multiplexing common practice. While barcodes (known sequences of fixed length) primarily encode the sample identity of sequenced DNA fragments, barcodes made of random sequences (Unique Molecular Identifier or UMIs) are often used to distinguish between PCR duplicates and transcript abundance in, for example, single-cell RNA sequencing (scRNA-seq). In paired-end sequencing, different barcodes can be inserted at each fragment end to either increase the number of multiplexed samples in the library or to use one of the barcodes as UMI. Alternatively, UMIs can be combined with the sample barcodes into composite barcodes, or with standard Illumina® indexing. Subsequent analysis must take read duplicates and sample identity into account, by identifying UMIs. Existing tools do not support these complex barcoding configurations and custom code development is frequently required. Here, we present Je, a suite of tools that accommodates complex barcoding strategies, extracts UMIs and filters read duplicates taking UMIs into account. Using Je on publicly available scRNA-seq and iCLIP data containing UMIs, the number of unique reads increased by up to 36 %, compared to when UMIs are ignored. Je is implemented in JAVA and uses the Picard API. Code, executables and documentation are freely available at http://gbcs.embl.de/Je . Je can also be easily installed in Galaxy through the Galaxy toolshed.
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Does Extensive Reading Promote Reading Speed?
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…
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Kleynen, Melanie; Moser, Albine; Haarsma, Frederike A; Beurskens, Anna J; Braun, Susy M
2017-08-01
The goal of this study was to examine which motor learning options are applied by experienced physiotherapists in neurological rehabilitation, and how they choose between the different options. A descriptive qualitative approach was used. A purposive sample of five expert physiotherapists from the neurological ward of a rehabilitation center participated. Data were collected using nine videotaped therapy situations. During retrospective think-aloud interviews, the physiotherapists were instructed to constantly "think aloud" while they were watching their own videos. Five "operators" were identified: "act", "know", "observe", "assess" and "argue". The "act" operator consisted of 34 motor learning options, which were clustered into "instruction", "feedback" and "organization". The "know", "observe", "assess" and "argue" operators explained how therapists chose one of these options. The four operators seem to be interrelated and together lead to a decision to apply a particular motor learning option. Results show that the participating physiotherapists used a great variety of motor learning options in their treatment sessions. Further, the decision-making process with regard to these motor learning options was identified. Results may support future intervention studies that match the content and process of therapy in daily practice. The study should be repeated with other physiotherapists. Implications for Rehabilitation The study provided insight into the way experienced therapist handle the great variety of possible motor learning options, including concrete ideas on how to operationalize these options in specific situations. Despite differences in patients' abilities, it seems that therapists use the same underlying clinical reasoning process when choosing a particular motor learning option. Participating physiotherapists used more than the in guidelines suggested motor learning options and considered more than the suggested factors, hence adding practice based
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Reading comprehension difficulties in children with rolandic epilepsy.
Currie, Nicola K; Lew, Adina R; Palmer, Tom M; Basu, Helen; De Goede, Christian; Iyer, Anand; Cain, Kate
2018-03-01
Difficulties in reading comprehension can arise from either word reading or listening comprehension difficulties, or a combination of the two. We sought to determine whether children with rolandic epilepsy had poor reading comprehension relative to typically developing comparison children, and whether such difficulties were associated with word reading and/or general language comprehension difficulties. In this cross-sectional study, children with rolandic epilepsy (n=25; 16 males, 9 females; mean age 9y 1mo, SD 1y 7mo) and a comparison group (n=39; 25 males, 14 females; mean age 9y 1mo, SD 1y 3mo) completed assessments of reading comprehension, listening comprehension, word/non-word reading, speech articulation, and Non-verbal IQ. Reading comprehension and word reading were worse in children with rolandic epilepsy (F 1,61 =6.89, p=0.011, ηp2=0.10 and F 1,61 =6.84, p=0.011, ηp2=0.10 respectively), with listening comprehension being marginal (F 1,61 =3.81, p=0.055, ηp2=0.06). Word reading and listening comprehension made large and independent contributions to reading comprehension, explaining 70% of the variance. Children with rolandic epilepsy may be at risk of reading comprehension difficulties. Thorough assessment of individual children is required to ascertain whether the difficulties lie with decoding text, or with general comprehension skills, or both. Children with rolandic epilepsy may be at risk of poor reading comprehension. This was related to poor word reading, poor listening comprehension, or both. Reading comprehension interventions should be tailored to the profile of difficulties. © 2017 Mac Keith Press.
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Identifying structural variants using linked-read sequencing data.
Elyanow, Rebecca; Wu, Hsin-Ta; Raphael, Benjamin J
2017-11-03
Structural variation, including large deletions, duplications, inversions, translocations, and other rearrangements, is common in human and cancer genomes. A number of methods have been developed to identify structural variants from Illumina short-read sequencing data. However, reliable identification of structural variants remains challenging because many variants have breakpoints in repetitive regions of the genome and thus are difficult to identify with short reads. The recently developed linked-read sequencing technology from 10X Genomics combines a novel barcoding strategy with Illumina sequencing. This technology labels all reads that originate from a small number (~5-10) DNA molecules ~50Kbp in length with the same molecular barcode. These barcoded reads contain long-range sequence information that is advantageous for identification of structural variants. We present Novel Adjacency Identification with Barcoded Reads (NAIBR), an algorithm to identify structural variants in linked-read sequencing data. NAIBR predicts novel adjacencies in a individual genome resulting from structural variants using a probabilistic model that combines multiple signals in barcoded reads. We show that NAIBR outperforms several existing methods for structural variant identification - including two recent methods that also analyze linked-reads - on simulated sequencing data and 10X whole-genome sequencing data from the NA12878 human genome and the HCC1954 breast cancer cell line. Several of the novel somatic structural variants identified in HCC1954 overlap known cancer genes. Software is available at compbio.cs.brown.edu/software. braphael@princeton.edu. Supplementary data are available at Bioinformatics online. © The Author (2017). Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com
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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.
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Ito, Misae; Shimizu, Kimiya
2009-09-01
To the compare the reading ability after bilateral cataract surgery in patients who had pseudophakic monovision achieved by monofocal intraocular lens (IOL) implantation and patients who had refractive multifocal IOL implantation. Department of Ophthalmology, Kitasato University Hospital, Kanagawa, Japan. This study evaluated patients who had bilateral cataract surgery using the monovision method with monofocal IOL implantation to correct presbyopia (monovision group) or who had bilateral cataract surgery with refractive multifocal IOL implantation (multifocal group). In the monovision group, the dominant eye was corrected for distance vision and the nondominant eye for near vision. The maximum reading speed, critical character size, and reading acuity were measured binocularly without refractive correction using MNREAD-J acuity charts. The monovision group comprised 38 patients and the multifocal group, 22 patients. The mean maximum reading speed was 350.5 characters per minute (cpm) +/- 62.3 (SD) in the monovision group and 355.0 +/- 53.3 cpm in the multifocal group; the difference was not statistically significant. The mean critical character size was 0.24 +/- 0.12 logMAR and 0.40 +/- 0.16 logMAR, respectively (P<.05). The mean reading acuity was 0.05 +/- 0.12 logMAR and 0.19 +/- 0.11 logMAR, respectively (P<.01). The monovision group had better critical character size and reading acuity results. The monovision method group had better reading ability; however, careful patient selection is essential.
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Mancilla-Martinez, Jeannette; Lesaux, Nonie K
2010-08-01
This longitudinal study examined the process of English reading comprehension at age 11 for 173 low achieving Spanish-speaking children. The influence of growth rates, from early childhood (age 4.5) to pre-adolescence (age 11), in vocabulary and word reading skills on this complex process were evaluated using structural equation modeling. Standardized measures of word reading accuracy and productive vocabulary were administered annually, in English and Spanish, and English reading comprehension measures were administered at age 11. Latent growth curve analyses revealed that English skills accounted for all unique variance in English reading comprehension outcomes. Further, expected developmental shifts in the influence of word reading and vocabulary skills over time were not shown, likely on account of students' below grade level reading comprehension achievement. This work underscores the need for theoretical models of comprehension to account for students' skill profiles and abilities.
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Long-term prediction of reading accuracy and speed: The importance of paired-associate learning
DEFF Research Database (Denmark)
Poulsen, Mads; Asmussen, Vibeke; Elbro, Carsten
Purpose: Several cross-sectional studies have found a correlation between paired-associate learning (PAL) and reading (e.g. Litt et al., 2013; Messbauer & de Jong, 2003, 2006). These findings suggest that verbal learning of phonological forms is important for reading. However, results from...... longitudinal studies have been mixed (e.g. Lervåg & Hulme, 2009; Horbach et al. 2015). The present study investigated the possibility that the mixed results may be a result of a conflation of accuracy and speed. It is possible that PAL is a stronger correlate of reading accuracy than speed (Litt et al., 2013...... of reading comprehension and isolated sight word reading accuracy and speed. Results: PAL predicted unique variance in sight word accuracy, but not speed. Furthermore, PAL was indirectly linked to reading comprehension through sight word accuracy. RAN correlated with both accuracy and speed...
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The person behind much of your reading matter
Alizée Dauvergne
2010-01-01
Four million black and white copies and twenty thousand colour copies in 2009 alone – all printed, finished and filed by one person: Florella Lamole, an employee of an outside contractor who has been based at CERN since 1982. Florella Lamole and her daily printings Maybe you know her better as Flo: she's the person in charge of the CERN Print Shop's high-tech printers and copiers. With her beloved machines, Flo produces paper copies of all manner of CERN documents, from Council and Management documents to minutes of meetings, scientific documents for CMS and ATLAS, brochures, students' theses, and even the paper version of the Bulletin you're reading. Flo is undeniably behind a good deal of your reading matter! CERN's printing demands are high in terms of both quality and quantity. "The Council documents are strictly confidential. And when there's a Council meeting, documents need to be printed straight away, as soon as it's over. That just wouldn't work with an outside prin...
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Development of analog watch with minute repeater
Okigami, Tomio; Aoyama, Shigeru; Osa, Takashi; Igarashi, Kiyotaka; Ikegami, Tomomi
A complementary metal oxide semiconductor with large scale integration was developed for an electronic minute repeater. It is equipped with the synthetic struck sound circuit to generate natural struck sound necessary for the minute repeater. This circuit consists of an envelope curve drawing circuit, frequency mixer, polyphonic mixer, and booster circuit made by using analog circuit technology. This large scale integration is a single chip microcomputer with motor drivers and input ports in addition to the synthetic struck sound circuit, and it is possible to make an electronic system of minute repeater at a very low cost in comparison with the conventional type.
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A Mobile Phone Application Enabling Visually Impaired Users to Find and Read Product Barcodes.
Tekin, Ender; Coughlan, James M
2010-07-01
While there are many barcode readers available for identifying products in a supermarket or at home on mobile phones (e.g., Red Laser iPhone app), such readers are inaccessible to blind or visually impaired persons because of their reliance on visual feedback from the user to center the barcode in the camera's field of view. We describe a mobile phone application that guides a visually impaired user to the barcode on a package in real-time using the phone's built-in video camera. Once the barcode is located by the system, the user is prompted with audio signals to bring the camera closer to the barcode until it can be resolved by the camera, which is then decoded and the corresponding product information read aloud using text-to-speech. Experiments with a blind volunteer demonstrate proof of concept of our system, which allowed the volunteer to locate barcodes which were then translated to product information that was announced to the user. We successfully tested a series of common products, as well as user-generated barcodes labeling household items that may not come with barcodes.
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Plourde, Vickie; Boivin, Michel; Brendgen, Mara; Vitaro, Frank; Dionne, Ginette
2017-10-01
Multiple studies have shown that reading abilities and attention-deficit/hyperactivity disorder symptoms, mainly inattention symptoms, are phenotypically and genetically associated during childhood. However, few studies have looked at these associations during adolescence to investigate possible developmental changes. The aim of the study is to examine the genetic and environmental etiology of the associations between inattention and hyperactivity reported by parents, and reading accuracy, reading speed, and word reading in a population-based twin sample (Quebec Newborn Twin Study). Participants were between 14 and 15 years of age at the time of testing (N = 668-837). Phenotypic results showed that when nonverbal and verbal abilities were controlled, inattention, but not hyperactivity/impulsivity, was a modest and significant predictor of reading accuracy, reading speed, and word reading. The associations between inattention and all reading abilities were partly explained by genetic and unique environmental factors. However, the genetic correlations were no longer significant after controlling for verbal abilities. In midadolescence, inattention is the attention-deficit/hyperactivity disorder dimension associated with reading abilities, but they could also share genetic factors with general verbal skills.
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Retrospective time perception in Korsakoff's syndrome
El Haj, M.; Nandrino, J.L.; Kessels, R.P.C.; Matton, C.; Bacquet, J.E.; Urso, L.; Antoine, P.
2017-01-01
The authors investigated retrospective timing in participants with Korsakoff's syndrome. Patients were assessed on four retrospective tasks on which they were instructed to read three-digit numbers aloud (15 seconds), fill connected squares (30 seconds), decide whether words were abstract or
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Muroya, Naoko; Inoue, Tomohiro; Hosokawa, Miyuki; Georgiou, George K.; Maekawa, Hisao; Parrila, Rauno
2017-01-01
We examined the relationship between morphological awareness and word reading skills in syllabic Hiragana and morphographic Kanji. Participants were 127 Grade 1 Japanese-speaking children who were followed until Grade 2. The results showed that Grade 1 morphological awareness was uniquely and comparably associated with word reading skills in both…
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Teaching children with dyslexia to spell in a reading-writers' workshop.
Berninger, Virginia W; Lee, Yen-Ling; Abbott, Robert D; Breznitz, Zvia
2013-04-01
To identify effective treatment for both the spelling and word decoding problems in dyslexia, 24 students with dyslexia in grades 4 to 9 were randomly assigned to treatments A (n=12) or B (n=12) in an after-school reading-writers' workshop at the university (thirty 1-h sessions twice a week over 5 months). First, both groups received step 1 treatment of grapheme-phoneme correspondences (gpc) for oral reading. At step 2, treatment A received gpc training for both oral reading and spelling, and treatment B received gpc training for oral reading and phonological awareness. At step 3, treatment A received orthographic spelling strategy and rapid accelerated reading program (RAP) training, and treatment B continued step 2 training. At step 4, treatment A received morphological strategies and RAP training, and treatment B received orthographic spelling strategy training. Each treatment also had the same integrated reading-writing activities, which many school assignments require. Both groups improved significantly in automatic letter writing, spelling real words, compositional fluency, and oral reading (decoding) rate. Treatment A significantly outperformed treatment B in decoding rate after step 3 orthographic training, which in turn uniquely predicted spelling real words. Letter processing rate increased during step 3 RAP training and correlated significantly with two silent reading fluency measures. Adding orthographic strategies with "working memory in mind" to phonics helps students with dyslexia spell and read English words.
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Hauge, Cindy Horst; Jacobs-Knight, Jacque; Jensen, Jamie L; Burgess, Katherine M; Puumala, Susan E; Wilton, Georgiana; Hanson, Jessica D
2015-06-01
The purpose of this study was to use a mixed-methods approach to determine the validity and reliability of measurements used within an alcohol-exposed pregnancy prevention program for American Indian women. To develop validity, content experts provided input into the survey measures, and a "think aloud" methodology was conducted with 23 American Indian women. After revising the measurements based on this input, a test-retest was conducted with 79 American Indian women who were randomized to complete either the original measurements or the new, modified measurements. The test-retest revealed that some of the questions performed better for the modified version, whereas others appeared to be more reliable for the original version. The mixed-methods approach was a useful methodology for gathering feedback on survey measurements from American Indian participants and in indicating specific survey questions that needed to be modified for this population. © The Author(s) 2015.
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Mazzone, Elena; Martinelli, Diego; Berardinelli, Angela; Messina, Sonia; D'Amico, Adele; Vasco, Gessica; Main, Marion; Doglio, Luca; Politano, Luisa; Cavallaro, Filippo; Frosini, Silvia; Bello, Luca; Carlesi, Adelina; Bonetti, Anna Maria; Zucchini, Elisabetta; De Sanctis, Roberto; Scutifero, Marianna; Bianco, Flaviana; Rossi, Francesca; Motta, Maria Chiara; Sacco, Annalisa; Donati, Maria Alice; Mongini, Tiziana; Pini, Antonella; Battini, Roberta; Pegoraro, Elena; Pane, Marika; Pasquini, Elisabetta; Bruno, Claudio; Vita, Giuseppe; de Waure, Chiara; Bertini, Enrico; Mercuri, Eugenio
2010-11-01
The North Star Ambulatory Assessment is a functional scale specifically designed for ambulant boys affected by Duchenne muscular dystrophy (DMD). Recently the 6-minute walk test has also been used as an outcome measure in trials in DMD. The aim of our study was to assess a large cohort of ambulant boys affected by DMD using both North Star Assessment and 6-minute walk test. More specifically, we wished to establish the spectrum of findings for each measure and their correlation. This is a prospective multicentric study involving 10 centers. The cohort included 112 ambulant DMD boys of age ranging between 4.10 and 17 years (mean 8.18±2.3 DS). Ninety-one of the 112 were on steroids: 37/91 on intermittent and 54/91 on daily regimen. The scores on the North Star assessment ranged from 6/34 to 34/34. The distance on the 6-minute walk test ranged from 127 to 560.6 m. The time to walk 10 m was between 3 and 15 s. The time to rise from the floor ranged from 1 to 27.5 s. Some patients were unable to rise from the floor. As expected the results changed with age and were overall better in children treated with daily steroids. The North Star assessment had a moderate to good correlation with 6-minute walk test and with timed rising from floor but less with 10 m timed walk/run test. The 6-minute walk test in contrast had better correlation with 10 m timed walk/run test than with timed rising from floor. These findings suggest that a combination of these outcome measures can be effectively used in ambulant DMD boys and will provide information on different aspects of motor function, that may not be captured using a single measure. Copyright © 2010. Published by Elsevier B.V.
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Toward an ERP-driven diagnostic approach for reading impairments.
Korinth, Sebastian Peter; Sommer, Werner; Breznitz, Zvia
2011-01-01
This preliminary study attempted to use Event Related Brain Potentials (ERPs) to identify different causes for slow reading performance. At least two unique brain activity patterns were found for below average readers. Based on visual inspection of the N170 ERP component elicited by words in a lexical decision task, participants were either classified as N170-normal or N170-absent. Although both groups showed very dissimilar brain activity patterns, they did not differ in any reading or cognitive measures. Differences in brain activity were discussed as indicators for disturbances at specific stages of word processing, which should lead to individually adjusted intervention approaches.
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Eyes on the Road (A Minute of Health with CDC)
Centers for Disease Control (CDC) Podcasts
2013-03-14
A recent survey found that during the previous month, seven in 10 U.S. drivers had talked on a cell phone, and nearly one third had read or sent a text or e-mail message while driving. This podcast discusses the dangers of using mobile devices while driving. Created: 3/14/2013 by MMWR. Date Released: 3/14/2013.
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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...
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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
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Feiveson, Alan H.; Lee, Stuart M. C.; Stenger, Michael B.; Stein, Sydney P.; Platts, Steven H.
2011-01-01
Typical methodology for evaluating the effects of spaceflight on orthostatic hypotension (OH) has been survival analysis of tolerance times from 80 head-up tilt tests. However when scheduled test durations are short, there may not be enough failures to allow survival analysis to adequately estimate and compare the effects of flight phase (e.g. pre-flight, number of days post-flight), flight duration, and their interaction, as well as interactions with effects of interventions or countermeasures. The problem is exacerbated in the presence of a repeated measures design, in which subjects participate in tilt tests during various flight phases. Here we show how it is possible to dramatically improve the efficiency of statistical inference in this setting by making use of the additional information contained in minute-by-minute observations of cardiovascular parameters thought to be reflective of progression towards presyncope during tilt testing. Methods: We retrospectively examined operational tilt test (OTT; 10 -min 80 head-up tilt) data from 20 International Space Station (ISS) and 66 Shuttle astronauts 10 d before launch (L-10), on landing day (R+0) and during recovery (R+1, R+3, R+6-10) depending on the level of participation. Data from 5 ISS astronauts tested on R+0 or R+1 who used non-standard countermeasures were excluded. In addition to OTT survival time, 8 cardiovascular parameters (CP: heart rate, systolic, diastolic, and mean arterial blood pressure, pulse pressure, stroke volume, cardiac output, and total peripheral resistance) that might be predictive of progression towards presyncope were measured every minute of each OTT. Statistical analysis was predicated on a two ]stage model of causation. In the first stage, flight duration and time from landing affect the astronauts' degree of OH, which is manifested in the time trends and variation of the above CPs during OTTs. In the second stage, the behavior of these parameters directly affects OTT survival
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Reading, Writing & Rings: Science Literacy for K-4 Students
McConnell, S.; Spilker, L.; Zimmerman-Brachman, R.
2007-12-01
Scientific discovery is the impetus for the K-4 Education program, "Reading, Writing & Rings." This program is unique because its focus is to engage elementary students in reading and writing to strengthen these basic academic skills through scientific content. As science has been increasingly overtaken by the language arts in elementary classrooms, the Cassini Education Program has taken advantage of a new cross-disciplinary approach to use language arts as a vehicle for increasing scientific content in the classroom. By utilizing the planet Saturn and the Cassini-Huygens mission as a model in both primary reading and writing students in these grade levels, young students can explore science material while at the same time learning these basic academic skills. Content includes reading, thinking, and hands-on activities. Developed in partnership with the Cassini-Huygens Education and Public Outreach Program, the Bay Area Writing Project/California Writing Project, Foundations in Reading Through Science & Technology (FIRST), and the Caltech Pre-College Science Initiative (CAPSI), and classroom educators, "Reading, Writing & Rings" blends the excitement of space exploration with reading and writing. All materials are teacher developed, aligned with national science and language education standards, and are available from the Cassini-Huygens website: http://saturn.jpl.nasa.gov/education/edu-k4.cfm Materials are divided into two grade level units. One unit is designed for students in grades 1 and 2 while the other unit focuses on students in grades 3 and 4. Each includes a series of lessons that take students on a path of exploration of Saturn using reading and writing prompts.
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Cho, Eunsoo; Capin, Philip; Roberts, Greg; Vaughn, Sharon
2017-07-01
Within multitiered instructional delivery models, progress monitoring is a key mechanism for determining whether a child demonstrates an adequate response to instruction. One measure commonly used to monitor the reading progress of students is oral reading fluency (ORF). This study examined the extent to which ORF slope predicts reading comprehension outcomes for fifth-grade struggling readers ( n = 102) participating in an intensive reading intervention. Quantile regression models showed that ORF slope significantly predicted performance on a sentence-level fluency and comprehension assessment, regardless of the students' reading skills, controlling for initial ORF performance. However, ORF slope was differentially predictive of a passage-level comprehension assessment based on students' reading skills when controlling for initial ORF status. Results showed that ORF explained unique variance for struggling readers whose posttest performance was at the upper quantiles at the end of the reading intervention, but slope was not a significant predictor of passage-level comprehension for students whose reading problems were the most difficult to remediate.
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Does a dynamic test of phonological awareness predict early reading difficulties?
DEFF Research Database (Denmark)
Gellert, Anna Steenberg; Elbro, Carsten
2017-01-01
A few studies have indicated that dynamic measures of phonological awareness may contribute uniquely to the prediction of early reading development. However, standard control measures have been few and limited by floor effects, thus limiting their predictive value. The purpose of the present stud...
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A pilot study using children's books to understand caregiver perceptions of parenting practices.
Bauer, Nerissa S; Hus, Anna M; Sullivan, Paula D; Szczepaniak, Dorota; Carroll, Aaron E; Downs, Stephen M
2012-06-01
To conduct a pilot study to test the feasibility and acceptability of using children's books to understand caregiver perceptions of parenting practices around common behavior challenges. A prospective 1-month pilot study was conducted in 3 community-based pediatric clinics serving lower income families living in central Indianapolis. One hundred caregivers of 4- to 7-year-old children presenting for a well-child visit chose 1 of 3 available children's books that dealt with a behavioral concern the caregiver reported having with the child. The book was read aloud to the child in the caregiver's presence by a trained research assistant and given to the families to take home. Outcomes measured were caregiver intent to change their interaction with their child after the book reading, as well as caregiver reports of changes in caregiver-child interactions at 1 month. Reading the book took an average of 3 minutes. Most (71%) caregivers reported intent to change after the book reading; two-thirds (47/71) were able to identify a specific technique or example illustrated in the story. One month later, all caregivers remembered receiving the book, and 91% reported reading the book to their child and/or sharing it with someone else. Three-fourths of caregivers (60/80) reported a change in caregiver-child interactions. The distribution of children's books with positive parenting content is a feasible and promising tool, and further study is warranted to see whether these books can serve as an effective brief intervention in pediatric primary care practice.
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Kim, Young-Suk; Apel, Kenn; Otaiba, Stephanie Al
2013-01-01
Purpose We examined the relations of phonological, morphological, and orthographic awareness and vocabulary to word reading and spelling for first grade children who were receiving differentiated instruction in a Response to Intervention (RTI) model of instruction (N = 304). Method First grade children were assessed on their phonological, morphological, and orthographic awareness, expressive vocabulary, word reading, and spelling. Year-end word reading and spelling were outcome variables while phonological, morphological, and orthographic awareness, expressive vocabulary, and RTI status (Tiers 1, 2, & 3) were predictor variables assessed in the middle of the school year. Results The three linguistic awareness skills were unique predictors of word reading and phonological and orthographic awareness were unique predictors of spelling. The contributions these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RTI tier status. Conclusion These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy skills. Educational implications are discussed. PMID:23833281
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Braten, Ivar; Ferguson, Leila E.; Anmarkrud, Oistein; Stromso, Helge I.
2013-01-01
Sixty-five Norwegian 10th graders used the software Read&Answer 2.0 (Vidal-Abarca et al., 2011) to read five different texts presenting conflicting views on the controversial scientific issue of sun exposure and health. Participants were administered a multiple-choice topic-knowledge measure before and after reading, a word recognition task,…
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EMC² = comprehension: A reading strategy instruction framework for all teachers
Directory of Open Access Journals (Sweden)
Nanda M Klapwijk
2015-02-01
Full Text Available Comprehension is a critical part of the reading process, and yet learners continue to struggle with it and teachers continue to neglect it in their teaching. Many reasons exist for the lack of focus on reading comprehension instruction, but for the most part, teachers simply do not seem to view comprehension as part of the reading process, are not able to teach the concept, and are seemingly not taught to do so during their teacher training years. In addition to this, comprehension continues to be viewed as part of 'language teaching', and is therefore viewed as the so-called 'language teacher's' domain. In support of effective comprehension instruction in the unique, multilingual South African education environment, this article proposes a framework for reading strategy instruction, aimed specifically at teachers. The framework was developed from a research study, and refined through subsequent application in a university course as well as a further study. The framework acknowledges that reading is a multifaceted and complex process, and accordingly, provides sufficient structure for teachers. It further addresses the issue of comprehension instruction through the use of selected reading strategies, designed to be applied by all teachers in all subjects in a flexible and easy manner.
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Skin cancer margin analysis within minutes with full-field OCT (Conference Presentation)
Dalimier, Eugénie; Ogrich, Lauren; Morales, Diego; Cusack, Carrie Ann; Abdelmalek, Mark; Boccara, Claude; Durkin, John
2017-02-01
Non-melanoma skin cancer (NMSC) is the most common cancer. Treatment consists of surgical removal of the skin cancer. Traditional excision involves the removal of the visible skin cancer with a significant margin of normal skin. On cosmetically sensitive areas, Mohs micrographic tissue is the standard of care. Mohs uses intraoperative microscopic margin assessment which minimizes the surgical defect and can help reduce the recurrence rate by a factor of 3. The current Mohs technique relies on frozen section tissue slide preparation which significantly lengthens operative time and requires on-site trained histotechnicians. Full-Field Optical Coherence Tomography (FFOCT) is a novel optical imaging technique which provides a quick and efficient method to visualize cancerous areas in minutes, without any preparation or destruction of the tissue. This study aimed to evaluate the potential of FFOCT for the analysis of skin cancer margins during Mohs surgery. Over 150 images of Mohs specimens were acquired intraoperatively with FFOCT before frozen section analysis. The imaging procedure took less than 5 minutes for each specimen. No artifacts on histological preparation were found arising from FFOCT manipulation; however frozen section artifact was readily seen on FFOCT. An atlas was established with FFOCT images and corresponding histological slides to reveal FFOCT reading criteria of normal and cancerous structures. Blind analysis showed high concordance between FFOCT and histology. FFOCT can potentially reduce recurrence rates while maintaining short surgery times, optimize clinical workflow, and decrease healthcare costs. For the patient, this translates into smaller infection risk, decreased stress, and better comfort.
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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…
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Slow Reading: Reading along "Lectio" Lines
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…
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Nguyen, Nhung X; Besch, Dorothea; Bartz-Schmidt, Karl; Gelisken, Faik; Trauzettel-Klosinski, Susanne
2007-12-01
The aim of the present study was to evaluate the power of magnification required, reading performance with low-vision aids and vision-related quality of life with reference to reading ability and ability to carry out day-to-day activities in patients after macular translocation. This study included 15 patients who had undergone macular translocation with 360-degree peripheral retinectomy. The mean length of follow-up was 19.2 +/- 10.8 months (median 11 months). At the final examination, the impact of visual impairment on reading ability and quality of life was assessed according to a modified 9-item questionnaire in conjunction with a comprehensive clinical examination, which included assessment of best corrected visual acuity (BCVA), the magnification power required for reading, use of low-vision aids and reading speed. Patients rated the extent to which low vision restricted their ability to read and participate in other activities that affect quality of life. Responses were scored on a scale of 1.0 (optimum self-evaluation) to 5.0 (very poor). In the operated eye, overall mean postoperative BCVA (distance) was not significantly better than mean preoperative BCVA (0.11 +/- 0.06 and 0.15 +/- 0.08, respectively; p = 0.53). However, 53% of patients reported a subjective increase in visual function after treatment. At the final visit, the mean magnification required was x 7.7 +/- 6.7. A total of 60% of patients needed optical magnifiers for reading and in 40% of patients closed-circuit TV systems were necessary. All patients were able to read newspaper print using adapted low-vision aids at a mean reading speed of 71 +/- 40 words per minute. Mean self-reported scores were 3.2 +/- 1.1 for reading, 2.5 +/- 0.7 for day-to-day activities and 2.7 +/- 3.0 for outdoor walking and using steps or stairs. Patients' levels of dependency were significantly correlated with scores for reading (p = 0.01), day-to-day activities (p vision-related quality of life in patients after
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Schoonen, R.; Hulstijn, J.; Bossers, B.
1998-01-01
This article gives the results of a study among 685 students in grades 6, 8 and 10 in the Netherlands to whom we administered grade-appropriate measures of reading comprehension and vocabulary knowledge in their native language (NL), Dutch, as well as, in grades 8 and 10, in English as a foreign
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Read-out and calibration of a tile calorimeter for ATLAS
International Nuclear Information System (INIS)
Tardell, S.
1997-06-01
The read-out and calibration of scintillating tiles hadronic calorimeter for ATLAS is discussed. Tests with prototypes of FERMI, a system of read-out electronics based on a dynamic range compressor reducing the dynamic range from 16 to 10 bits and a 40 MHz 10 bits sampling ADC, are presented. In comparison with a standard charge integrating read-out improvements in the resolution of 1% in the constant term are obtained
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McClowry, Sandra Graham; Snow, David L; Tamis-Lemonda, Catherine S; Rodriguez, Eileen T
2010-03-01
A prevention trial tested the efficacy of INSIGHTS into Children's Temperament as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers in six inner city schools. Teachers completed the Sutter-Eyberg Student Behavior Inventory (SESBI) and the Teacher's Rating Scale of Child's Actual Competence and Social Acceptance (TRS) at baseline and again upon completion of the intervention. Boys participating in INSIGHTS, compared with those in the Read Aloud program, showed a significant decline in attentional difficulties and overt aggression toward others. Teachers in INSIGHTS, compared to those in the attention control condition, reported significantly fewer problems managing the emotional-oppositional behavior, attentional difficulties, and covert disruptive behavior of their male students. They also perceived the boys as significantly more cognitively and physically competent.
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I-N-D-E-P-E-N-D-E-N-T: Increasing Reading Independence for Students with Dyslexia
Milner, Diane Hansen
2017-01-01
Due to their unique brain profile, children with dyslexia struggle with acquiring basic literacy skills. Even after basic reading skills have been learned students with dyslexia may still struggle greatly with generalizing their skills to new contexts. Researchers have found that 75 percent of children identified with reading problems in third…
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Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency?
Sparks, Richard L.; Patton, Jon; Ganschow, Leonore; Humbach, Nancy
2012-01-01
The study examined whether individual differences in high school first language (L1) reading achievement and print exposure would account for unique variance in second language (L2) written (word decoding, spelling, writing, reading comprehension) and oral (listening/speaking) proficiency after adjusting for the effects of early L1 literacy and…
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Chung, Kevin Kien Hoa; Lam, Chun Bun; Cheung, Ka Chun
2018-01-01
This cross-sectional study examined the associations of visuomotor integration and executive functioning with Chinese word reading and writing in kindergarten children. A total of 369 Chinese children (mean age = 57.99 months; 55% of them were girls) from Hong Kong, China, completed tasks on visuomotor integration, executive functioning, and…
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Playboy Entertainment for Men Braille Edition June 1996:In collaboration with Rosita McKenzie
Douglas, Caroline
2010-01-01
'Playboy Entertainment for Men' features a passage of text read aloud from an article in the 1996 Braille edition of Playboy. The work interrogates issues of femininity, gender and prevailing relations of representation. Capturing the 'female' touch reading the 'male' gaze, it prompts dialogue between touch and the spoken word; seeing and projected fantasy; and text and image. The video was the recipient of the 9th International Keller Award.
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The proper name as starting point for basic reading skills
Both-De Vries, Anna C.; Bus, Adriana G
Does alphabetic-phonetic writing start with the proper name and how does the name affect reading and writing skills? Sixty 4- to 5(1/2)-year-old children from middle SES families with Dutch as their first language wrote their proper name and named letters. For each child we created unique sets of