WorldWideScience

Sample records for unit includes readings

  1. Reading: United States.

    Science.gov (United States)

    Weber, Rose-Marie

    1983-01-01

    An exploration of the increasingly important role of linguistics in literacy research and instruction reviews literature on reading comprehension, written language, orthography, metalinguistics, classroom language use, reading disabilities, native tongues, nonstandard dialects, bilingual education, adult literacy, and second-language reading. (86…

  2. Graphemes are perceptual reading units.

    Science.gov (United States)

    Rey, A; Ziegler, J C; Jacobs, A M

    2000-04-14

    Graphemes are commonly defined as the written representation of phonemes. For example, the word 'BREAD' is composed of the four phonemes /b/, /r/, /e/ and /d/, and consequently, of the four graphemes 'B', 'R', 'EA', and 'D'. Graphemes can thus be considered the minimal 'functional bridges' in the mapping between orthography and phonology. In the present study, we investigated the hypothesis that graphemes are processed as perceptual units by the reading system. If the reading system processes graphemes as units, then detecting a letter in a word should be harder when this letter is embedded in a multi-letter grapheme than when it corresponds to a single-letter grapheme. In Experiment 1A, done in English, participants were slower to detect a target letter in a word when the target letter was embedded in multi-letter grapheme (i.e. 'A' in 'BEACH') than when it corresponded to a single-letter grapheme (i.e. 'A' in 'PLACE'). In Experiment 1B, this effect was replicated in French. In Experiment 2, done in English, this grapheme effect remained when phonemic similarity between the target letter alone and the target letter inside the word was controlled. Together, the results are consistent with the assumption that graphemes are processed as perceptual reading units in alphabetic writing systems such as English or French.

  3. THE ELECTROMAGNET. A SUPPLEMENTARY READING UNIT IN SCIENCE.

    Science.gov (United States)

    KINNEY, RICHARD; MOBILIZATION FOR YOUTH CURRICULUM STAFF

    A SAMPLE READING UNIT IN SCIENCE IS PRESENTED FOR DISADVANTAGED STUDENTS AT THREE LEVELS OF ABILITY. THE READING LESSON IS COMPLETE WITH ILLUSTRATIONS OF ELECTROMAGNETS. FOLLOWING THE SUPPLEMENTARY UNIT ARE THREE SAMPLE OBJECTIVE TESTS FOR THE DIFFERENT ABILITY LEVELS. EACH SET OF QUESTIONS IS DESIGNED BOTH TO TEST KNOWLEDGE OF SCIENCE FACTS…

  4. Subsyllabic Unit Preference in Learning to Read Pinyin Syllables

    Science.gov (United States)

    Wang, Min; Gao, Wei

    2011-01-01

    We designed two experiments to investigate subsyllabic unit preference in reading Pinyin in Chinese kindergarteners. Pinyin is an alphabetic transcription used in Mainland China to assist children in learning to read Chinese characters. In Pinyin instruction, teachers rely heavily on onset-rime division. Spoken Chinese, however, encourages…

  5. Advanced Dairy Unit for Advanced Livestock Production Curriculum. Selected Readings. AGDEX 410/00.

    Science.gov (United States)

    Coday, Stan; Stewart, Bob R.

    These selected readings are designed to supplement James Gillespie's "Modern Livestock and Poultry Production" (2nd edition) as the the student reference for the advanced dairy unit. Readings are provided for 18 lessons. Topics include profitability of the dairy enterprise; production costs for dairy; comparative advantages of dairy; milk…

  6. Escaparate. Programa de lectura y ensenanza del lenguaje, Unidad C (Show Window. Reading and Language Learning Program, Unit C).

    Science.gov (United States)

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    Stories in Spanish about aspects of the history, culture, and daily life of Mexican Americans are included in this reading book developed by Edgewood School District Bilingual Program in San Antonio, Texas, for students in grade four through secondary school. "Escaparate" is the third of eight units being developed in this reading and language…

  7. Escaparate. Programa de lectura y ensenanza del lenguaje, Unidad C (Show Window. Reading and Language Learning Program, Unit C).

    Science.gov (United States)

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    Stories in Spanish about aspects of the history, culture, and daily life of Mexican Americans are included in this reading book developed by Edgewood School District Bilingual Program in San Antonio, Texas, for students in grade four through secondary school. "Escaparate" is the third of eight units being developed in this reading and language…

  8. Systematic Unit Testing in a Read-eval-print Loop

    DEFF Research Database (Denmark)

    Nørmark, Kurt

    2010-01-01

    .  Rather, the experiments are quick and dirty one shot validations which do not add lasting value to the software, which is being developed.  In this paper we propose a tool that is able to collect, organize, and re-validate test cases, which are entered as expressions in a read-eval-print loop......Lisp programmers constantly carry out experiments in a read-eval-print loop.  The experimental activities convince the Lisp programmers that new or modified pieces of programs work as expected.  But the experiments typically do not represent systematic and comprehensive unit testing efforts.......  The process of collecting the expressions and their results imposes only little extra work on the programmer.  The use of the tool provides for creation of test repositories, and it is intended to catalyze a much more systematic approach to unit testing in a read-eval-print loop.  In the paper we also discuss...

  9. Systematic Unit Testing in a Read-eval-print Loop

    DEFF Research Database (Denmark)

    Nørmark, Kurt

    2010-01-01

    Lisp programmers constantly carry out experiments in a read-eval-print loop.  The experimental activities convince the Lisp programmers that new or modified pieces of programs work as expected.  But the experiments typically do not represent systematic and comprehensive unit testing efforts...... how to use a test repository for other purposes than testing.  As a concrete contribution we show how to use test cases as examples in library interface documentation.  It is hypothesized---but not yet validated---that the tool will motivate the Lisp programmer to take the transition from casual...

  10. Reading Habakkuk 3 in the light of ancient unit delimiters

    Directory of Open Access Journals (Sweden)

    Gert T.M. Prinsloo

    2013-08-01

    Full Text Available Habakkuk 3 is one of the most controversial texts in the Hebrew Bible. Diverging opinions have been expressed on literally every facet of the text. Quite surprising though, interpreters are virtually unanimous in their opinion about the structure of the pericope. Apart from a superscript (3:1 and subscript (3:19b four units are normally demarcated: a prayer (3:2, a theophany (3:3–7, a hymn (3:8–15 and a confession of trust (3:16–19a. Unit delimiters in ancient Hebrew manuscripts demarcate two (3:1–13 and 3:14–19 or three (3:1–7; 3:8–13; 3:14–19 units. This study evaluates this evidence and reads Habakkuk 3 in the light of the units demarcated in ancient manuscripts. It raises awareness of interesting structural patterns in the poem, calls for a rethinking of traditional form critical categories, and opens avenues for an alternative understanding of the pericope.

  11. Fuel cell repeater unit including frame and separator plate

    Energy Technology Data Exchange (ETDEWEB)

    Yamanis, Jean; Hawkes, Justin R; Chiapetta, Jr., Louis; Bird, Connie E; Sun, Ellen Y; Croteau, Paul F

    2013-11-05

    An example fuel cell repeater includes a separator plate and a frame establishing at least a portion of a flow path that is operative to communicate fuel to or from at least one fuel cell held by the frame relative to the separator plate. The flow path has a perimeter and any fuel within the perimeter flow across the at least one fuel cell in a first direction. The separator plate, the frame, or both establish at least one conduit positioned outside the flow path perimeter. The conduit is outside of the flow path perimeter and is configured to direct flow in a second, different direction. The conduit is fluidly coupled with the flow path.

  12. 77 FR 3500 - Reading Powder Coatings, Inc., Including On-Site Leased Workers From Berks and Beyond Employment...

    Science.gov (United States)

    2012-01-24

    ...] Reading Powder Coatings, Inc., Including On-Site Leased Workers From Berks and Beyond Employment Services and Gage Personnel Reading, PA; Amended Certification Regarding Eligibility To Apply for Worker... Assistance and Alternative Trade Adjustment Assistance on October 19, 2011, applicable to workers of...

  13. 76 FR 41525 - Hewlett Packard Global Parts Supply Chain, Global Product Life Cycles Management Unit Including...

    Science.gov (United States)

    2011-07-14

    ... Employment and Training Administration Hewlett Packard Global Parts Supply Chain, Global Product Life Cycles... Chain, Global Product Life Cycles Management Unit, including teleworkers reporting to Houston, Texas... Parts Supply Chain, Global Product Life Cycles Management Unit, including teleworkers reporting to...

  14. Homestay Program Orientation Manual, Including Leader's Guides and Preparatory Readings, Plus Materials for Student Use.

    Science.gov (United States)

    Grove, Cornelius Lee; Hansel, Bettina

    Developed as orientation materials for foreign students coming to the United States to study English, this manual contains six units to acquaint students with U.S. history, government, and culture. The first unit introduces students to the daily routines and interpersonal relationships of U.S. people. Unit 2 examines the origins and significance…

  15. 78 FR 66779 - United States Enrichment Corporation, Paducah Gaseous Diffusion Plant, Including On-Site Leased...

    Science.gov (United States)

    2013-11-06

    ... Employment and Training Administration United States Enrichment Corporation, Paducah Gaseous Diffusion Plant... Corporation, Paducah Gaseous Diffusion Plant, including on-site leased workers from Diversified Management...: All workers of United States Enrichment Corporation, Paducah Gaseous Diffusion Plant,......

  16. Dyslexic and typical-reading children use vowel digraphs as perceptual units in reading

    NARCIS (Netherlands)

    Marinus, E.; de Jong, P.F.

    2011-01-01

    Digraphs are graphemes that are composed of two letters like the "ou" in "soup". We hypothesized that the serial-reading strategy of dyslexic readers might interfere with the processing of digraphs. We used a letter-detection task to compare the processing of vowel digraphs in dyslexic and typical-r

  17. Resource Units and an Individualized Free-Reading Program for English, Grades 8-12.

    Science.gov (United States)

    Virginia State Dept. of Education, Richmond. Div. of Secondary Education.

    To improve the basic curriculum in English instruction for low-achieving pupils, this bulletin brings together resource units; a description of an individualized, free-reading program, and bibliographies of materials. The bulk of the publication consists of 26 resource units (e.g., "Animals in Literature,""Faces of War,""Beowulf, an Epic Hero")…

  18. TEXTBOOKS FOR INITIAL READING AND WRITING FOR STUDENTS WITH MILD INTELLECTUAL DISABILITY INCLUDED IN INCLUSIVE EDUCATION

    Directory of Open Access Journals (Sweden)

    Slavica TODOROVA

    2016-09-01

    Full Text Available Slavica Todorova defended her master's thesis on 30.05.2016 at the Institute of Special Education, Faculty of Philosophy, University "Ss. Cyril and Methodius "- Skopje in front of the commission consisting of Prof. Dr. Natasha Chichevska - Jovanova, Prof. Dr. Zora Jachova and Prof. Dr. Daniela Dimitrova - Radojchikj. The master thesis is a modern, scientific and empirical study presented at 103 pages, structured with an introduction and six chapters: Theoretical foundations of the problem, Research methodology, Analysis of results and discussion, Concluding observations with suggestions, Literature and Annexes. The literature that has been used for preparation of the thesis is composed of 67 bibliographical units in English and Macedonian Language, representing part of the current thematic relevant manuscripts drawn from many research studies and projects implemented in many countries around the world.

  19. Advanced Beef Unit for Advanced Livestock Production Curriculum. Selected Readings. AGDEX 420/00.

    Science.gov (United States)

    Sparks, Jim; Stewart, Bob R.

    These selected readings are designed to supplement James Gillespie's "Modern Livestock and Poultry Production" (2nd edition) as the student reference for the advanced beef unit. The 15 lessons build on Agricultural Science I and II competencies. Topics of the 15 lessons are: importance of the beef enterprise; cost of beef production;…

  20. Conducting Qualitative Data Analysis: Reading Line-by-Line, but Analyzing by Meaningful Qualitative Units

    Science.gov (United States)

    Chenail, Ronald J.

    2012-01-01

    In the first of a series of "how-to" essays on conducting qualitative data analysis, Ron Chenail points out the challenges of determining units to analyze qualitatively when dealing with text. He acknowledges that although we may read a document word-by-word or line-by-line, we need to adjust our focus when processing the text for purposes of…

  1. Reading.

    Science.gov (United States)

    Gee, James Paul

    1992-01-01

    Explores what is meant by reading, noting that to read is to respond appropriately to a specific consensus centered on certain values and that the consensus is achieved among persons whose paths through life have come together with members of dominant discourses in society. (SLD)

  2. The Read-Out Shutter Unit of the Euclid VIS Instrument

    CERN Document Server

    Genolet, L; Paltani, S; Autissier, N; Larcheveque, C; Thomas, C

    2016-01-01

    Euclid is the second medium-size mission (M2) of the ESA Cosmic Vision Program, currently scheduled for a launch in 2020. The two instruments on-board Euclid, VIS and NISP, will provide key measurements to investigate the nature of dark energy, advancing our knowledge on cosmology. We present in this contribution the development and manufacturing status of the VIS Read-out Shutter Unit, whose main function is to prevent direct light from falling onto the VIS CCDs during the read-out of the scientific exposures and to allow the dark-current/bias calibrations of the instrument.

  3. 26 CFR 1.951-1 - Amounts included in gross income of United States shareholders.

    Science.gov (United States)

    2010-04-01

    ... shareholders. Therefore, the redemption rights are not restrictions or other limitations within the meaning of... States shareholders. 1.951-1 Section 1.951-1 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE... included in gross income of United States shareholders. (a) In general. If a foreign corporation is...

  4. Escaparate. Programa de lectura y ensenanza del lenguaje, Unidad C. Cuaderno de Trabajo (Show Window. Reading and Language Learning Program, Unit C. Workbook).

    Science.gov (United States)

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    Exercises, tests, puzzles, enrichment activities, maps, and games are included in this student workbook for "Escaparate," the third in a series of eight Spanish reading and language instruction units developed by the Bilingual Program of Edgewood School District, San Antonio, Texas. The publication can be used as ditto sheets for duplicating or in…

  5. Escaparate. Programa de lectura y ensenanza del lenguaje, Unidad C. Cuaderno de Trabajo (Show Window. Reading and Language Learning Program, Unit C. Workbook).

    Science.gov (United States)

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    Exercises, tests, puzzles, enrichment activities, maps, and games are included in this student workbook for "Escaparate," the third in a series of eight Spanish reading and language instruction units developed by the Bilingual Program of Edgewood School District, San Antonio, Texas. The publication can be used as ditto sheets for duplicating or in…

  6. The Genomic Scrapheap Challenge; Extracting Relevant Data from Unmapped Whole Genome Sequencing Reads, Including Strain Specific Genomic Segments, in Rats.

    Science.gov (United States)

    van der Weide, Robin H; Simonis, Marieke; Hermsen, Roel; Toonen, Pim; Cuppen, Edwin; de Ligt, Joep

    2016-01-01

    Unmapped next-generation sequencing reads are typically ignored while they contain biologically relevant information. We systematically analyzed unmapped reads from whole genome sequencing of 33 inbred rat strains. High quality reads were selected and enriched for biologically relevant sequences; similarity-based analysis revealed clustering similar to previously reported phylogenetic trees. Our results demonstrate that on average 20% of all unmapped reads harbor sequences that can be used to improve reference genomes and generate hypotheses on potential genotype-phenotype relationships. Analysis pipelines would benefit from incorporating the described methods and reference genomes would benefit from inclusion of the genomic segments obtained through these efforts.

  7. BarraCUDA - a fast short read sequence aligner using graphics processing units

    LENUS (Irish Health Repository)

    Klus, Petr

    2012-01-13

    Abstract Background With the maturation of next-generation DNA sequencing (NGS) technologies, the throughput of DNA sequencing reads has soared to over 600 gigabases from a single instrument run. General purpose computing on graphics processing units (GPGPU), extracts the computing power from hundreds of parallel stream processors within graphics processing cores and provides a cost-effective and energy efficient alternative to traditional high-performance computing (HPC) clusters. In this article, we describe the implementation of BarraCUDA, a GPGPU sequence alignment software that is based on BWA, to accelerate the alignment of sequencing reads generated by these instruments to a reference DNA sequence. Findings Using the NVIDIA Compute Unified Device Architecture (CUDA) software development environment, we ported the most computational-intensive alignment component of BWA to GPU to take advantage of the massive parallelism. As a result, BarraCUDA offers a magnitude of performance boost in alignment throughput when compared to a CPU core while delivering the same level of alignment fidelity. The software is also capable of supporting multiple CUDA devices in parallel to further accelerate the alignment throughput. Conclusions BarraCUDA is designed to take advantage of the parallelism of GPU to accelerate the alignment of millions of sequencing reads generated by NGS instruments. By doing this, we could, at least in part streamline the current bioinformatics pipeline such that the wider scientific community could benefit from the sequencing technology. BarraCUDA is currently available from http:\\/\\/seqbarracuda.sf.net

  8. BarraCUDA - a fast short read sequence aligner using graphics processing units

    Directory of Open Access Journals (Sweden)

    Klus Petr

    2012-01-01

    Full Text Available Abstract Background With the maturation of next-generation DNA sequencing (NGS technologies, the throughput of DNA sequencing reads has soared to over 600 gigabases from a single instrument run. General purpose computing on graphics processing units (GPGPU, extracts the computing power from hundreds of parallel stream processors within graphics processing cores and provides a cost-effective and energy efficient alternative to traditional high-performance computing (HPC clusters. In this article, we describe the implementation of BarraCUDA, a GPGPU sequence alignment software that is based on BWA, to accelerate the alignment of sequencing reads generated by these instruments to a reference DNA sequence. Findings Using the NVIDIA Compute Unified Device Architecture (CUDA software development environment, we ported the most computational-intensive alignment component of BWA to GPU to take advantage of the massive parallelism. As a result, BarraCUDA offers a magnitude of performance boost in alignment throughput when compared to a CPU core while delivering the same level of alignment fidelity. The software is also capable of supporting multiple CUDA devices in parallel to further accelerate the alignment throughput. Conclusions BarraCUDA is designed to take advantage of the parallelism of GPU to accelerate the alignment of millions of sequencing reads generated by NGS instruments. By doing this, we could, at least in part streamline the current bioinformatics pipeline such that the wider scientific community could benefit from the sequencing technology. BarraCUDA is currently available from http://seqbarracuda.sf.net

  9. Examining the Simple View of Reading Model for United States High School Spanish Students

    Science.gov (United States)

    Sparks, Richard; Patton, Jon

    2016-01-01

    The Simple View of Reading (SVR) model, which posits that reading comprehension is the product of word decoding and language comprehension that make independent contributions to reading skill, has been found to explain the acquisition of first language (L1) reading and second language (L2) reading in young English language learners (ELLs).…

  10. Foreign Language Reading Anxiety: Korean as a Foreign Language in the United States

    OpenAIRE

    Kim Young Joo; Julie Damron

    2015-01-01

    The purpose of this study was to examine foreign language reading anxiety among college students who were studying Korean. It utilized three measures; (a) two anxiety scales, the Foreign Language Classroom Anxiety Scale (FLCAS) and the Foreign Language Reading Anxiety Scale (FLRAS), (b) a background information questionnaire, and (c) reading performance scores. Results of the study showed that there was a significant discrepancy between foreign language reading anxiety among course levels, in...

  11. 76 FR 34271 - Hewlett Packard, Global Parts Supply Chain, Global Product Life Cycles Management Unit, Including...

    Science.gov (United States)

    2011-06-13

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF LABOR Employment and Training Administration Hewlett Packard, Global Parts Supply Chain, Global Product Life Cycles... workers of Hewlett Packard, Global Parts Supply Chain, Global Product Life Cycles Management Unit...

  12. Analysis of 36 Y-STR marker units including a concordance study among 2085 Dutch males

    NARCIS (Netherlands)

    A.A. Westen (Antoinette); T. Kraaijenbrink (Thirsa); L. Clarisse (Lindy); L.J.W. Grol (Laurens J.W.); P. Willemse (Patricia); S.B. Zuniga (Sofia); E.A. Robles De Medina (Elizaveta); R. Schouten (Ron); K. van der Gaag (Kristiaan); J.M. Weiler; A.J. Kal (Arnoud J.); M.H. Kayser (Manfred); T. Sijen (Titia); P. de Knijff (Peter)

    2015-01-01

    textabstractThe genotypes of 36 Y-chromosomal short tandem repeat (Y-STR) marker units were analysed in a Dutch population sample of 2085 males. Profiling results were compared for several partially overlapping kits, i.e. PowerPlex Y, Yfiler, PowerPlex Y23, and two in-house designed multiplexes with

  13. Who Reads Literature? The Future of the United States as a Nation of Readers.

    Science.gov (United States)

    Zill, Nicholas; Winglee, Marianne

    This book draws on extensive demographic information to present a portrait of the nation's reading habits. Research offers the following observations and facts: reading of serious contemporary literature is the pastime of a distinct minority; the proportion of Americans who read serious literature is between 7 and 12% and contemporary fiction,…

  14. Automatic generation control with thyristor controlled series compensator including superconducting magnetic energy storage units

    Directory of Open Access Journals (Sweden)

    Saroj Padhan

    2014-09-01

    Full Text Available In the present work, an attempt has been made to understand the dynamic performance of Automatic Generation Control (AGC of multi-area multi-units thermal–thermal power system with the consideration of Reheat turbine, Generation Rate Constraint (GRC and Time delay. Initially, the gains of the fuzzy PID controller are optimized using Differential Evolution (DE algorithm. The superiority of DE is demonstrated by comparing the results with Genetic Algorithm (GA. After that performance of Thyristor Controlled Series Compensator (TCSC has been investigated. Further, a TCSC is placed in the tie-line and Superconducting Magnetic Energy Storage (SMES units are considered in both areas. Finally, sensitivity analysis is performed by varying the system parameters and operating load conditions from their nominal values. It is observed that the optimum gains of the proposed controller need not be reset even if the system is subjected to wide variation in loading condition and system parameters.

  15. On the Determination of Concrete Armour Unit Stress including Specific Results related to Dolosse

    DEFF Research Database (Denmark)

    Burcharth, H. F.; Howell, G.L.; Liu, Z.

    1991-01-01

    Failures of rubble mound breakwaters armoured with complex types of unreinforced concrete armour units are often due to breakage. This happens when the stresses exceed the material strength. Sufficient parametric studies of the stresses are not yet available to produce design diagrams for structu......Failures of rubble mound breakwaters armoured with complex types of unreinforced concrete armour units are often due to breakage. This happens when the stresses exceed the material strength. Sufficient parametric studies of the stresses are not yet available to produce design diagrams...... for structural integrity. The paper presents a general discussion of the problems related to stress etermination and describes the results and the analyses of model tests with 200 kg and 200 g load-cell instrumented Dolosse. Static stresses, wave-generate stresses due to impacts were studied as well as model...

  16. Foreign Language Reading Anxiety: Korean as a Foreign Language in the United States

    Directory of Open Access Journals (Sweden)

    Kim Young Joo

    2015-01-01

    Full Text Available The purpose of this study was to examine foreign language reading anxiety among college students who were studying Korean. It utilized three measures; (a two anxiety scales, the Foreign Language Classroom Anxiety Scale (FLCAS and the Foreign Language Reading Anxiety Scale (FLRAS, (b a background information questionnaire, and (c reading performance scores. Results of the study showed that there was a significant discrepancy between foreign language reading anxiety among course levels, individual variables such as gender, course level, experience with Korea, etc. were predictors of foreign language reading anxiety, that reading anxiety and performance are positively correlated, and it reveals the major sources of foreign language reading anxiety among students learning Korean.

  17. Effective Teaching Factors and Student Reading Strategies as Predictors of Student Achievement in PISA 2009: The Case of China and the United States

    Science.gov (United States)

    Meng, Lingqi; Muñoz, Marco; King Hess, Kristin; Liu, Shujie

    2017-01-01

    This study investigated effective teaching factors and student reading strategies as predictors of student reading achievement in the United States and China. Participants were 10,348 students in the 2009 Program for International Student Assessment (PISA) study, 5115 from China and 5233 from the United States. Exploratory factor analysis (EFA)…

  18. Convection-Permitting Regional Climate Simulations over the Contiguous United States Including Potential Climate Change Scenarios

    Science.gov (United States)

    Liu, Changhai; Rasmussen, Roy; Ikeda, Kyoko; Barlage, Michael; Chen, Fei; Clark, Martyn; Dai, Aiguo; Dudhia, Jimy; Gochis, David; Gutmann, Ethan; Li, Yanping; Newman, Andrew; Thompson, Gregory

    2016-04-01

    The WRF model with a domain size of 1360x1016x51 points, using a 4 km spacing to encompass most of North America, is employed to investigate the water cycle and climate change impacts over the Contiguous United States (CONUS). Four suites of numerical experiments are being conducted, consisting of a 13-year retrospective simulation forced with ERA-I reanalysis, a 13-year climate sensitivity or Pseudo-Global Warming (PGW) simulation, and two 10-year CMIP5-based historical/future period simulations based on a revised bias-correction method. The major objectives are: 1) to evaluate high-resolution WRF's capability to capture orographic precipitation and snow mass balance over the western CONUS and convective precipitation over the eastern CONUS; 2) to assess future changes of seasonal snowfall and snowpack and associated hydrological cycles along with their regional variability across the different mountain barriers and elevation dependency, in response to the CMIP5 projected 2071-2100 climate warming; 3) to examine the precipitation changes under the projected global warming, with an emphasis on precipitation extremes and the warm-season precipitation corridor in association with MCS tracks in the central US; and 4) to provide a valuable community dataset for regional climate change and impact studies. Preliminary analysis of the retrospective simulation shows both seasonal/sub-seasonal precipitation and temperature are well reproduced, with precipitation bias being within 10% of the observations and temperature bias being below 1 degree C in most seasons and locations. The observed annual cycle of snow water equivalent (SWE), such as peak time and disappearance time, is also realistically replicated, even though the peak value is somewhat underestimated. The PGW simulation shows a large cold-season warming in northeast US and eastern Canada, possibly associated with snow albedo feedback, and a strong summer warming in north central US in association with

  19. Idea units in notes and summaries for read texts by keyboard and pencil in middle childhood students with specific learning disabilities: Cognitive and brain findings.

    Science.gov (United States)

    Richards, Todd; Peverly, Stephen; Wolf, Amie; Abbott, Robert; Tanimoto, Steven; Thompson, Rob; Nagy, William; Berninger, Virginia

    2016-09-01

    Seven children with dyslexia and/or dysgraphia (2 girls, 5 boys, M=11 years) completed fMRI connectivity scans before and after twelve weekly computerized lessons in strategies for reading source material, taking notes, and writing summaries by touch typing or groovy pencils. During brain scanning they completed two reading comprehension tasks-one involving single sentences and one involving multiple sentences. From before to after intervention, fMRI connectivity magnitude changed significantly during sentence level reading comprehension (from right angular gyrus→right Broca's) and during text level reading comprehension (from right angular gyrus→cingulate). Proportions of ideas units in children's writing compared to idea units in source texts did not differ across combinations of reading-writing tasks and modes. Yet, for handwriting/notes, correlations insignificant before the lessons became significant after the strategy instruction between proportion of idea units and brain connectivity at all levels of language in reading comprehension (word-, sentence-, and text) during scanning; but for handwriting/summaries, touch typing/notes, and touch typing/summaries changes in those correlations from insignificant to significant after strategy instruction occurred only at text level reading comprehension during scanning. Thus, handwriting during note-taking may benefit all levels of language during reading comprehension, whereas all other combinations of modes and writing tasks in this exploratory study appear to benefit only the text level of reading comprehension. Neurological and educational significance of the interdisciplinary research findings for integrating reading and writing and future research directions are discussed.

  20. Units of analysis in nonword reading: evidence from children and adults.

    Science.gov (United States)

    Brown, G D; Deavers, R P

    1999-07-01

    Four experiments examined variations in children's (chronological age range: 5 years 7 months to 9 years 10 months) and adults' reading strategy as a function of task demands. Experiment 1 found that less skilled readers (mean reading age: 8 years 8 months), though able to make use of rime-based spelling-to-sound correspondences (reading "by analogy"), predominantly used simple grapheme-phoneme-level correspondences in reading isolated unfamiliar items. Skilled children (mean reading age: 11 years 6 months) were more likely to adopt an analogy strategy. Experiments 2 and 3 adopted versions of the "clue word" technique used by U. Goswami (1986, Journal of Experimental Child Psychology, 42, 73-83; 1988, Quarterly Journal of Experimental Psychology, 40A, 239-268) and found a much higher incidence of analogical responding by children of all ages, suggesting that reading strategy is task-dependent. Experiment 4 showed that adults' nonword-reading strategy is determined by list composition, in that grapheme-phoneme correspondences are used more when the list context contains nonwords. It is concluded that both adults and young children exhibit considerable flexibility and task-dependence in the levels of spelling-to-sound correspondence (analogies vs decoding) that they use and that grapheme-phoneme correspondences are preferred when maximum generalization to unfamiliar items is required.

  1. Escaparate. Programa de lectura y ensenanza del lenguaje, Unidad C. Guia Para El Maestro (Show Window. Reading and Language Learning Program, Unit C. Teacher's Guide).

    Science.gov (United States)

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    Instructions for use of "Escaparate," the third of eight Spanish reading and language instruction units developed by Edgewood School District's Bilingual Program, San Antonio, Texas, are given in this teacher guide. Originally intended for grades four through six, the program may be used from fourth grade to secondary school in Spanish reading and…

  2. Escaparate. Programa de lectura y ensenanza del lenguaje, Unidad C. Guia Para El Maestro (Show Window. Reading and Language Learning Program, Unit C. Teacher's Guide).

    Science.gov (United States)

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    Instructions for use of "Escaparate," the third of eight Spanish reading and language instruction units developed by Edgewood School District's Bilingual Program, San Antonio, Texas, are given in this teacher guide. Originally intended for grades four through six, the program may be used from fourth grade to secondary school in Spanish reading and…

  3. Assessment of emerging contaminants including organophosphate esters and pyrethroids during DISCOVER-AQ in Houston, Texas, United States.

    Science.gov (United States)

    Usenko, Sascha; Clark, Addie; Sheesley, Rebecca

    2015-04-01

    DISCOVER-AQ (Deriving Information on Surface conditions from Column and Vertically Resolved Observations Relevant to Air Quality) is a NASA-funded air quality research program that focused on Houston, Texas, United States in September 2013. In conjunction with DISCOVER-AQ, particulate matter was collected for the month of September from four ground-based sampling sites across the Houston metropolitan area. The Houston metropolitan area is one of the most populous cities in the United States. Sampling sites included an upwind and downwind site as well as an urban (i.e. downtown) and industrial/port areas (i.e. Houston Ship Channel). Particulate matter samples were collected to examine both spatial and temporal trends (including day versus night). Particulate matter was collected on quartz fiber filters, which were analyzed for emerging classes of concern including organophosphate esters (OPEs; including flame retardants) and pyrethroids. OPEs have in recent years increased in both use and production as they replaced polybrominated diphenyl ethers flame retardants. Permethrin is one of the most commonly used mosquito adulticides in the United States.

  4. Latin America: Its Land, Story and Peoples (An Instructional Unit for the Middle Grades). Instructional Unit No. 3 with Readings.

    Science.gov (United States)

    Gill, Clark C.; Conroy, William B.

    This 8- to 12-week introductory unit is designed to give fifth, sixth or seventh graders an overview of Latin American geography, history (before, during, and after European rule) and culture. Exploring Mexico and Peru in particular, the unit places emphasis on the individual, the family, racial composition, social classes, religion, education,…

  5. 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.

  6. Teaching plan of Unit 3 (必修五) Warming-up and Reading

    Institute of Scientific and Technical Information of China (English)

    余虹; 石芬芬

    2011-01-01

    Teaching Goals:1.Learn some new words and expressions.2.Improve the Ss’reading skills.3.To illustrate Ss’imagination of future life 4.Know more advanced forms of transport in AD 3005 and the advantages and problems of life in the future.

  7. Implementation of a multidisciplinary team that includes a registered dietitian in a neonatal intensive care unit improved nutrition outcomes.

    Science.gov (United States)

    Sneve, Jennifer; Kattelmann, Kendra; Ren, Cuirong; Stevens, Dennis C

    This study determined whether nutrition outcomes of neonates who were receiving neonatal intensive care were improved with the implementation of a fully functioning multidisciplinary team that included a registered dietitian. A medical record review was conducted of neonates with birth weights of 1500 g or less who were cared for in Sanford Children's Hospital neonatal intensive care unit from January 1 to December 31, 2001 (prior to functioning multidisciplinary team establishment) and January 1 to December 31, 2004 (subsequent to establishment of a multidisciplinary team). Data from charts in the 2 time periods were examined for differences in nutrition outcomes. Outcome variables included length of stay, birth weight, discharge weight, weight gained for specified time periods, weight at full feeds, weight gain per day, length, head circumference, and number of days to start enteral feeding. Analysis of covariance, controlling for the effect of birth weight, was used to determine differences and was considered significant at P multidisciplinary team (1099 g, 95% CI: 955-1165 vs 1164 g, 95% CI: 1067-1211, respectively). Weight at discharge, total weight gained, total daily weight gained, daily weight gain from birth to the initiation of enteral feeds, daily weight gain from birth to full feeds, and head circumference growth were significantly greater for neonates in the postgroup than in the pre-multidisciplinary team group. Implementation of a multidisciplinary team that included a registered dietitian improved the nutrition outcomes of low birth weight infants in a neonatal intensive care unit.

  8. Effects of an Elementary Language Arts Unit on Critical Thinking, Reading, and Writing

    Science.gov (United States)

    Duesbery, Luke; Justice, Paul

    2015-01-01

    Teaching young students to think critically has always been important, however, as the United States transitions to a national set of learning standards which emphasizes higher-order thinking, it becomes essential. In this quasi-experimental study we evaluate the effects of exposure to the Journeys and Destinations (J&D) unit from the William…

  9. Reading Right: A Text for Reading, Volume 2. English for Special Purposes Series: Nursing Aide.

    Science.gov (United States)

    Hubbard, Katherine E.

    This is the second of four volumes devoted to reading instruction, in a series of materials for teaching English as a second language to adult nursing aide students. The three units included deal with fundamentals in nursing: nutrition, characteristics of the hospital staff, and anatomy. Each unit consists of readings interspersed with Cloze…

  10. Reading Right: A Text for Reading, Volume 3. English for Special Purposes Series: Nursing Aide.

    Science.gov (United States)

    Hubbard, Katherine E.

    This is the third of four volumes devoted to reading instruction, in a series of materials for teaching English as a second language to adult nursing aide students. The three units included deal with fundamentals in nursing: asepsis, measurement and abbreviation, and emergencies. Each unit consists of readings interspersed with Cloze passages,…

  11. Teaching Generative Reading Via Recombination of Minimal Textual Units: A Legacy of Verbal Behavior to Children in Brazil

    Science.gov (United States)

    de Souza, Deisy G.; de Rose, Julio C.; Faleiros, Thais C.; Bortoloti, Renato; Hanna, Elenice Seixas; McIlvane, William J.

    2009-01-01

    This paper reports results of two studies that sought to teach generative reading skills to a large group of Brazilian children who were exhibiting protracted failure in school. Inspired by Skinner’s analysis of verbal relations and minimal verbal units, the methodology took advantage of certain characteristics of Portuguese. Many words in this language are comprised of two-letter syllabic units (e.g., BO+LA= ball, CA+BO= handle, LA+TA= can) that can be recombined to form new words (e.g., BOCA= mouth, BOTA= boot), thus establishing a route to generative reading via recombinative generalization. Such syllabic units were incorporated within curricular framework that used matching-to-sample and learning by exclusion methods to teach matching relations involving pictures, printed and spoken words, and printed and spoken syllables. Study 1 was conducted within a university-based learning center that maintained certain aspects of laboratory conditions. It showed that teaching textual relations between dictated and printed syllables could control procedurally the inter- and intra-participant variability observed in past studies that lacked this feature -resulting in virtually universally positive teaching outcomes. Study 2 was conducted in a public school programs that applied the same basic training methodology. Positive training outcomes in an experimental group were approximately 3–5 times greater than that in a placebo control group. Together, these studies illustrate that the functional analysis in Verbal Behavior is having a direct impact in educational science in Brazil. It has led to procedures that can be effectively translated from the laboratory to the community via delivery systems that can be implemented in the developing world. PMID:19960112

  12. 7B Unit 3 Reading 1素养课堂之实践

    Institute of Scientific and Technical Information of China (English)

    王守花

    2015-01-01

    <正>一、教学流程Step 1 Lead-in1.师生交谈What’s your hobby?引出旅游的话题2.利用媒体课件请学生欣赏老师cousin Mark的漠河之旅的电子相册。Step 2 Pre-reading(Mohe Town)1.呈现一张张的图片,并配合肢体语言等呈现生词。2.呈现Mini-dictionary,帮助学生巩固词汇。3.用学生熟悉的博客形式,请学生帮助英语弱的Mark完

  13. 20 CFR 408.809 - What happens to your SVB payments if you are removed (including deported) from the United States?

    Science.gov (United States)

    2010-04-01

    ... removed (including deported) from the United States? 408.809 Section 408.809 Employees' Benefits SOCIAL... Suspension § 408.809 What happens to your SVB payments if you are removed (including deported) from the... that you have been removed (including deported) from the United States under section 237(a) or...

  14. SDR (Systems Directed Reading): An Overview.

    Science.gov (United States)

    Baugo Community Schools, Elkhart, IN.

    The objective of this project for kindergarten through fifth grade is to interest public and private educational institutions in the systematization of elementary school reading programs. Facets of Systems Directed Reading (SDR) include the use of a differentiated staffing pattern; experienced language arts unit leaders guiding and directing all…

  15. Making the Reading, Writing, Social Studies Connection.

    Science.gov (United States)

    Jorgensen-Esmaili, Karen

    1990-01-01

    Suggests incorporating reading, writing, and social studies within the context of literature. Includes reading lists and activities for teaching about the Victorian period in a two-month social studies unit that incorporates science fiction, mysteries, and fairy tales. Children discuss old photographs, examine artifacts, visit a Victorian mansion,…

  16. Reading Letters

    DEFF Research Database (Denmark)

    Beier, Sofie

    2012-01-01

    In our everyday life we constantly encounter a diversity of reading matters, including display types on traffic signage, printed text in novels, newspaper headlines, or our own writing on a computer screen. All these conditions place different demands on the typefaces applied. The book discusses ...... these aspects by drawing on typography history, designers’ ideas, and available scientific data concerning the reading process....

  17. Training on Movement Figure-Ground Discrimination Remediates Low-Level Visual Timing Deficits in the Dorsal Stream, Improving High-Level Cognitive Functioning, Including Attention, Reading Fluency, and Working Memory

    Directory of Open Access Journals (Sweden)

    Teri Lawton

    2017-05-01

    Full Text Available The purpose of this study was to determine whether neurotraining to discriminate a moving test pattern relative to a stationary background, figure-ground discrimination, improves vision and cognitive functioning in dyslexics, as well as typically-developing normal students. We predict that improving the speed and sensitivity of figure-ground movement discrimination (PATH to Reading neurotraining acts to remediate visual timing deficits in the dorsal stream, thereby improving processing speed, reading fluency, and the executive control functions of attention and working memory in both dyslexic and normal students who had PATH neurotraining more than in those students who had no neurotraining. This prediction was evaluated by measuring whether dyslexic and normal students improved on standardized tests of cognitive skills following neurotraining exercises, more than following computer-based guided reading (Raz-Kids (RK. The neurotraining used in this study was visually-based training designed to improve magnocellular function at both low and high levels in the dorsal stream: the input to the executive control networks coding working memory and attention. This approach represents a paradigm shift from the phonologically-based treatment for dyslexia, which concentrates on high-level speech and reading areas. This randomized controlled-validation study was conducted by training the entire second and third grade classrooms (42 students for 30 min twice a week before guided reading. Standardized tests were administered at the beginning and end of 12-weeks of intervention training to evaluate improvements in academic skills. Only movement-discrimination training remediated both low-level visual timing deficits and high-level cognitive functioning, including selective and sustained attention, reading fluency and working memory for both dyslexic and normal students. Remediating visual timing deficits in the dorsal stream revealed the causal role of visual

  18. 45 CFR 400.209 - Claims involving family units which include refugees who have been in the United States more than...

    Science.gov (United States)

    2010-10-01

    ... refugees who have been in the United States more than 36 months. 400.209 Section 400.209 Public Welfare Regulations Relating to Public Welfare OFFICE OF REFUGEE RESETTLEMENT, ADMINISTRATION FOR CHILDREN AND FAMILIES, DEPARTMENT OF HEALTH AND HUMAN SERVICES REFUGEE RESETTLEMENT PROGRAM Federal Funding...

  19. Estimate of tsunami source using optimized unit sources and including dispersion effects during tsunami propagation: The 2012 Haida Gwaii earthquake

    Science.gov (United States)

    Gusman, Aditya Riadi; Mulia, Iyan Eka; Satake, Kenji; Watada, Shingo; Heidarzadeh, Mohammad; Sheehan, Anne F.

    2016-09-01

    We apply a genetic algorithm to find the optimized unit sources using dispersive tsunami synthetics to estimate the tsunami source of the 2012 Haida Gwaii earthquake. The optimal number and distribution of unit sources gives the sea surface elevation similar to that from our previous slip distribution on a fault using tsunami data, but different from that using seismic data. The difference is possibly due to submarine mass failure in the source region. Dispersion effects during tsunami propagation reduce the maximum amplitudes by up to 20% of conventional linear longwave propagation model. Dispersion effects also increase tsunami travel time by approximately 1 min per 1300 km on average. The dispersion effects on amplitudes depend on the azimuth from the tsunami source reflecting the directivity of tsunami source, while the effects on travel times depend only on the distance from the source.

  20. Lectura y Vida. Revista Latinoamericana de Lectura (Reading and Life. Latinamerican Reading Magazine). 1990-1995.

    Science.gov (United States)

    International Reading Association, Newark, DE.

    This series of 24 magazines offers readings in Spanish on literacy, education problems, psycholinguistics, expository writing, and reading behavior. The magazine's editorial committee includes representatives from Colombia, Brazil, Argentina, Chile, the United States, Uruguay, Mexico, Venezuela, and Spain. Articles concern literacy issues of both…

  1. Hospital and unit characteristics associated with nursing turnover include skill mix but not staffing level: an observational cross-sectional study.

    Science.gov (United States)

    Staggs, Vincent S; Dunton, Nancy

    2012-09-01

    Nursing turnover is expensive and may have adverse effects on patient care. Little is known about turnover's association with most hospital and nursing unit characteristics, including nurse staffing level and registered nurse skill mix. To explore associations between nursing unit turnover rates and several hospital- and unit-level variables, including staffing level and skill mix. Observational cross-sectional study of longitudinal data. 1884 nursing units in 306 U.S. acute care hospitals. During a 2-year period units reported monthly data on staffing and turnover. Total nursing staff turnover and registered nurse turnover rates were modeled as dependent variables in hierarchical Poisson regression models. The following hospital characteristics were considered as predictors: Magnet(®) status, ownership (government or non-government), teaching status, locale (metropolitan, micropolitan, or rural), and size (average daily census). The U.S. state in which the hospital was located was included as a covariate. Unit-level variables included total nursing hours per patient day, size of nursing staff, registered nurse skill mix, population age group (neonatal, pediatric, or adult), and service line (critical care, step-down, medical, surgical, medical/surgical, psychiatric, or rehabilitation). Government ownership, Magnet designation, and higher skill mix were associated with lower total turnover and registered nurse turnover. Neonatal units had lower total and registered nurse turnover than pediatric units, which had lower total and registered nurse turnover than adult units. Unit service line was associated only with total turnover. Psychiatric, critical care, and rehabilitation units had the lowest mean turnover rates, but most differences between service lines were not significant. The other explanatory variables considered were not significant. Several hospital and unit characteristic variables have significant associations with nursing turnover; these associations

  2. Building BRIDGES: A Design Experiment to Improve Reading and United States History Knowledge of Poor Readers in Eighth Grade

    Science.gov (United States)

    O'Connor, Rollanda E.; Beach, Kristen D.; Sanchez, Victoria M.; Bocian, Kathleen M.; Flynn, Lindsay J.

    2015-01-01

    We tested the effects of teaching reading skills through U.S. history content for 38 eighth-grade poor readers whose reading ability ranged from second-to fourth-grade levels. Half of the students received special education services, and half of the students were English language learners. Students were taught to decode multisyllabic words, learn…

  3. Aggregate resource availability in the conterminous United States, including suggestions for addressing shortages, quality, and environmental concerns

    Science.gov (United States)

    Langer, William H.

    2011-01-01

    One-third of America's major roads are in poor or mediocre condition, and over one-quarter of the bridges are either structurally deficient or functionally obsolete. A 70-percent increase in annual aggregate production may be required to upgrade the transportation infrastructure. Natural aggregate is widespread throughout the conterminous United States, but the location of aggregate is determined by geology and is non-negotiable. Natural aggregate is in short supply in the Coastal Plain and Mississippi embayment, Colorado Plateau and Wyoming Basin, glaciated Midwest, High Plains, and the non-glaciated Northern Plains. A variety of techniques have been used to overcome local shortages, such as the use of substitute materials, recycling, and importing high-quality aggregates from more distant locations.

  4. Completion Report for Well ER-12-4, Corrective Action Unit 99: Rainier Mesa - Shoshone Mountain (includes Errata Sheet)

    Energy Technology Data Exchange (ETDEWEB)

    U.S. Department of Energy, National Nuclear Security Administration Nevada Site Office; Bechtel Nevada

    2006-05-01

    Well ER-12-4 was drilled for the U.S. Department of Energy, National Nuclear Security Administration Nevada Site Office, in support of the Nevada Environmental Restoration Project at the Nevada Test Site, Nye County, Nevada. This well was drilled in May 2005, as part of a hydrogeologic investigation program for the Rainier Mesa-Shoshone Mountain Corrective Action Unit in the north-central portion of the Nevada Test Site. The well is located on Rainier/Aqueduct Mesa, northwest of Yucca Flat, within Area 12 of the Nevada Test Site. The well provided information regarding the radiological and physical environment near underground nuclear tests conducted in U12t Tunnel, information on the pre-Tertiary rocks in the area, and depth to the regional water table.

  5. [Return to work of the cardiac patient: work fitness evaluation in Occupational Medicine Division including an Occupational Cardiology Unit and Work-Physiology Lab in Bergamo].

    Science.gov (United States)

    Borleri, D; Seghizzi, P; Manfredini, F; Mosconi, G

    2012-01-01

    Cardiovascular disease in working age still represent a major cause of morbidity and account for a number of fitness to work certificates expressing several limitations and prescriptions. To present the medical assessment conducted in an Occupational Medicine Division including an Occupational Cardiology Unit and work-physiology lab. It is described the history and the structure of the Occupational Cardiology Unit. Our almost forty years long-lasting experience allow us to point out the precious contribution of the Occupational Cardiology Unit to the Occupational Medicine Division, due to a highly specialised and qualified assessment of cardiac patients.

  6. Corrective Action Decision Document for Corrective Action Unit 204: Storage Bunkers, Nevada Test Site, Nevada: Revision 0, Including Errata Sheet

    Energy Technology Data Exchange (ETDEWEB)

    U.S. Department of Energy, National Nuclear Security Administration Nevada Site Office

    2004-04-01

    This Corrective Action Decision Document identifies the U.S. Department of Energy, National Nuclear Security Administration Nevada Site Office's corrective action alternative recommendation for each of the corrective action sites (CASs) within Corrective Action Unit (CAU) 204: Storage Bunkers, Nevada Test Site (NTS), Nevada, under the Federal Facility Agreement and Consent Order. An evaluation of analytical data from the corrective action investigation, review of current and future operations at each CAS, and a detailed comparative analysis of potential corrective action alternatives were used to determine the appropriate corrective action for each CAS. There are six CASs in CAU 204, which are all located between Areas 1, 2, 3, and 5 on the NTS. The No Further Action alternative was recommended for CASs 01-34-01, 02-34-01, 03-34-01, and 05-99-02; and a Closure in Place with Administrative Controls recommendation was the preferred corrective action for CASs 05-18-02 and 05-33-01. These alternatives were judged to meet all requirements for the technical components evaluated as well as applicable state and federal regulations for closure of the sites and will eliminate potential future exposure pathways to the contaminated media at CAU 204.

  7. Hepatotoxicity associated with weight loss or sports dietary supplements, including OxyELITE Pro™ - United States, 2013.

    Science.gov (United States)

    Chatham-Stephens, Kevin; Taylor, Ethel; Chang, Arthur; Peterson, Amy; Daniel, Johnni; Martin, Colleen; Deuster, Patricia; Noe, Rebecca; Kieszak, Stephanie; Schier, Josh; Klontz, Karl; Lewis, Lauren

    2017-01-01

    In September 2013, the Hawaii Department of Health (HDOH) was notified of seven adults who developed acute hepatitis after taking OxyELITE Pro™, a weight loss and sports dietary supplement. CDC assisted HDOH with their investigation, then conducted case-finding outside of Hawaii with FDA and the Department of Defense (DoD). We defined cases as acute hepatitis of unknown etiology that occurred from April 1, 2013, through December 5, 2013, following exposure to a weight loss or muscle-building dietary supplement, such as OxyELITE Pro™. We conducted case-finding through multiple sources, including data from poison centers (National Poison Data System [NPDS]) and FDA MedWatch. We identified 40 case-patients in 23 states and two military bases with acute hepatitis of unknown etiology and exposure to a weight loss or muscle building dietary supplement. Of 35 case-patients who reported their race, 15 (42.9%) reported white and 9 (25.7%) reported Asian. Commonly reported symptoms included jaundice, fatigue, and dark urine. Twenty-five (62.5%) case-patients reported taking OxyELITE Pro™. Of these 25 patients, 17 of 22 (77.3%) with available data were hospitalized and 1 received a liver transplant. NPDS and FDA MedWatch each captured seven (17.5%) case-patients. Improving the ability to search surveillance systems like NPDS and FDA MedWatch for individual and grouped dietary supplements, as well as coordinating case-finding with DoD, may benefit ongoing surveillance efforts and future outbreak responses involving adverse health effects from dietary supplements. This investigation highlights opportunities and challenges in using multiple sources to identify cases of suspected supplement associated adverse events. Published 2016. This article is a U.S. Government work and is in the public domain in the USA.

  8. Adult vaccination strategies for the control of pertussis in the United States: an economic evaluation including the dynamic population effects.

    Directory of Open Access Journals (Sweden)

    Laurent Coudeville

    Full Text Available BACKGROUND: Prior economic evaluations of adult and adolescent vaccination strategies against pertussis have reached disparate conclusions. Using static approaches only, previous studies failed to analytically include the indirect benefits derived from herd immunity as well as the impact of vaccination on the evolution of disease incidence over time. METHODS: We assessed the impact of different pertussis vaccination strategies using a dynamic compartmental model able to consider pertussis transmission. We then combined the results with economic data to estimate the relative cost-effectiveness of pertussis immunization strategies for adolescents and adults in the US. The analysis compares combinations of programs targeting adolescents, parents of newborns (i.e. cocoon strategy, or adults of various ages. RESULTS: In the absence of adolescent or adult vaccination, pertussis incidence among adults is predicted to more than double in 20 years. Implementing an adult program in addition to childhood and adolescent vaccination either based on 1 a cocoon strategy and a single booster dose or 2 a decennial routine vaccination would maintain a low level of pertussis incidence in the long run for all age groups (respectively 30 and 20 cases per 100,000 person years. These strategies would also result in significant reductions of pertussis costs (between -77% and -80% including additional vaccination costs. The cocoon strategy complemented by a single booster dose is the most cost-effective one, whereas the decennial adult vaccination is slightly more effective in the long run. CONCLUSIONS: By providing a high level of disease control, the implementation of an adult vaccination program against pertussis appears to be highly cost-effective and often cost-saving.

  9. Survey of the fatty acid composition of retail milk in the United States including regional and seasonal variations.

    Science.gov (United States)

    O'Donnell-Megaro, A M; Barbano, D M; Bauman, D E

    2011-01-01

    Consumers are increasingly aware that food components have the potential to influence human health maintenance and disease prevention, and dietary fatty acids (FA) have been of special interest. It has been 25 years since the last survey of US milk FA composition, and during this interval substantial changes in dairy rations have occurred, including increased use of total mixed rations and byproduct feeds as well as the routine use of lipid and FA supplements. Furthermore, analytical procedures have improved allowing greater detail in the routine analysis of FA, especially trans FA. Our objective was to survey US milk fat and determine its FA composition. We obtained samples of fluid milk from 56 milk processing plants across the US every 3 mo for one year to capture seasonal and geographical variations. Processing plants were selected based on the criteria that they represented 50% or more of the fluid milk produced in that area. An overall summary of the milk fat analysis indicated that saturated fatty acids comprised 63.7% of total milk FA with palmitic and stearic acids representing the majority (44.1 and 18.3% of total saturated fatty acids, respectively). Unsaturated fatty acids were 33.2% of total milk FA with oleic acid predominating (71.0% of total unsaturated fatty acids). These values are comparable to those of the previous survey in 1984, considering differences in analytical techniques. Trans FA represented 3.2% of total FA, with vaccenic acid being the major trans isomer (46.5% of total trans FA). Cis-9, trans-11 18:2 conjugated linoleic acid represented 0.55% total milk FA, and the major n-3 FA (linolenic acid, 18:3) composed 0.38%. Analyses for seasonal and regional effects indicated statistical differences for some FA, but these were minor from an overall human nutrition perspective as the FA profile for all samples were numerically similar. Overall, the present study provides a valuable database for current FA composition of US fluid milk, and

  10. An Analysis of the Dimensionality of TOEFL Reading Comprehension Items. TOEFL Research Reports, 53.

    Science.gov (United States)

    Schedl, Mary; And Others

    The issue of what exactly is measured by different types of reading items has been a matter of interest in the field of reading research for many years. Language teaching and testing specialists have raised the question of whether a reading test for foreign students wishing to enter a university in the United States should include questions…

  11. Genetic and Environmental Influences on Prereading Skills and Early Reading and Spelling Development in the United States, Australia, and Scandinavia

    Science.gov (United States)

    Samuelsson, Stefan; Olson, Richard; Wadsworth, Sally; Corley, Robin; DeFries, John C.; Willcutt, Erik; Hulslander, Jacqueline; Byrne, Brian

    2007-01-01

    Genetic and environmental influences on prereading skills in preschool and on early reading and spelling development at the end of kindergarten were compared among samples of identical and fraternal twins from the U.S. (Colorado), Australia, and Scandinavia. Mean comparisons revealed significantly lower preschool print knowledge in Scandinavia,…

  12. Developments in Instruction in Selected Four Year College Reading Improvement Programs Throughout the United States, 1950-1974.

    Science.gov (United States)

    Howard, Virginia Pearl Hymes

    The purpose of this study was to examine the organization, program format and duration of college reading improvement instructional programs (CRIPs) in selected four-year American colleges and universities from 1950-1974, and to gather information which is vital to effective curricula and planning for higher education in the area of reading…

  13. Core English KS3 real progress in reading

    CERN Document Server

    Belsey, David; Page, Emma

    2014-01-01

    Real Progress in Reading shares the core knowledge and skills that successful readers use in order to appreciate, understand and critically read a wide range of texts. Aligned to the new National Curriculum for English and with progression built into each unit, this book helps students to build a firm foundation in reading. Contents include:. - How to identify audience and purpose of texts. - How to select evidence from texts. - How to compare texts. - How to analyse features of form, structure and presentation.

  14. About Reading

    Institute of Scientific and Technical Information of China (English)

    独行墨客

    2004-01-01

    As for reading and for learning, reading rate (that is, words per minute, WPM) is important, especially for students who have to pass some reading test. How to compute your reading rate? You may know it after reading the following. Reading Rate (WPM) = Total number of words + reading time.

  15. Comparison the effect of two ways of tube feeding including bolus and continuous infusion on gastric residual volume and diarrhea in patients hospitalized in Intensive Care Unit

    Directory of Open Access Journals (Sweden)

    Shahriari M

    2015-05-01

    Full Text Available Background and Objective: Proper nutritional support is one of the important caring aspects in patients who were hospitalized in Intensive Care Unit. Although the several studies have been done concerning the selection of proper nutrition method for patients, but there is no agreement on this issue. The aim of current study was the compare the effect of two ways of tube feeding including bolus and continuous infusion on gastric residual volume and diarrhea in patients hospitalized in Intensive Care Unit.  Materials and Method: The current clinical trial was conducted on patients who were hospitalized in intensive care unit in Alzahra hospital in Isfahan, 2013. Fifty patients were selected through convenient sampling and were randomly assigned into two groups of 25 people of intervention and control. Nutrition was done through infusion pump in intervention group and by bolus in control group. Gastric residual volume and diarrhea was assessed each four hours for four days. Data were gathered through checklist and were analyzed by SPSS18 using descriptive and inferential statistics including independent T-test, Fisher's exact test and repeated measures ANOVA.  Results: The results showed that the mean of gastric residual volume in control group was more than the intervention group on the third day (p=0.04. Also, the mean of gastric residual volume did not show significant difference at different times in intervention group, but the mean of gastric residual volume was significantly increased in control group at different times (p=0.04. Fisher's exact test showed no significant difference between two groups concerning the diarrhea frequency.  Conclusion: In nutritional support with continuous infusion method, gastric residual volume was not increased and gastric emptying rate was not diminished. Therefore, this method can be used as an appropriate nutritional support in intensive care unit.

  16. Teen Summer Reading Program, 1999. Read around the World.

    Science.gov (United States)

    Virginia State Library, Richmond.

    This guide for the 1999 Virginia teen summer reading program for public libraries, "Read around the World," includes the following chapters: (1) "Reading and Teens," including serving the underserved, tips for teens, and a recipe for choosing a book to read for fun; (2) "Programming and Teens," including "The Why…

  17. Corrective Action Investigation Plan for Corrective Action Unit 204: Storage Bunkers, Nevada Test Site, Nevada (December 2002, Revision No.: 0), Including Record of Technical Change No. 1

    Energy Technology Data Exchange (ETDEWEB)

    NNSA/NSO

    2002-12-12

    The Corrective Action Investigation Plan contains the U.S. Department of Energy, National Nuclear Security Administration Nevada Operations Office's approach to collect the data necessary to evaluate corrective action alternatives appropriate for the closure of Corrective Action Unit (CAU) 204 under the Federal Facility Agreement and Consent Order. Corrective Action Unit 204 is located on the Nevada Test Site approximately 65 miles northwest of Las Vegas, Nevada. This CAU is comprised of six Corrective Action Sites (CASs) which include: 01-34-01, Underground Instrument House Bunker; 02-34-01, Instrument Bunker; 03-34-01, Underground Bunker; 05-18-02, Chemical Explosives Storage; 05-33-01, Kay Blockhouse; 05-99-02, Explosive Storage Bunker. Based on site history, process knowledge, and previous field efforts, contaminants of potential concern for Corrective Action Unit 204 collectively include radionuclides, beryllium, high explosives, lead, polychlorinated biphenyls, total petroleum hydrocarbons, silver, warfarin, and zinc phosphide. The primary question for the investigation is: ''Are existing data sufficient to evaluate appropriate corrective actions?'' To address this question, resolution of two decision statements is required. Decision I is to ''Define the nature of contamination'' by identifying any contamination above preliminary action levels (PALs); Decision II is to ''Determine the extent of contamination identified above PALs. If PALs are not exceeded, the investigation is completed. If PALs are exceeded, then Decision II must be resolved. In addition, data will be obtained to support waste management decisions. Field activities will include radiological land area surveys, geophysical surveys to identify any subsurface metallic and nonmetallic debris, field screening for applicable contaminants of potential concern, collection and analysis of surface and subsurface soil samples from biased locations

  18. Sensational Sea Life: A Teacher-Friendly Thematic Unit [with CD-ROM]. R.E.A.D. A.N.D. F.E.E.D. Series.

    Science.gov (United States)

    Klingborg, Beverly; Cardinalli, Antonina

    This book is the second in a series of thematic units designed especially for children who are deaf and hard of hearing in kindergarten through the elementary grades. The unit focuses on sea creatures and is divided into seven sections. Five sections contain lessons on particular sea animals including whales, turtles, starfish, octopuses, and…

  19. Are Teenagers "Really" Keen Digital Readers? Adolescent Engagement in Ebook Reading and the Relevance of Paper Books Today

    Science.gov (United States)

    Merga, Margaret K.

    2014-01-01

    Digital reading technologies may be intuitively appealing. They offer many possibilities, including great potential for interactivity around books, portability of whole libraries in one small reading unit, and almost instant satisfaction of demand for a particular book. Though there is limited research exploring the appeal of digital reading for…

  20. Are Teenagers "Really" Keen Digital Readers? Adolescent Engagement in Ebook Reading and the Relevance of Paper Books Today

    Science.gov (United States)

    Merga, Margaret K.

    2014-01-01

    Digital reading technologies may be intuitively appealing. They offer many possibilities, including great potential for interactivity around books, portability of whole libraries in one small reading unit, and almost instant satisfaction of demand for a particular book. Though there is limited research exploring the appeal of digital reading for…

  1. Styrene-spaced copolymers including anthraquinone and β-O-4 lignin model units: synthesis, characterization and reactivity under alkaline pulping conditions.

    Science.gov (United States)

    Megiatto, Jackson D; Cazeils, Emmanuel; Ham-Pichavant, Frédérique; Grelier, Stéphane; Gardrat, Christian; Castellan, Alain

    2012-05-14

    A series of random copoly(styrene)s has been synthesized via radical polymerization of functionalized anthraquinone (AQ) and β-O-4 lignin model monomers. The copolymers were designed to have a different number of styrene spacer groups between the AQ and β-O-4 lignin side chains aiming at investigating the distance effects on AQ/β-O-4 electron transfer mechanisms. A detailed molecular characterization, including techniques such as size exclusion chromatography, MALDI-TOF mass spectrometry, and (1)H, (13)C, (31)P NMR and UV-vis spectroscopies, afforded quantitative information about the composition of the copolymers as well as the average distribution of the AQ and β-O-4 groups in the macromolecular structures. TGA and DSC thermal analysis have indicated that the copolymers were thermally stable under regular pulping conditions, revealing the inertness of the styrene polymer backbone in the investigation of electron transfer mechanisms. Alkaline pulping experiments showed that close contact between the redox active side chains in the copolymers was fundamental for an efficient degradation of the β-O-4 lignin model units, highlighting the importance of electron transfer reactions in the lignin degradation mechanisms catalyzed by AQ. In the absence of glucose, AQ units oxidized phenolic β-O-4 lignin model parts, mainly by electron transfer leading to vanillin as major product. By contrast, in presence of glucose, anthrahydroquinone units (formed by reduction of AQ) reduced the quinone-methide units (issued by dehydration of phenolic β-O-4 lignin model part) mainly by electron transfer leading to guaiacol as major product. Both processes were distance dependent.

  2. Family Reading Night

    Science.gov (United States)

    Hutchins, Darcy; Greenfeld, Marsha; Epstein, Joyce

    2007-01-01

    This book offers clear and practical guidelines to help engage families in student success. It shows families how to conduct a successful Family Reading Night at their school. Family Night themes include Scary Stories, Books We Love, Reading Olympics, Dr. Seuss, and other themes. Family reading nights invite parents to come to school with their…

  3. Sunday Schools and English Teaching: Re-Reading Ian Hunter and the Emergence of "English" in the United States

    Science.gov (United States)

    Brass, Jory

    2011-01-01

    This article represents an "overdue encounter" with the ideas of Ian Hunter to reconsider the historical emergence and descent of English teaching in the United States. Influenced by Hunter's account of the "pastoral" and "bureaucratic" genealogy of English teaching in England, my historical study documented…

  4. Unit6 reading 22-year-old computer programmer murdered——体验互动式阅读案例

    Institute of Scientific and Technical Information of China (English)

    赵冠华

    2015-01-01

    【案例背景】阅读教学是英语教学的重要组成部分,在初中英语教学中,阅读课也一直很受重视。可尽管教师与学生付出了很多努力,阅读教学的效果却不如人意,这种"高耗低效"的结果极大地困扰着教师。本人尝试在Unit6 reading 22-year-old computer programmer murdered中尝试运用了体验互动式阅读方式,收到了良好的教学效果【案例分析】

  5. The extreme wave interaction with the constructions of the breakwaters including the damping chamber that was filled up with the stones and concrete units

    Science.gov (United States)

    Maximov, Vasily; Nudner, Igor; Revyakin, Alexei

    2010-05-01

    The eight types of the breakwaters constructions including the damping chamber were experimentally studied. The damping chamber has the infilling with the stones, with the concrete units, or with the combinations of the stones and units. The back wall of the damping chamber was impermeable. The construction varies by the volume and by the type of the infilling. The experiments to specify the pressure at the internal walls of the damping chamber, the reflected wave height, and the wave height at the front wall were performed at the hydro flume. This flume has the following dimensions: 43 m length, 0.7 m width, and 1.2 m height. The periodic waves were produced by the shield-type wavemaker. We vary in this research the periods of the waves over the range 0.8 s to 1.64 s, and the wave height over the range 10 cm to 24 cm. The analysis revealed the most improved structure possessing the good wave-protective features.

  6. Sequence analysis of a 14.2 kb fragment of Saccharomyces cerevisiae chromosome XIV that includes the ypt53, tRNALeu and gsr m2 genes and four new open reading frames.

    Science.gov (United States)

    Garcia-Cantalejo, J M; Boskovic, J; Jimenez, A

    1996-05-01

    As part of the EU yeast genome program, a fragment of 14,262 bp from the left arm of Saccharomyces cerevisiae chromosome XIV has been sequenced. This fragment corresponds to cosmid 14-14b and is located roughly 130 kb from the centromere. It contains four new open reading frames which encode potential proteins of more than 99 amino acids, as well as the ypt53, tRNALeu and gsr moffenes. The putative protein N2212 is similar to the ribosomal protein S7 from humans. N2215 contains several predicted transmembrane elements. N2231 contains regions which are rich in acidic, as well as basic, residues which could from alpha-helical structures. Similar regions are found in a variety of proteins including glutamic acid rich protein, trichohyalin, caldesmon, Tb-29 and several cytoskeleton-interacting proteins.

  7. Reading faster

    OpenAIRE

    Paul Nation

    2009-01-01

    This article describes the visual nature of the reading process as it relates to reading speed. It points out that there is a physical limit on normal reading speed and beyond this limit the reading process will be different from normal reading where almost every word is attended to. The article describes a range of activities for developing reading fluency, and suggests how the development of fluency can become part of a reading programme.

  8. Reading faster

    Directory of Open Access Journals (Sweden)

    Paul Nation

    2009-12-01

    Full Text Available This article describes the visual nature of the reading process as it relates to reading speed. It points out that there is a physical limit on normal reading speed and beyond this limit the reading process will be different from normal reading where almost every word is attended to. The article describes a range of activities for developing reading fluency, and suggests how the development of fluency can become part of a reading programme.

  9. PEP五上Unit4 What can you do A Read and write教学设计

    Institute of Scientific and Technical Information of China (English)

    岳红霞

    2013-01-01

    <正>一、教学目标1.知识目标(1)听懂,会说。"Mother Goat is ill.We can help her.OK,just do it!"等句型,并能在情境中运用。(2)巩固句型。What can you do?I can…2.能力目标(1)通过阅读,能完成Read and write的句子回答。(2)能培养学生的阅读兴趣。3.情感目标帮助别人是一种美德,鼓励学生力所能及地帮助别人。二、教学重难点重点:掌握句型What can you do?I can…并能熟练运用。难点:理解Mother Goat is ill.Just do it!三、教学步骤1.Warm-up and preview

  10. The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students at Risk of Reading Difficulties

    Science.gov (United States)

    Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie; Kent, Shawn C.

    2014-01-01

    For many students at risk of reading difficulties, effective, early reading instruction can improve reading outcomes and set them on a positive reading trajectory. Thus, response-to-intervention models include a focus on a student's Tier I reading instruction as one element for preventing reading difficulties and identifying students with a…

  11. Outdoorsman, Unit III.

    Science.gov (United States)

    Alberta Dept. of Agriculture, Edmonton.

    The third and final unit of the 4-H Outdoorsman Program covers the most advanced and challenging campcraft skills for 4-H members in British Columbia, Alberta, Saskatchewan and Manitoba. Survival camping (including building shelters and finding food), in-depth map-reading and orienteering, game management, hiking themes and recordkeeping are all…

  12. Whale Teaching Unit.

    Science.gov (United States)

    Peninsula Humane Society, San Mateo, CA.

    Materials in this teaching unit are designed to foster an interest in whale preservation among intermediate grade and junior high school students. Several readings provide background information on various types of whales and the economic value of whales. Student activities include a true and false game, a crossword, and a mobile. A resource list…

  13. Whale Teaching Unit.

    Science.gov (United States)

    Peninsula Humane Society, San Mateo, CA.

    Materials in this teaching unit are designed to foster an interest in whale preservation among intermediate grade and junior high school students. Several readings provide background information on various types of whales and the economic value of whales. Student activities include a true and false game, a crossword, and a mobile. A resource list…

  14. Why Reading Fluency Should Be Hot

    Science.gov (United States)

    Rasinski, Timothy V.

    2012-01-01

    This article explores problems that have surfaced in the teaching of reading fluency and how teachers and reading coaches can resolve those problems. Specific issues addressed include reading fluency being defined as reading fast and instruction that is focused on having students read fast, reading fluency viewed as solely and oral reading…

  15. Lights, Camera, Read! Arizona Reading Program Manual.

    Science.gov (United States)

    Arizona State Dept. of Library, Archives and Public Records, Phoenix.

    This document is the manual for the Arizona Reading Program (ARP) 2003 entitled "Lights, Camera, Read!" This theme spotlights books that were made into movies, and allows readers to appreciate favorite novels and stories that have progressed to the movie screen. The manual consists of eight sections. The Introduction includes welcome letters from…

  16. Corrective Action Investigation Plan for Corrective Action Unit 410: Waste Disposal Trenches, Tonopah Test Range, Nevada, Revision 0 (includes ROTCs 1, 2, and 3)

    Energy Technology Data Exchange (ETDEWEB)

    NNSA/NV

    2002-07-16

    This Corrective Action Investigation Plan contains the U.S. Department of Energy, National Nuclear Security Administration Nevada Operations Office's approach to collect the data necessary to evaluate corrective action alternatives appropriate for the closure of Corrective Action Unit (CAU) 410 under the Federal Facility Agreement and Consent Order. Corrective Action Unit 410 is located on the Tonopah Test Range (TTR), which is included in the Nevada Test and Training Range (formerly the Nellis Air Force Range) approximately 140 miles northwest of Las Vegas, Nevada. This CAU is comprised of five Corrective Action Sites (CASs): TA-19-002-TAB2, Debris Mound; TA-21-003-TANL, Disposal Trench; TA-21-002-TAAL, Disposal Trench; 09-21-001-TA09, Disposal Trenches; 03-19-001, Waste Disposal Site. This CAU is being investigated because contaminants may be present in concentrations that could potentially pose a threat to human health and/or the environment, and waste may have been disposed of with out appropriate controls. Four out of five of these CASs are the result of weapons testing and disposal activities at the TTR, and they are grouped together for site closure based on the similarity of the sites (waste disposal sites and trenches). The fifth CAS, CAS 03-19-001, is a hydrocarbon spill related to activities in the area. This site is grouped with this CAU because of the location (TTR). Based on historical documentation and process know-ledge, vertical and lateral migration routes are possible for all CASs. Migration of contaminants may have occurred through transport by infiltration of precipitation through surface soil which serves as a driving force for downward migration of contaminants. Land-use scenarios limit future use of these CASs to industrial activities. The suspected contaminants of potential concern which have been identified are volatile organic compounds; semivolatile organic compounds; high explosives; radiological constituents including depleted

  17. Prose reading in neglect.

    Science.gov (United States)

    Beschin, Nicoletta; Cisari, Carlo; Cubelli, Roberto; Della Sala, Sergio

    2014-02-01

    Prose reading has been shown to be a very sensitive measure of Unilateral Spatial Neglect. However, little is known about the relationship between prose reading and other measures of neglect and its severity, or between prose reading and single word reading. Thirty participants with a first stroke in the right hemisphere and clear symptoms of spatial neglect in everyday life were assessed with tests of prose reading (text in one column book-like, and in two columns magazine-like), single words reading, and a battery of 13 tests investigating neglect. Seventy percent of these participants omitted words at the beginning of the text (left end), showing Prose Reading Neglect (PRN). The participants showing PRN differed from those not showing PRN only for the overall severity of neglect, and had a lesion centred on the insula, putamen and superior temporal gyrus. Double dissociations emerged between PRN and single word reading neglect, suggesting different cognitive requirements between the two tests: parallel processing in single word reading vs. serial analysis in text reading. Notably, the pattern of neglected text varied dramatically across participants presenting with PRN, including dissociations between reading performance of one and two columns text. Prose reading proved a complex and unique task which should be directly investigated to predict the effects of unilateral neglect. The outcome of this study should also inform clinical assessment and advises given to patients and care-givers.

  18. Into the Curriculum. Music/Art/Reading/Language Arts: Can You Guess the Animal? [and] Science: The Ocean [and] Science: Biome and Animal Unit [and] Social Studies: How Many Forms of Transportation Can You Find?

    Science.gov (United States)

    Ritz-Salminen, Dianne; Ely, Patricia; Asire, Marty

    2000-01-01

    Presents four fully developed library media activities that are designed for use with specific curriculum units in music and art, reading and language arts, science, and social studies. Each activity identifies library media skills objectives, curriculum objectives, grade levels, resources, librarian and teacher instructional roles, procedures,…

  19. The Decline of Comprehension-Based Silent Reading Efficiency in the United States: A Comparison of Current Data with Performance in 1960

    Science.gov (United States)

    Spichtig, Alexandra N.; Hiebert, Elfrieda H.; Vorstius, Christian; Pascoe, Jeffrey P.; Pearson, P. David; Radach, Ralph

    2016-01-01

    The present study measured the comprehension-based silent reading efficiency of U.S. students in grades 2, 4, 6, 8, 10, and 12. Students read standardized grade-level passages while an eye movement recording system was used to measure reading rate, fixations (eye stops) per word, fixation durations, and regressions (right-to-left eye movements)…

  20. How should teaching on whole person medicine, including spiritual issues, be delivered in the undergraduate medical curriculum in the United Kingdom?

    Science.gov (United States)

    Harbinson, Mark T; Bell, David

    2015-06-02

    Although the General Medical Council recommends that United Kingdom medical students are taught 'whole person medicine', spiritual care is variably recognised within the curriculum. Data on teaching delivery and attainment of learning outcomes is lacking. This study ascertained views of Faculty and students about spiritual care and how to teach and assess competence in delivering such care. A questionnaire comprising 28 questions exploring attitudes to whole person medicine, spirituality and illness, and training of healthcare staff in providing spiritual care was designed using a five-point Likert scale. Free text comments were studied by thematic analysis. The questionnaire was distributed to 1300 students and 106 Faculty at Queen's University Belfast Medical School. 351 responses (54 staff, 287 students; 25 %) were obtained. >90 % agreed that whole person medicine included physical, psychological and social components; 60 % supported inclusion of a spiritual component within the definition. Most supported availability of spiritual interventions for patients, including access to chaplains (71 %), counsellors (62 %), or members of the patient's faith community (59 %). 90 % felt that personal faith/spirituality was important to some patients and 60 % agreed that this influenced health. However 80 % felt that doctors should never/rarely share their own spiritual beliefs with patients and 67 % felt they should only do so when specifically invited. Most supported including training on provision of spiritual care within the curriculum; 40-50 % felt this should be optional and 40 % mandatory. Small group teaching was the favoured delivery method. 64 % felt that teaching should not be assessed, but among assessment methods, reflective portfolios were most favoured (30 %). Students tended to hold more polarised viewpoints but generally were more favourably disposed towards spiritual care than Faculty. Respecting patients' values and beliefs and the need for guidance in

  1. Into the Curriculum: Reading/Language Arts/Art: Using Amelia Bedelia Books to Teach Figurative and Literal Meanings [and] Reading/Language Arts/Mathematics: Create an Internet Pizza Cafe that Serves Pizza, Poetry, Technology, and More! [and] Reading/Language Arts: Finding Secret Words: Beginning Dictionary Skills [and] Science: What Big Teeth You Have! Alligators All Around [and] Science: Rube Goldberg and Simple Machines [and] Social Studies: Folklore--An Integrated Unit.

    Science.gov (United States)

    Wood, Eve; Maggi, Barbara Hall; Napier, Marion; Troisi, Andrea; Heiser, Pam; Rinehart, Sharon

    1998-01-01

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

  2. 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.

  3. Lectura y Vida: Revista Latinoamericana de Lectura. (Reading and Life: Latin American Reading Magazine). 1998.

    Science.gov (United States)

    Lectura y Vida: Revista Latinoamericana de Lectura, 1998

    1998-01-01

    The four 1998 issues of the journal on literacy education, entirely in Spanish, include these articles: "The Inevitable Radical Weakness of Language: Some Reflections about Forming Readers and Citizens" (Daniel Goldin); "Relationships among Reading and Writing, Thematic Units, Learning Through Research...In Search of Effective…

  4. Reading between the lines: the experiences of taking part in a community reading project.

    Science.gov (United States)

    Hodge, S; Robinson, J; Davis, P

    2007-12-01

    Despite the popularity of reading groups, and the increased number of general-practitioner-referred bibliotherapy schemes in the UK, there has been relatively little research on the effects of reading works of literature on the well-being and health of readers. This paper reports the findings of a study set up to explore people's experiences of taking part in community reading groups run by the Get into Reading Project in Wirral, Merseyside, UK. A qualitative approach was adopted, using three methods. These were participant observation with five reading groups, a key stakeholder interview and, with a sixth group, a single case study that consisted of observation and interviews with group members. The fieldwork conducted with the six groups took place in a variety of settings, including libraries, a residential drug rehabilitation unit and a hostel for homeless men. The research participants were all over 18 years of age, and all were members or facilitators of Get into Reading reading groups. The data were analysed thematically using NVivo qualitative analysis software. The findings show that the groups do not have a specific, targeted, therapeutic function, their primary purpose being more broadly literary, with literature itself trusted both to serve a coalescing social purpose and to offer non-specified but individual therapeutic benefits. Further work should be undertaken to explore the social and therapeutic benefits of reading literature in community settings.

  5. Reading Comics

    Science.gov (United States)

    Tilley, Carol L.

    2008-01-01

    Many adults, even librarians who willingly add comics to their collections, often dismiss the importance of comics. Compared to reading "real" books, reading comics appears to be a simple task and compared to reading no books, reading comics might be preferable. After all, comics do have words, but the plentiful pictures seem to carry most of the…

  6. Reading Comics

    Science.gov (United States)

    Tilley, Carol L.

    2008-01-01

    Many adults, even librarians who willingly add comics to their collections, often dismiss the importance of comics. Compared to reading "real" books, reading comics appears to be a simple task and compared to reading no books, reading comics might be preferable. After all, comics do have words, but the plentiful pictures seem to carry most of the…

  7. Routine Multimodal Antiemesis Including Low-Dose Perphenazine in an Ambulatory Surgery Unit of a University Hospital: A 10-Year History

    Directory of Open Access Journals (Sweden)

    Brian A. Williams

    2007-01-01

    Full Text Available For 10 years, we have used intravenous and oral perphenazine as part of a multimodal antiemetic prophylaxis care plan for at least 10,000 outpatients. We have never encountered an adverse event, to our knowledge, when the intravenous dose was less than or equal to 2 mg, or when the single preoperative oral dose did not exceed 8 mg (with no repeated dosing. As a single-dose component of multimodal antiemetic prophylaxis therapy, we believe that this track record of anecdotal safety in adults who meet certain criteria (age 14–70, no less than 45 kg, no history of extrapyramidal reactions or of Parkinson disease, and no Class III antidysrhythmic coadministered for coexisting disease constitutes a sufficient patient safety basis for formal prospective study. We believe that future perphenazine studies should include routine coadministration with prospectively established multimodal antiemetics (i.e., dexamethasone and a 5-HT3 antagonist. In settings where droperidol is still routinely used and deemed acceptable by local scientific ethics committees, we believe that oral perphenazine 8 mg should be compared head to head with droperidol 0.625–1.25 mg in patients receiving coadministered dexamethasone and 5-HT3 antagonists in order to determine differences in synergistic efficacy, if any. Similar trials should be performed, individually evaluating cyclizine, transdermal scopolamine, and aprepitant in combination with coadministered dexamethasone and a 5-HT3 antagonist. Such studies should also quantify efficacy in preventing nausea and vomiting after discharge home, and also quantify the extent to which the prophylaxis plans reduce postanesthesia care unit (PACU requirements (i.e., increase PACU bypass, reduce the need for any nursing interventions for postoperative nausea and/or vomiting (PONV, and influence the extent to which any variable costs of postoperative nursing care are reduced.

  8. An exploratory randomised controlled trial of a premises-level intervention to reduce alcohol-related harm including violence in the United Kingdom

    Directory of Open Access Journals (Sweden)

    Moore Simon C

    2012-06-01

    Full Text Available Abstract Background To assess the feasibility of a randomised controlled trial of a licensed premises intervention to reduce severe intoxication and disorder; to establish effect sizes and identify appropriate approaches to the development and maintenance of a rigorous research design and intervention implementation. Methods An exploratory two-armed parallel randomised controlled trial with a nested process evaluation. An audit of risk factors and a tailored action plan for high risk premises, with three month follow up audit and feedback. Thirty-two premises that had experienced at least one assault in the year prior to the intervention were recruited, match paired and randomly allocated to control or intervention group. Police violence data and data from a street survey of study premises’ customers, including measures of breath alcohol concentration and surveyor rated customer intoxication, were used to assess effect sizes for a future definitive trial. A nested process evaluation explored implementation barriers and the fidelity of the intervention with key stakeholders and senior staff in intervention premises using semi-structured interviews. Results The process evaluation indicated implementation barriers and low fidelity, with a reluctance to implement the intervention and to submit to a formal risk audit. Power calculations suggest the intervention effect on violence and subjective intoxication would be raised to significance with a study size of 517 premises. Conclusions It is methodologically feasible to conduct randomised controlled trials where licensed premises are the unit of allocation. However, lack of enthusiasm in senior premises staff indicates the need for intervention enforcement, rather than voluntary agreements, and on-going strategies to promote sustainability. Trial registration UKCRN 7090; ISRCTN: 80875696

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

    Science.gov (United States)

    Seok, Soonhwa; DaCosta, Boaventura

    2014-01-01

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

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

    Science.gov (United States)

    Seok, Soonhwa; DaCosta, Boaventura

    2014-01-01

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

  11. Morpheme Frequency Effects in Dutch Complex Word Reading: A Developmental Perspective

    Science.gov (United States)

    Verhoeven, Ludo; Schreuder, Rob

    2011-01-01

    This study examined to what extent advanced and beginning readers, including dyslexic readers of Dutch, make use of morphological access units in the reading of polymorphemic words. Therefore, experiments were carried out in which the role of singular root form frequency in reading plural word forms was investigated in a lexical decision task with…

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

    Directory of Open Access Journals (Sweden)

    Muhammet BAŞTUĞ

    2016-06-01

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

  13. Whole genome sequencing and phylogenetic analysis of Bluetongue virus serotype 2 strains isolated in the Americas including a novel strain from the western United States.

    Science.gov (United States)

    Gaudreault, Natasha N; Mayo, Christie E; Jasperson, Dane C; Crossley, Beate M; Breitmeyer, Richard E; Johnson, Donna J; Ostlund, Eileen N; MacLachlan, N James; Wilson, William C

    2014-07-01

    Bluetongue is a potentially fatal arboviral disease of domestic and wild ruminants that is characterized by widespread edema and tissue necrosis. Bluetongue virus (BTV) serotypes 10, 11, 13, and 17 occur throughout much of the United States, whereas serotype 2 (BTV-2) was previously only detected in the southeastern United States. Since 1998, 10 other BTV serotypes have also been isolated from ruminants in the southeastern United States. In 2010, BTV-2 was identified in California for the first time, and preliminary sequence analysis indicated that the virus isolate was closely related to BTV strains circulating in the southeastern United States. In the current study, the whole genome sequence of the California strain of BTV-2 was compared with those of other BTV-2 strains in the Americas. The results of the analysis suggest co-circulation of genetically distinct viruses in the southeastern United States, and further suggest that the 2010 western isolate is closely related to southeastern strains of BTV. Although it remains uncertain as to how this novel virus was translocated to California, the findings of the current study underscore the need for ongoing surveillance of this economically important livestock disease.

  14. Thematic Units for Middle School: An Honorable Seduction.

    Science.gov (United States)

    Cooter, Robert B., Jr.; Griffith, Robert

    1989-01-01

    Describes the Dublin model, a program which uses thematic units or individualized reading assignments to focus on popular adolescent literature and includes projects that demonstrate students' comprehension of text. Discusses the formulation, implementation, and assessment of this program. (RS)

  15. Whole genome sequencing and phylogenetic analysis of Bluetongue virus serotype 2 strains isolated in the Americas including a novel strain from the western United States

    Science.gov (United States)

    Bluetongue is caused by an arbovirus which produces widespread edema and tissue necrosis in domestic and wild ruminants that can be fatal. Bluetongue virus serotypes 10, 11, 13, and 17 are typically found throughout the United States (US), while serotype 2 was previously only detected in the southea...

  16. A General Discussion of Problems Related to the Determination of Concrete Armour Unit Stresses Including Specific Results related to Static and Dynamic Stresses in Dolosse

    DEFF Research Database (Denmark)

    Burcharth, H. F.; Liu, Zhou

    1989-01-01

    Recent breakwater failures revealed the shortcomings of the traditional design procedures for concrete armour units. This paper deals with one of them, which can be expressed as the "lack of balance between the hydraulic stability of the armour layer and the mechanical strength or integrity...

  17. Caravaggio: A Design for an Interdisciplinary Content-Based EAP/ESP Unit.

    Science.gov (United States)

    Kirschner, Michal; Wexler, Carol

    2002-01-01

    Presents a detailed design for a content-based unit, the focus of which is the film "Caravaggio." The unit also includes readings in art history and film and is part of a specialized English for academic purposes/English for special purposes reading comprehension course for first-year students majoring in art history and in a…

  18. Raza de Tesoros. Programa de Lectura y Ensenanza del Lenguaje, Unidad B. Guia para el Maestro (Race of Treasures. Reading and Language Learning Program, Unit B. Teacher's Guide).

    Science.gov (United States)

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    This is the teacher's guide accompanying a reader and a workbook that are part of an ungraded language arts and reading program that can be used in classes from upper elementary through high school. The program is designed around reading selections which present aspects of history, culture, and present-day experiences of special relevance to the…

  19. Raza de Tesoros. Programa de Lectura y Ensenanza del Lenguaje, Unidad B. Cuaderno de Trabajo (Race of Treasures. Reading and Language Learning Program, Unit B. Workbook).

    Science.gov (United States)

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    This workbook in Spanish accompanies the reader that is part of an ungraded language arts and reading program that can be used in classes from upper elementary through high school. The program is designed around reading selections which present aspects of history, culture, and present-day experiences of special relevance to the Mexican-American…

  20. Raza de Tesoros. Programa de Lectura y Ensenanza del Lenguaje, Unidad B (Race of Treasures. Reading and Language Learning Program, Unit B).

    Science.gov (United States)

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    This Spanish reader is part of an ungraded language arts and reading program that can be used in classes from upper elementary through high school. The program is designed around reading selections which present aspects of history, culture, and present-day experiences of special relevance to the Mexican-American student. The goals of the program…

  1. Raza de Tesoros. Programa de Lectura y Ensenanza del Lenguaje, Unidad B. Guia para el Maestro (Race of Treasures. Reading and Language Learning Program, Unit B. Teacher's Guide).

    Science.gov (United States)

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    This is the teacher's guide accompanying a reader and a workbook that are part of an ungraded language arts and reading program that can be used in classes from upper elementary through high school. The program is designed around reading selections which present aspects of history, culture, and present-day experiences of special relevance to the…

  2. Raza de Tesoros. Programa de Lectura y Ensenanza del Lenguaje, Unidad B (Race of Treasures. Reading and Language Learning Program, Unit B).

    Science.gov (United States)

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    This Spanish reader is part of an ungraded language arts and reading program that can be used in classes from upper elementary through high school. The program is designed around reading selections which present aspects of history, culture, and present-day experiences of special relevance to the Mexican-American student. The goals of the program…

  3. Raza de Tesoros. Programa de Lectura y Ensenanza del Lenguaje, Unidad B. Cuaderno de Trabajo (Race of Treasures. Reading and Language Learning Program, Unit B. Workbook).

    Science.gov (United States)

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    This workbook in Spanish accompanies the reader that is part of an ungraded language arts and reading program that can be used in classes from upper elementary through high school. The program is designed around reading selections which present aspects of history, culture, and present-day experiences of special relevance to the Mexican-American…

  4. Cerebral Laterality and Reading.

    Science.gov (United States)

    Mackworth, Jane F.

    Recent research has confirmed that hemispheric patterns of dominance are related to reading skills. Reading is more complex than speech because it includes a visuo-spatial element. In the great majority of people, the left hemisphere deals with speech and sequencing skills. Visual matching of printed words requires the spatial skills of the right…

  5. Books for Summer Reading.

    Science.gov (United States)

    Phi Delta Kappan, 1996

    1996-01-01

    Suggests several novels for educators' summer reading enjoyment, including classics by Robert Pirsig, Robertson Davies, John Steinbeck, Albert Camus, and Charles Dickens. Educators might also read Alex Kotlowitz's "There Are No Children Here" (Doubleday, 1991) and Sharon Quint's "Schooling Homeless Children" (Teachers College Press, 1994) to gain…

  6. Lippincott Basic Reading Program.

    Science.gov (United States)

    Monterey Peninsula Unified School District, Monterey, CA.

    This program, included in "Effective Reading Programs...," serves 459 students in grades 1-3 at 15 elementary schools. The program employs a diagnostic-prescriptive approach to instruction in a nongraded setting through the use of the Lippincott Basic Reading program. When a child enters the program, he is introduced to a decoding…

  7. Reading and Perestroika.

    Science.gov (United States)

    Plotnikov, Sergei N.

    1992-01-01

    Presents a short historical and sociological analysis of reading in the Soviet Union from the beginning of the twentieth century to perestroika. Discusses some sociocultural problems associated with reading, including the prevailing social, economic and political crises in all spheres of life, particularly the cultural. (RS)

  8. Fuel cell system including a unit for electrical isolation of a fuel cell stack from a manifold assembly and method therefor

    Science.gov (United States)

    Kelley; Dana A. , Farooque; Mohammad , Davis; Keith

    2007-10-02

    A fuel cell system with improved electrical isolation having a fuel cell stack with a positive potential end and a negative potential, a manifold for use in coupling gases to and from a face of the fuel cell stack, an electrical isolating assembly for electrically isolating the manifold from the stack, and a unit for adjusting an electrical potential of the manifold such as to impede the flow of electrolyte from the stack across the isolating assembly.

  9. The structure of a single unit of ribosomal RNA gene (rDNA) including intergenic subrepeats in the Australian bulldog ant Myrmecia croslandi (Hymenoptera: Formicidae).

    Science.gov (United States)

    Ohnishi, Hitoshi; Yamamoto, Masa-Toshi

    2004-02-01

    A complete single unit of a ribosomal RNA gene (rDNA) of M. croslandi was sequenced. The ends of the 18S, 5.8S and 28S rRNA genes were determined by using the sequences of D. melanogaster rDNAs as references. Each of the tandemly repeated rDNA units consists of coding and non-coding regions whose arrangement is the same as that of D. melanogaster rDNA. The intergenic spacer (IGS) contains, as in other species, a region with subrepeats, of which the sequences are different from those previously reported in other insect species. The length of IGSs was estimated to be 7-12 kb by genomic Southern hybridization, showing that an rDNA repeating unit of M. croslandi is 14-19 kb-long. The sequences of the coding regions are highly conserved, whereas IGS and ITS (internal transcribed spacer) sequences are not. We obtained clones with insertions of various sizes of R2 elements, the target sequence of which was found in the 28S rRNA coding region. A short segment in the IGS that follows the 3' end of the 28S rRNA gene was predicted to form a secondary structure with long stems.

  10. Nucleotide sequence of the BamHI repetitive sequence, including the HindIII fundamental unit, as a possible mobile element from the Japanese monkey Macaca fuscata.

    Science.gov (United States)

    Prassolov, V S; Kuchino, Y; Nemoto, K; Nishimura, S

    1986-01-01

    Clustered repeat units produced by BamHI digestion of genomic DNA from the Japanese monkey Macaca fuscata [JMr(BamHI)] were sequenced by dideoxy DNA sequencing. The nucleotide sequences of several individual repeats showed that the BamHI repeat contains the 170-bp HindIII element as an integral part, and that it has more than 90% homology with the HindIII repeat element [AGMr(HindIII)] found in the genomic DNA of the African green monkey. In the JMr(BamHI) repeat unit, the 170-bp HindIII element is flanked by a 6-bp inverted repeat, which is part of a 22-bp direct repeat. This latter repeat of 22-bp asymmetrically overlaps the border between the internal AGMr(HindIII)-like region and adjacent regions of the JMr(BamHI) repeat. A similar structural feature of the BamHI repeat unit has been found in the genomic DNA of the baboon, but not in that of the African green monkey. These results show clearly that the BamHI repeat of the modern Japanese monkey originated as a result of insertion of an AGMr(HindIII) element into a certain site(s) of the genomic DNA of an ancestor of the modern Japanese monkey before Macaca-Cercocebus divergence.

  11. Multicultural Reading

    Science.gov (United States)

    Veltze, Linda

    2004-01-01

    Multicultural reading advocates believe in the power of literature to transform and to change people's lives. They take seriously the arguments that racism and prejudice can be lessened through multicultural reading, and also that children from undervalued societal groups who read books that depict people like themselves in a positive light will…

  12. Extraintestinal Pathogenic and Antimicrobial-Resistant Escherichia coli, Including Sequence Type 131 (ST131), from Retail Chicken Breasts in the United States in 2013.

    Science.gov (United States)

    Johnson, James R; Porter, Stephen B; Johnston, Brian; Thuras, Paul; Clock, Sarah; Crupain, Michael; Rangan, Urvashi

    2017-03-15

    Chicken meat products are hypothesized to be vehicles for transmitting antimicrobial-resistant and extraintestinal pathogenic Escherichia coli (ExPEC) to consumers. To reassess this hypothesis in the current era of heightened concerns about antimicrobial use in food animals, we analyzed 175 chicken-source E. coli isolates from a 2013 Consumer Reports national survey. Isolates were screened by PCR for ExPEC-defining virulence genes. The 25 ExPEC isolates (12% of 175) and a 2:1 randomly selected set of 50 non-ExPEC isolates were assessed for their phylogenetic/clonal backgrounds and virulence genotypes for comparison with their resistance profiles and the claims on the retail packaging label ("organic," "no antibiotics," and "natural"). Compared with the findings for non-ExPEC isolates, the group of ExPEC isolates had a higher prevalence of phylogroup B2 isolates (44% versus 4%; P retail chicken products in the United States, suggesting a potential public health threat.IMPORTANCE We found that among Escherichia coli isolates from retail chicken meat products purchased across the United States in 2013 (many of these isolates being extensively antibiotic resistant), a minority had genetic profiles suggesting an ability to cause extraintestinal infections in humans, such as urinary tract infection, implying a risk of foodborne disease. Although isolates from products labeled "organic" were less extensively antibiotic resistant than other isolates, they did not appear to be less virulent. These findings suggest that retail chicken products in the United States, even if they are labeled "organic," pose a potential health threat to consumers because they are contaminated with extensively antibiotic-resistant and, presumably, virulent E. coli isolates.

  13. Finite difference calculation of acoustic streaming including the boundary layer phenomena in an ultrasonic air pump on graphics processing unit array

    Science.gov (United States)

    Wada, Yuji; Koyama, Daisuke; Nakamura, Kentaro

    2012-09-01

    Direct finite difference fluid simulation of acoustic streaming on the fine-meshed threedimension model by graphics processing unit (GPU)-oriented calculation array is discussed. Airflows due to the acoustic traveling wave are induced when an intense sound field is generated in a gap between a bending transducer and a reflector. Calculation results showed good agreement with the measurements in the pressure distribution. In addition to that, several flow-vortices were observed near the boundary of the reflector and the transducer, which have been often discussed in acoustic tube near the boundary, and have not yet been observed in the calculation in the ultrasonic air pump of this type.

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

    Directory of Open Access Journals (Sweden)

    Esther Gómez Zapata

    2011-08-01

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

  15. SchemaOnRead Manual

    Energy Technology Data Exchange (ETDEWEB)

    North, Michael J. [Argonne National Lab. (ANL), Argonne, IL (United States)

    2015-09-30

    SchemaOnRead provides tools for implementing schema-on-read including a single function call (e.g., schemaOnRead("filename")) that reads text (TXT), comma separated value (CSV), raster image (BMP, PNG, GIF, TIFF, and JPG), R data (RDS), HDF5, NetCDF, spreadsheet (XLS, XLSX, ODS, and DIF), Weka Attribute-Relation File Format (ARFF), Epi Info (REC), Pajek network (PAJ), R network (NET), Hypertext Markup Language (HTML), SPSS (SAV), Systat (SYS), and Stata (DTA) files. It also recursively reads folders (e.g., schemaOnRead("folder")), returning a nested list of the contained elements.

  16. Pseudomonas aeruginosa isolates from dental unit waterlines can be divided in two distinct groups, including one displaying phenotypes similar to isolates from cystic fibrosis patients

    Directory of Open Access Journals (Sweden)

    Myriam eOuellet

    2015-01-01

    Full Text Available Pseudomonas aeruginosa displays broad genetic diversity, giving it an astonishing capacity to adapt to a variety of environments and to infect a wide range of hosts. While many P. aeruginosa isolates of various origins have been analyzed, isolates from cystic fibrosis patients have received the most attention. Less is known about the genetic and phenotypic diversity of P. aeruginosa isolates that colonize other environments where flourishing biofilms can be found. In the present study, 29 P. aeruginosa isolates from dental unit waterlines and cystic fibrosis patients were collected and their genetic and phenotypes profiles were compared to determine whether environmental and clinical isolates are related. The isolates were first classified using the random amplified polymorphic DNA (RAPD method. This made it possible to distribute the isolates into one clinical cluster and two environmental clusters. The isolates in the environmental cluster that were genetically closer to the clinical cluster also displayed phenotypes similar to the clinical isolates. The isolates from the second environmental cluster displayed opposite phenotypes, particularly an increased capacity to form biofilms. The isolates in this cluster were also the only ones harboring genes that encoded specific epimerases involved in the synthesis of lipopolysaccharides, which could explain their increased ability to form biofilms. In conclusion, the isolates from the dental unit waterlines could be distributed into two clusters, with some of the environmental isolates resembled the clinical isolates.

  17. Corrective Action Investigation Plan for Corrective Action Unit 536: Area 3 Release Site, Nevada Test Site, Nevada (Rev. 0 / June 2003), Including Record of Technical Change No. 1

    Energy Technology Data Exchange (ETDEWEB)

    None

    2003-06-27

    This Corrective Action Investigation Plan contains the U.S. Department of Energy, National Nuclear Security Administration Nevada Site Office's approach to collect the data necessary to evaluate corrective action alternatives (CAAs) appropriate for the closure of Corrective Action Unit (CAU) 536: Area 3 Release Site, Nevada Test Site, Nevada, under the Federal Facility Agreement and Consent Order. Corrective Action Unit 536 consists of a single Corrective Action Site (CAS): 03-44-02, Steam Jenny Discharge. The CAU 536 site is being investigated because existing information on the nature and extent of possible contamination is insufficient to evaluate and recommend corrective action alternatives for CAS 03-44-02. The additional information will be obtained by conducting a corrective action investigation (CAI) prior to evaluating CAAs and selecting the appropriate corrective action for this CAS. The results of this field investigation are to be used to support a defensible evaluation of corrective action alternatives in the corrective action decision document. Record of Technical Change No. 1 is dated 3-2004.

  18. College-Adult Reading Instruction. Perspectives in Reading , No. 1.

    Science.gov (United States)

    Leedy, Paul D., Ed.

    Papers dealing with topics relating to college and adult reading instruction and discussions of these papers by reading authorities who offer differing viewpoints are presented. Subjects treated include humanistic aspects of reading; materials and methods in use; current and future programs; programs operated by business and industry; illiteracy;…

  19. Corrective Action Investigation Plan for Corrective Action Unit 529: Area 25 Contaminated Materials, Nevada Test Site, Nevada, Rev. 0, Including Record of Technical Change No. 1

    Energy Technology Data Exchange (ETDEWEB)

    U.S. Department of Energy, National Nuclear Security Administration Nevada Site Office

    2003-02-26

    This Corrective Action Investigation Plan contains the U.S. Department of Energy, National Nuclear Security Administration Nevada Site Office's approach to collect the data necessary to evaluate corrective action alternatives appropriate for the closure of Corrective Action Unit (CAU) 529, Area 25 Contaminated Materials, Nevada Test Site (NTS), Nevada, under the Federal Facility Agreement and Consent Order. CAU 529 consists of one Corrective Action Site (25-23-17). For the purpose of this investigation, the Corrective Action Site has been divided into nine parcels based on the separate and distinct releases. A conceptual site model was developed for each parcel to address the translocation of contaminants from each release. The results of this investigation will be used to support a defensible evaluation of corrective action alternatives in the corrective action decision document.

  20. History of Reading: Status and Sources of a Growing Field.

    Science.gov (United States)

    Cranney, A. Garr; Miller, Janet

    Recent developments in the field of reading indicate that a number of reading educators recognize the importance of studying the history of reading as a part of the knowledge base of reading education. A questionnaire was mailed to all coordinators of United States and Canadian programs listed in the International Reading Association's…

  1. The relationship between extrinsic motivation, home literacy, classroom instructional practices, and reading proficiency in second-grade Chinese children

    National Research Council Canada - National Science Library

    Yin-kum Law

    2008-01-01

      According to Wigfield (1997), children's reading motivation is multidimensional and extrinsic aspects of reading motivations include reading recognition, reading for grades, competition in reading, social reasons for reading...

  2. Art Criticism and Reading.

    Science.gov (United States)

    Feldman, Edmund Burke; Woods, Don

    1981-01-01

    The authors review a body of theory and accumulating evidence which suggests that critical study of the arts facilitates the development of cognitive skills, including those essential to reading. (Author/SJL)

  3. Sequence Read Archive (SRA)

    Data.gov (United States)

    U.S. Department of Health & Human Services — The Sequence Read Archive (SRA) stores raw sequencing data from the next generation of sequencing platforms including Roche 454 GS System®, Illumina Genome...

  4. Summertime...and Reading Beckons.

    Science.gov (United States)

    Bettmann, Otto

    2000-01-01

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

  5. A Survey of English Reading Outside Class

    Institute of Scientific and Technical Information of China (English)

    Peng; Yuan

    2015-01-01

    The aims of middle school English teaching areto cultivate students to acquire reading competence,which enable them to gain the information.Reading is the required method to collect information and material.This paper reports a survey on reading outside class among senior school students,by the way of questionnaires and interview,including the interests,focus,assignment of reading time,selection of reading materials,reading motives and other aspects..

  6. A Survey of English Reading Outside Class

    Institute of Scientific and Technical Information of China (English)

    Peng Yuan

    2015-01-01

    The aims of middle school English teaching are to cultivate students to acquire reading competence,which enable them to gain the information.Reading is the required method to collect information and material.This paper reports a survey on reading outside class among senior school students,by the way of questionnaires and interview,including the interests,focus,assignment of reading time,selection of reading materials,reading motives and other aspects..

  7. Corrective Action Investigation Plan for Corrective Action Unit 516: Septic Systems and Discharge Points, Nevada Test Site, Nevada, Rev. 0, Including Record of Technical Change No. 1

    Energy Technology Data Exchange (ETDEWEB)

    None

    2003-04-28

    This Corrective Action Investigation Plan (CAIP) contains the U.S. Department of Energy (DOE), National Nuclear Security Administration Nevada Sites Office's (NNSA/NSO's) approach to collect the data necessary to evaluate corrective action alternatives appropriate for the closure of Corrective Action Unit (CAU) 516, Septic Systems and Discharge Points, Nevada Test Site (NTS), Nevada, under the Federal Facility Agreement and Consent Order. CAU 516 consists of six Corrective Action Sites: 03-59-01, Building 3C-36 Septic System; 03-59-02, Building 3C-45 Septic System; 06-51-01, Sump Piping, 06-51-02, Clay Pipe and Debris; 06-51-03, Clean Out Box and Piping; and 22-19-04, Vehicle Decontamination Area. Located in Areas 3, 6, and 22 of the NTS, CAU 516 is being investigated because disposed waste may be present without appropriate controls, and hazardous and/or radioactive constituents may be present or migrating at concentrations and locations that could potentially pose a threat to human health and the environment. Existing information and process knowledge on the expected nature and extent of contamination of CAU 516 are insufficient to select preferred corrective action alternatives; therefore, additional information will be obtained by conducting a corrective action investigation. The results of this field investigation will support a defensible evaluation of corrective action alternatives in the corrective action decision document. Record of Technical Change No. 1 is dated 3/2004.

  8. Center Stage: Arts-Based Read-Alouds

    Science.gov (United States)

    Cornett, Claudia E.

    2006-01-01

    This article opens with vignettes of two classroom teachers who use music and drama as core strategies to introduce, develop, and follow-up on a reading lesson during an integrated social studies unit. These examples introduce an expanded definition of literacy that includes use of language and the arts as equal communication partners. A case is…

  9. The sequence of an 11.1 kb fragment on the left arm of Saccharomyces cerevisiae chromosome VII reveals six open reading frames including NSP49, KEM1 and four putative new genes.

    Science.gov (United States)

    Bertani, I; Coglievina, M; Zaccaria, P; Klima, R; Bruschi, C V

    1995-09-30

    We report the sequence of an 11.1 kb fragment located on the left arm of chromosome VII of Saccharomyces cerevisiae. By sequence analysis we have detected six open reading frames (ORFs) longer that 300 bp, which cover 87% of the entire sequence. ORF G1645 is 100% identical to the KEM1 gene, also identified as DST2, XRN1, SEP1 and RAR5, while G1648 is 100% identical to the NSP49 or NUP49 gene. ORF G1642 shares some identity with a hypothetical protein of Caenorhabditis elegans, while the other four ORFs show no significant homology to known proteins.

  10. Reading, Writing & Rings: Science Literacy for K-4 Students

    Science.gov (United States)

    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.

  11. Looking for Lizard Music: The Internet as a Reading Motivation Tool.

    Science.gov (United States)

    Rosalia, Stephanie

    2002-01-01

    Discusses the Internet as a reading motivation tool for independent reading. Topics include why independent reading is important; why students stop reading; how the Internet can be used to motivate independent reading; and relevant Web resources. (LRW)

  12. Promoting preschool reading

    OpenAIRE

    2013-01-01

    The thesis titled Promoting preschool reading consists of a theoretiral and an empirical part. In the theoretical part I wrote about reading, the importance of reading, types of reading, about reading motivation, promoting reading motivation, internal and external motivation, influence of reading motivation on the child's reading activity, reading and familial literacy, the role of adults in promotion reading literacy, reading to a child and promoting reading in pre-school years, where I ...

  13. Teaching Reading.

    Science.gov (United States)

    Ricketts, Mary

    1980-01-01

    Described are five approaches to teaching reading: Language Experience, Modified Alphabet, Linguistic, Programmed, and Basal. It is suggested that a good teacher, well trained, certified in his or her profession, an active participant in professional organizations, can teach reading successfully using almost any approach. (KC)

  14. Reading Evaluation

    Science.gov (United States)

    Fagan, W. T.

    1978-01-01

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

  15. Reading Remixed

    Science.gov (United States)

    Valenza, Joyce Kasman; Stephens, Wendy

    2012-01-01

    Critics claim that digital technologies are killing reading, but these teacher-librarians have observed that teens are as excited about reading as they ever were. Online communities give these readers opportunities to get to know authors, communicate with other fans, and learn more about books of interest. Publishers and authors are responding to…

  16. Mappability and Read Length

    Directory of Open Access Journals (Sweden)

    Wentian eLi

    2014-11-01

    Full Text Available Power-law distributions are the main functional form forthe distribution of repeat size and repeat copy number in the human genome. When the genome is broken into fragments for sequencing, the limited size offragments and reads may prevent an unique alignment of repeatsequences to the reference sequence. Repeats in the human genome canbe as long as $10^4$ bases, or $10^5-10^6$ bases when allowing for mismatches between repeat units. Sequence reads from these regions are therefore unmappable when the read length is in the range of $10^3$ bases.With the read length of exactly 1000 bases, slightly more than 1% of theassembled genome, and slightly less than 1% of the 1kbreads, are unmappable, excluding the unassembled portion of the humangenome (8% in GRCh37. The slow decay (long tail ofthe power-law function implies a diminishing return in convertingunmappable regions/reads to become mappable with the increase of theread length, with the understanding that increasing read length willalways move towards the direction of 100% mappability.

  17. Black Dialect, Reading Interference and Classroom Interaction.

    Science.gov (United States)

    Simons, Herbert D.

    A major problem that continues to plague United States education is the fact that large numbers of disadvantaged black students are not learning to read well enough to function in society. This paper discusses three reasons for the problem of teaching reading to these students. First, there exist no comprehensive developmental reading theories, no…

  18. Teachers' Perceptions of the Use of Computer Assisted Language Learning to Develop Children's Reading Skills in English as a Second Language in the United Arab Emirates

    Science.gov (United States)

    Al-Awidi, Hamed Mubarak; Ismail, Sadiq Abdulwahed

    2014-01-01

    This study investigated ESL teachers' perceptions regarding the use of Computer Assisted Language Learning (CALL) in teaching reading to children. A random sample of 145 teachers participated in the study by completing a survey developed by the researchers. To explore the situation in depth, 16 teachers were later interviewed. Results indicated…

  19. Effectiveness of Four Supplemental Reading Comprehension Interventions

    Science.gov (United States)

    James-Burdumy, Susanne; Deke, John; Gersten, Russell; Lugo-Gil, Julieta; Newman-Gonchar, Rebecca; Dimino, Joseph; Haymond, Kelly; Liu, Albert Yung-Hsu

    2012-01-01

    This article presents evidence from a large-scale randomized controlled trial of the effects of four supplemental reading comprehension curricula (Project CRISS, ReadAbout, Read for Real, and Reading for Knowledge) on students' understanding of informational text. Across 2 school years, the study included 10 school districts, more than 200…

  20. Effectiveness of Four Supplemental Reading Comprehension Interventions

    Science.gov (United States)

    James-Burdumy, Susanne; Deke, John; Gersten, Russell; Lugo-Gil, Julieta; Newman-Gonchar, Rebecca; Dimino, Joseph; Haymond, Kelly; Liu, Albert Yung-Hsu

    2012-01-01

    This article presents evidence from a large-scale randomized controlled trial of the effects of four supplemental reading comprehension curricula (Project CRISS, ReadAbout, Read for Real, and Reading for Knowledge) on students' understanding of informational text. Across 2 school years, the study included 10 school districts, more than 200…

  1. Grasp Reading Skills to Improve Reading Ability?

    Institute of Scientific and Technical Information of China (English)

    CaoJingt

    2004-01-01

    Reading is a kind of communication, and for most people in most situations it is more important than speaking. For college students today, it is more important for them to obtain the newest information on their own fields through English,rather than showing their English certificates. However, the most common problem students have nowadays, including

  2. Voltage verification unit

    Science.gov (United States)

    Martin, Edward J.

    2008-01-15

    A voltage verification unit and method for determining the absence of potentially dangerous potentials within a power supply enclosure without Mode 2 work is disclosed. With this device and method, a qualified worker, following a relatively simple protocol that involves a function test (hot, cold, hot) of the voltage verification unit before Lock Out/Tag Out and, and once the Lock Out/Tag Out is completed, testing or "trying" by simply reading a display on the voltage verification unit can be accomplished without exposure of the operator to the interior of the voltage supply enclosure. According to a preferred embodiment, the voltage verification unit includes test leads to allow diagnostics with other meters, without the necessity of accessing potentially dangerous bus bars or the like.

  3. A comparison of literature-based and content-based guided reading materials on elementary student reading and science achievement

    Science.gov (United States)

    Guns, Christine

    Guided reading, as developed by Fountas and Pinnell (2001), has been a staple of elementary reading programs for the past decade. Teachers in the elementary school setting utilize this small group, tailored instruction in order to differentiate and meet the instructional needs of the students. The literature shows academic benefit for students who have special needs, such as learning disabilities, autism, and hearing impairments but consideration of academic impact has not been investigated for regular education students. The purpose of this quasi-experimental study was to investigate the academic impact of the use of content-related (Group C) and the traditional literature-based (Group L) reading materials. During the Living Systems and Life Processes unit in science, two teachers self-selected to utilized science-related materials for guided reading instruction while the other three teacher participants utilized their normal literature-based guided reading materials. The two groups were compared using an ANCOVA in this pre-test/post-test design. The dependent variables included the Reading for Application and Instruction assessment (RAI) and a Living Systems and Life Processes assessment (LSA). Further analysis compared students of different reading levels and gender. The data analyses revealed a practical but not statistical significance for students in science performance. It was discovered that below level male and female students performed better on the LSA when provided with content-related guided reading materials. As far as reading achievement is concerned, students in both groups had comparable results. The teachers provided guided reading instruction to their students with fidelity and made adjustments to their practices due to the needs of their students. The content-related teachers utilized a larger number of expository texts than the literature-based teachers. These teachers expressed the desire to continue the practice of providing the students with

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

    Science.gov (United States)

    Allington, Richard L.

    2014-01-01

    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…

  5. Painless reading comprehension

    CERN Document Server

    Jones, EdD, Darolyn "Lyn"

    2016-01-01

    Reading comprehension gets easier as students learn what kind of reader they are, discover how to keep facts in their head, and much more. Bonus Online Component: includes additional games, including Beat the Clock, a line match game, and a word scramble.

  6. Books for Summer Reading.

    Science.gov (United States)

    Phi Delta Kappan, 1993

    1993-01-01

    Recommends fine fiction for summer reading, including Nadine Gordimer's "My Son's Story" (1991), Lillian Smith's "Strange Fruit" (1944), Josephine Hart's "Damage" (1991), Jane Smiley's "A Thousand Acres" (1991), and George Eliot's "Middlemarch" (1874). Nonfiction suggestions include Harlan Lane's "Mask of Benevolence" (1992), Diane Ackerman's "A…

  7. The Effects of Summer Reading on Low Income Children's Literacy Achievement from Kindergarten to Grade 8: A Metaanalysis of Classroom and Home Interventions

    Science.gov (United States)

    Kim, James S.; Quinn, David M.

    2013-01-01

    This meta-analysis reviewed research on summer reading interventions conducted in the United States and Canada from 1998 to 2011. The synthesis included 41 classroom-and home-based summer reading interventions involving children from kindergarten to Grade 8. Compared to control group children, children who participated in classroom interventions,…

  8. Improving Reading Instruction: A Call for Interdisciplinary Collaboration

    Science.gov (United States)

    Sawyer, Diane J.

    2010-01-01

    The state of reading proficiency in the United States has been under attack for decades. Attempts to improve reading achievement through instructional practices have taken the profession through the "reading wars" to "balanced-reading" to "evidenced-based" methods. Unfortunately, the professional development of…

  9. The Effects of Summer Reading on Low-Income Children's Literacy Achievement From Kindergarten to Grade 8: A Meta-Analysis of Classroom and Home Interventions

    OpenAIRE

    Kim, James Sangil; Quinn, David Michael

    2013-01-01

    This meta-analysis reviewed research on summer reading interventions conducted in the United States and Canada from 1998 to 2011. The synthesis included 41 classroom- and home-based summer reading interventions, involving children from kindergarten to Grade 8. Compared to control group children, children who participated in classroom interventions, involving teacher-directed literacy lessons, or home interventions, involving child-initiated book reading activities, enjoyed significan...

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

    Science.gov (United States)

    Broeder, Peter; Stokmans, Mia

    2013-06-01

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

  11. American Children With Reading Problems Can Easily Learn To Read English Represented by Chinese Characters

    Science.gov (United States)

    Rozin, Paul; And Others

    1971-01-01

    Describes tutoring of second grade inner-city children with reading disabilities. Results suggest elimination of visual-auditory memory deficit as a component of dyslexia. The abstract nature of the phoneme is proposed as the basis for much reading disability. The syllable is suggested as an intermediate unit for use in introductory reading. (JM)

  12. Success for Students with Diverse Reading Abilities through the Use of Supplemental Reading Curriculum

    Science.gov (United States)

    Zugel, Kevin

    2012-01-01

    This article discusses the use of a reading curriculum designed to incorporate all of the proven practice components of reading as suggested in the United States National Reading Panel report (National Institute of Child Health and Human Development, 2000). These practices are phonemic awareness, phonics, vocabulary, fluency, and comprehension.…

  13. Reading Columns

    OpenAIRE

    Coutts, Marion

    2008-01-01

    Reading Columns are twin permanent public sculptures commissioned as part of a £245m scheme for the redevelopment of the Chatham Place area in Reading. Dimensions: 3.5m high x 1.3m diameter each Field of knowledge: The work consists of twin bespoke columns of stainless steel and glass over digital colour transparencies. The piece revisits and reworks the idea of the Morris Column, a 19th C feature characteristic of major European metropolitan centres. A wraparound image on each of ...

  14. Suggestions for Conducting a Reading Comprehension Lesson

    Institute of Scientific and Technical Information of China (English)

    Li Tiefeng

    2006-01-01

    @@ Ⅰ. Aims and Content of a Reading Comprehension Lesson As stated in the New English Course curriculum, "the aim of senior school English teaching is to develop students'overall abilities of listening, speaking, reading and writing,with more emphasis on reading". The main task of a reading comprehension lesson is to develop students' reading ability and help them form good habit of reading. Enabling students to read independently is the ultimate goal of teaching comprehension. But the fact is that students are too heavily burdened with too many subjects to learn. There is not enough time both for teachers and students to develop their reading comprehension ability together, which makes the reading passages in each unit in the textbook and whether we can make the most of the valuable class time extremely important. The reading passages in each unit, though not absolutely true, are perhaps the only mediums through which students and teachers can cooperate with each other to develop reading comprehension ability. Then what should be done when we deal with a reading passage?

  15. Cross-Language Transfer in English Immersion Programs in Germany: Reading Comprehension and Reading Fluency

    Science.gov (United States)

    Gebauer, Sandra Kristina; Zaunbauer, Anna C. M.; Moller, Jens

    2013-01-01

    Cross-language effects on reading skills are of particular interest in the context of foreign language immersion programs. Although there is an extensive literature on cross-language effects on reading in general, research focusing on immersion students and including different dimensions of reading acquisition such as reading fluency and reading…

  16. The Relationship between Good Readers' Attention, Reading Fluency and Reading Comprehension

    Science.gov (United States)

    Yildiz, Mustafa; Çetinkaya, Ezgi

    2017-01-01

    This study aimed to examine the relationship between fourth-graders' reading fluency, reading comprehension and attention. It was conducted using the relational screening model and included 132 fourth-graders with grade level adequate reading skills. The study results showed that good readers' attention had significant effects on reading speed,…

  17. Measuring the Effects of Reading Assistance Dogs on Reading Ability and Attitudes in Elementary Schoolchildren

    Science.gov (United States)

    Lenihan, Dawn; McCobb, Emily; Diurba, Amanda; Linder, Deborah; Freeman, Lisa

    2016-01-01

    Reading assistance dogs can be incorporated into reading programs to increase a child's desire and ability to read. However, more data is needed to demonstrate the effectiveness of such programs. A 5-week reading assistance dog program was implemented to assess feasibility and effectiveness. Participants included 18 children entering the 2nd grade…

  18. Cross-Language Transfer in English Immersion Programs in Germany: Reading Comprehension and Reading Fluency

    Science.gov (United States)

    Gebauer, Sandra Kristina; Zaunbauer, Anna C. M.; Moller, Jens

    2013-01-01

    Cross-language effects on reading skills are of particular interest in the context of foreign language immersion programs. Although there is an extensive literature on cross-language effects on reading in general, research focusing on immersion students and including different dimensions of reading acquisition such as reading fluency and reading…

  19. Does Extensive Reading Promote Reading Speed?

    Science.gov (United States)

    He, Mu

    2014-01-01

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

  20. Oral Reading Fluency in Second Language Reading

    Science.gov (United States)

    Jeon, Eun Hee

    2012-01-01

    This study investigated the role of oral reading fluency in second language reading. Two hundred and fifty-five high school students in South Korea were assessed on three oral reading fluency (ORF) variables and six other reading predictors. The relationship between ORF and other reading predictors was examined through an exploratory factor…

  1. Does Extensive Reading Promote Reading Speed?

    Science.gov (United States)

    He, Mu

    2014-01-01

    Research has shown a wide range of learning benefits accruing from extensive reading. Not only is there improvement in reading, but also in a wide range of language uses and areas of language knowledge. However, few research studies have examined reading speed. The existing literature on reading speed focused on students' reading speed…

  2. WHAT IS READING?

    Institute of Scientific and Technical Information of China (English)

    2003-01-01

    Reading is enjoying,entertaining and ent ightening Reading is listening,speaking and writingReading is talking and discussing,with yourself with the author and with the others Reading is exploring,investigating and guessing. Reading is traveling backward and forward,historically and geographically. Reading is thinking in your own language,and/or in the other language. Reading is encoding and decoding. Reading is civilizing,rationalizing and intellectualizing. Reading is assimilating,associating,accumula...

  3. Reading Research: Notable Findings and Urgent Needs.

    Science.gov (United States)

    Smith, Nila Banton

    This paper discusses some of the findings and needs of reading research. The areas of research study mentioned include word boundaries, letter names, preschool reading, teacher questioning, critical reading and Negro dialects. Researchers cited include Dolores Durkin, Frank Guszak, Jay Samuels, Guy Bond, A. Sterl Artley, Edward Fry, and Robert…

  4. Reading Hygiene

    Institute of Scientific and Technical Information of China (English)

    耿一铭

    2006-01-01

    Here are some good points for good eye health that everyone can follow: 1.Rest your eyes before they get tired. Just close your eyes from time to time or look offat some distant object. 2.Do not read in either too dark a light or

  5. PSPs and ERPs: applying the dynamics of post-synaptic potentials to individual units in simulation of temporally extended Event-Related Potential reading data.

    Science.gov (United States)

    Laszlo, Sarah; Armstrong, Blair C

    2014-05-01

    The Parallel Distributed Processing (PDP) framework is built on neural-style computation, and is thus well-suited for simulating the neural implementation of cognition. However, relatively little cognitive modeling work has concerned neural measures, instead focusing on behavior. Here, we extend a PDP model of reading-related components in the Event-Related Potential (ERP) to simulation of the N400 repetition effect. We accomplish this by incorporating the dynamics of cortical post-synaptic potentials--the source of the ERP signal--into the model. Simulations demonstrate that application of these dynamics is critical for model elicitation of repetition effects in the time and frequency domains. We conclude that by advancing a neurocomputational understanding of repetition effects, we are able to posit an interpretation of their source that is both explicitly specified and mechanistically different from the well-accepted cognitive one.

  6. Turning Contemporary Reading Research into Instructional Practice.

    Science.gov (United States)

    Frager, Alan; Hahn, Amos

    1988-01-01

    Highlights contemporary reading research as well as some implied instructional practices in four areas, including direct teacher explanation, reading-writing connection, top-level text structure, and main idea identification. (ARH)

  7. Voyager Reading Programs. What Works Clearinghouse Intervention Report

    Science.gov (United States)

    What Works Clearinghouse, 2010

    2010-01-01

    "Voyager Passport"[TM] is a supplemental reading intervention system for students in grades K-5. "Voyager Passport Reading Journeys"[TM] is a reading intervention program designed for adolescents who struggle with reading. The "Voyager Universal Literacy System"[R] is a K-3 reading program that includes a core reading…

  8. INTENSIVE READING: A NEW MODEL OF CLASSROOM TEACHING

    Institute of Scientific and Technical Information of China (English)

    1998-01-01

    The intensive reading class should focus on students’ reading problems and the techniques they need to become efficient readers. A model of reading technique training, including attack skills at the word, sentence and discourse level, is presented.

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

    Science.gov (United States)

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

    2016-01-01

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

  10. Reading Authentic Polish, Volume II.

    Science.gov (United States)

    Walczynski, Waldemar

    The second volume on reading authentic Polish is the continuation of a supplementary textbook to be used either in the classroom or in independent study. The materials included in it are unaltered authentic texts from Polish newspapers, magazines, and other mass media that provide exposure to the context and format of everyday reading matter. The…

  11. Reading As a Survival Skill.

    Science.gov (United States)

    Blosser, Patricia E.

    1980-01-01

    Described is a technique for the development of survival reading activity packets for the science classroom. The reading packets described include labels from different food and medicine products and from magazine and newspaper articles. Three types of questions were used with each packet: factual, interpretive, and application. (DS)

  12. "Success"ful Reading Instruction.

    Science.gov (United States)

    George, Carol J.

    1986-01-01

    The Success in Reading and Writing Program at a K-2 school in Fort Jackson, South Carolina, teaches children of varied races and abilities to read and write using newspapers, dictionaries, library books, magazines, and telephone directories. These materials help students develop language skills in a failure-free atmosphere. Includes two…

  13. 新课标人教版选修8 Unit 2 Cloning Using language Reading,discussing and writing教学设计

    Institute of Scientific and Technical Information of China (English)

    翟莉莉

    2015-01-01

    教材:新课标人教版选修8单元:Unit 2 Cloning Using languageTeaching materials Using language part of NSEFCS Book 8Target language Key words and expressions:Differ,exact,identical,complicated,pay off,breakthrough,cast down, arbitrary, fate, object ,medium ,obtain ,conservative ,accumulate ,in favour of, owe,etc.

  14. Developing Critical Reading Practices.

    Science.gov (United States)

    Clark, Romy J.

    1994-01-01

    Discusses the limitations of dominant notions of background knowledge (BGK) as neutral information and objective knowledge and of the reading techniques that accompany these notions. The article argues that the notion of BGK should be broadened to include awareness of the social processes of production and interpretation of text. (26 references)…

  15. Beyond Cognition: Reading Motivation and Reading Comprehension

    OpenAIRE

    Wigfield, Allan; Gladstone, Jessica; Turci, Lara

    2016-01-01

    The authors review research on children’s reading motivation and its relation to their reading comprehension. They begin by discussing work on the development of school motivation in general and reading motivation in particular, reviewing work showing that many children’s reading motivation declines over the school years. Girls tend to have more positive motivation for reading than do boys, and there are ethnic differences in children’s reading motivation. Over the last 15 years researchers h...

  16. Automatic Reading

    Institute of Scientific and Technical Information of China (English)

    胡迪

    2007-01-01

    <正>Reading is the key to school success and,like any skill,it takes practice.A child learns to walk by practising until he no longer has to think about how to put one foot in front of the other.The great athlete practises until he can play quickly,accurately and without thinking.Ed- ucators call it automaticity.

  17. LTQ-XL mass spectrometry proteome analysis expands the Pseudomonas aeruginosa AmpR regulon to include cyclic di-GMP phosphodiesterases and phosphoproteins, and identifies novel open reading frames.

    Science.gov (United States)

    Kumari, Hansi; Murugapiran, Senthil K; Balasubramanian, Deepak; Schneper, Lisa; Merighi, Massimo; Sarracino, David; Lory, Stephen; Mathee, Kalai

    2014-01-16

    Pseudomonas aeruginosa is well known for its antibiotic resistance and intricate regulatory network, contributing to its success as an opportunistic pathogen. This study is an extension of our transcriptomic analyses (microarray and RNA-Seq) to understand the global changes in PAO1 upon deleting a gene encoding a transcriptional regulator AmpR, in the presence and absence of β-lactam antibiotic. This study was performed under identical conditions to explore the proteome profile of the ampR deletion mutant (PAOΔampR) using LTQ-XL mass spectrometry. The proteomic data identified ~53% of total PAO1 proteins and expanded the master regulatory role of AmpR in determining antibiotic resistance and multiple virulence phenotypes in P. aeruginosa. AmpR proteome analysis identified 853 AmpR-dependent proteins, which include 102 transcriptional regulators and 21 two-component system proteins. AmpR also regulates cyclic di-GMP phosphodiesterases (PA4367, PA4969, PA4781) possibly affecting major virulence systems. Phosphoproteome analysis also suggests a significant role for AmpR in Ser, Thr and Tyr phosphorylation. These novel mechanisms of gene regulation were previously not associated with AmpR. The proteome analysis also identified many unannotated and misannotated ORFs in the P. aeruginosa genome. Thus, our data sheds light on important virulence regulatory pathways that can potentially be exploited to deal with P. aeruginosa infections. The AmpR proteome data not only confirmed the role of AmpR in virulence and resistance to multiple antibiotics, but also expanded the perimeter of AmpR regulon. The data presented here points to the role of AmpR in regulating cyclic di-GMP levels and phosphorylation of Ser, Thr and Tyr, adding another dimension to the regulatory functions of AmpR. We also identify some previously unannotated/misannotated ORFs in the P. aeruginosa genome, indicating the limitations of existing ORF analyses software. This study will contribute towards

  18. The New Outlook for Science. Science and Belief: from Copernicus to Darwin, Block VI, Units 15-16.

    Science.gov (United States)

    Open Univ., Walton, Bletchley, Bucks (England).

    This text contains units 15-16 in the Open University course, Science and Belief: from Copernicus to Darwin. It is an inter-faculty second level course in the history of science. Unit 15 is concerned with Nature and History and includes uniformitarianism, human history, evolutionism, and Darwinism. Unit objectives, readings, and questions with the…

  19. The New Outlook for Science. Science and Belief: from Copernicus to Darwin, Block VI, Units 15-16.

    Science.gov (United States)

    Open Univ., Walton, Bletchley, Bucks (England).

    This text contains units 15-16 in the Open University course, Science and Belief: from Copernicus to Darwin. It is an inter-faculty second level course in the history of science. Unit 15 is concerned with Nature and History and includes uniformitarianism, human history, evolutionism, and Darwinism. Unit objectives, readings, and questions with the…

  20. Reading Habit Promotion in ASEAN Libraries.

    Science.gov (United States)

    Sangkaeo, Somsong

    This paper describes the activities of the Association of Southeast Asian Nations (ASEAN) libraries have undertaken to promote reading by increasing awareness among their people. First, factors limiting reading habits in ASEAN libraries are addressed, including: we are not a reading society, but a chatting society; the management of "3…

  1. Open the Door for Reading (Motivational Activities).

    Science.gov (United States)

    Voorhees, Roxy

    Designed to help elementary teachers motivate students to read, this illustrated booklet presents a store of classroom ideas that promote and enrich reading. Materials presented include (1) instructions for making a "bookworm" bookmark for each student; (2) various animated bulletin board games intended to accompany the reading process and to help…

  2. Reading Together: A Successful Reading Fluency Intervention

    Science.gov (United States)

    Young, Chase; Mohr, Kathleen A. J.; Rasinski, Timothy

    2015-01-01

    The article describes a reading fluency intervention called Reading Together that combines the method of repeated readings (Samuels, 1979) and the Neurological Impress Method (Heckelman, 1969). Sixteen volunteers from various backgrounds were recruited and trained to deliver the Reading Together intervention to struggling readers in third through…

  3. Verbal protocols of reading the nature of constructively responsive reading

    CERN Document Server

    Pressley, Michael

    2012-01-01

    Researchers from a variety of disciplines have collected verbal protocols of reading as a window on conscious reading processes. Because such work has occurred in different disciplines, many who have conducted verbal protocol analyses have been unaware of the research of others. This volume brings together the existing literature from the various fields in which verbal protocols of reading have been generated. In so doing, the authors provide an organized catalog of all conscious verbal processes reported in studies to date -- the most complete analysis of conscious reading now available in the literature. When the results of all of the studies are considered, there is clear support for a number of models of reading comprehension including reader response theories, schema perspectives, executive processing models, and bottom-up approaches such as the one proposed by van Dijk and Kintsch. The summary of results also demonstrates that none of the existing models goes far enough. Thus, a new framework -- constru...

  4. Evaluation of two thermal neutron detection units consisting of ZnS/${}^6$LiF scintillating layers with embedded WLS fibers read out with a SiPM

    CERN Document Server

    Mosset, J -B; Greuter, U; Hildebrandt, M; Schlumpf, N; Van Swygenhoven, H

    2014-01-01

    Two single channel detection units for thermal neutron detection are investigated in a neutron beam. They consist of two ZnS/${}^6$LiF scintillating layers sandwiching an array of WLS fibers. The pattern of this units can be repeated laterally and vertically in order to build up a one dimensional position sensitive multi-channel detector with the needed sensitive surface and with the required neutron absorption probability. The originality of this work arises from the fact that the WLS fibers are read out with SiPMs instead of the traditionally used PMTs or MaPMTs. The signal processing system is based on a photon counting approach. For SiPMs with a dark count rate as high as 0.7 MHz, a trigger efficiency of 80% is achieved together with a system background rate lower than ${10}^{-3}$ Hz and a dead time of 30 $\\mu$s. No change of performance is observed for neutron count rates of up to 3.6 kHz.

  5. Recreational Reading for Gifted Children.

    Science.gov (United States)

    Mangieri, John N.; Isaacs, Carolyn W.

    1983-01-01

    A bibliography lists approximately 100 works (1974-82) of fiction, biography, poetry, fantasy/science fiction, picture books, and mystery/adventure for gifted elementary children's recreational reading. Citations include information on author, approximate grade level, and publisher. (CL)

  6. 32 CFR 701.35 - Reading room.

    Science.gov (United States)

    2010-07-01

    ... 32 National Defense 5 2010-07-01 2010-07-01 false Reading room. 701.35 Section 701.35 National Defense Department of Defense (Continued) DEPARTMENT OF THE NAVY UNITED STATES NAVY REGULATIONS AND... DOCUMENTS AFFECTING THE PUBLIC FOIA Definitions and Terms § 701.35 Reading room. Location where...

  7. Music and Reading: Finding Connections from Within

    Science.gov (United States)

    Hall, Suzanne N.; Robinson, Nicole R.

    2012-01-01

    Increasingly, music teachers are required to assist, tutor, or teach reading skills in the music classroom. In the effort to meet such mandates, music teachers may be challenged to either relinquish valuable music instruction time or attempt to combine instructional strategies of both music and reading into singular lessons, units, and classroom…

  8. Direct reading inductance meter

    Science.gov (United States)

    Kolby, R. B. (Inventor)

    1977-01-01

    A direct reading inductance meter comprised of a crystal oscillator and an LC tuned oscillator is presented. The oscillators function respectively to generate a reference frequency, f(r), and to generate an initial frequency, f(0), which when mixed produce a difference equal to zero. Upon connecting an inductor of small unknown value in the LC circuit to change its resonant frequency to f(x), a difference frequency (f(r)-f(x)) is produced that is very nearly a linear function of the inductance of the inductor. The difference frequency is measured and displayed on a linear scale in units of inductance.

  9. Corrective Action Investigation Plan for Corrective Action Unit 254: Area 25 R-MAD Decontamination Facility, Nevada Test Site, Nevada (includes ROTC No. 1, date 01/25/1999)

    Energy Technology Data Exchange (ETDEWEB)

    DOE/NV

    1999-07-29

    This Corrective Action Investigation Plan contains the US Department of Energy, Nevada Operations Office's approach to collect the data necessary to evaluate corrective action alternatives appropriate for the closure of Corrective Action Unit (CAU) 254 under the Federal Facility Agreement and Consent Order. Corrective Action Unit 254 consists of Corrective Action Site (CAS) 25-23-06, Decontamination Facility. Located in Area 25 at the Nevada Test Site (NTS), CAU 254 was used between 1963 through 1973 for the decontamination of test-car hardware and tooling used in the Nuclear Rocket Development Station program. The CAS is composed of a fenced area measuring approximately 119 feet by 158 feet that includes Building 3126, an associated aboveground storage tank, a potential underground storage area, two concrete decontamination pads, a generator, two sumps, and a storage yard. Based on site history, the scope of this plan is to resolve the problem statement identified during the Data Quality Objectives process that decontamination activities at this CAU site may have resulted in the release of contaminants of concern (COCs) onto building surfaces, down building drains to associated leachfields, and to soils associated with two concrete decontamination pads located outside the building. Therefore, the scope of the corrective action field investigation will involve soil sampling at biased and random locations in the yard using a direct-push method, scanning and static radiological surveys, and laboratory analyses of all soil/building samples. Historical information provided by former NTS employees indicates that solvents and degreasers may have been used in the decontamination processes; therefore, potential COCs include volatile/semivolatile organic compounds, Resource Conservation and Recovery Act metals, petroleum hydrocarbons, polychlorinated biphenyls, pesticides, asbestos, gamma-emitting radionuclides, plutonium, uranium, and strontium-90. The results of this

  10. Guide to speed study techniques including speed reading and memorization

    CERN Document Server

    Team, The Hyperink

    2012-01-01

    ABOUT THE BOOK Most students are familiar with that sense of rising panic when, close to a deadline for a paper or the date of an exam, they realize that they know almost nothing about the subject at hand. Some students can take this situation in their stride, and some fall to pieces, getting lost amid the maze of books and tangling themselves into mental knots. When we first embark on a course of study, we are often thrown in at the deep end and left to sink or swim. Studying is a skill, not something we are born with a natural aptitude for. If you find yourself struggling in your course

  11. The Efficacy of Repeated Reading and Wide Reading Practice for High School Students with Severe Reading Disabilities.

    Science.gov (United States)

    Wexler, Jade; Vaughn, Sharon; Roberts, Greg; Denton, Carolyn A

    2010-02-01

    This experimental study was conducted to examine the efficacy of repeated reading and wide reading practice interventions for high school students with severe reading disabilities. Effects on comprehension, fluency, and word reading were evaluated. Participants were 96 students with reading disabilities in grades 9-12. Students were paired within classes and pairs were randomly assigned to one of three groups: repeated reading (N = 33), wide reading (N = 34), or typical instruction (N = 29). Intervention was provided daily for approximately 15-20 minutes for 10 weeks. Results indicated no overall statistically significant differences for any condition, with effect sizes ranging from -.31 to .27. Findings do not support either approach for severely impaired readers at the high school level. We hypothesize that these students require more intensive interventions that include direct and explicit instruction in word- and text-level skills as well as engaged reading practice with effective feedback.

  12. How to Avoid (Legally) Conviction for Crimes of Genocide: A One-Act Reading.

    Science.gov (United States)

    Charny, Israel W.

    1987-01-01

    Presents a dramatic reading which simulates a discussion between Talaat, Hitler, Stalin, Idi Amin, and Pol Pot with their lawyer, Satan. Explores some of the limitations of the United Nations Genocide Convention and the importance of its revision and expansion to include more events of mass murder of any group within or outside a country's…

  13. How to Avoid (Legally) Conviction for Crimes of Genocide: A One-Act Reading.

    Science.gov (United States)

    Charny, Israel W.

    1987-01-01

    Presents a dramatic reading which simulates a discussion between Talaat, Hitler, Stalin, Idi Amin, and Pol Pot with their lawyer, Satan. Explores some of the limitations of the United Nations Genocide Convention and the importance of its revision and expansion to include more events of mass murder of any group within or outside a country's…

  14. Reading Comprehension Instruction for Adolescents with Learning Disabilities: A Reality Check

    Directory of Open Access Journals (Sweden)

    Tiffany Ko

    2015-12-01

    Full Text Available Reading comprehension is a significant concern for adolescents with learning disabilities (LD, particularly in secondary schools in the United States (US where content is taught primarily through textbooks. Surprisingly little is known about the actual reading instruction for students with LD in secondary classrooms. Thus, the purpose of this study was to examine the reading comprehension instruction in US secondary special education classrooms. Eight special education teachers in urban high schools were observed and interviewed. Findings showed that teachers implemented a number of reading comprehension practices, not all were considered “best practice”. The most frequently observed practices included reading aloud, questioning, seatwork, activating prior knowledge, and using graphic organizers. Explicit instruction in how and when to use reading comprehension strategies, however, was not observed. This study reveals the extent to which evidence-based reading comprehension practices are not making their way into secondary reading classrooms and offers insight into factors that teachers state as influencing their instruction for students with LD.

  15. Reading for All; Proceedings of the IRA (International Reading Association) World Congress on Reading (4th, Buenos Aires, Argentina, August 3-5, 1972).

    Science.gov (United States)

    Karlin, Robert, Ed.

    This book contains papers presented at the Fourth International Reading Association World Congress on Reading in Buenos Aires, Argentina, in August 1972. The contents of the book are divided into three parts: "Literacy and Literature" includes papers on libraries, books, and reading by Jorge Borges, the future of reading by Theodore Harris, the…

  16. El Reto: A Leer America! A Leer Y Escribir Ya! Como Divertirse Leyendo Y Escribiendo. (America Reads Challenge: Read*Write*Now! Activities for Reading and Writing Fun)

    Science.gov (United States)

    Kameenui, Edward J.; Simmons, Deborah C.

    Developed by national reading experts for the "America Reads Challenge: Read*Write*Now!" initiative and translated into Spanish, this booklet provides 45 ideas for families, teachers, librarians, and other learning partners to use with all children--including those with disabilities--to help them read well and independently by the end of…

  17. Beyond Cognition: Reading Motivation and Reading Comprehension.

    Science.gov (United States)

    Wigfield, Allan; Gladstone, Jessica; Turci, Lara

    2016-09-01

    The authors review research on children's reading motivation and its relation to their reading comprehension. They begin by discussing work on the development of school motivation in general and reading motivation in particular, reviewing work showing that many children's reading motivation declines over the school years. Girls tend to have more positive motivation for reading than do boys, and there are ethnic differences in children's reading motivation. Over the last 15 years researchers have identified in both laboratory and classroom-based research instructional practices that positively impact students' reading motivation and ultimately their reading comprehension. There is a strong need for researchers to build on this work and develop and study in different age groups of children effective classroom-based reading motivation instructional programs for a variety of narrative and informational materials.

  18. The perceptions of Unified Health System (Sistema Único de Saúde) users about including undergraduate students in Family Health Units (Unidades de Saúde da Família).

    Science.gov (United States)

    Driusso, Patricia; Sato, Tatiana O; Joaquim, Regina H V T; Moccellin, Ana S; Mascarenhas, Silvia H Z; Salvini, Tania F

    2013-01-01

    Curriculum guidelines for health professionals in training recommend including health students in different levels of service in the Unified Health System (Sistema Único de Saúde - SUS). Thus, there is a need to investigate the perceptions of SUS users with regard to the students' participation. To evaluate the perceptions of SUS users about the participation of health students in Family Health Units (Unidades de Saúde da Família - USF). A total of 518 people were interviewed in the waiting room of eight USFs in São Carlos/São Paulo. The interviews were conducted by students using a semi-structured questionnaire, and the data were analyzed descriptively. A total of 391 (75.5%) women and 127 (24.5%) men, with a mean age of 42.0±17.5 years, were interviewed. Among these users, 33.1% had encountered students in the USF, mainly while receiving clinical care (52.1%) or during home visits (20.1%); 55.3% considered the student's performance very good, and 0.6% considered it very bad. Most of the interviewees (58.2%) evaluated the activity performed by the student as effective, whereas 8.2% considered it ineffective. The students were included primarily in individual assistance activities, and the care provided by the students was well accepted. Both the users' satisfaction scores and their reported expectations were positive.

  19. Detector Unit

    CERN Multimedia

    1960-01-01

    Original detector unit of the Instituut voor Kernfysisch Onderzoek (IKO) BOL project. This detector unit shows that silicon detectors for nuclear physics particle detection were already developed and in use in the 1960's in Amsterdam. Also the idea of putting 'strips' onto the silicon for high spatial resolution of a particle's impact on the detector were implemented in the BOL project which used 64 of these detector units. The IKO BOL project with its silicon particle detectors was designed, built and operated from 1965 to roughly 1977. Detector Unit of the BOL project: These detectors, notably the ‘checkerboard detector’, were developed during the years 1964-1968 in Amsterdam, The Netherlands, by the Natuurkundig Laboratorium of the N.V. Philips Gloeilampen Fabrieken. This was done in close collaboration with the Instituut voor Kernfysisch Onderzoek (IKO) where the read-out electronics for their use in the BOL Project was developed and produced.

  20. Manufacturing Descent: Basal Readers and the Creation of Reading Failures.

    Science.gov (United States)

    Shannon, Patrick; Crawford, Patricia

    1997-01-01

    Describes how basal readers manufacture reading failures among students from less-privileged economic and social backgrounds. Reviews the history of reading instruction in the United States. Calls for educators to speak out against reading practices that protect the privilege of the upper and upper-middle classes by encoding their values and…

  1. Boosting Reading Fluency: An Intervention Case Study at Subword Level

    Science.gov (United States)

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

    2007-01-01

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

  2. Teaching Reading in Large Classes

    Directory of Open Access Journals (Sweden)

    Rojas B Leyla María

    2001-08-01

    Full Text Available This article deals with the problem of overcrowded classes. Ideas from research findings are given in an attempt to approach the teaching of reading at tertiary and secondary levels. This study is mainly based on the analysis of five pedagogical principles that emerged from the Lancaster-Leeds Language Learning in Large Classes Research Project in the United Kingdom (1986- 1999. Emphasis is also made on two important general principles emerging from the project: being realistic and giving more responsibility to the learner. Practical suggestions from research on reading are made based on the principles stated.

  3. Reading Instruction Today.

    Science.gov (United States)

    Williams, Joanna

    1979-01-01

    Describes current achievement in the areas of reading theory and reading instruction. Reviews reading research in the fields of educational and cognitive psychology. Considers the overall role of formal education in the development of literacy. (GC)

  4. Pediatric ophthalmology and childhood reading difficulties: Overview of reading development and assessments for the pediatric ophthalmologist.

    Science.gov (United States)

    Collins, Megan E; Mudie, Lucy I; Inns, Amanda J; Repka, Michael X

    2017-09-04

    Reading difficulties are common in the pediatric population, and large socioeconomic disparities exist. In the United States 46% of white children achieved expected reading proficiency by the end of fourth grade, while only 21% of Hispanic and 18% of African American children were reading at the expected level. Reading is an involved cognitive process with many subskills; likewise, development of reading proficiency is a complex and continuous process. Failure to achieve reading proficiency or even early difficulty with reading can affect a child's academic performance for years to come. Some studies suggest reading proficiency may be related to later success in life. Although many problems with reading are not related to vision, a vision assessment is recommended for children with reading difficulties and a suspected vision problem. The process of reading development as well as the varied educational assessments of reading are presented here for pediatric ophthalmologists. Copyright © 2017 American Association for Pediatric Ophthalmology and Strabismus. Published by Elsevier Inc. All rights reserved.

  5. Music-reading deficiencies and the brain

    Directory of Open Access Journals (Sweden)

    Lola L. Cuddy

    2006-01-01

    Full Text Available This paper reviews the literature on brain damage and music-reading for the past 25 years. Acquired patterns of selective loss and sparing are described, including both the association and dissociation of music and text reading, and association and dissociation among components of music reading. As well, we suggest that developmental music - reading deficiencies may be isolated in a form analogous to developmental dyslexia for text or congenital amusia for auditory music processing. Finally, we propose that the results of brain damage studies can contribute to the development of a model of normal music reading.

  6. Is Oral/Text Reading Fluency a “Bridge” to Reading Comprehension?

    Science.gov (United States)

    Kim, Young-Suk Grace; Park, Chea Hyeong; Wagner, Richard K.

    2015-01-01

    In the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency was a dissociable construct for both kindergartners and first graders. In addition, a developmental pattern emerged: listening comprehension was not uniquely related to text reading fluency for first graders, but not for kindergartners, over and above word reading fluency. In addition, text reading fluency was uniquely related to reading comprehension for kindergartners, but not for first graders, after accounting for word reading fluency and listening comprehension. For first graders, listening comprehension dominated the relations. There were no differences in the pattern of relations for skilled and less skilled readers in first grade. Results are discussed from a developmental perspective for reading comprehension component skills including text reading fluency. PMID:25653474

  7. Multisyllabic word reading as a moderator of morphological awareness and reading comprehension.

    Science.gov (United States)

    Gilbert, Jennifer K; Goodwin, Amanda P; Compton, Donald L; Kearns, Devin M

    2014-01-01

    The purpose of this study was to investigate whether the relation between morphological awareness on reading comprehension is moderated by multisyllabic word reading ability in fifth-grade students (N = 169, 53.7% female, 65.2% minority status, 69.2% free/reduced lunch status), oversampled for poor reading skill, when controlling for general knowledge and vocabulary. Based on the lexical quality hypothesis, it was expected that morphological awareness would have a stronger effect on comprehension for children with poor word reading skills, suggesting possible use of morphological awareness for word identification support. Results indicated that neither morphological awareness nor word reading was uniquely associated with reading comprehension when both were included in the model along with vocabulary and general knowledge. Instead, the interaction between word reading and morphological awareness explained significant additional variance in reading comprehension. By probing this interaction, it was determined that the effect of morphological awareness on reading comprehension was significant for the 39% of the sample that had more difficulty reading multisyllabic words but not for students at the higher end of the multisyllabic word reading continuum. We conclude from these results that the relation between morphological awareness and reading comprehension is moderated by multisyllabic word reading ability, providing support for the lexical quality hypothesis. Although we have only correlational data, we suggest tentative instructional practices for improving the reading skill of upper elementary struggling readers.

  8. Student Reading Practices in Print and Electronic Media

    Science.gov (United States)

    Foasberg, Nancy M.

    2014-01-01

    This paper reports a diary-based qualitative study on college students' reading habits with regard to print and electronic media. Students used a form to record information about their reading practices for twelve days, including length of reading event, location, format used, and the purpose of reading. Students tended to use print for academic…

  9. Recorded Readings: A Taped Parent-Tutoring Intervention

    Science.gov (United States)

    Kupzyk, Sara; McCurdy, Merilee; Hofstadter, Kristi L.; Berger, Laura

    2011-01-01

    Parent tutoring has been successfully used to increase children's oral reading fluency. However, commonly used procedures pose a challenge for parents who are not proficient in reading or who speak English as a second language. A taped reading program that included listening passage preview, repeated reading, and performance feedback was developed…

  10. Student Reading Practices in Print and Electronic Media

    Science.gov (United States)

    Foasberg, Nancy M.

    2014-01-01

    This paper reports a diary-based qualitative study on college students' reading habits with regard to print and electronic media. Students used a form to record information about their reading practices for twelve days, including length of reading event, location, format used, and the purpose of reading. Students tended to use print for academic…

  11. Reading(s) in the Writing Classroom.

    Science.gov (United States)

    Foster, David

    1997-01-01

    Interrogates the reading/writing connection by evaluating how three essays by published writers affected the attitude and writing practices of university students in a course on the personal essay. Describes the course. Suggests what findings imply for current rationales about the reading/writing connection and for the use of anthology readings in…

  12. Teaching Adults to Read with Reading Apprenticeship

    Science.gov (United States)

    Lesmeister, Michele Benjamin

    2010-01-01

    Many adult students have basic reading skills, but they are inexperienced readers who need to learn skills beyond the basics to equip them for success in college and career. How do educators face such adults with optimism and an eagerness to help improve specific reading skills so that these students can read and understand a variety of materials?…

  13. Cosmetology Reading Strategies. 1980 Vocational Reading Series.

    Science.gov (United States)

    Thornton, L. Jay; And Others

    Cosmetology Reading Strategies is one of five instructional guides in the Reading Strategies in Vocational Education Series. Developed to assist teachers working with students considered disadvantaged because of reading deficiency, the guide contains several strategies, suitable for adaptation, specifically related to cosmetology instruction. Each…

  14. Promoting Reading Motivation by Reading Together

    Science.gov (United States)

    Monteiro, Vera

    2013-01-01

    In the present project we tested the hypothesis that tutorial situations with peers would benefit children's reading motivation. Participants were from elementary school--80 fourth-graders and 80 second-graders. We used a questionnaire to assess reading motivation. In the tutorial sessions we developed a Paired Reading Program. The children who…

  15. EMPOWERING THE READING READABILITY

    Directory of Open Access Journals (Sweden)

    Handoko Handoko

    2014-06-01

    Full Text Available A general assumption about reading is that students improve their reading ability by reading a lot. This research was conducted to explain the use of extensive reading and aimed to figure out its implementation in improving students’ reading readability by using the class action research technique. The data of this research relates to the students ‘reading progress shown in their reading reports: spoken and written summary, reading comprehension and vocabulary mastery and their participation. The strategy was evolved in the continuity of reading. Students were encouraged to read extensively in and outside class. The findings indicated that the implementation could improve students’ reading readability.This attainment demonstrated that students’ reading readabilityis frosted through the continuity of reading. Other facts showed that students enjoyed reading. Students’ curiosity was also a significant factor. Their high curiosity explained why students continued reading though they realized that materials they read were difficult enough. Students’ self-confidence was also built as they were required to write a retelling story and to share their previous reading. Instead of their retelling and summarizing, students felt to be appreciated as readers. This appreciation indirectly helped students to improve the reading fondness.

  16. Effects of Tier I Differentiation and Reading Intervention on Reading Fluency, Comprehension, and High Stakes Measures

    Science.gov (United States)

    Jefferson, Ruth E.; Grant, Christina E.; Sander, Janay B.

    2017-01-01

    This quasi-experimental study examined differences in student reading outcomes. Participants were third grade non-struggling readers. Intervention classrooms included core curriculum instruction plus evidence-based reading comprehension instruction and differentiated repeated readings. Comparison classrooms provided core curriculum instruction…

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

    Science.gov (United States)

    Mucherah, Winnie; Herendeen, Abbey

    2013-01-01

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

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

    Science.gov (United States)

    Mucherah, Winnie; Herendeen, Abbey

    2013-01-01

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

  19. Corrective Action Investigation Plan for Corrective Action Unit 165: Areas 25 and 26 Dry Well and Washdown Areas, Nevada Test Site, Nevada (including Record of Technical Change Nos. 1, 2, and 3) (January 2002, Rev. 0)

    Energy Technology Data Exchange (ETDEWEB)

    U.S. Department of Energy, National Nuclear Security Administration Nevada Operations Office (NNSA/NV)

    2002-01-09

    This Corrective Action Investigation Plan contains the U.S. Department of Energy, National Nuclear Security Administration Nevada Operations Office's approach to collect the data necessary to evaluate corrective action alternatives appropriate for the closure of Corrective Action Unit (CAU) 165 under the Federal Facility Agreement and Consent Order. Corrective Action Unit 165 consists of eight Corrective Action Sites (CASs): CAS 25-20-01, Lab Drain Dry Well; CAS 25-51-02, Dry Well; CAS 25-59-01, Septic System; CAS 26-59-01, Septic System; CAS 25-07-06, Train Decontamination Area; CAS 25-07-07, Vehicle Washdown; CAS 26-07-01, Vehicle Washdown Station; and CAS 25-47-01, Reservoir and French Drain. All eight CASs are located in the Nevada Test Site, Nevada. Six of these CASs are located in Area 25 facilities and two CASs are located in Area 26 facilities. The eight CASs at CAU 165 consist of dry wells, septic systems, decontamination pads, and a reservoir. The six CASs in Area 25 are associated with the Nuclear Rocket Development Station that operated from 1958 to 1973. The two CASs in Area 26 are associated with facilities constructed for Project Pluto, a series of nuclear reactor tests conducted between 1961 to 1964 to develop a nuclear-powered ramjet engine. Based on site history, the scope of this plan will be a two-phased approach to investigate the possible presence of hazardous and/or radioactive constituents at concentrations that could potentially pose a threat to human health and the environment. The Phase I analytical program for most CASs will include volatile organic compounds, semivolatile organic compounds, Resource Conservation and Recovery Act metals, total petroleum hydrocarbons, polychlorinated biphenyls, and radionuclides. If laboratory data obtained from the Phase I investigation indicates the presence of contaminants of concern, the process will continue with a Phase II investigation to define the extent of contamination. Based on the

  20. Corrective Action Investigation Plan for Corrective Action Unit 5: Landfills, Nevada Test Site, Nevada (Rev. No.: 0) includes Record of Technical Change No. 1 (dated 9/17/2002)

    Energy Technology Data Exchange (ETDEWEB)

    IT Corporation, Las Vegas, NV

    2002-05-28

    This Corrective Action Investigation Plan contains the U.S. Department of Energy, National Nuclear Security Administration Nevada Operations Office's approach to collect the data necessary to evaluate corrective action alternatives appropriate for the closure of Corrective Action Unit (CAU) 5 under the Federal Facility Agreement and Consent Order. Corrective Action Unit 5 consists of eight Corrective Action Sites (CASs): 05-15-01, Sanitary Landfill; 05-16-01, Landfill; 06-08-01, Landfill; 06-15-02, Sanitary Landfill; 06-15-03, Sanitary Landfill; 12-15-01, Sanitary Landfill; 20-15-01, Landfill; 23-15-03, Disposal Site. Located between Areas 5, 6, 12, 20, and 23 of the Nevada Test Site (NTS), CAU 5 consists of unlined landfills used in support of disposal operations between 1952 and 1992. Large volumes of solid waste were produced from the projects which used the CAU 5 landfills. Waste disposed in these landfills may be present without appropriate controls (i.e., use restrictions, adequate cover) and hazardous and/or radioactive constituents may be present at concentrations and locations that could potentially pose a threat to human health and/or the environment. During the 1992 to 1995 time frame, the NTS was used for various research and development projects including nuclear weapons testing. Instead of managing solid waste at one or two disposal sites, the practice on the NTS was to dispose of solid waste in the vicinity of the project. A review of historical documentation, process knowledge, personal interviews, and inferred activities associated with this CAU identified the following as potential contaminants of concern: volatile organic compounds, semivolatile organic compounds, polychlorinated biphenyls, pesticides, petroleum hydrocarbons (diesel- and gasoline-range organics), Resource Conservation and Recovery Act Metals, plus nickel and zinc. A two-phase approach has been selected to collect information and generate data to satisfy needed resolution

  1. Reading in Multiple Orthographies: Differences and Similarities in Reading in Spanish and English for English Learners

    Science.gov (United States)

    Goodwin, Amanda P.; August, Diane; Calderon, Margarita

    2015-01-01

    The current study unites multiple theories (i.e., the orthographic depth hypothesis and linguistic grain size theory, the simple view of reading, and the common underlying proficiency model) to explore differences in how 113 fourth-grade Spanish-speaking English learners (ELs) approached reading in their native language of Spanish, which is…

  2. Corrective Action Investigation Plan for Corrective Action Unit 214: Bunkers and Storage Areas Nevada Test Site, Nevada: Revision 0, Including Record of Technical Change No. 1 and No. 2

    Energy Technology Data Exchange (ETDEWEB)

    U.S. Department of Energy, National Nuclear Security Administration Nevada Site Office

    2003-05-16

    This Corrective Action Investigation Plan contains the U.S. Department of Energy, National Nuclear Security Administration Nevada Site Office's approach to collect the data necessary to evaluate corrective action alternatives appropriate for the closure of Corrective Action Unit (CAU) 214 under the Federal Facility Agreement and Consent Order. Located in Areas 5, 11, and 25 of the Nevada Test Site, CAU 214 consists of nine Corrective Action Sites (CASs): 05-99-01, Fallout Shelters; 11-22-03, Drum; 25-99-12, Fly Ash Storage; 25-23-01, Contaminated Materials; 25-23-19, Radioactive Material Storage; 25-99-18, Storage Area; 25-34-03, Motor Dr/Gr Assembly (Bunker); 25-34-04, Motor Dr/Gr Assembly (Bunker); and 25-34-05, Motor Dr/Gr Assembly (Bunker). These sites are being investigated because existing information on the nature and extent of potential contamination is insufficient to evaluate and recommend corrective action alternatives (CAAs). The suspected contaminants and critical analyte s for CAU 214 include oil (total petroleum hydrocarbons-diesel-range organics [TPH-DRO], polychlorinated biphenyls [PCBs]), pesticides (chlordane, heptachlor, 4,4-DDT), barium, cadmium, chronium, lubricants (TPH-DRO, TPH-gasoline-range organics [GRO]), and fly ash (arsenic). The land-use zones where CAU 214 CASs are located dictate that future land uses will be limited to nonresidential (i.e., industrial) activities. The results of this field investigation will support a defensible evaluation of viable corrective action alternatives that will be presented in the corrective action decision document.

  3. Reading between the Lines: A Guide to Readings in Journalism.

    Science.gov (United States)

    Ward, Bill

    1979-01-01

    Lists recommended readings in journalism, arranged according to a number of categories, including publication design and graphic arts, magazine editing, student press law, reporting, editorials, photojournalism, and yearbook publication. Includes addresses for catalogs of books on topics related to journalism. (GT)

  4. Reading Assessment: Looking Ahead

    Science.gov (United States)

    Afflerbach, Peter

    2016-01-01

    In this article, I focus on three areas of reading assessment that I believe to be crucial for students' reading development: developing comprehensive formative assessments, assessing the wide array of factors that contribute to students' reading development, and fostering student independence by helping students learn to use reading assessment on…

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

    Science.gov (United States)

    Lien, Hsin-Yi

    2016-08-01

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

  6. An Examination of the Relationship between Reading Comprehension, Higher-Level and Lower-Level Reading Sub-Skills in Adults

    Science.gov (United States)

    Landi, Nicole

    2010-01-01

    Using a large adult reading database, we examined the relationships between high-level and low-level reading skills and between multiple reading skills, general cognitive ability, and reading comprehension ability. A principal components analysis found partial dissociability between higher-level skills including reading comprehension, vocabulary…

  7. Reading Professor Obama: Race and the American Constitutional Tradition

    Directory of Open Access Journals (Sweden)

    Stacey Marlise Gahagan

    2015-06-01

    endorsement of Derrick Bell, Critical Race Theory (“CRT”, or Bell’s Interest-Convergence theory. Obama included many critics of CRT and offered readings that seemingly demonstrate his hope for substantially more dialog and perhaps, ultimately, economic uplift of those labeled by some of his readings “the truly disadvantaged.” Obama’s use of the Martin Luther King, Jr.’s essay Where Do We Go from Here: Chaos or Community? as the title of the last group of readings suggests that Obama did not share Bell’s vision of the unalterable nature of racism.The readings, while instructive, are just the starting point of our analysis. Obama’s suggested topics encourage students to wrestle with the modern consequences of racism and to question its malleability. Thus, we suggest that the readings and group presentation topics reveal Obama, the teacher, as interested in, but not necessarily aligned with, many of the key questions of CRT. The syllabus fits with the story that Obama focuses on issues that unite Americans while he seeks equal treatment. This may reflect the future of constitutional doctrine related to race.

  8. On Efficient Reading

    Institute of Scientific and Technical Information of China (English)

    陈伟平

    2003-01-01

    Time is limited for each reader,but many readers waste a lot oftime on unimportant things, and they read everything at the same speed and in the same way. As a result, they often fail to understand the word and the sentence; they don't know how one sentence relates to another, and how the whole text fixes together. They are not reading efficiently. It is high time that we held a discussion on efficient reading. The author states that efficient reading involves adequate comprehension with appropriate reading rate. Pointing out the factors that influence reading rate and comprehension, this article put forward some suggestions on efficient reading.

  9. Talker-specific auditory imagery during reading

    Science.gov (United States)

    Nygaard, Lynne C.; Duke, Jessica; Kawar, Kathleen; Queen, Jennifer S.

    2004-05-01

    The present experiment was designed to determine if auditory imagery during reading includes talker-specific characteristics such as speaking rate. Following Kosslyn and Matt (1977), participants were familiarized with two talkers during a brief prerecorded conversation. One talker spoke at a fast speaking rate and one spoke at a slow speaking rate. During familiarization, participants were taught to identify each talker by name. At test, participants were asked to read two passages and told that either the slow or fast talker wrote each passage. In one condition, participants were asked to read each passage aloud, and in a second condition, they were asked to read each passage silently. Participants pressed a key when they had completed reading the passage, and reading times were collected. Reading times were significantly slower when participants thought they were reading a passage written by the slow talker than when reading a passage written by the fast talker. However, the effects of speaking rate were only present in the reading-aloud condition. Additional experiments were conducted to investigate the role of attention to talker's voice during familiarization. These results suggest that readers may engage in auditory imagery while reading that preserves perceptual details of an author's voice.

  10. 501 reading comprehension questions

    CERN Document Server

    2014-01-01

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

  11. What Oral Text Reading Fluency Can Reveal about Reading Comprehension

    Science.gov (United States)

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

    2015-01-01

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

  12. What Oral Text Reading Fluency Can Reveal about Reading Comprehension

    Science.gov (United States)

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

    2015-01-01

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

  13. Reading comprehension

    Institute of Scientific and Technical Information of China (English)

    段永华

    2011-01-01

    A The Yard Crawl, an event that takes place throughout Shenandoah county and includes part of Fredrick County in Virginia, is about 45 miles of road on Route 11 and seems to get longer every year. The event can be fun when planned correctly,

  14. FAST READ

    Institute of Scientific and Technical Information of China (English)

    2009-01-01

    State Council regular conference:to stimulate car purchase insurance The Dec 3 2008 conference approved 9 measures to stimulate the current economy,including favorite policy on car purchase insurance. The State to enact new policy to buoy small car

  15. Cell Phone Use and Child and Adolescent Reading Proficiency.

    Science.gov (United States)

    Hofferth, Sandra L; Moon, Ui Jeong

    2012-04-01

    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.

  16. Cultural Factors in Reading

    Institute of Scientific and Technical Information of China (English)

    孔敏

    2005-01-01

    Reading is a basic ability in learning English and reading comprehension exercise is a common way to assess this ability.Since reading is a communicative activity between author and reader in written form,there are some different rules and regulations of this communication in different countries.Therefore,cultural factors,existing in reading,decide,help,and influence the percentage of the right answers.This article attempts to analyze the effects of cultural differences in reading and the barriers in comprehension,and aims to improve students awareness of cultural differences in reading.

  17. To read or not to read

    NARCIS (Netherlands)

    Mol, Suzanne Elizabeth

    2010-01-01

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

  18. Corrective Action Investigation Plan for Corrective Action Unit 322: Areas 1 and 3 Release Sites and Injection Wells, Nevada Test Site, Nevada: Revision 0, Including Record of Technical Change No. 1

    Energy Technology Data Exchange (ETDEWEB)

    U.S. Department of Energy, National Nuclear Security Administration Nevada Site Office

    2003-07-16

    This Corrective Action Investigation Plan contains the U.S. Department of Energy, National Nuclear Security Administration Nevada Site Office's approach to collect the data necessary to evaluate corrective action alternatives (CAAs) appropriate for the closure of Corrective Action Unit (CAU) 322, Areas 1 and 3 Release Sites and Injection Wells, Nevada Test Site, Nevada, under the Federal Facility Agreement and Consent Order. Corrective Action Unit 322 consists of three Corrective Action Sites (CASs): 01-25-01, AST Release (Area 1); 03-25-03, Mud Plant AST Diesel Release (Area 3); 03-20-05, Injection Wells (Area 3). Corrective Action Unit 322 is being investigated because existing information on the nature and extent of potential contamination is insufficient to evaluate and recommend corrective action alternatives. The investigation of three CASs in CAU 322 will determine if hazardous and/or radioactive constituents are present at concentrations and locations that could potentially pose a threat to human health and the environment. The results of this field investigation will support a defensible evaluation of corrective action alternatives in the corrective action decision document.

  19. Teaching Reading Skills

    Institute of Scientific and Technical Information of China (English)

    刘恒

    2014-01-01

    Reading skills are very important part in language teaching and learning. This paper is written after attending lectures given by an Australian teacher named Rod Ellis focusing on how to teach reading skills using authentic materials.

  20. On English Reading Skills

    Institute of Scientific and Technical Information of China (English)

    钱芬

    2008-01-01

    Reading is one of the four important skills in English learning.It is also a skill that the students need to possess to support independent and self-directed learning.With the development of society,science and technology develop at hish speed and the competition in the society become sharp.Reading is a way for students to be more knowledgeable and successful.So,it becomes more and more important to speed up their reading in order to acquire as much information as possible.Thus,fostering a good English reading habit is essential,and being able to adopt different reading skills for different reading materials and purposes will also help to read more effectively.The paper mainly concenls some basic English reading skills.

  1. Remote Control Reading.

    Science.gov (United States)

    Ervin, Helen

    1995-01-01

    Explains how students who have difficulty remembering what they have read may be taught how to reread sections of text by suggesting to them that reading is analogous to watching a video with the remote control in hand. (TB)

  2. Can Reading Help?

    Science.gov (United States)

    Crowe, Chris

    2003-01-01

    Ponders the effect of September 11th on teenagers. Proposes that reading books can help teenagers sort out complicated issues. Recommends young adult novels that offer hope for overcoming tragedy. Lists 50 short story collections worth reading. (PM)

  3. Reading beyond the Classroom: The Effects of Extensive Reading at USTA, Tunja

    Directory of Open Access Journals (Sweden)

    Nery Yolanda Ruíz de Guerrero

    2009-12-01

    Full Text Available The purpose of this study was to observe and describe the effects of applying extensive reading to a group of fifth level English students at Universidad Santo Tomás de Aquino and be accepted into the English Program. This project provided a confidential atmosphere for students to develop extensive reading practice based on different texts; it was characterized by students’ free and controlled reading in which they had the opportunity to make their own choices under the supervision of the teacher. Data were gathered through teachers’ journals, students’ oral reports and interviews given to them; in this way the categories which emerged were extensive reading contributions in the process of second language acquisition, extensive reading as motivation in the reading practice, and the importance of including extensive reading in the English program.

  4. Reading Tutor, A Reading Support System for Japanese Language Learners

    Directory of Open Access Journals (Sweden)

    Yoshiko KAWAMURA

    2012-12-01

    Full Text Available The present paper gives an overview of the tools and materials included in the Japanese language reading tutorial system Reading Tutor and the multilingual lexicographical project Reading Tutor Web Dictionary, and discusses their possible uses both for Japanese language instruction and to support autonomous language learning. The paper further presents one particular use of these tools and resources for the development of learning materials for foreign candidates to the Japanese certified care worker national examination, and concludes with suggestions for effective guidance geared at fostering autonomous vocabulary learning.-----Članek predstavlja orodja in gradiva v sistemu za podporo branju v japonščini Reading Tutor in v večjezičnem slovarskem projektu Reading Tutor Web Dictionary ter njihovo možno uporabo tako za poučevanje japonščine kot tudi za podporo samostojnemu jezikovnemu učenju. Nadalje predstavlja konkreten primer uporabe teh orodij in virov za izdelavo učnega gradiva za tuje kandidate, ki se pripravljajo na japonski državni izpit za zdravstvene delavce. V zaključku predlaga nekaj pedagoških pristopov za učinkovito podporo samostojnemu učenju besedišča.

  5. Assessing Information about Intelligence and Reading.

    Science.gov (United States)

    Pikulski, John J.

    The purpose of this paper is to discuss the assessment of intelligence as it relates to reading. Its primary focus is upon criteria that might be applied to the information about intelligence and how it relates to reading. The contents include: "General Considerations," which discusses the concept of intelligence, measuring instruments used to…

  6. Reading, Writing, and Publishing Digital Text.

    Science.gov (United States)

    Boone, Randall; Higgins, Kyle

    2003-01-01

    This article explores current state-of-the-art technologies available for reading, writing, and publishing, including electronic books (ebooks), electronic libraries, and electronic journals. Instructional design, best practices for improving reading skills using ebooks, and copyright issues are discussed. Vignettes offer a positive scenario for…

  7. Reading, Writing, and Publishing Digital Text.

    Science.gov (United States)

    Boone, Randall; Higgins, Kyle

    2003-01-01

    This article explores current state-of-the-art technologies available for reading, writing, and publishing, including electronic books (ebooks), electronic libraries, and electronic journals. Instructional design, best practices for improving reading skills using ebooks, and copyright issues are discussed. Vignettes offer a positive scenario for…

  8. The Indonesian EFL Learners' Motivation in Reading

    Science.gov (United States)

    Salikin, Hairus; Bin-Tahir, Saidna Zulfiqar; Kusumaningputri, Reni; Yuliandari, Dian Puji

    2017-01-01

    The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL learners' motivation in reading activity based on Deci and Ryans' theory of motivation including intrinsic and extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and arranging the group…

  9. "Bud, Not Buddy": Common Reading, Uncommon Listening.

    Science.gov (United States)

    Kaiser, Marjorie M., Ed.

    2000-01-01

    Gives an idea of how to structure a common reading experience around a book on tape with accompanying response approaches for student engagement with and reaction to good common reading. Presents exercises and ideas that can be used in the classroom to supplement the audio books, including writing exercises and listening and responding exercises.…

  10. Elementary Reading Guide, Level 1-6.

    Science.gov (United States)

    Caverna Independent School District, Horse Cave, KY.

    This elementary reading curriculum guide is designed to provide a well-rounded program of reading instruction and includes the following components: a philosophy of elementary education, behavioral objectives, and characteristics of children of age 5 through age 15. The bulk of the document consists of plans which describe appropriate activities…

  11. Tactics for Reading Comprehension

    Institute of Scientific and Technical Information of China (English)

    孔祥航; 张艳荣

    2003-01-01

    In recent years, reading comprehension is taking up a larger and larger part in almost every international test or domestic examination. Knowing the basic knowledge and grasping the test - taking tactics are key factors of good reading comprehension. In this thesis, I will dwell on nine commonly used tactics for reading comprehension. This will help you to deal with the problems with reading comprehension efficiently.

  12. [Preserved implicit reading and the recovery of explicit reading in a pure alexic].

    Science.gov (United States)

    Hashimoto, R; Tanaka, Y

    1996-03-01

    We described a 55-year-old, right-handed, university-educated Japanese man who showed pure alexia after an infarction in the territory of the left posterior cerebral artery. Damage to the corpus callosum was limited to the most caudal part of the splenium. In the early days of his illness, he demonstrated the inability to read aloud on either Kana (Japanese syllabograms) or Kanji (Japanese morphograms). In contrast, he could semantically categorize Kanji-words such as animals or non-animals. Subsequently, he gradually regained the ability of reading aloud Kanji as well as Kana. At that time, we further investigated the relation between his reading ability and the attributes of 881 Kanji characters including hieroglyphicity, concreteness, and familiarity. We found that he could more readily read Kanjis with higher hieroglyphicity, concreteness, and familiarity. The reading times for Kanji-words were significantly shorter than those of corresponding Kana-words. Moreover, he showed some difficulty to read Kana-words and Kana combinations without meaning when asked to perform repetitive opposing movements with his thumb and little finger inhibiting kinesthetic reading. The effect was not observed when he read Kanji-words. These results lead us to suggest the following: (1) the two components of reading, reading aloud and comprehension abilities, are dissociable in a pure alexic, especially in Kanji reading; and (2) recovery mechanisms underlying Kanji and Kana reading were different in our case. Namely, restitution of the direct connection through the residual splenium fibers between the visual word form processing area in the right hemisphere and the left angular gyrus was attributed to Kanji reading, and utilization of kinesthetic reading played an important role in Kana reading.

  13. Discussion on college students' English Reading Skills —intensive reading and extensive reading

    Institute of Scientific and Technical Information of China (English)

    敖登

    2016-01-01

    Students are exposed to a growing amount of vocabularies and knowledge as they step into higher grades, while seem to have little improvement in their reading ability and no alternative means to realize their reading goals. Improving the English reading skills is very important for students as reading enjoys a huge ratio in an English exam paper. Talking about reading, we can not ignore these facts: reading materials, reading speed and reading skills. The followings analyzed are some common skills applied to reading-intensive reading and extensive reading as well as the obstacles that may be met while reading.

  14. Reading and Empathy

    Science.gov (United States)

    McCreary, John J.; Marchant, Gregory J.

    2017-01-01

    The relationship between reading and empathy was explored. Controlling for GPA and gender, reading variables were hypothesized as related to empathy; the relationship was expected to differ for males and females. For the complete sample, affective components were related to GPA but not reading. Perspective taking was related to reading…

  15. Voiced Reading and Rhythm

    Institute of Scientific and Technical Information of China (English)

    詹艳萍

    2007-01-01

    Since voiced reading is an important way in learning English,rhythm is the most critical factor that enables to read beautifully.This article illustrates the relationship between rhythm and voiced reading,the importance of rhythm,and the methods to develop the sense of rhythm.

  16. Monster Moose Reading.

    Science.gov (United States)

    Finney, Frank

    Monster Moose (MM) Reading is a program specifically aimed at improving children's language, beginning reading, and self-concept development through the creation and utilization of student-authored reading materials which feature a series of wordless picture books about a magical moose. The MM Program is based on the following general principles…

  17. Rapid Reading, Yes

    Science.gov (United States)

    Frommer, Harvey

    1971-01-01

    Recommends instruction in rapid reading fo high school and college students and asserts that flexibility of speed and reasoning provide the foundation for effective rapid reading. Describes the components of rapid reading as orientation, selection, clarification, arrangement, review, and study. (RW)

  18. Reading/Writing Connection.

    Science.gov (United States)

    Fernandez, Melanie

    In the past, students and teachers alike viewed reading and writing instruction as two separate entities. Reading and writing instruction was often characterized by linear and behaviorist theories and methods, with students rarely coming away from their schooling experience with confidence in and respect for their own writing. To both read and…

  19. Reading and Empathy

    Science.gov (United States)

    McCreary, John J.; Marchant, Gregory J.

    2017-01-01

    The relationship between reading and empathy was explored. Controlling for GPA and gender, reading variables were hypothesized as related to empathy; the relationship was expected to differ for males and females. For the complete sample, affective components were related to GPA but not reading. Perspective taking was related to reading…

  20. Dutch for Reading Knowledge

    NARCIS (Netherlands)

    van Baalen, C.; Blom, F.R.E.; Hollander, I.

    2012-01-01

    This first Dutch for Reading Knowledge book on the market promotes a high level of reading and translation competency by drawing from Dutch grammar, vocabulary and reading strategies, and providing many translation "shortcuts" and tips when tackling complex texts in Dutch. Aimed at students, researc

  1. Reading difficulties in Albanian.

    Science.gov (United States)

    Avdyli, Rrezarta; Cuetos, Fernando

    2012-10-01

    Albanian is an Indo-European language with a shallow orthography, in which there is an absolute correspondence between graphemes and phonemes. We aimed to know reading strategies used by Albanian disabled children during word and pseudoword reading. A pool of 114 Kosovar reading disabled children matched with 150 normal readers aged 6 to 11 years old were tested. They had to read 120 stimuli varied in lexicality, frequency, and length. The results in terms of reading accuracy as well as in reading times show that both groups were affected by lexicality and length effects. In both groups, length and lexicality effects were significantly modulated by school year being greater in early grades and later diminish in length and just the opposite in lexicality. However, the reading difficulties group was less accurate and slower than the control group across all school grades. Analyses of the error patterns showed that phonological errors, when the letter replacement leading to new nonwords, are the most common error type in both groups, although as grade rises, visual errors and lexicalizations increased more in the control group than the reading difficulties group. These findings suggest that Albanian normal children use both routes (lexical and sublexical) from the beginning of reading despite of the complete regularity of Albanian, while children with reading difficulties start using sublexical reading and the lexical reading takes more time to acquire, but finally both routes are functional.

  2. The Future of Reading

    Science.gov (United States)

    Peters, Tom

    2009-01-01

    The future of reading is very much in doubt. In this century, reading could soar to new heights or crash and burn. Some educators and librarians fear that sustained reading for learning, for work, and for pleasure may be slowly dying out as a widespread social practice. Several social and technological developments of the 20th century, such as…

  3. Free Reading Is UTOPIA

    Science.gov (United States)

    LeCrone, Nancy

    2010-01-01

    In high school students get tied up in extracurricular activities and have little time for pleasure reading. It is true that with rigorous academic schedules they have little time for pleasure reading. Thus began a conversation with a sophomore English teacher at the author's high school. As they were discussing the plight of free reading he was…

  4. Bullen Reading Attitude Measure.

    Science.gov (United States)

    Bullen, Gertrude F.

    The Bullen Reading Attitude Measure (BRAM) is an instrument that was developed to serve as a diagnostic aid in assessing reading attitudes of elementary school children in grades one through six. The objectives of the test are to measure the subject's attitude toward reading at home or school, visiting the library, owning and buying books,…

  5. The Reading/Writing Connection.

    Science.gov (United States)

    Anderson, Nancy Comfort

    1998-01-01

    Discusses ways to motivate children to become readers and writers, characteristics of good children's literature, using patterned books as models, and prewriting activities; provides an annotated bibliography of 26 patterned books to encourage the reading/writing connection. A subset of updated folk and fairy tales is included. (LRW)

  6. New Directions in Reading Instruction.

    Science.gov (United States)

    International Reading Association, Newark, DE.

    By providing definitions of key concepts, outlines of major models, and practical suggestions for classroom implementation, this pamphlet gives teachers access to current research on the interactive model of reading. The topics covered include: Vygotsky's learning theory, metacomprehension, prior knowledge, chapter mapping, cooperative learning,…

  7. [Reading a clinical trial report].

    Science.gov (United States)

    Bergmann, J F; Chassany, O

    2000-04-15

    To improve medical knowledge by reading clinical trial reports it is necessary to check for the respect of the methodological rules, and to analyze and criticize the results. A control group and a randomisation are always necessary. Double blind assessment, sample size calculation, intention to treat analysis, a unique primary end point are also important. The conclusions of the trial are valid only for the population included and the clinical signification of the results, depending on the control treatment, has to be evaluated. Respect of the reading rules is necessary to assess the reliability of the conclusions, in order to promote evidence-based practice.

  8. The relative significance of lexical richness and syntactic complexity as predictors of academic reading performance

    Directory of Open Access Journals (Sweden)

    Mehdi Karami

    2013-11-01

    Full Text Available Reading academic texts that include mainly university textbooks has been a challenge for EAP learners. There are various reasons for text difficulty; however, linguistic elements were investigated in this study. The aim of this study was to determine whether lexical richness of the readers would be a more potent predictor of their academic reading performance or their ability for producing and processing complex syntactic structures. The study involved 50 ELT teacher trainees, 25 juniors and 25 seniors, at Shahid Madani University of Azerbaijan, Iran. In a standard multiple regression design, the participants were given an opinion essay-writing task and an IELTS academic reading test. Their scores on IELTS academic reading test were regressed against LFP (Lexical Frequency Profile and MLTU (Mean Length of T-Unit indexes of their essays. LFP index is a measure of lexical richness adapted to the web for free online access under the name Web-VocabProfile, and MLTU index is a measure of syntactic complexity. Results indicated that the ability in producing and processing complex syntactic structures rather than mere grammatical knowledge can be considered as effective a predictor of academic reading comprehension as lexical richness. Therefore, lexical richness may no longer be supposed as the single most important predictor of academic reading performance.

  9. What oral text reading fluency can reveal about reading comprehension

    NARCIS (Netherlands)

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

    2015-01-01

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

  10. What oral text reading fluency can reveal about reading comprehension

    NARCIS (Netherlands)

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

    2015-01-01

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

  11. To Read or Not to Read

    Science.gov (United States)

    1975-07-01

    until the students are exposed to reading material above the mid- fifth grade level. The emphasis in these courses is upon improving comprehension...completing the material in the course books, students work at improving their reading speed through the use of controlled reading, pacers, and timed tests. As...FjN7 1473 EDITION OF INOV 𔄀 IS OBSOLETE Unclassified S/N 0102 tF-01t.6e0d) SECURITY CLASS•IFICATION OF THIS PAGE (147-m Do!& Entered) SECURITY

  12. Amblyopic reading is crowded.

    Science.gov (United States)

    Levi, Dennis M; Song, Shuang; Pelli, Denis G

    2007-10-26

    We measure acuity, crowding, and reading in amblyopic observers to answer four questions. (1) Is reading with the amblyopic eye impaired because of larger required letter size (i.e., worse acuity) or larger required spacing (i.e., worse crowding)? The size or spacing required to read at top speed is called "critical". For each eye of seven amblyopic observers and the preferred eyes of two normal observers, we measure reading rate as a function of the center-to-center spacing of the letters in central and peripheral vision. From these results, we estimate the critical spacing for reading. We also measured traditional acuity for an isolated letter and the critical spacing for identifying a letter among other letters, which is the classic measure of crowding. For both normals and amblyopes, in both central and peripheral vision, we find that the critical spacing for reading equals the critical spacing for crowding. The identical critical spacings, and very different critical sizes, show that crowding, not acuity, limits reading. (2) Does amblyopia affect peripheral reading? No. We find that amblyopes read normally with their amblyopic eye except that abnormal crowding in the fovea prevents them from reading fine print. (3) Is the normal periphery a good model for the amblyopic fovea? No. Reading centrally, the amblyopic eye has an abnormally large critical spacing but reads all larger spacings at normal rates. This is unlike the normal periphery, in which both critical spacing and maximum reading rate are severely impaired relative to the normal fovea. (4) Can the uncrowded-span theory of reading rate explain amblyopic reading? Yes. The case of amblyopia shows that crowding limits reading solely by determining the uncrowded span: the number of characters that are not crowded. Characters are uncrowded if and only if their spacing is more than critical. The text spacing may be uniform, but the observer's critical spacing increases with distance from fixation, so the

  13. Effects of metalinguistic awareness on reading comprehension and the mediator role of reading fluency from grades 2 to 4.

    Science.gov (United States)

    Li, Liping; Wu, Xinchun

    2015-01-01

    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. 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. 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. 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.

  14. Effects of Metalinguistic Awareness on Reading Comprehension and the Mediator Role of Reading Fluency from Grades 2 to 4

    Science.gov (United States)

    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

  15. Corrective Action Investigation Plan for Corrective Action Unit 527: Horn Silver Mine, Nevada Test Site, Nevada: Revision 1 (Including Records of Technical Change No.1, 2, 3, and 4)

    Energy Technology Data Exchange (ETDEWEB)

    U.S. Department of Energy, National Nuclear Security Administration Nevada Operations Office

    2002-12-06

    This Corrective Action Investigation Plan contains the U.S. Department of Energy (DOE), National Nuclear Security Administration Nevada Operations Office's approach to collect the data necessary to evaluate corrective action alternatives appropriate for the closure of Corrective Action Unit (CAU) 527, Horn Silver Mine, Nevada Test Site, Nevada, under the Federal Facility Agreement and Consent Order. Corrective Action Unit 527 consists of one Corrective Action Site (CAS): 26-20-01, Contaminated Waste Dump No.1. The site is located in an abandoned mine site in Area 26 (which is the most arid part of the NTS) approximately 65 miles northwest of Las Vegas. Historical documents may refer to this site as CAU 168, CWD-1, the Wingfield mine (or shaft), and the Wahmonie mine (or shaft). Historical documentation indicates that between 1959 and the 1970s, nonliquid classified material and unclassified waste was placed in the Horn Silver Mine's shaft. Some of the waste is known to be radioactive. Documentation indicates that the waste is present from 150 feet to the bottom of the mine (500 ft below ground surface). This CAU is being investigated because hazardous constituents migrating from materials and/or wastes disposed of in the Horn Silver Mine may pose a threat to human health and the environment as well as to assess the potential impacts associated with any potential releases from the waste. The results of this field investigation will support a defensible evaluation of corrective action alternatives in the corrective action decision document.

  16. Reading printed versus online texts. A study of EFL learners strategic reading behavior

    Directory of Open Access Journals (Sweden)

    Mª Noelia Ruiz-Madrid

    2009-12-01

    Full Text Available With the development of the WWW and Internet, hyperreading has become an issue for discussion in the educational field and more specifically in the field of English as a second or foreign language. Yet, very little is known about its nature concerning the reading process. Therefore, the purpose of this paper is twofold: first, to examine whether the hypertextual medium affects learners’ reading comprehension and, second, to analyze learners’ use of strategies in hard copy and online reading contexts. Fifty university students from the discipline of Tourism read a research article in English taken from an online journal. Half the students (n = 25 read it in a printed format and the other half (n = 25 read it in its online version. Materials included an English academic reading test to measure learners’ comprehension of the academic passage and a reading strategy questionnaire to determine which strategies were employed by students. Statistical analyses revealed that the hypertextual medium 1 did not affect learners’ overall reading comprehension, and 2 promoted the use of reading strategies, including both top-down and bottom-up strategies. These results are discussed and suggestions for further research are given.

  17. Reading Engagement in Social Studies: Exploring the Role of a Social Studies Literacy Intervention on Reading Comprehension, Reading Self-Efficacy, and Engagement in Middle School Students with Different Language Backgrounds

    Science.gov (United States)

    Barber, Ana Taboada; Buehl, Michelle M.; Kidd, Julie K.; Sturtevant, Elizabeth G.; Nuland, Leila Richey; Beck, Jori

    2015-01-01

    The authors examined the role of an intervention designed to increase reading comprehension, reading self-efficacy beliefs, and engagement in social studies for middle school students of varying language backgrounds. Thirteen sixth- and seventh-grade teachers implemented the United States History for Engaged Reading (USHER) program with their…

  18. Methodological Variables in Choral Reading

    Science.gov (United States)

    Poore, Meredith A.; Ferguson, Sarah Hargus

    2008-01-01

    This preliminary study explored changes in prosodic variability during choral reading and investigated whether these changes are affected by the method of eliciting choral reading. Ten typical adult talkers recorded three reading materials (poetry, fiction and textbook) in three reading conditions: solo (reading aloud alone), track (reading aloud…

  19. Impact of the Reading Buddies Program on Reading Level and Attitude Towards Reading

    National Research Council Canada - National Science Library

    Hayley Dolman; Serena Boyte-Hawryluk

    2013-01-01

    ... children’s reading levels and attitudes towards reading.Methods – During the first and last sessions of the Reading Buddies program, the participants completed the Elementary Reading Attitudes Survey (ERAS...

  20. Turnley Unit

    Data.gov (United States)

    Federal Laboratory Consortium — Facilities at this unit include cattle working pens, hydraulic squeeze chute and electronic scale, a maintenance building, and four hay storage sheds. There is one...

  1. Reading Matters : An Exploration of ELT textbooks in Sweden and their approach to reading

    OpenAIRE

    Berg Mattsson, Alexander

    2016-01-01

    The present thesis investigates to what extent contemporary ELT textbooks include reading materials as well as what types of texts are being used and what reading strategies they seemingly promote. Additionally, the study analyzes whether there is a noticeable discrepancy in teaching materials designed for the vocational and university preparatory and considers whether the design of the current textbook is representative of the current view of reading as a teaching tool as reflected in offici...

  2. Visual sign phonology: insights into human reading and language from a natural soundless phonology.

    Science.gov (United States)

    Petitto, L A; Langdon, C; Stone, A; Andriola, D; Kartheiser, G; Cochran, C

    2016-11-01

    Among the most prevailing assumptions in science and society about the human reading process is that sound and sound-based phonology are critical to young readers. The child's sound-to-letter decoding is viewed as universal and vital to deriving meaning from print. We offer a different view. The crucial link for early reading success is not between segmental sounds and print. Instead the human brain's capacity to segment, categorize, and discern linguistic patterning makes possible the capacity to segment all languages. This biological process includes the segmentation of languages on the hands in signed languages. Exposure to natural sign language in early life equally affords the child's discovery of silent segmental units in visual sign phonology (VSP) that can also facilitate segmental decoding of print. We consider powerful biological evidence about the brain, how it builds sound and sign phonology, and why sound and sign phonology are equally important in language learning and reading. We offer a testable theoretical account, reading model, and predictions about how VSP can facilitate segmentation and mapping between print and meaning. We explain how VSP can be a powerful facilitator of all children's reading success (deaf and hearing)-an account with profound transformative impact on learning to read in deaf children with different language backgrounds. The existence of VSP has important implications for understanding core properties of all human language and reading, challenges assumptions about language and reading as being tied to sound, and provides novel insight into a remarkable biological equivalence in signed and spoken languages. WIREs Cogn Sci 2016, 7:366-381. doi: 10.1002/wcs.1404 For further resources related to this article, please visit the WIREs website. © 2016 Wiley Periodicals, Inc.

  3. Corrective Action Decision Document for Corrective Action Unit 168: Areas 25 and 26 Contaminated Materials and Waste Dumps, Nevada Test Site, Nevada: Revision 0, Including Record of Technical Change No. 1

    Energy Technology Data Exchange (ETDEWEB)

    U.S. Department of Energy, National Nuclear Security Administration Nevada Site Office

    2003-08-08

    This Corrective Action Decision Document identifies and rationalizes the U.S. Department of Energy, National Nuclear Security Administration Nevada Site Office's selection of recommended corrective action alternatives (CAAs) to facilitate the closure of Corrective Action Unit (CAU)168: Areas 25 and 26 Contaminated Materials and Waste Dumps, Nevada Test Site (NTS), Nevada, under the Federal Facility Agreement and Consent Order. Located in Areas 25 and 26 at the NTS in Nevada, CAU 168 is comprised of twelve Corrective Action Sites (CASs). Review of data collected during the corrective action investigation, as well as consideration of current and future operations in Areas 25 and 26 of the NTS, led the way to the development of three CAAs for consideration: Alternative 1 - No Further Action; Alternative 2 - Clean Closure; and Alternative 3 - Close in Place with Administrative Controls. As a result of this evaluation, a combination of all three CAAs is recommended for this CAU. Alternative 1 was the preferred CAA for three CASs, Alternative 2 was the preferred CAA for six CASs (and nearly all of one other CAS), and Alternative 3 was the preferred CAA for two CASs (and a portion of one other CAS) to complete the closure at the CAU 168 sites. These alternatives were judged to meet all requirements for the technical components evaluated as well as all applicable state and federal regulations for closure of the sites and elimination of potential future exposure pathways to the contaminated soils at CAU 168.

  4. Streamlined Approach for Environmental Restoration (SAFER) Plan for Corrective Action Unit 357: Mud Pits and Waste Dump, Nevada Test Site, Nevada: Revision 0, Including Record of Technical Change No. 1

    Energy Technology Data Exchange (ETDEWEB)

    None

    2003-06-25

    This Streamlined Approach for Environmental Restoration (SAFER) plan was prepared as a characterization and closure report for Corrective Action Unit (CAU) 357, Mud Pits and Waste Dump, in accordance with the Federal Facility Agreement and Consent Order. The CAU consists of 14 Corrective Action Sites (CASs) located in Areas 1, 4, 7, 8, 10, and 25 of the Nevada Test Site (NTS). All of the CASs are found within Yucca Flat except CAS 25-15-01 (Waste Dump). Corrective Action Site 25-15-01 is found in Area 25 in Jackass Flat. Of the 14 CASs in CAU 357, 11 are mud pits, suspected mud pits, or mud processing-related sites, which are by-products of drilling activities in support of the underground nuclear weapons testing done on the NTS. Of the remaining CASs, one CAS is a waste dump, one CAS contains scattered lead bricks, and one CAS has a building associated with Project 31.2. All 14 of the CASs are inactive and abandoned. Clean closure with no further action of CAU 357 will be completed if no contaminants are detected above preliminary action levels. A closure report will be prepared and submitted to the Nevada Division of Environmental Protection for review and approval upon completion of the field activities. Record of Technical Change No. 1 is dated 3/2004.

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  7. Reading to young children : A head-start in life?

    NARCIS (Netherlands)

    Kalb, G.; van Ours, J.C.

    2014-01-01

    This paper investigates the importance of parents reading to their young children. Using Australian data we find that parental reading to children at age 4–5 has positive and significant effects on reading skills and cognitive skills (including numeracy skills) of these children at least up to age 1

  8. School Success for Kids with Dyslexia and Other Reading Difficulties

    Science.gov (United States)

    Dunson, Walter E.

    2012-01-01

    "School Success for Kids With Dyslexia and Other Reading Difficulties" provides parents and teachers with goals that will meet the needs of students who are struggling with reading, leading them to work through their difficulties and enjoy reading. It includes information, assessments, and techniques that parents, teachers, and school…

  9. Reading to young children : A head-start in life?

    NARCIS (Netherlands)

    Kalb, G.; van Ours, J.C.

    2014-01-01

    This paper investigates the importance of parents reading to their young children. Using Australian data we find that parental reading to children at age 4–5 has positive and significant effects on reading skills and cognitive skills (including numeracy skills) of these children at least up to age 1

  10. Shared-Reading Volume in Early Childhood Special Education Classrooms

    Science.gov (United States)

    Dynia, Jaclyn M.; Justice, Laura M.

    2015-01-01

    This study describes book reading practices occurring in early childhood special education (ECSE) classrooms in comparison to early childhood education (ECE) classrooms. Reading logs submitted by 19 ECSE teachers and 13 ECE teachers over one academic year included all books read in whole class settings; these logs were analyzed to assess the…

  11. Beyond ORF: Student-Level Predictors of Reading Achievement

    Science.gov (United States)

    Canto, Angela I.; Proctor, Briley E.

    2013-01-01

    This study explored student-level predictors of reading achievement among third grade regular education students. Predictors included student demographics (sex and socioeconomic status (SES), using free and reduced lunch as proxy for SES), direct observations of reading skills (oral reading fluency (ORF) and word decoding skill (nonsense word…

  12. Animal Antics. Program Guide for the Texas Reading Club, 1987.

    Science.gov (United States)

    Larson, Jeanette

    Developed for the Texas Reading Club, a program sponsored cooperatively by local libraries and the Texas State Library and designed to encourage children and their parents to read and to use the library, this guide is intended to inspire program ideas, including activities, crafts, books, and audiovisuals, appropriate to the Reading Club's 1987…

  13. Readings in Formal Epistemology

    DEFF Research Database (Denmark)

    ‘Formal epistemology’ is a term coined in the late 1990s for a new constellation of interests in philosophy,the roots of which are found in earlier works of epistemologists, philosophers of science, and logicians. It addresses a growing agenda of problems concerning knowledge, belief, certainty......, rationality, deliberation, decision, strategy, action and agent interaction – and it does so using methods from logic, probability, computability, decision, and game theory. This volume presents 42 classic texts in formal epistemology, and strengthens the ties between research into this area of philosophy...... and its neighbouring intellectual disciplines. The editors provide introductions to five basic subsections: Bayesian Epistemology, Belief Change, Decision Theory, Interactive Epistemology and Logics of Knowledge and Belief. The volume also includes a thorough index and suggestions for further reading...

  14. Reading Strategies to Develop Higher Thinking Skills for Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Echeverri Acosta Luz Marina

    2010-05-01

    Full Text Available This paper reports an action research project which examined the foreign language reading comprehension of public school eighth graders who experienced a directed reading-thinking approach with strategies for comprehension and application. The strategies used were prediction, prior knowledge, graphic organizers, and questions. Data analyzed included participants’ perceptions of the usefulness of the strategies and students’ work on the graphic organizers and reading worksheets. Findings showed that participants thought that the strategies and an interactive reading task improved reading comprehension. The majority of students used English to answer knowledge, comprehension and a good number of application questions. The answers to the application questions provided by the less proficient students were, despite their use of Spanish, unclear. Key words: Foreign language teaching, reading comprehension, directed reading-thinking approach, thinking skills, reading strategies En este artículo se hace un reporte sobre un proyecto de investigación acción que examinó la comprensión de lectura en lengua extranjera de estudiantes de grado octavo de un colegio público, quienes vivenciaron un enfoque de lectura dirigida hacia el pensamiento, con estrategias para la comprensión y la aplicación. Se utilizaron las estrategias de predicción, conocimiento previo, organizadores gráficos y preguntas. El análisis de datos incluyó las percepciones de los participantes sobre la utilidad de las estrategias y el trabajo de los estudiantes en organizadores gráficos y en talleres de lectura. Los resultados mostraron que los participantes consideraron que las estrategias y una actividad de lectura interactiva permitieron mejorar la comprensión de lectura. La mayoría de los estudiantes usaron el inglés para responder a preguntas de conocimiento, comprensión y un buen número de preguntas de aplicación. Se encontró además que las respuestas

  15. Providing a "Safety Net" for Students Lacking a Reading Habit.

    Science.gov (United States)

    Turner, William E.

    Current educational writing and reporting suggests a need for making reading a more vital experience for the student. One of the ways being tried in the Rye Public Schools (New York) is an integrated, guided, out-of-class reading program that is keyed to the inquiry curriculum. Starting in the third grade, each inquiry unit has specially selected…

  16. Shining Stars: Preschoolers Get Ready to Read--How Parents Can Help Their Preschoolers Get Ready to Read

    Science.gov (United States)

    Goldman, Elizabeth; Adler, C. Ralph

    2007-01-01

    Parents are their child's first and most important teacher. This booklet introduces parents to techniques for helping their preschoolers learn to read. Included is a story about how one mother and father encourage their children to read, a sample reading activity, and a checklist for parents of preschoolers. This brochure is based on "A Child…

  17. Shining Stars: Toddlers Get Ready to Read--How Parents Can Help Their Toddlers Get Ready to Read

    Science.gov (United States)

    Adler, C. Ralph; Goldman, Elizabeth

    2007-01-01

    Parents are their child's first and most important teacher. This booklet introduces parents to techniques for helping their toddlers learn to read. Included is a story about how one mother encourages her son to read, a sample reading activity, and a checklist for parents of toddlers. This brochure is based on "A Child Becomes a Reader--Birth to…

  18. Novel reading index for identifying disordered reading skill development: A preliminary study.

    Science.gov (United States)

    Mohl, Brianne; Ofen, Noa; Jones, Lara L; Casey, Joseph E; Stanley, Jeffrey A

    2017-06-01

    Children with ADHD are at high risk of developing a Reading Disability (RD), although the reasons remain unclear. ADHD-associated impairments, including processing speed, can complicate clinical evaluation for a co-occurring RD diagnosis. We propose a novel metric to (a) assess reading development and (b) provide an alternative method to classifying readers that may aid investigations for etiologies of RD in ADHD. Specifically, as both phonological decoding and word recognition skills are important precursors of reading fluency, we propose a new quantitative method comparing these skills after accounting for variations in perception, motor response, or processing speeds. Forty boys (14 control, 15 ADHD, 11 ADHD/ + RD) completed a lexical decision task testing decoding and another assessing word recognition. Response time data was modeled using a Drift Diffusion approach to estimate the underlying reading skills. Using these reading skill estimates, we calculated a novel Reading Tendency Index and classified participants into three reading groups (Decoders, Balanced Readers, and Sight Readers). The reading and cognitive performance of these groups were consistent with theoretical predictions and subsequently provided external validity for the novel Reading Tendency Index classification. Our findings demonstrate a potential classification tool for readers based on individual's developed, reading tendencies.

  19. Russian Orthography and Learning to Read

    Science.gov (United States)

    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…

  20. Reading Native American Literature: A Teacher's Guide

    Science.gov (United States)

    Goebel, Bruce A.

    2004-01-01

    High school and college teachers interested in offering units or courses on Native American literature have often had to carve out new teaching strategies because ready resources and guides are scarce. In "Reading Native American Literature: A Teacher's Guide," Bruce A. Goebel offers innovative and practical suggestions about how to introduce…

  1. Promoting Transformative Learning through Reading Fiction

    Science.gov (United States)

    Hoggan, Chad; Cranton, Patricia

    2015-01-01

    This article is a report on research into the role of fiction in promoting transformative learning in higher education settings. Participants were 131 undergraduate and graduate students from two universities in the United States. To determine the type of learning promoted by reading fiction, we performed qualitative analyses on participants'…

  2. Improving Reading Comprehension through Explicit Summarization Instruction

    Science.gov (United States)

    Elledge, Deborah Harding

    2013-01-01

    Research over the last several decades has revealed that adolescents in the United States are leaving school with insufficient literacy skills to compete in the global marketplace. A primary contributor to poor literacy rates is poor reading comprehension. The purpose of this research was to develop and test the efficacy of a protocol for teaching…

  3. Drafting. Advanced Print Reading--Electrical.

    Science.gov (United States)

    Oregon State Dept. of Education, Salem.

    This document is a workbook for drafting students learning advanced print reading for electricity applications. The workbook contains seven units covering the following material: architectural working drawings; architectural symbols and dimensions; basic architectural electrical symbols; wiring symbols; riser diagrams; schematic diagrams; and…

  4. Optical modulator including grapene

    Energy Technology Data Exchange (ETDEWEB)

    Liu, Ming; Yin, Xiaobo; Zhang, Xiang

    2016-06-07

    The present invention provides for a one or more layer graphene optical modulator. In a first exemplary embodiment the optical modulator includes an optical waveguide, a nanoscale oxide spacer adjacent to a working region of the waveguide, and a monolayer graphene sheet adjacent to the spacer. In a second exemplary embodiment, the optical modulator includes at least one pair of active media, where the pair includes an oxide spacer, a first monolayer graphene sheet adjacent to a first side of the spacer, and a second monolayer graphene sheet adjacent to a second side of the spacer, and at least one optical waveguide adjacent to the pair.

  5. Reaction time variability associated with reading skills in poor readers with ADHD.

    Science.gov (United States)

    Tamm, Leanne; Epstein, Jeffery N; Denton, Carolyn A; Vaughn, Aaron J; Peugh, James; Willcutt, Erik G

    2014-03-01

    Linkages between neuropsychological functioning (i.e., response inhibition, processing speed, reaction time variability) and word reading have been documented among children with attention-deficit/hyperactivity disorder (ADHD) and children with Reading Disorders. However, associations between neuropsychological functioning and other aspects of reading (i.e., fluency, comprehension) have not been well-documented among children with comorbid ADHD and Reading Disorder. Children with ADHD and poor word reading (i.e., ≤25th percentile) completed a stop signal task (SST) and tests of word reading, reading fluency, and reading comprehension. Multivariate multiple regression was conducted predicting the reading skills from SST variables [i.e., mean reaction time (MRT), reaction time standard deviation (SDRT), and stop signal reaction time (SSRT)]. SDRT predicted word reading, reading fluency, and reading comprehension. MRT and SSRT were not associated with any reading skill. After including word reading in models predicting reading fluency and reading comprehension, the effects of SDRT were minimized. Reaction time variability (i.e., SDRT) reflects impairments in information processing and failure to maintain executive control. The pattern of results from this study suggest SDRT exerts its effects on reading fluency and reading comprehension through its effect on word reading (i.e., decoding) and that this relation may be related to observed deficits in higher-level elements of reading.

  6. Improve your reading

    CERN Document Server

    Fry, Ron

    2012-01-01

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

  7. Visual Impairment, Including Blindness

    Science.gov (United States)

    ... Who Knows What? Survey Item Bank Search for: Visual Impairment, Including Blindness Links updated, April 2017 En ... doesn’t wear his glasses. Back to top Visual Impairments in Children Vision is one of our ...

  8. Reading disorders and dyslexia.

    Science.gov (United States)

    Hulme, Charles; Snowling, Margaret J

    2016-12-01

    We review current knowledge about the nature of reading development and disorders, distinguishing between the processes involved in learning to decode print, and the processes involved in reading comprehension. Children with decoding difficulties/dyslexia experience deficits in phoneme awareness, letter-sound knowledge and rapid automatized naming in the preschool years and beyond. These phonological/language difficulties appear to be proximal causes of the problems in learning to decode print in dyslexia. We review data from a prospective study of children at high risk of dyslexia to show that being at family risk of dyslexia is a primary risk factor for poor reading and children with persistent language difficulties at school entry are more likely to develop reading problems. Early oral language difficulties are strong predictors of later difficulties in reading comprehension. There are two distinct forms of reading disorder in children: dyslexia (a difficulty in learning to translate print into speech) and reading comprehension impairment. Both forms of reading problem appear to be predominantly caused by deficits in underlying oral language skills. Implications for screening and for the delivery of robust interventions for language and reading are discussed.

  9. On Reading Test

    Institute of Scientific and Technical Information of China (English)

    孙健

    2005-01-01

    There has been a long discussion over the construct validity of reading tests. In china's reading tests, multiple choice is the main test method in view of the4 long controversy over the validity of multiple choice, construct validation is called for to empirically test the hypothesized relationships between test scores and abilities. The national CET committee conducted a comprehensive validation study. As part of the project, the specialists studied the reading comprehension test's validity by qualitative means, namely "introspective verbal reports". The analysis revealed that an overwhelming majority of the questions items were handled through "expected reading operations".

  10. Reading disorders and dyslexia

    Science.gov (United States)

    Hulme, Charles; Snowling, Margaret J.

    2016-01-01

    Purpose of review We review current knowledge about the nature of reading development and disorders, distinguishing between the processes involved in learning to decode print, and the processes involved in reading comprehension. Recent findings Children with decoding difficulties/dyslexia experience deficits in phoneme awareness, letter-sound knowledge and rapid automatized naming in the preschool years and beyond. These phonological/language difficulties appear to be proximal causes of the problems in learning to decode print in dyslexia. We review data from a prospective study of children at high risk of dyslexia to show that being at family risk of dyslexia is a primary risk factor for poor reading and children with persistent language difficulties at school entry are more likely to develop reading problems. Early oral language difficulties are strong predictors of later difficulties in reading comprehension. Summary There are two distinct forms of reading disorder in children: dyslexia (a difficulty in learning to translate print into speech) and reading comprehension impairment. Both forms of reading problem appear to be predominantly caused by deficits in underlying oral language skills. Implications for screening and for the delivery of robust interventions for language and reading are discussed. PMID:27496059

  11. The Reading Brain

    OpenAIRE

    Kassuba, Tanja; Kastner, Sabine

    2015-01-01

    Do you enjoy reading books? Reading is one of the unique activities that only humans do, and we have not been doing it for that long! Humans have talked to each other using a language system with grammatical rules for at least 100,000 years, but we have been reading and writing only for a few thousand years! What happens in our brain when we read? Our brain has developed a region that is specialized in knowing what written words look like. It closely works together with other parts of the bra...

  12. Lengua nacional: Fichas de trabajo 1. Metodo de lectura y escritura (National Language: Workbook 1. A Method of Reading and Writing).

    Science.gov (United States)

    Peniche Leger, Maria Elena, Ed.

    This consumable, graded workbook can be used for exercises, tests, and individualized learning. Each level contains 30 units divided into four groups of exercises: reading analysis, grammar, composition, and spelling. Ten general tests are also included. For the accompanying reader, see FL 004 047. (Author/SK)

  13. Lengua nacional: Fichas de trabajo 1. Metodo de lectura y escritura (National Language: Workbook 1. A Method of Reading and Writing).

    Science.gov (United States)

    Peniche Leger, Maria Elena, Ed.

    This consumable, graded workbook can be used for exercises, tests, and individualized learning. Each level contains 30 units divided into four groups of exercises: reading analysis, grammar, composition, and spelling. Ten general tests are also included. For the accompanying reader, see FL 004 047. (Author/SK)

  14. How to Develop Reading Strategies in Extensive Reading

    Institute of Scientific and Technical Information of China (English)

    陈腊梅

    2016-01-01

    Extensive reading demands readers to read in quantity for general, overall meaning, and for information. Learners are supposed to know how to choose appropriate reading tactics in accordance with different reading purposes. This paper mainly proposes some effective strategies to develop learners' reading skills and competency.

  15. Reading Strategy: Tackling Reading through Topic and Main Ideas

    Science.gov (United States)

    Naidu, Bharathi; Briewin, Marshal; Embi, Mohamed Amin

    2013-01-01

    Reading comprehension is one of the four skills essential in learning English. In a reading class, students tend to read all the information provided in reading materials, but how much do they actually retain? This study explores whether learners use identification of the topic and main ideas as a reading strategy to assist in reading…

  16. Developmental Relations between Reading Comprehension and Reading Strategies

    Science.gov (United States)

    Muijselaar, Marloes M. L.; Swart, Nicole M.; Steenbeek-Planting, Esther G.; Droop, Mienke; Verhoeven, Ludo; de Jong, Peter F.

    2017-01-01

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

  17. Assisted Reading with Digital Audiobooks for Students with Reading Disabilities

    Science.gov (United States)

    Esteves, Kelli J.; Whitten, Elizabeth

    2011-01-01

    The goal of this study was to compare the efficacy of assisted reading with digital audiobooks with the traditional practice of sustained silent reading (SSR) in terms of reading fluency and reading attitude with upper elementary students with reading disabilities. Treatment group participants selected authentic children's literature and engaged…

  18. Assisted Reading with Digital Audiobooks for Students with Reading Disabilities

    Science.gov (United States)

    Esteves, Kelli J.; Whitten, Elizabeth

    2011-01-01

    The goal of this study was to compare the efficacy of assisted reading with digital audiobooks with the traditional practice of sustained silent reading (SSR) in terms of reading fluency and reading attitude with upper elementary students with reading disabilities. Treatment group participants selected authentic children's literature and engaged…

  19. Developmental relations between reading comprehension and reading strategies

    NARCIS (Netherlands)

    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,

  20. The performance of outside readings by radiology practices.

    Science.gov (United States)

    Huffman, Ryan I; Lewis, Rebecca S; Forman, Howard P; Sunshine, Jonathan H

    2010-11-01

    The purpose of our study was to determine how many radiology practices perform outside readings, what characteristics affect the prevalence and volume of outside readings, and how practices are paid for outside readings. We analyzed data from the American College of Radiology's 2007 Survey of Radiologists, a stratified random sample e-mail and telephone survey. A total of 480 survey responses were evaluated; responses were weighted to make them representative of all U.S. radiology practices. We provide descriptive statistics and multivariable regression analysis results. Overall, 40% of radiology practices in the United States performed outside readings in 2007. Outside readings constituted an average of 11% of the workload of these practices and 4% of the total workload of radiologists in the United States. Other practice characteristics being equal, academic practices, government practices, radiology units of multispecialty groups, and small practices had particularly low odds of performing outside readings. If they did perform outside readings, then, other practice characteristics being equal, small practices, solo practices, radiology units of multispecialty groups, practices in the main cities of large metropolitan areas, and those in nonmetropolitan areas had, on average, a relatively large portion of their workload consisting of outside readings. By far, the most common methods of payment were directly billing for the professional component or receiving a flat fee per study. Outside readings were a common activity among radiology practices in 2007. There was substantial variability among practice types, sizes, and locations in whether practices performed outside readings and, if so, how much outside reading they did.

  1. Lectura y Vida: Revista Latinoamericana de Lectura (Reading and Life: Latin American Reading Magazine). 1996.

    Science.gov (United States)

    Lectura y Vida: Revista Latinoamericana de Lectura, 1996

    1996-01-01

    The four 1996 issues of the journal, written entirely in Spanish and intended for reading teachers, include articles on these topics: design of the school and classroom environment for reading; a university experiment in cooperative learning and learning strategies; use of portfolios for evaluation of student work; evaluation of reading…

  2. Exploring Dispositions toward Online Reading: Analyzing the Survey of Online Reading Attitudes and Behaviors

    Science.gov (United States)

    Putman, S. Michael

    2014-01-01

    The Internet is having a profound impact on the literacy practices of today's students. Acknowledging the complex processes associated with reading online, the Survey of Online Reading Attitudes and Behaviors (SORAB) was created to further our understandings in this area. A factor analysis revealed the instrument included five factors that…

  3. But, Teacher, I Don't Like to Read, Or How To Make Reading Alluring.

    Science.gov (United States)

    DiSibio, Robert A.; Savitz, Fred R.

    The domino effect of illiteracy can be halted if students are given opportunity early in life to develop a positive attitude toward reading. Research supports the notion that reading interests lead to knowledge, which leads, in turn, to increased comprehension. Motivational ideas include using trade books and literature as collateral material in…

  4. The Effects of Family Cultural Capital and Reading Motivation on Reading Behaviour in Elementary School Students

    Science.gov (United States)

    Chiu, Shao-I; Hong, Fu-Yuan; Hu, Hsiu-yuan

    2015-01-01

    This study proposed and tested a structural model of the effects of family cultural capital and reading motivation on reading behaviour in elementary school students. Participants were 467 fifth and sixth graders from elementary schools in Changhua County, Taiwan. The instruments employed in this study included the Family Cultural Capital Scale,…

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

    Science.gov (United States)

    Klauda, Susan Lutz; Wigfield, Allan

    2012-01-01

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

  6. Exploring Dispositions toward Online Reading: Analyzing the Survey of Online Reading Attitudes and Behaviors

    Science.gov (United States)

    Putman, S. Michael

    2014-01-01

    The Internet is having a profound impact on the literacy practices of today's students. Acknowledging the complex processes associated with reading online, the Survey of Online Reading Attitudes and Behaviors (SORAB) was created to further our understandings in this area. A factor analysis revealed the instrument included five factors that…

  7. Recovering Innocence: Growing Up Reading.

    Science.gov (United States)

    Spencer, Patricia Sylvester

    1991-01-01

    Offers a plan for changing the perception among teenagers that reading for pleasure is an activity of their childhood past. Suggests an elective Reading Workshop that allows students to share favorite books and authors, to read aloud and listen to others read aloud, and to discuss their reading processes and decisions. (PRA)

  8. EFL EXTENSIVE READING AT COLLEGE LEVEL: MAJOR PROBLEMS AND POSSIBLE SOLUTIONS

    Institute of Scientific and Technical Information of China (English)

    MengJianghong; MaHong

    2004-01-01

    This paper aims to identify problems in the teaching of tertiary extensive reading in China, and to recommend solutions to these problems. The author explores three major impediments to the teaching of extensive reading: a misconception about extensive reading, unsuitable reading material, and poor reading habits. Based on her years of teaching experience and extensive reading of literature works, she presents a new perspective and puts forward recommemtations ]'or removing these problems, including an adjustment to teaching goals, a change in reading material selection and an appropriate reading model. Meanwhile, the author recommends classroom-teaching practices that will benefit both teachers and students.

  9. Impact of a multi-faceted training intervention on the improvement of hand hygiene and gloving practices in four healthcare settings including nursing homes, acute-care geriatric wards and physical rehabilitation units.

    Science.gov (United States)

    Eveillard, Matthieu; Raymond, Françoise; Guilloteau, Véronique; Pradelle, Marie-Thérèse; Kempf, Marie; Zilli-Dewaele, Marina; Joly-Guillou, Marie-Laure; Brunel, Patrick

    2011-10-01

    To assess the impact of a multi-faceted training program on the compliance with hand hygiene and gloving practices. Hand hygiene is considered as the cornerstone of the prevention of hospital-acquired infections. Several studies have enhanced the poor effectiveness of training programs in improving hand hygiene compliance. A before-after evaluation study. The study was conducted in four healthcare settings before and after an intervention program which included the performance feedback of the first evaluation phase, three six-h training sessions, the assessment of hand hygiene performance with teaching boxes and the organisation of one full-day session devoted to institutional communication around hand hygiene in each setting. Hand hygiene compliance and quality of hand rubbing were evaluated. Hand hygiene opportunities were differentiated into extra-series opportunities (before or after a single contact and before the first contact or after the last contact of a series of consecutive contacts) and intra-series opportunities (from the opportunity following the first contact to the opportunity preceding the last in the same series). Overall, 969 contacts corresponding to 1,470 hand hygiene opportunities (760 during the first phase and 710 during the second) were observed. A significant improvement of observed practices was recorded for the hand hygiene compliance in intra-series opportunities (39·0% vs. 19·0%; p hand rubbing (85·0% vs. 71·9%; p hand hygiene and gloving practices were improved. We plan to extend this investigation by performing a qualitative study with experts in behavioural sciences to try improving practices for which adherence was still weak after the training program such as hand hygiene in intra-series opportunities. This study underscored the usefulness of implementing contextualised training programs, while more traditional courses have shown little impact. © 2011 Blackwell Publishing Ltd.

  10. Anything but Reading

    Science.gov (United States)

    Krashen, Stephen

    2009-01-01

    Both the popular media and professional literature are filled with suggestions on how to improve reading, but the one approach that always works is rarely mentioned: provide readers with a supply of interesting and comprehensible books. Instead, people are given advice that is dead wrong as a means of improving reading (e.g., roller skating and…

  11. LINGUISTICS AND JAPANESE READING.

    Science.gov (United States)

    CROWLEY, DALE P.

    THE PRINCIPLES OF STRUCTURAL LINGUISTICS, THE DEVELOPMENT OF JAPANESE ORTHOGRAPHY, AND THE PSYCHOLOGY OF LEARNING ARE USED AS A BASIS FOR DEVELOPMENT OF A LINGUISTICALLY ORIENTED COURSE IN JAPANESE READING. THE FIRST PART OF THE TEXT IS DEVOTED TO THE RELATION BETWEEN READING AND LINGUISTICS. THE SECOND PART GIVES BACKGROUND MATERIAL ON JAPANESE…

  12. Little Herder Reading Series.

    Science.gov (United States)

    Bureau of Indian Affairs (Dept. of Interior), Washington, DC.

    The Little Herder Reading Series is comprised of 4 volumes based on the life of a Navajo Indian girl. The books are written in English blank verse and describe many facets of Indian life. The volumes contain illustrations by Hoke Denetsosie which give a pictorial representation of the printed verse. The reading level is for the middle and upper…

  13. Teaching Reading in Homeschool.

    Science.gov (United States)

    Yambo, Idalia

    This paper discusses the home-schooling trend and identifies reading instructional methods used by home-schooling parents. Interviews were conducted with 5 home-schooling families of children ranging in age from 1 to 14 years. Parents reported that they began reading instruction with their child at about age 5 and agreed that instruction in…

  14. Uninterrupted Sustained Silent Reading.

    Science.gov (United States)

    Meyers, Rick

    A study investigated the effect Sustained Silent Reading (SSR) has had on literacy at Estancia High School in California which recently implemented an SSR program. It also examined the role SSR has on language development, comprehension, vocabulary, student attitudes, and its corollary consequence on the development of reading habits. A survey of…

  15. Reading Where It Counts

    Science.gov (United States)

    Miller, Harry

    2014-01-01

    In this article, teachers are reminded that their content subject areas require acquainting children with special words or symbols related to that subject area (e.g. mathematics or social studies). Because children can read well does not mean they would be understanding of any special reading skill required in a content subject area; that the…

  16. Reading Patterns Changing

    Institute of Scientific and Technical Information of China (English)

    2011-01-01

    Modern life is changing the way people read April 23 was the 16th World Book and Copyright Day,also known as the World Book Day.Reading-related problems have once again attracted people’s attention.Today,living a life with an increasingly rapid pace,most people are

  17. Toddler Reading Time

    Science.gov (United States)

    ... Your 1- to 2-Year-Old Toddler Reading Time KidsHealth > For Parents > Toddler Reading Time A A A What's in this article? Reasons ... Kids make big leaps in vocabulary during this time, and learn about letters, shapes, colors, weather, animals, ...

  18. Improving Attitudes Toward Reading.

    Science.gov (United States)

    Dean, Stephanie J.; Trent, Jane A.

    This report describes a program for improving students' attitudes toward reading. The targeted population consisted of second and third grade students in a growing middle class community. The problem of the lack of interest in reading and the poor quality of classroom work were evident in parent and student surveys, and teacher observations.…

  19. Online Reading Test Evaluation

    Institute of Scientific and Technical Information of China (English)

    雷鸣

    2011-01-01

    Language test has been used as a scientific assessment tool in providing valuable information for teaching and learning. In fact,lots of online reading tests are not designed with validity. This paper analyzes those online reading tests from the aspects o

  20. Assistive Technologies for Reading

    Science.gov (United States)

    Ruffin, Tiece M.

    2012-01-01

    Twenty-first century teachers working with diverse readers are often faced with the question of how to integrate technology in reading instruction that meets the needs of the techno-generation. Are today's teachers equipped with the knowledge of how to effectively use Assistive Technologies (AT) for reading? This position paper discusses AT for…

  1. Reading: Seven to Eleven.

    Science.gov (United States)

    Merritt, John E.

    This paper focuses on ways of improving reading by developing the intermediate skills and the higher order comprehension skills in reading. The paper consists of four sections: "Intermediate Skills and Context Cues" discusses the use of the cloze procedure for improving comprehension skills and for analyzing words in terms of class membership,…

  2. MORE ABOUT READING.

    Science.gov (United States)

    RASMUSSEN, MARGARET

    FOUR ARTICLES ON INDIVIDUALIZED READING AND SELF-SELECTION REPRINTED FROM "CHILDHOOD EDUCATION" AND "READING," THE JOURNAL AND BULLETIN OF THE ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL (ACEI), ARE PRESENTED. THE FIRST ARTICLE IS A DISCUSSION OF SELF-SELECTION, OF THE TEACHER'S ROLE IN PROVIDING OPPORTUNITIES FOR…

  3. Reading Rate and Comprehension

    Science.gov (United States)

    Jodai, Hojat

    2011-01-01

    Reading fluency is one of the most important signs of language proficiency both for native and foreign language speakers (Grabe, 2010; Macalister, 2010; Winston, 2010; Hasbrouck, 2008; Rasinski, 2004; Oakley, 2003; Waldman, 1985; Cited in: Sayenko, 2010, Introduction Para 1). This paper is in the area of reading fluency and tries to investigate…

  4. Extending Extensive Reading

    Science.gov (United States)

    Day, Richard R.

    2015-01-01

    The April 2015 issue of "Reading in a Foreign Language" featured a discussion forum on extensive reading (ER). Most of the authors, recognized authorities on ER, discussed their views of the principles of ER, particularly in establishing and conducting ER programs. The purpose of this discussion is to review developments in the practice…

  5. Read Like a Scientist

    Science.gov (United States)

    Mawyer, Kirsten K. N.; Johnson, Heather J.

    2017-01-01

    Scientists read, and so should students. Unfortunately, many high school teachers overlook science texts as a way to engage students in the work of scientists. This article addresses how to help students develop literacy skills by strategically reading a variety of science texts. Unfortunately, most science teachers aren't trained to teach…

  6. Analytic device including nanostructures

    KAUST Repository

    Di Fabrizio, Enzo M.

    2015-07-02

    A device for detecting an analyte in a sample comprising: an array including a plurality of pixels, each pixel including a nanochain comprising: a first nanostructure, a second nanostructure, and a third nanostructure, wherein size of the first nanostructure is larger than that of the second nanostructure, and size of the second nanostructure is larger than that of the third nanostructure, and wherein the first nanostructure, the second nanostructure, and the third nanostructure are positioned on a substrate such that when the nanochain is excited by an energy, an optical field between the second nanostructure and the third nanostructure is stronger than an optical field between the first nanostructure and the second nanostructure, wherein the array is configured to receive a sample; and a detector arranged to collect spectral data from a plurality of pixels of the array.

  7. Colorado Student Assessment Program: 2001 Released Passages, Items, and Prompts. Grade 4 Reading and Writing, Grade 4 Lectura y Escritura, Grade 5 Mathematics and Reading, Grade 6 Reading, Grade 7 Reading and Writing, Grade 8 Mathematics, Reading and Science, Grade 9 Reading, and Grade 10 Mathematics and Reading and Writing.

    Science.gov (United States)

    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…

  8. EXTENSIVE READING IN CHINA

    Institute of Scientific and Technical Information of China (English)

    1996-01-01

    IntroductionMost teachers and students in China are quite familiar with the term‘extensive reading’,but how itshould be taught still remains a problem.This paper covers the aims of extensive reading and the methodsand materials used in the course.Then some practical suggestions will be given to make the course moreinteresting and efficient.According to Dzao(1990).extensive reading is‘the course where other reading skills-speed,predictionand making inference-can be developed,’and‘where there is practice in geting the gist,in summarisingmain ideas,in understanding the author’s purpose and theme...’.So the aims of this course are todevelop general reading skills,the ability,to read quickly and to grasp the main ideas of the text.Toachieve these,students must enlarge their vocabulary,so this is also regarded as one of the aims.

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

    Science.gov (United States)

    Zuckerman, Barry; Augustyn, Marilyn

    2011-01-01

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

  10. Subgroups of Adult Basic Education Learners with Different Profiles of Reading Skills.

    Science.gov (United States)

    Macarthur, Charles; Konold, Timothy R; Glutting, Joseph J; Alamprese, Judith A

    2012-02-01

    The purpose of this study was to identify subgroups of adult basic education (ABE) learners with different profiles of skills in the core reading components of decoding, word recognition, spelling, fluency, and comprehension. The analysis uses factor scores of those 5 reading components from on a prior investigation of the reliability and construct validity of measures of reading component skills (MacArthur, Konold, Glutting, & Alamprese, 2010). In that investigation, confirmatory factor analysis found that a model with those 5 factors fit the data best and fit equally well for native and non-native English speakers. The study included 486 students, 334 born or educated in the United States (native) and 152 not born nor educated in the US (non-native) but who spoke English well enough to participate in English reading classes. The cluster analysis found an 8-cluster solution with good internal cohesion, external isolation, and replicability across subsamples. Of the 8 subgroups, 4 had relatively flat profiles (range of mean scores across factors reading skills of ABE learners and, from the perspective of practice, supports the importance of assessing component skills to plan instruction.

  11. Science Fiction: Serious Reading, Critical Reading

    Science.gov (United States)

    Zigo, Diane; Moore, Michael T.

    2004-01-01

    Science fiction deserves a greater respect, serious and critical reading and a better place in high school literature classes. Some of the science fiction books by Isaac Asimov, Alfred Bester, Ray Bradbury and Octavia L. Butler and various activities for incorporating science fiction into the English language arts instruction classroom are…

  12. Science Fiction: Serious Reading, Critical Reading

    Science.gov (United States)

    Zigo, Diane; Moore, Michael T.

    2004-01-01

    Science fiction deserves a greater respect, serious and critical reading and a better place in high school literature classes. Some of the science fiction books by Isaac Asimov, Alfred Bester, Ray Bradbury and Octavia L. Butler and various activities for incorporating science fiction into the English language arts instruction classroom are…

  13. Integrating Reading and Writing through Extensive Reading

    Science.gov (United States)

    Park, Jeongyeon

    2016-01-01

    This study explores whether an extensive reading (ER) approach can enhance L2 learners' writing performance in an English for Academic Purposes context. Two classes were compared in terms of writing improvement after one semester: a 'traditional' writing class primarily focused on writing practice and grammar instruction, and an ER class in which…

  14. English Language Learners and Reading Instruction: A Review of the Literature

    Science.gov (United States)

    Snyder, Elizabeth; Witmer, Sara E.; Schmitt, Heather

    2017-01-01

    The growing English language learner (ELL) population in the United States warrants an examination of reading intervention effectiveness with this population. The reading achievement of ELLs is of particular concern due to the importance of reading skills and the innate language barriers that exist for ELLs. This article reviews existing…

  15. The Relation between Morphological Awareness and Reading Comprehension: Evidence from Mediation and Longitudinal Models

    Science.gov (United States)

    Deacon, S. Hélène; Kieffer, Michael J.; Laroche, Annie

    2014-01-01

    We examined the role of a hypothesized factor in reading comprehension: morphological awareness, or the awareness of and ability to manipulate the smallest meaningful units or morphemes. In this longitudinal study, we measured English-speaking children's morphological awareness, word reading skills, and reading comprehension at Grades 3 and 4, in…

  16. Foreign Language Reading Anxiety in a Chinese as a Foreign Language Context

    Science.gov (United States)

    Zhou, Jing

    2017-01-01

    This study examined the foreign language (FL) reading anxiety level of learners of Chinese as a FL (n = 76) in the United States. Data from an FL reading anxiety survey, a background information survey and a face-to-face interview indicated that there was no significant difference in reading anxiety level among four course levels. In general,…

  17. The Relation between Morphological Awareness and Reading Comprehension: Evidence from Mediation and Longitudinal Models

    Science.gov (United States)

    Deacon, S. Hélène; Kieffer, Michael J.; Laroche, Annie

    2014-01-01

    We examined the role of a hypothesized factor in reading comprehension: morphological awareness, or the awareness of and ability to manipulate the smallest meaningful units or morphemes. In this longitudinal study, we measured English-speaking children's morphological awareness, word reading skills, and reading comprehension at Grades 3 and 4, in…

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

    Science.gov (United States)

    Huang, Ching-Ting; Yang, Shu Ching

    2015-01-01

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

  19. How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish?

    Science.gov (United States)

    Goldenberg, Claude; Tolar, Tammy D.; Reese, Leslie; Francis, David J.; Bazán, Antonio Ray; Mejía-Arauz, Rebeca

    2014-01-01

    This comparative study examines relationships between phonemic awareness and Spanish reading skill acquisition among three groups of Spanish-speaking first and second graders: children in Mexico receiving reading instruction in Spanish and children in the United States receiving reading instruction in either Spanish or English. Children were…

  20. Reading Attitudes of Middle School Students: Results of a U.S. Survey

    Science.gov (United States)

    McKenna, Michael C.; Conradi, Kristin; Lawrence, Camille; Jang, Bong Gee; Meyer, J. Patrick

    2012-01-01

    To examine the current state of reading attitudes among middle school students in the United States, a survey was developed and administered to 4,491 students in 23 states plus the District of Columbia. The instrument comprised four subscales measuring attitudes toward: recreational reading in print settings, recreational reading in digital…

  1. How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish?

    Science.gov (United States)

    Goldenberg, Claude; Tolar, Tammy D.; Reese, Leslie; Francis, David J.; Bazán, Antonio Ray; Mejía-Arauz, Rebeca

    2014-01-01

    This comparative study examines relationships between phonemic awareness and Spanish reading skill acquisition among three groups of Spanish-speaking first and second graders: children in Mexico receiving reading instruction in Spanish and children in the United States receiving reading instruction in either Spanish or English. Children were…

  2. Reading Attitudes of Middle School Students: Results of a U.S. Survey

    Science.gov (United States)

    McKenna, Michael C.; Conradi, Kristin; Lawrence, Camille; Jang, Bong Gee; Meyer, J. Patrick

    2012-01-01

    To examine the current state of reading attitudes among middle school students in the United States, a survey was developed and administered to 4,491 students in 23 states plus the District of Columbia. The instrument comprised four subscales measuring attitudes toward: recreational reading in print settings, recreational reading in digital…

  3. SchemaOnRead: A Package for Schema-on-Read in R

    Energy Technology Data Exchange (ETDEWEB)

    North, Michael J.

    2016-08-01

    Schema-on-read is an agile approach to data storage and retrieval that defers investments in data organization until production queries need to be run by working with data directly in native form. Schema-on-read functions have been implemented in a wide range of analytical systems, most notably Hadoop. SchemaOnRead is a CRAN package that uses R’s flexible data representations to provide transparent and convenient support for the schema-on-read paradigm in R. The schema-on- read tools within the package include a single function call that recursively reads folders with text, comma separated value, raster image, R data, HDF5, NetCDF, spreadsheet, Weka, Epi Info, Pajek network, R network, HTML, SPSS, Systat, and Stata files. The provided tools can be used as-is or easily adapted to implement customized schema-on-read tool chains in R. This paper’s contribution is that it introduces and describes SchemaOnRead, the first R package specifically focused on providing explicit schema-on-read support in R.

  4. The Impact of Electronic Reading Devices on Reading Speed and Comfort in Patients with Decreased Vision

    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.

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

    Science.gov (United States)

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

    2016-01-01

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

  6. Role of Reading Engagement in Mediating Effects of Reading Comprehension Instruction on Reading Outcomes

    Science.gov (United States)

    Wigfield, Allan; Guthrie, John T.; Perencevich, Kathleen C.; Taboada, Ana; Klauda, Susan Lutz; McRae, Angela; Barbosa, Pedro

    2008-01-01

    The engagement model of reading development suggests that instruction improves students' reading comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept-Oriented Reading Instruction (CORI) (support for cognitive and motivational processes in reading), strategy instruction (support for…

  7. The Relationships between Korean University Students' Reading Attitude, Reading Strategy Use, and Reading Proficiency

    Science.gov (United States)

    Kim, Hyangil

    2016-01-01

    This present study investigated the relationships among L2 readers' reading attitude, reading strategy use, and reading proficiency in order to identify patterns caused by individuals' differences. For this study, 153 Korean university students replied to a reading attitude and reading strategy questionnaire. An ANOVA and frequency analysis were…

  8. Births and deaths including fetal deaths

    Data.gov (United States)

    U.S. Department of Health & Human Services — Access to a variety of United States birth and death files including fetal deaths: Birth Files, 1968-2009; 1995-2005; Fetal death file, 1982-2005; Mortality files,...

  9. Student-Centered Reading Activities.

    Science.gov (United States)

    Moffett, James; Wagner, Betty Jane

    1991-01-01

    Offers student-centered reading activities designed to bring students to reading maturity and involvement in literature. Discusses partner reading, dramatizing and performing texts, transforming texts, journal writing, discussion, and writing. (PRA)

  10. Discourse Awareness and Teaching Reading

    Institute of Scientific and Technical Information of China (English)

    FEI Jun

    2014-01-01

    Reading is an interactive process and discourse knowldege facilitates interpretation of the text. This paper discusses the thoery of reading from a discouse apporach, explores the interactive approach of teaching reading and discusses pedagogical impi-cations with contexts concerned.

  11. Now We Get It! Boosting Comprehension with Collaborative Strategic Reading

    CERN Document Server

    Klingner, Janette K; Boardman, Alison; Swanson, Elizabeth

    2012-01-01

    A proven method for teaching reading skills in mixed-ability classrooms Collaborative Strategic Reading is an innovative new approach to teaching reading that weaves together two instructional programs: cooperative learning and reading comprehension strategy instruction. In small groups, students work through the four main steps-Preview, "Click and Clunk," Get the Gist, and Wrap Up-helping each other improve comprehension and increase reading fluency. This book offers a hands-on guide to implementing CSR in grades 4 through 12. It includes sample dialogues for teachers to use during instruct

  12. Sequencing of a 9.9 kb segment on the right arm of yeast chromosome VII reveals four open reading frames, including PFK1, the gene coding for succinyl-CoA synthetase (beta-chain) and two ORFs sharing homology with ORFs of the yeast chromosome VIII.

    Science.gov (United States)

    Guerreiro, P; Azevedo, D; Barreiros, T; Rodrigues-Pousada, C

    1997-03-15

    A 9.9 kb DNA fragment from the right arm of chromosome VII of Saccharomyces cerevisiae has been sequenced and analysed. The sequence contains four open reading frames (ORFs) longer than 100 amino acids. One gene, PFK1, has already been cloned and sequenced and the other one is the probable yeast gene coding for the beta-subunit of the succinyl-CoA synthetase. The two remaining ORFs share homology with the deduced amino acid sequence (and their physical arrangement is similar to that) of the YHR161c and YHR162w ORFs from chromosome VIII.

  13. The DNA sequence of a 7941 bp fragment of the left arm of chromosome VII of Saccharomyces cerevisiae contains four open reading frames including the multicopy suppressor gene of the pop2 mutation and a putative serine/threonine protein kinase gene.

    Science.gov (United States)

    Coglievina, M; Bertani, I; Klima, R; Zaccaria, P; Bruschi, C V

    1995-06-30

    We report the sequence of a 7941 bp DNA fragment from the left arm of chromosome VII of Saccharomyces cerevisiae which contains four open reading frames (ORFs) of greater than 100 amino acid residues. ORF biC834 shows 100% bp identity with the recently identified multicopy suppressor gene of the pop2 mutation (MPT5); its deduced protein product carries an eight-repeat domain region, homologous to that found in the hypothetical regulatory YGL023 protein of S. cerevisiae and the Pumilio protein of Drosophila. ORF biE560 protein exhibits patterns typical of serine/threonine protein kinases, with which it shares high degrees of homology.

  14. [Prosody and reading: Temporal and melodic characteristics in the dyslexic child in reading and narration].

    Science.gov (United States)

    Lalain, M; Espesser, R; Ghio, A; De Looze, C; Reis, C; Mendonca-Alves, L

    2014-01-01

    Dyslexia is widely associated to a massive phonological awareness deficit. This deficit leads to difficulties in grapheme to phoneme conversions in reading and difficulties in words and sentences productions. The origin of the phonological deficit is partially explained by the magnocellular, cerebellar and articulatory theories. Recently, an increasing number of studies demonstrated the relationship between prosody and reading and, more specifically, the potential key role of suprasegmental phonology in the healthy development of phonological representations. The aim of this study is to explore part of prosodic features in dyslexics and normal developing children in reading and narration tasks, in French. We examined reading accuracy, reading rate, pauses frequency and duration, inter-pausal units (IPUs) duration and instantaneous variations of F0. Results show correct decoding skills for all subjects but a lack of automation of this procedure for dyslexics. Differences in pauses frequency and duration, IPUS duration and F0 variations observed between dyslexics and controls confirm the link between prosodic reading and automaticity. The longer pause duration in narrative form a temporal feature of dyslexic's production. This temporal characteristic reflects the cognitive cost done by a speech generation task involving lexical selection, syntactic planning and articulatory programming processes. This result is a first step towards evidence of a suprasegmental phonological deficit in spoken language that could be an early marker of later reading difficulties.

  15. Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis.

    Science.gov (United States)

    Wood, Sarah G; Moxley, Jerad H; Tighe, Elizabeth L; Wagner, Richard K

    2017-01-01

    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 improving reading comprehension. This study addresses this gap in the research by conducting a meta-analysis on the effects of text-to-speech technology and related read-aloud tools on reading comprehension for students with reading difficulties. Random effects models yielded an average weighted effect size of ([Formula: see text] = .35, with a 95% confidence interval of .14 to .56, p text-to-speech technologies may assist students with reading comprehension. However, more studies are needed to further explore the moderating variables of text-to-speech and read-aloud tools' effectiveness for improving reading comprehension. Implications and recommendations for future research are discussed.

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

    Science.gov (United States)

    Radner, W

    2016-12-01

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

  17. Metacognition and Reading Comprehension

    Institute of Scientific and Technical Information of China (English)

    Cecilia Chang

    2000-01-01

    @@ Introduction Reading is a mysterious process that has attracted attention from psychologists, reading researchers and educators alike for decades. Currently, reading is viewed as a meaningconstructing process where the reader interacts with the text by simultaneously using information from a variety of sources ranging from one's background knowledge of the content and about the world to the knowledge about the language in which the text is written (Mulling, 1994). Moreover, reading comprehension is achieved only after skillful orchestration of all the resources the reader possess when engaged in the act of reading. Among the various kinds of strategies a reader needs during the reading process are the monitoring strategies. In order to fully utilize the strategies, the reader needs to possess good metacognition. Metacognition refers to one's deliberate conscious control of one's cognition actions (Brown, 1980). Since it is crucial for success that we know what we know and what we don't know and, consequently what to do about what we know and don't know, it is not surprising to find the notion of metacognition being stressed in almost every situation of learning. Given the importance of metacognition in successful learning, the purpose of this paper is to explore the role metacognition plays in reading comprehension, and consequently, identify future research directions.

  18. Reading between eye saccades.

    Directory of Open Access Journals (Sweden)

    Caroline Blais

    Full Text Available BACKGROUND: Skilled adult readers, in contrast to beginners, show no or little increase in reading latencies as a function of the number of letters in words up to seven letters. The information extraction strategy underlying such efficiency in word identification is still largely unknown, and methods that allow tracking of the letter information extraction through time between eye saccades are needed to fully address this question. METHODOLOGY/PRINCIPAL FINDINGS: The present study examined the use of letter information during reading, by means of the Bubbles technique. Ten participants each read 5,000 five-letter French words sampled in space-time within a 200 ms window. On the temporal dimension, our results show that two moments are especially important during the information extraction process. On the spatial dimension, we found a bias for the upper half of words. We also show for the first time that letter positions four, one, and three are particularly important for the identification of five-letter words. CONCLUSIONS/SIGNIFICANCE: Our findings are consistent with either a partially parallel reading strategy or an optimal serial reading strategy. We show using computer simulations that this serial reading strategy predicts an absence of a word-length effect for words from four- to seven letters in length. We believe that the Bubbles technique will play an important role in further examining the nature of reading between eye saccades.

  19. Cross-linguistic universals in reading acquisition with applications to English-language learners with reading disabilities.

    Science.gov (United States)

    Gorman, Brenda K

    2009-11-01

    There is a considerable gap in English reading achievement between English-language learners and native speakers in the United States. Differentiation of whether English language learners' struggles are symptomatic of reading disability or related to second language acquisition is often challenging. These issues highlight the need for increased insight into reading development and disability in this population. The purpose of this article is to provide an overview of cross-linguistic universals in reading acquisition, how reading disabilities manifest in various languages, and whether diagnostic and instructional approaches that are effective for native English speakers are also appropriate for English-language learners. Recommendations for assessment and intervention practices for at-risk and reading-disabled English-language learners are provided.

  20. A chapter a day: Association of book reading with longevity.

    Science.gov (United States)

    Bavishi, Avni; Slade, Martin D; Levy, Becca R

    2016-09-01

    Although books can expose people to new people and places, whether books also have health benefits beyond other types of reading materials is not known. This study examined whether those who read books have a survival advantage over those who do not read books and over those who read other types of materials, and if so, whether cognition mediates this book reading effect. The cohort consisted of 3635 participants in the nationally representative Health and Retirement Study who provided information about their reading patterns at baseline. Cox proportional hazards models were based on survival information up to 12 years after baseline. A dose-response survival advantage was found for book reading by tertile (HRT2 = 0.83, p Book reading contributed to a survival advantage that was significantly greater than that observed for reading newspapers or magazines (tT2 = 90.6, p book readers, book readers had a 23-month survival advantage at the point of 80% survival in the unadjusted model. A survival advantage persisted after adjustment for all covariates (HR = .80, p book readers experienced a 20% reduction in risk of mortality over the 12 years of follow up compared to non-book readers. Cognition mediated the book reading-survival advantage (p = 0.04). These findings suggest that the benefits of reading books include a longer life in which to read them.

  1. The Effects of a Kindergarten and Second-Grade Partnership on Student Reading Skills and Attitudes

    Science.gov (United States)

    Druyor, Peggy S.

    2012-01-01

    Improving student reading skill and attitudes toward reading creates challenges in the classroom. The purpose of this research was to study the effect of reading partnerships on the reading skills and attitudes of kindergarten and second-grade students. Participants included two kindergarten and two second-grade intact classes in a pretest…

  2. Taiwanese College Students' Reading Practices and Profiles in Both Print- and Internet-Based Formats

    Science.gov (United States)

    Chen, Su-Yen; Fang, Sheng-Ping

    2014-01-01

    This study expanded the definition of reading practices to include both print- and Internet-based reading, and examined the relationship of reading profiles to Taiwanese college students' performance on various practices. The results showed that more time was spent on Internet-than print-based extracurricular reading, and that the three…

  3. A Decade of Reading Research in Sweden. Svenska unescoradets skriftserie. Nr. 1/1991.

    Science.gov (United States)

    Lundberg, Ingvar

    Covering studies from psychology, education, linguistics, and literature, this review of reading research in Sweden published in the 1980s includes sections on early reading development or emergent literacy, reading disabilities, and reading comprehension. Material in the review was selected using the following criteria: (1) only research…

  4. Newspaper Reading and English Teaching

    Institute of Scientific and Technical Information of China (English)

    霍丽蓉

    2014-01-01

    Reading is not only the most effective way to get the knowledge of the language but also the only way to improve the language skills of English learners. However, the vast majority of students' reading ability are far apart from the curriculum stan⁃dards in reality. Reading English newspaper helps to mobilize the enthusiasm of students' reading, and improve their reading abili⁃ty. It forms a bridge between learning and real life. It extends the English reading from the teaching materials and guides students to a lot of extracurricular reading, creating a new reading space for students.

  5. 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.

  6. Interruptions disrupt reading comprehension.

    Science.gov (United States)

    Foroughi, Cyrus K; Werner, Nicole E; Barragán, Daniela; Boehm-Davis, Deborah A

    2015-06-01

    Previous research suggests that being interrupted while reading a text does not disrupt the later recognition or recall of information from that text. This research is used as support for Ericsson and Kintsch's (1995) long-term working memory (LT-WM) theory, which posits that disruptions while reading (e.g., interruptions) do not impair subsequent text comprehension. However, to fully comprehend a text, individuals may need to do more than recognize or recall information that has been presented in the text at a later time. Reading comprehension often requires individuals to connect and synthesize information across a text (e.g., successfully identifying complex topics such as themes and tones) and not just make a familiarity-based decision (i.e., recognition). The goal for this study was to determine whether interruptions while reading disrupt reading comprehension when the questions assessing comprehension require participants to connect and synthesize information across the passage. In Experiment 1, interruptions disrupted reading comprehension. In Experiment 2, interruptions disrupted reading comprehension but not recognition of information from the text. In Experiment 3, the addition of a 15-s time-out prior to the interruption successfully removed these negative effects. These data suggest that the time it takes to process the information needed to successfully comprehend text when reading is greater than that required for recognition. Any interference (e.g., an interruption) that occurs during the comprehension process may disrupt reading comprehension. This evidence supports the need for transient activation of information in working memory for successful text comprehension and does not support LT-WM theory. (c) 2015 APA, all rights reserved).

  7. THE POWER OF LOWERCASE LETTERS IN READING

    Directory of Open Access Journals (Sweden)

    Firdevs GÜNEŞ

    2012-06-01

    Full Text Available Today, the most superior way of obtaining knowledge is reading. Reading gives direction to the individual's language, cognitive, social skills and future. For this reason, great importance is given to the teaching of reading. The teaching of reading is carried out based on two basic skills including word recognition and comprehension. In the word recognition process, appearance of the letters the shapes of the wordswritten in uppercase or lowercase letters are effective. Brain research reveal that the words written in small letters more quickly recognized and understood. Based on the recognition of words written in capital letters, small letters become stronger and they are recognised easier than the capital letters. For this reason, a text written in small letter is read more quickly than in capital letters. In addition, text in lowercase letters makes to examine all the details of the text, in-depth awareness and understanding. Small letters are in the process of visual recognition, attention, and remember the rule affects reading, seeing, understanding, and accelerates the configuration tasks in mind. This situation makes the use of lowercase letters in advertising. The advertising in small letters and logos were more easily recognized and remembered. Therefore, in order to increase strength of association big companies and brands, are used lowercase letters. In reading activities taking these results into well known and necessary precautions should be taken about lowercase letters.

  8. Effects of working memory and reading acceleration training on improving working memory abilities and reading skills among third graders.

    Science.gov (United States)

    Nevo, Einat; Breznitz, Zvia

    2014-01-01

    Working memory (WM) plays a crucial role in supporting learning, including reading. This study investigated the influence of reading acceleration and WM training programs on improving reading skills and WM abilities. Ninety-seven children in third grade were divided into three study groups and one control group. The three study groups each received a different combination of two training programs: only reading acceleration, WM followed by reading acceleration, and reading acceleration followed by WM. All training programs significantly improved reading skills and WM abilities. Compared with the control group, the group trained with only the reading acceleration program improved word accuracy, whereas the groups trained with a combination of reading and WM programs improved word and pseudo-word fluency. The reading-acceleration-alone group and the WM-program-followed-by-reading-acceleration group improved phonological complex memory. We conclude that a training program that combines a long reading acceleration program and a short WM program is the most effective for improving the abilities most related to scholastic achievement.

  9. El ensenar a escuchar, a hablar, a leer y a escribir. Cuadernos para el entrenamiento de maestros de educacion bilingue. Cuardernos 1, 2 y 3, Serie D. (Teaching Listening, Speaking, Reading, and Writing. Training Packets for Bilingual Teachers. Packets 1, 2 and 3, Series D.)

    Science.gov (United States)

    Barrera, Maria; Rosenberg, Graciela

    This teacher training guide includes three major units that deal with the teaching of listening, speaking, reading, and writing skills in Spanish in the bilingual classroom. Each packet includes objectives, materials, and activities that help develop and promote students' receptive and productive skills. Other major topics covered include: the…

  10. Using Nonfiction in a Read-Aloud Program: Letting the Facts Speak for Themselves.

    Science.gov (United States)

    Doiron, Ray

    1994-01-01

    Challenges the pervasive role that fiction has played in read-aloud programs and develops a rationale for including nonfiction. Includes a 20-item annotated bibliography of nonfiction read-alouds. (SR)

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

    Science.gov (United States)

    Tilley, Carol L.

    2013-01-01

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

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

    Science.gov (United States)

    Tilley, Carol L.

    2013-01-01

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

  13. How to read efficiently%How to read Efficiently

    Institute of Scientific and Technical Information of China (English)

    肖平

    2007-01-01

    At present, the university graduates have mountains of books to read. For this phenomenon, this paper first indicates why the students must read extensively and then tentatively suggests three measures establish new concept in reading, practise reading pragmatically, review and exchange.

  14. FIRST Reading: Focussed Instruction in Reading for Successful Teaching.

    Science.gov (United States)

    Newman, Anabel P.; Metz, Elizabeth

    This book describes FIRST (Focussed Instruction in Reading for Successful Teaching) Reading, a computer program that takes answers to 20 questions about a learner and matches this profile against profiles in the database. FIRST Reading, formerly called "Consult Reading," can recommend the most-likely-to-succeed teaching focus(es) for…

  15. Reading Acts: An Inquiry into Reading and Teaching

    Science.gov (United States)

    Sams, Brandon L.

    2012-01-01

    This text performs reading for teaching in an audit culture. Two teachers, myself and Steven, read the memoir "Hole in My Life" by Jack Gantos and, while reading, recorded our experiences as readers and planned to teach the book to Steven's English class. This study is an inquiry into the phenomenon of "reading to teach,"…

  16. Developing New Reading Assessments to Promote Beginning Reading in Singapore

    Science.gov (United States)

    Koh, Kim H.; Paris, Scott G.

    2011-01-01

    Effective reading instruction and intervention are rooted in effective assessments of children's developing skills in reading. The article aims to describe the development of new reading assessments to help promote beginning reading in Singapore primary schools. We begin with an introduction to the educational landscape and policies before…

  17. Reading Motivation and Reading Engagement: Clarifying Commingled Conceptions

    Science.gov (United States)

    Unrau, Norman J.; Quirk, Matthew

    2014-01-01

    The constructs of motivation for reading and reading engagement have frequently become blurred and ambiguous in both research and discussions of practice. To address this commingling of constructs, the authors provide a concise review of the literature on motivation for reading and reading engagement and illustrate the blurring of those concepts…

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

    Science.gov (United States)

    Divoll, Kent; Browning, Sandra

    2013-01-01

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

  19. Improving EFL Learners' Reading Levels through Extensive Reading

    Science.gov (United States)

    Mermelstein, Aaron David

    2014-01-01

    Today there is an increasing amount of research promoting the effectiveness of extensive reading (ER) towards increasing learners' vocabulary, comprehension, reading speed, and motivation towards reading. However, little has been done to measure the effects of ER on learners' reading levels. This quantitative study examined the effects of ER on…

  20. Experiences in Reading Instruction as the Road to Teaching Reading.

    Science.gov (United States)

    Corlett, Donna Jean

    1988-01-01

    Describes a model self-improvement reading course for teachers incorporating the communications model, the skills model, and the sustained silent reading model. Concludes that basic reading skills instruction led to improvement in reading skills and that lesson plans incorporating course objectives were produced. (RS)

  1. Exploring Students' Reading Profiles to Guide a Reading Intervention Programme

    Science.gov (United States)

    Boakye, Naomi A. N. Y.

    2017-01-01

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

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

    Science.gov (United States)

    Lesaux, Nonie K

    2012-01-01

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

  3. Reading the Tourist Guidebook

    DEFF Research Database (Denmark)

    Therkelsen, Anette; Sørensen, Anders

    2005-01-01

    This article investigates tourists’ ways of reading their guidebooks on the basis of qualitative interviews with tourists visiting Copenhagen, Denmark. Tourist guidebooks have only been dealt with sporadically by tourism scholars. The relatively few studies that focus on guidebooks either present...... a historical perspective on the guidebook or centre on content analyses of place representation, whereas virtually no research exists on the way in which tourists read and use their guidebooks. This study reveals that tourists read the same guidebooks in a number of different ways regarding types...... of information sought, amount of information read and level of involvement displayed, indicating a three-pronged typology of guidebook readers. The guidebook reader typology thus constructed may be regarded as a first step in understanding the effect of guidebooks on tourists’ behaviour and their experience...

  4. Assessment of Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Madani HABIB

    2016-06-01

    Full Text Available This study attempts to shed light on the concept of assessment as an essential pedagogical practice for the improvement of the teaching-learning process. Particularly, it stresses the strategies and the techniques that should be used in assessing reading comprehension with reference to EFL classrooms. It describes the kinds of tasks that actually reveal students’ reading comprehension abilities and needs. Moreover, this paper aims to illustrate the types and the advantages of assessment for both teachers and learners. More importantly, this study tries to bring equitable evidence of how reading comprehension can be adequately assessed. The findings showed that assessment of reading comprehension is central to English language teaching as it provides teachers with essential information about students’ weaknesses, needs, obstacles, and deficits. Thus, teachers can implement the appropriate techniques and use the assessment results to amend their classroom instruction and enhance the learning abilities.

  5. Adult Basic Education: Reading.

    Science.gov (United States)

    Newman, Anabel P.

    This book is designed to provide practical suggestions and teaching approaches for both administrators and instructors involved in teaching reading to adults. The book contains the following chapters: (1) "Overview"; (2) "Diagnosing Learner Characteristics"; (3) "Goals and Objectives"; (4) "Planning…

  6. The cold reading technique.

    Science.gov (United States)

    Dutton, D L

    1988-04-15

    For many people, belief in the paranormal derives from personal experience of face-to-face interviews with astrologers, palm readers, aura and Tarot readers, and spirit mediums. These encounters typically involve cold reading, a process in which a reader makes calculated guesses about a client's background and problems and, depending on the reaction, elaborates a reading which seems to the client so uniquely appropriate that it carries with it the illusion of having been produced by paranormal means. The cold reading process is shown to depend initially on the Barnum effect, the tendency for people to embrace generalized personality descriptions as idiosyncratically their own. Psychological research into the Barnum effect is critically reviewed, and uses of the effect by a professional magician are described. This is followed by detailed analysis of the cold reading performances of a spirit medium. Future research should investigate the degree to which cold readers may have convinced themselves that they actually possess psychic or paranormal abilities.

  7. Reading-Boxing Class

    Science.gov (United States)

    Kravitz, Richard; Shapiro, Marvin

    1969-01-01

    The physical education department of the Pennsylvania Advancement School of Philadelphia has established a reading and communication skill project that uses the appeal of sports to help students improve their basic skills. (Author)

  8. Reading-Boxing Class

    Science.gov (United States)

    Kravitz, Richard; Shapiro, Marvin

    1969-01-01

    The physical education department of the Pennsylvania Advancement School of Philadelphia has established a reading and communication skill project that uses the appeal of sports to help students improve their basic skills. (Author)

  9. STUDENTS’ READING PRACTICES AND ENVIRONMENTS

    Directory of Open Access Journals (Sweden)

    Aiza Johari

    2013-07-01

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

  10. Syllabic awareness and phonemic awareness: Which is the best reading predictor?

    Directory of Open Access Journals (Sweden)

    Fumagalli, Julieta

    2014-12-01

    Full Text Available Phonological awareness (PA is an important factor during the reading learning process and is a strong predictor of future reading behave. In addition, it has been postulated that sensitivity towards some linguistic units such as syllable (syllabic awareness would arise before beginning to read and other PA skills, such as phonemic awareness, would be a byproduct of learning to read. This research investigates the precursor role of PA in reading learning process and establishes which is the strongest phonological awareness ability to predict reading performance by assessing five year old non reading children with different phonological awareness tasks and a reading task one year later. The results obtained in this study indicate that syllable combination skills seem to be the more predictive ability when is correlated with reading performance on year later.

  11. Metacognition in Reading Comprehension

    OpenAIRE

    Ceylan, Eda; Harputlu, Leyla

    2015-01-01

    Metacognition is defined basically as thinking about thinking. It is a significant factor that affects many activities related to language use. Reading comprehension, which is an indispensable part of daily life and language classrooms, is affected by metacognition, too. Hence, this paper aims to present an overview of the recent theoretical and empirical studies about metacognition and reading comprehension. Firstly, it provides the definitions and the importance of metacognition. Secondly, ...

  12. THE CHALLENGING ROLE OF A READING COACH, A CAUTIONARY TALE.

    Science.gov (United States)

    Al Otaiba, Stephanie; Hosp, John L; Smartt, Susan; Dole, Janice A

    2008-04-01

    The purpose of this case study is to describe the challenges one coach faced during the initial implementation of a coaching initiative involving 33 teachers in an urban, high-poverty elementary school. Reading coaches are increasingly expected to play a key role in the professional development efforts to improve reading instruction in order to improve reading achievement for struggling readers. Data sources included initial reading scores for kindergarten and first-graders, pretest and posttest scores of teachers' knowledge, a teacher survey, focus group interviews, project documents, and field notes. Data were analyzed using a mixed methods approach. Findings revealed several challenges that have important implications for research and practice: that teachers encountered new information about teaching early reading that conflicted with their current knowledge, this new information conflicted with their core reading program, teachers had differing perceptions of the role of the reading coach that affected their feelings about the project, and reform efforts are time-intensive.

  13. Reading and grammar learning through mobile phones

    Directory of Open Access Journals (Sweden)

    Shudong Wang

    2016-08-01

    Full Text Available This paper describes an ongoing language-learning project, three years into its development. We examine both the feasibility and the limitations of developing English reading and grammar skills through the interface of mobile phones. Throughout the project, reading and grammar materials were regularly sent to students’ mobile phones. Students read or took part in any aspect of the materials that appealed to them. Information gathered from participants and server logs indicate that reading and learning grammar using mobile devices is regarded as a positive language experience. However, the data also indicate that the success of any mobile learning project could be limited unless certain criteria are applied. This includes (a providing engaging learning materials that are neither too long nor overly-demanding; (b a proper degree of teacher monitoring; (c student involvement; (d the need for incentives; (e a respect for privacy; and (f a safe and secure mobile-learning technical environment.

  14. Nanophotonic lab-on-a-chip platforms including novel bimodal interferometers, microfluidics and grating couplers.

    Science.gov (United States)

    Duval, Daphné; González-Guerrero, Ana Belén; Dante, Stefania; Osmond, Johann; Monge, Rosa; Fernández, Luis J; Zinoviev, Kirill E; Domínguez, Carlos; Lechuga, Laura M

    2012-05-08

    One of the main limitations for achieving truly lab-on-a-chip (LOC) devices for point-of-care diagnosis is the incorporation of the "on-chip" detection. Indeed, most of the state-of-the-art LOC devices usually require complex read-out instrumentation, losing the main advantages of portability and simplicity. In this context, we present our last advances towards the achievement of a portable and label-free LOC platform with highly sensitive "on-chip" detection by using nanophotonic biosensors. Bimodal waveguide interferometers fabricated by standard silicon processes have been integrated with sub-micronic grating couplers for efficient light in-coupling, showing a phase resolution of 6.6 × 10(-4)× 2π rad and a limit of detection of 3.3 × 10(-7) refractive index unit (RIU) in bulk. A 3D network of SU-8 polymer microfluidics monolithically assembled at the wafer-level was included, ensuring perfect sealing and compact packaging. To overcome some of the drawbacks inherent to interferometric read-outs, a novel all-optical wavelength modulation system has been implemented, providing a linear response and a direct read-out of the phase variation. Sensitivity, specificity and reproducibility of the wavelength modulated BiMW sensor has been demonstrated through the label-free immunodetection of the human hormone hTSH at picomolar level using a reliable biofunctionalization process.

  15. An Investigation of the Effects of Reader Characteristics on Reading Comprehension Of a General Chemistry Text

    Science.gov (United States)

    Neiles, Kelly Y.

    There is great concern in the scientific community that students in the United States, when compared with other countries, are falling behind in their scientific achievement. Increasing students' reading comprehension of scientific text may be one of the components involved in students' science achievement. To investigate students' reading comprehension this quantitative study examined the effects of different reader characteristics, namely, students' logical reasoning ability, factual chemistry knowledge, working memory capacity, and schema of the chemistry concepts, on reading comprehension of a chemistry text. Students' reading comprehension was measured through their ability to encode the text, access the meanings of words (lexical access), make bridging and elaborative inferences, and integrate the text with their existing schemas to make a lasting mental representation of the text (situational model). Students completed a series of tasks that measured the reader characteristic and reading comprehension variables. Some of the variables were measured using new technologies and software to investigate different cognitive processes. These technologies and software included eye tracking to investigate students' lexical accessing and a Pathfinder program to investigate students' schema of the chemistry concepts. The results from this study were analyzed using canonical correlation and regression analysis. The canonical correlation analysis allows for the ten variables described previously to be included in one multivariate analysis. Results indicate that the relationship between the reader characteristic variables and the reading comprehension variables is significant. The resulting canonical function accounts for a greater amount of variance in students' responses then any individual variable. Regression analysis was used to further investigate which reader characteristic variables accounted for the differences in students' responses for each reading comprehension

  16. extendFromReads

    Energy Technology Data Exchange (ETDEWEB)

    2013-10-03

    This package assists in genome assembly. extendFromReads takes as input a set of Illumina (eg, MiSeq) DNA sequencing reads, a query seed sequence and a direction to extend the seed. The algorithm collects all seed--]matching reads (flipping reverse--]orientation hits), trims off the seed and additional sequence in the other direction, sorts the remaining sequences alphabetically, and prints them aligned without gaps from the point of seed trimming. This produces a visual display distinguishing the flanks of multi-]copy seeds. A companion script hitMates.pl collects the mates of seed--]hi]ng reads, whose alignment reveals longer extensions from the seed. The collect/trim/sort strategy was made iterative and scaled up in the script denovo.pl, for de novo contig assembly. An index is pre--]built using indexReads.pl that for each unique 21--]mer found in all the reads, records its gfateh of extension (whether extendable, blocked by low coverage, or blocked by branching after a duplicated sequence) and other characteristics. Importantly, denovo.pl records all branchings that follow a branching contig endpoint, providing contig-]extension information

  17. [Conservation Units.

    Science.gov (United States)

    Texas Education Agency, Austin.

    Each of the six instructional units deals with one aspect of conservation: forests, water, rangeland, minerals (petroleum), and soil. The area of the elementary school curriculum with which each correlates is indicated. Lists of general and specific objectives are followed by suggested teaching procedures, including ideas for introducing the…

  18. [Conservation Units.

    Science.gov (United States)

    Texas Education Agency, Austin.

    Instructional units deal with each aspect of conservation: forests, wildlife, rangelands, water, minerals, and soil. The area of the secondary school curriculum with which each is correlated is indicated. Lists of general and specific objectives are followed by suggested teaching procedures, including ideas for introducing the topic, questions to…

  19. The sensory basis of reading problems.

    Science.gov (United States)

    Stein, J

    2001-01-01

    Learning to read is much more difficult than learning to speak. Most children teach themselves to speak with little or no difficulty. Yet a few years later when they come to learn to read they have to be taught how to do it; they do not pick up reading by themselves. This is because we speak in words and syllables, but we write in phonemes. Syllables do not naturally break down into the sounds of letters and letter units (i.e., phonemes) because these do not correspond to physiologically distinct articulatory gestures (Liberman, Shankweiler, & Studdert-Kennedy, 1967). Alphabetic writing was only invented when people realized that syllables could be artificially divided into smaller acoustically distinguishable phonemes that could be represented by a small number of letters. But these distinctions are arbitrary cultural artifacts, and their mastery was originally confined to a select social class. And until about 100 years ago it did not matter much if the majority of people could not read; the acquisition of reading probably had no serious disadvantages. Reading requires the integration of at least two kinds of analysis (Castles & Coltheart, 1993; Ellis, 1984; Manis, Seidenberg, Doi, McBride-Chang, & Petersen, 1996; Morton, 1969; Seidenburg, 1993). First, the visual form of words, the shape of letters, their order in words, and common spelling patterns, which is termed their orthography, has to be processed visually. Their orthography yields the meaning of familiar words very rapidly without needing to sound them out. But for unfamiliar words, and all words are fairly unfamiliar to the beginning reader, the letters have to be translated into the speech sounds (i.e., phonemes) that they stand for, and then those sounds have to be melded together in inner speech to yield the word and its meaning. Reading exclusively by the phonological route is more time consuming than if words can be accessed directly without requiring phonological mediation.

  20. Critically Reading for Propaganda Techniques in Grade Six.

    Science.gov (United States)

    Smith, Bonnie

    This study was devised to determine whether teaching a unit on propaganda analysis to sixth graders would improve their ability to detect propaganda devices in literature and the mass media. An experimental group of students participated in a four week unit on propaganda techniques while a control group completed reading comprehension exercises. A…

  1. When Do Children Read Books?

    Science.gov (United States)

    van Ours, Jan C.

    2008-01-01

    This paper investigates the reading of fiction books by 15 year olds in 18 OECD countries. It appears that girls read fiction books more often than boys, whereas boys read comic books more often than girls. Parental education, family structure, and the number of books and televisions at home influence the intensity with which children read fiction…

  2. In Defense of Reading Quizzes

    Science.gov (United States)

    Tropman, Elizabeth

    2014-01-01

    Many students fail to read the assigned material before class. A failure to read is detrimental to both student learning and course engagement. This paper considers the often-neglected teaching technique of giving frequent quizzes on the reading. Drawing on the author's experiences assigning reading quizzes, together with student opinions…

  3. How to Improve Reading Speed

    Institute of Scientific and Technical Information of China (English)

    王仲亮

    2008-01-01

    @@ It is well known that reading plays an important role not only in our daily life but also in learning a foreign language.And,of course,reading depends on reading speed to some degree.So it is natural that it is important to improve reading speed.

  4. Obstacles to Effective Fast Reading

    Institute of Scientific and Technical Information of China (English)

    赵振国

    2016-01-01

    Reading is a visual as well as a mental understanding process. Reading process can be divided into visual input process and mental understanding information process. Based on experts’ researches and theories, the author has analyzed the two reading processes and discover the main factors influencing the Chinese English learners’ reading rate are visual input with low speed and understanding information with low efficiency.

  5. Dyslexia: Problems of Reading Disabilities.

    Science.gov (United States)

    Goldberg, Herman K.; Schiffman, Gilbert B.

    The purpose of this book is to provide an understanding of both the educational and medical aspects of reading and to show how they are interrelated in reading disabilities. The various aspects of reading disabilities are presented in the following chapters: Introduction to the Reading Problem; Early Predictive Studies; Psychological Evaluation;…

  6. Literature in the Reading Curriculum.

    Science.gov (United States)

    Johnson, Nancy J.; Giorgis, Cyndi

    2003-01-01

    Presents annotations of 32 works of children's literature that invite consideration of the wondrous possibilities of literature in the reading curriculum--from reading aloud to time set aside for independent reading, from focused instruction using paired and shared reading to engagement through book discussions, and from using literature to learn…

  7. Peer Tutors Improve Reading Comprehension

    Science.gov (United States)

    LaGue, Kristina M.; Wilson, Katrina

    2011-01-01

    The influential report "Teaching Children to Read: An Evidenced-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction," published by the National Reading Panel in 2000, presented recommendations for daily literacy instruction in five key areas: phonemic awareness, phonics, fluency,…

  8. Focus on Reading. New Edition.

    Science.gov (United States)

    Hood, Susan; Solomon, Nicky; Burns, Anne

    The handbook is designed as an introductory text on reading instruction for teachers of English as a Second Language. The first chapter explores the nature of reading through a series of activities that help identify the kind of knowledge one draws on and the strategies one uses in reading. Chapter 2 reviews key theories of reading that have…

  9. Reading Comprehension: What Every Teacher Needs to Know

    Science.gov (United States)

    McLaughlin, Maureen

    2012-01-01

    In this article, the author proposes ten principles through which she examines the essentials of teaching reading comprehension. Topics explored include the nature of reading comprehension and the roles of good readers and influential teachers. Related issues include motivation, comprehension strategies, explicit instruction, and vocabulary.…

  10. The Application of Context Theory in English Teaching of Reading

    Science.gov (United States)

    Zhu, Jiang; Han, Lemeng

    2010-01-01

    Context theory is a very important theory in English teaching, especially the teaching of reading. This paper first analyzes the theory of context, including the features of context and some principles in context theory. Then the paper discusses the application of context theory in English teaching of reading, including some problems met in…

  11. Along the Silk Road: People, Interaction, and Cultural Exchange. A Social Studies Unit Recommended for Grades 6-10.

    Science.gov (United States)

    Stanford Univ., CA. Stanford Program on International and Cross Cultural Education.

    This curriculum unit introduces students to the travelers and traders from the early part of the Han-Roman times up to the 14th century who took great risks in pursuit of silk. A variety of activities explore the development of the Silk Road trade routes, including journal writing, small group reading and writing activities, role play and…

  12. Grouping for reading instruction: does one size fit all?

    Science.gov (United States)

    Schumm, J S; Moody, S W; Vaughn, S

    2000-01-01

    Twenty-nine third-grade teachers and selected students from their classes participated. Study 1 used teacher interviews and classroom observations to examine teachers' perceptions and practices for grouping for reading instruction; Study 2 examined the impact of these grouping practices on the academic progress, social progress, and attitudes about reading of students representing a range of achievement levels, including students with learning disabilities. Results indicated that, overall, teachers used whole class instruction for reading and the same materials for all students, including students with learning disabilities. Students with learning disabilities made little academic progress and their attitudes about reading did not improve over time.

  13. Powerful Little Goodies! Information Packet. Motivate Reading!!

    Science.gov (United States)

    Florida Learning Resources System/CROWN, Jacksonville.

    The document is designed to provide special education teachers with ideas and techniques for motivating reading at the elementary level. A student interest inventory is included, and motivation through reinforcement is explained. Techniques and suggestions for teachers include such items as making a slide show, making your own books, and using…

  14. Reading Laboratories: The Conversion of the Speed Reading Lab into an ESL Reading Lab.

    Science.gov (United States)

    Novak, Sigrid Scholtz

    It is proposed that the reading-machine laboratory provides a means for the classroom ESL instructor to continue using his present method in the classroom (intensive, theoretical-grammatical instruction) while providing additional extensive reading and learning practice with the machines in the reading laboratory. Two speed reading systems…

  15. What Are Teenagers Reading? Adolescent Fiction Reading Habits and Reading Choices

    Science.gov (United States)

    Hopper, Rosemary

    2005-01-01

    What are adolescents choosing to read? This is an important question because of potential divergence between school students' reading interests and reading expectations in school. This article considers the findings from a study of the reading over one week in May 2002 of 707 school students aged between 11 and 15, undertaken in 30 schools in the…

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

    Science.gov (United States)

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

    2011-06-01

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

  17. Unit 2: Application Letters & The Job Interview

    OpenAIRE

    Aleson Carbonell, Marian

    2007-01-01

    Unit 2a_ Letters of Application and the CV: Reading the employment section. Unit 2b_Letters of Application and the CV:Writing Letters and the Job Hunting Process. Unit 2c_ Letters of Application and the CV: The Job Interview.

  18. 31 CFR 535.321 - United States; continental United States.

    Science.gov (United States)

    2010-07-01

    ... 31 Money and Finance: Treasury 3 2010-07-01 2010-07-01 false United States; continental United... General Definitions § 535.321 United States; continental United States. The term United States means the United States and all areas under the jurisdiction or authority thereof including the Trust Territory...

  19. 31 CFR 515.321 - United States; continental United States.

    Science.gov (United States)

    2010-07-01

    ... 31 Money and Finance: Treasury 3 2010-07-01 2010-07-01 false United States; continental United... General Definitions § 515.321 United States; continental United States. The term United States means the United States and all areas under the jurisdiction or authority thereof, including the Trust Territory...

  20. 31 CFR 500.321 - United States; continental United States.

    Science.gov (United States)

    2010-07-01

    ... 31 Money and Finance: Treasury 3 2010-07-01 2010-07-01 false United States; continental United... General Definitions § 500.321 United States; continental United States. The term United States means the United States and all areas under the jurisdiction or authority thereof, including U.S. trust...

  1. The psychophysiology of reading.

    Science.gov (United States)

    Chiarenza, Giuseppe A; Di Pietro, Sara F; Casarotto, Silvia

    2014-11-01

    Early identification of dyslexia would be fundamental to prevent the negative consequences of delayed treatment in the social, psychological and occupational domains. Movement-related potentials of dyslexic children are characterized by inadequate ability to program movements and reduced capacity to evaluate their performance and to correct their errors. Reading-related potentials recorded during different reading conditions elicit a series of positive and negative components with specific functional meaning and with a characteristic spatial-temporal pattern. These reading-related potentials, when analyzed with sLORETA, show significantly different patterns of activation when comparing self-paced reading aloud to passive viewing of single letters. Comparison of fMRI and sLORETA during both tasks showed that the cortical region with the widest inter-modality similarities is the middle-superior temporal lobe during self-paced reading aloud. Neuropsychological studies have shown the existence of clinical subtypes of dyslexia; these studies have been confirmed by the results of ICA applied to the EEG. Dyslexia can be defined as a disorder of programming and integrating ideokinetic elements, associated with a deficiency in the fast processing and integration of sensory information, with reduced efficiency of error systems analysis. Each of these phenomena occurs at different levels of the central nervous system and at different times.

  2. Improved Cognitive Development in Preterm Infants with Shared Book Reading.

    Science.gov (United States)

    Braid, Susan; Bernstein, Jenny

    2015-01-01

    To examine the effect of shared book reading on the cognitive development of children born preterm and to determine what factors influence shared book reading in this population. Secondary analysis using the Early Childhood Longitudinal Study-Birth Cohort, a large, nationally representative survey of children born in the United States in 2001. One thousand four hundred singleton preterm infants (22-36 weeks gestation). Cognitive development measured using the Bayley Mental Scale score from the Bayley Scales of Infant Development Research Edition. Adjusting for neonatal, maternal, and socioeconomic characteristics, reading aloud more than two times a week is associated with higher cognitive development scores in two-year-old children born preterm (p < .001). Race/ethnicity and maternal education affect how often parents read to their children. Shared book reading holds potential as an early developmental intervention for this population.

  3. Teachers' perceptions of strategy training in reading instruction

    OpenAIRE

    2002-01-01

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

  4. Opening Doors to Reading Building School-to-Work Skills

    CERN Document Server

    Fabry, Dee L

    2001-01-01

    This integrated, technology-based reading curriculum helps you build school-to-work skills in middle school learners-especially those who have reading difficulties. Based on a field-tested program (the STARR curriculum), it is specifically designed to meet student needs in the workplace and uses best practices research, SCANS foundations skills and competencies, and middle school research. Components include speaking, technology, analysis, reading, and research.

  5. Reading through Films

    Directory of Open Access Journals (Sweden)

    Madhavi Gayathri Raman

    2016-02-01

    Full Text Available This paper captures the design of a comprehensive curriculum incorporating the four skills based exclusively on the use of parallel audio-visual and written texts. We discuss the use of authentic materials to teach English to Indian undergraduates aged 18 to 20 years. Specifically, we talk about the use of parallel reading (screen-play and audio-visual texts (Shawshank Redemption, and Life is Beautiful, A Few Good Men and Lion King drawn from popular culture in the classroom as an effective teaching medium. Students were gradually introduced to films based on novels with extracts from the original texts (Schindler’s List, Beautiful Mind for extended reading and writing practice. We found that students began to pay more attention to aspects such as pronunciation, intonational variations, discourse markers and vocabulary items (phrasal verbs, synonyms, homophones, and puns. Keywords: Reading, films, popular culture, ESL classroom, language skills

  6. [Reading research articles].

    Science.gov (United States)

    van der Graaf, Yolanda; Zaat, Joost

    2015-01-01

    Keeping up with the latest developments is not easy, but neither is reading articles on research. There are too many medical journals that contain information that is irrelevant to clinical practice. From this mass of articles you have to decide which are important for your own clinical practice and which are not. Most articles naturally fall into the latter category as spectacular findings with important consequences for medical practice do not occur every week. The most important thing in a research article is the research question. If you begin with this, then you can put aside much scientific literature. The methodology section is essential; reading this can save you a lot of time. In this article we take you step-by-step through the process of reading research articles. The articles in our Methodology series can be used as background information. These articles have been combined in a tablet app, which is available via www.ntvg.nl/methodologie.

  7. READING STATISTICS AND RESEARCH

    Directory of Open Access Journals (Sweden)

    Reviewed by Yavuz Akbulut

    2008-10-01

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

  8. 31 CFR Appendix C to Subpart A of... - United States Customs Service

    Science.gov (United States)

    2010-07-01

    ... 31 Money and Finance: Treasury 1 2010-07-01 2010-07-01 false United States Customs Service C...—United States Customs Service 1. In general. This appendix applies to the United States Customs Service. 2. Public reading room. The public reading room for the United States Customs Service is...

  9. Going beyond intensive reading

    Institute of Scientific and Technical Information of China (English)

    George Murdoch

    2010-01-01

    @@ For ELT teachers worldwide,the most convenient way to teach reading is to use the materials provided in the course books selected for the classes they teach.However,these published texts and materials rarely satisfy the motivational and reading development needs of our students.One common problem is that texts in global textbooks often lack relevance to local contexts.They may also seem rather bland because of the writers' concern to make them culturally acceptable in a wide range of countries.

  10. Motivation to Read: How Does It Change for Struggling Readers with and without Disabilities?

    Directory of Open Access Journals (Sweden)

    Macid A. Melekoğlu

    2013-01-01

    Full Text Available Lack of reading motivation impedes upper elementary and secondary school students’ willingness to improve critical reading skills and strategies to be successful in school. Struggling readers often show a negative attitude towards reading tasks and manifest low motivation to read. Although the importance of motivation is clear, there is limited research on reading motivation of struggling adolescents with disabilities. This study examined whether reading motivation of struggling readers with and without disabilities significantly changed after an eighteen week period of reading instruction in two elementary schools and one high school in a Midwest state of the United States of America (USA. Findings yielded significant improvement in motivation for adolescents without disabilities while motivation scores declined for students with disabilities. An overview of students’ answers to survey questions is provided and some evidence-based methods that teachers can utilize to improve reading motivation of upper elementary and high school students are summarized.

  11. Brain bases of reading fluency in typical reading and impaired fluency in dyslexia.

    Science.gov (United States)

    Christodoulou, Joanna A; Del Tufo, Stephanie N; Lymberis, John; Saxler, Patricia K; Ghosh, Satrajit S; Triantafyllou, Christina; Whitfield-Gabrieli, Susan; Gabrieli, John D E

    2014-01-01

    Although the neural systems supporting single word reading are well studied, there are limited direct comparisons between typical and dyslexic readers of the neural correlates of reading fluency. Reading fluency deficits are a persistent behavioral marker of dyslexia into adulthood. The current study identified the neural correlates of fluent reading in typical and dyslexic adult readers, using sentences presented in a word-by-word format in which single words were presented sequentially at fixed rates. Sentences were presented at slow, medium, and fast rates, and participants were asked to decide whether each sentence did or did not make sense semantically. As presentation rates increased, participants became less accurate and slower at making judgments, with comprehension accuracy decreasing disproportionately for dyslexic readers. In-scanner performance on the sentence task correlated significantly with standardized clinical measures of both reading fluency and phonological awareness. Both typical readers and readers with dyslexia exhibited widespread, bilateral increases in activation that corresponded to increases in presentation rate. Typical readers exhibited significantly larger gains in activation as a function of faster presentation rates than readers with dyslexia in several areas, including left prefrontal and left superior temporal regions associated with semantic retrieval and semantic and phonological representations. Group differences were more extensive when behavioral differences between conditions were equated across groups. These findings suggest a brain basis for impaired reading fluency in dyslexia, specifically a failure of brain regions involved in semantic retrieval and semantic and phonological representations to become fully engaged for comprehension at rapid reading rates.

  12. Brain bases of reading fluency in typical reading and impaired fluency in dyslexia.

    Directory of Open Access Journals (Sweden)

    Joanna A Christodoulou

    Full Text Available Although the neural systems supporting single word reading are well studied, there are limited direct comparisons between typical and dyslexic readers of the neural correlates of reading fluency. Reading fluency deficits are a persistent behavioral marker of dyslexia into adulthood. The current study identified the neural correlates of fluent reading in typical and dyslexic adult readers, using sentences presented in a word-by-word format in which single words were presented sequentially at fixed rates. Sentences were presented at slow, medium, and fast rates, and participants were asked to decide whether each sentence did or did not make sense semantically. As presentation rates increased, participants became less accurate and slower at making judgments, with comprehension accuracy decreasing disproportionately for dyslexic readers. In-scanner performance on the sentence task correlated significantly with standardized clinical measures of both reading fluency and phonological awareness. Both typical readers and readers with dyslexia exhibited widespread, bilateral increases in activation that corresponded to increases in presentation rate. Typical readers exhibited significantly larger gains in activation as a function of faster presentation rates than readers with dyslexia in several areas, including left prefrontal and left superior temporal regions associated with semantic retrieval and semantic and phonological representations. Group differences were more extensive when behavioral differences between conditions were equated across groups. These findings suggest a brain basis for impaired reading fluency in dyslexia, specifically a failure of brain regions involved in semantic retrieval and semantic and phonological representations to become fully engaged for comprehension at rapid reading rates.

  13. Ionic liquids, electrolyte solutions including the ionic liquids, and energy storage devices including the ionic liquids

    Energy Technology Data Exchange (ETDEWEB)

    Gering, Kevin L.; Harrup, Mason K.; Rollins, Harry W.

    2015-12-08

    An ionic liquid including a phosphazene compound that has a plurality of phosphorus-nitrogen units and at least one pendant group bonded to each phosphorus atom of the plurality of phosphorus-nitrogen units. One pendant group of the at least one pendant group comprises a positively charged pendant group. Additional embodiments of ionic liquids are disclosed, as are electrolyte solutions and energy storage devices including the embodiments of the ionic liquid.

  14. A Read-Aloud for Science (Read It Aloud).

    Science.gov (United States)

    Richardson, Judy S.; Breen, Margaret

    1996-01-01

    Recommends a young adult read-aloud selection for science classes on endangered species. Describes listening, writing, discussing, investigating, and debating activities capitalizing on this read-aloud. (SR)

  15. A Special Chinese Reading Acceleration Training Paradigm: To Enhance the Reading Fluency and Comprehension of Chinese Children with Reading Disabilities

    Directory of Open Access Journals (Sweden)

    Li Dai

    2016-12-01

    Full Text Available According to a number of studies, use of a Reading Acceleration Program as reading intervention training has been demonstrated to improve reading speed and comprehension level effectively in most languages and countries. The objective of the current study was to provide further evidence of the effectiveness of a Reading Acceleration Program for Chinese children with reading disabilities using a distinctive Chinese reading acceleration training paradigm. The reading acceleration training paradigm is divided into a non-accelerated reading paradigm, a Character-accelerated reading paradigm and a Words-accelerated reading paradigm. The results of training Chinese children with reading disabilities indicate that the acceleration reading paradigm applies to children with Chinese-reading disabilities. In addition, compared with other reading acceleration paradigms, Words- accelerated reading training is more effective in helping children with reading disabilities read at a high speed while maintaining superior comprehension levels.

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

    OpenAIRE

    Kim, Young-Suk Grace

    2015-01-01

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

  17. FLYING UNITED

    Institute of Scientific and Technical Information of China (English)

    2006-01-01

    Apart from selling hundreds of airplanes to China, Boeing buys locally made aircraft parts and transfers technology, in the true spirit of partnership Whenever Boeing's senior manager hear of a visit by one of China's state leaders, it's no doubt cause for celebration. Since China and the United States established diplomatic ties in 1978, every official trip by China's top statesmen has included a meeting with Boeing that

  18. Technical Adequacy of the easyCBM Grade 2 Reading Measures. Technical Report #1004

    Science.gov (United States)

    Jamgochian, Elisa; Park, Bitnara Jasmine; Nese, Joseph F. T.; Lai, Cheng-Fei; Saez, Leilani; Anderson, Daniel; Alonzo, Julie; Tindal, Gerald

    2010-01-01

    In this technical report, we provide reliability and validity evidence for the easyCBM[R] Reading measures for grade 2 (word and passage reading fluency and multiple choice reading comprehension). Evidence for reliability includes internal consistency and item invariance. Evidence for validity includes concurrent, predictive, and construct…

  19. TEACHERS’ BELIEFS ABOUT READING AND USE OF READING STRATEGIES

    OpenAIRE

    2014-01-01

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

  20. Reading the Right Way.

    Science.gov (United States)

    Honig, Bill

    1997-01-01

    Extensive research and practical experience demonstrate that learning to read comes less naturally than learning to speak. Although half of all children intuit the alphabetic system from exposure to print and context-driven activities, many (particularly dyslexic, low-socioeconomic, and second-language kids) need an organized program that teaches…

  1. Rules or Reading?

    Science.gov (United States)

    Ruefle, Anne E.

    2011-01-01

    Research shows that an important step in the development of readers is having access to books. Steven Krashen, in "The Power of Reading," cites multiple studies that demonstrate access to books is crucial in developing strong readers: "the richer the print environment, the better the literacy development." Limiting access runs counter to research…

  2. Personal Achievement Reading: Business.

    Science.gov (United States)

    Swinton, Janet R.

    Exercises are provided in this set of four workbooks designed to aid students in business programs in building vocabulary and reading skills. Each workbook borrows from business terminology to provide explanations and exercises for a sequential series of instructional objectives. One workbook concentrates on developing the ability to determine…

  3. Teaching reading comprehension strategies

    Directory of Open Access Journals (Sweden)

    Majlinda Lika

    2017-03-01

    Full Text Available The academic debate nowadays is focused on producing an applied science of learning, aiming to teach students how to learn and be strategic in their acquisition. The aim of the study is to identify and discuss the reading comprehension instruction approach applied in the Albanian system of education. Findings from 10 classes of Albanian language and literature with students of third grade were directly observed and analyzed, in order to gather evidence based on indicators and instruments that assess the way of reading comprehension. Findings were categorized according to strategy use; the frequency of their application in different classes was counted and represented in percentages. In this paper we will try to respond to questions like: What are students' main barriers of comprehending? Does the instructional approach respond to students’ needs and level of comprehension? Are teachers prepared to teach comprehension strategies? Furthermore, examples of procedures on how to deliver instruction of comprehension strategies in natural contexts will be represented. Results from teacher practices during lessons of reading comprehension confirmed that teachers use limited teaching strategies to deliver lessons. They mainly use strategies to test comprehension; while the approach of teaching students to read independently and strategically is an unknown practice.

  4. Reading Angles in Maps

    Science.gov (United States)

    Izard, Véronique; O'Donnell, Evan; Spelke, Elizabeth S.

    2014-01-01

    Preschool children can navigate by simple geometric maps of the environment, but the nature of the geometric relations they use in map reading remains unclear. Here, children were tested specifically on their sensitivity to angle. Forty-eight children (age 47:15-53:30 months) were presented with fragments of geometric maps, in which angle sections…

  5. Readings in Cooperative Education.

    Science.gov (United States)

    Leventhal, Jerome I.

    Twenty-three journal articles on cooperative education were selected in a review of the literature by two Temple University graduate classes in the fall of 1975 and the spring of 1976 for those interested in the role of coordinating cooperative education programs. The journal readings consist of articles on theory/planning (6), implementation…

  6. Speaking of Reading.

    Science.gov (United States)

    Rosenthal, Nadine

    Written in the tradition of Studs Terkel, this book presents oral histories of 77 diverse readers (from avid to infrequent readers) about how reading affects their lives. Sprinkled throughout the book are narratives of nationally recognized personalities, such as Maxine Hong-Kingston, Robert MacNeil, Gloria Steinem, Linus Pauling, Julie Harris,…

  7. Scaffolding Reading Comprehension Skills

    Science.gov (United States)

    Salem, Ashraf Atta Mohamed Safein

    2017-01-01

    The current study investigates whether English language teachers use scaffolding strategies for developing their students' reading comprehension skills or just for assessing their comprehension. It also tries to demonstrate whether teachers are aware of these strategies or they use them as a matter of habit. A questionnaire as well as structured…

  8. Books for Summer Reading.

    Science.gov (United States)

    Phi Delta Kappan, 2000

    2000-01-01

    Recommends leisurely reading for teachers: biographies on St. Augustine and Charles Lindbergh; novels by Edwidge Danticat, Kate Chopin, and Velma Allis; Edward Tufte's three volumes on the visual presentation of information; Jean Vanier's "Becoming Human;" the Harry Potter series, and Michael Tolkin's novel "The Player." (MLH)

  9. Books for Summer Reading.

    Science.gov (United States)

    Phi Delta Kappan, 1995

    1995-01-01

    Recommends many books for summer reading enjoyment, concentrating on historical and contemporary fiction. Different cultures clash in William T. Vollman's "Fathers and Crows" and John Demos's adventuresome "Unredeemed Captive." Other suggestions: "Snow Falling on Cedar Mountain" (David Gutterman) and "Foxfire" (Joyce Carol Oates). For professional…

  10. Literature and Reading.

    Science.gov (United States)

    French, Michael P., Ed.; Elford, Shirley J., Ed.

    1986-01-01

    The articles in this themed issue focus on the use of real literature in reading instruction. Following a comment from the editor, the titles of the articles and their authors are as follows: (1) "Understanding Poetry: Questions to Consider" (Nancy Wiseman Seminoff); (2) "Experiencing a Novel: The Short and Long of It" (David M. Bishop and…

  11. Time for Reading

    Science.gov (United States)

    Waters, Lindsay

    2007-01-01

    Over the last 50 years, certain ideas have become dominant that make learning to read different than it once was than the ideas that children are neurologically "wired" to use language "competently" in certain ways. Noam Chomsky has promoted the idea that there are certain "syntactic structures" hard-wired in the human brain. That view, the author…

  12. Time for Reading

    Science.gov (United States)

    Waters, Lindsay

    2007-01-01

    Over the last 50 years, certain ideas have become dominant that make learning to read different than it once was than the ideas that children are neurologically "wired" to use language "competently" in certain ways. Noam Chomsky has promoted the idea that there are certain "syntactic structures" hard-wired in the human brain. That view, the author…

  13. Teaching Reading through Writing

    Science.gov (United States)

    Takala, Marjatta

    2013-01-01

    This article discusses a teaching method called reading through writing (RtW), based on the use of computers rather than handwriting. The pupils use the computers in pairs and decide themselves what they will write about. The use of this method is studied via a questionnaire to 22 teachers and via seven Master's and two Bachelor's theses,…

  14. Books for Summer Reading.

    Science.gov (United States)

    [Editors

    2001-01-01

    Teachers and education professors suggest various nonfiction and fiction books for summer reading enjoyment, from Robert Putnam's "Bowling Alone," C.A. Bowers's "Let Them Eat Data," and Larry McMurtry's "Roads: Driving America's Great Highways" to Kent Hauf's "Plainsong, J.M. Coetzee's "Disgrace," and Michael Cunningham's "The Hours." (MLH)

  15. Impact of the Reading Buddies Program on Reading Level and Attitude Towards Reading

    Directory of Open Access Journals (Sweden)

    Hayley Dolman

    2013-03-01

    Full Text Available Objective – This research examines the Reading Buddies program at the Grande Prairie Public Library, which took place in July and August of 2011 and 2012. The Reading Buddies program pairs lower elementary students with teen volunteers for reading practice over the summer. The aim of the study was to discover how much impact the program would have on participating children’s reading levels and attitudes towards reading.Methods – During the first and last sessions of the Reading Buddies program, the participants completed the Elementary Reading Attitudes Survey (ERAS and the Graded Word Recognition Lists from the Bader Reading and Language Inventory (6th ed., 2008.Participants were also asked for their grade and sex, and the program coordinator kept track of attendance. Results – There were 37 Reading Buddies participants who completed both the pre- and post-tests for the study. On average, the program had a small positive effect on participants’ reading levels and a small negative effect on their attitudes towards reading. There was a larger range of changes to the ERAS scores than to the reading test scores, but most participants’ scores did not change dramatically on either measure.Conclusions – Although findings are limited by the small size of the data-set, results indicate that many of the Reading Buddies participants maintained their reading level over the summer and had a similar attitude towards reading at the end of the program. On average, reading levels increased slightly and attitudes towards reading were slightly more negative. Many factors could not be taken into account during the study (e.g., the amount of reading done at home. A study with a control group that did not participate in the program could help to assess whether the program helped to combat summer learning loss.

  16. Heritability of high reading ability and its interaction with parental education.

    Science.gov (United States)

    Friend, Angela; DeFries, John C; Olson, Richard K; Pennington, Bruce; Harlaar, Nicole; Byrne, Brian; Samuelsson, Stefan; Willcutt, Erik G; Wadsworth, Sally J; Corley, Robin; Keenan, Janice M

    2009-07-01

    Moderation of the level of genetic influence on children's high reading ability by environmental influences associated with parental education was explored in two independent samples of identical and fraternal twins from the United States and Great Britain. For both samples, the heritability of high reading performance increased significantly with lower levels of parental education. Thus, resilience (high reading ability despite lower environmental support) is more strongly influenced by genotype than is high reading ability with higher environmental support. This result provides a coherent account when considered alongside results of previous research showing that heritability for low reading ability decreased with lower levels of parental education.

  17. Verbal Coding Efficiency, Conceptually Guided Reading, and Reading Failure.

    Science.gov (United States)

    Perfetti, Charles A.

    Word recognition and reading failure are examined in this report using an interactive framework of the reading process based on the premise that reading is both a top-down and a bottom-up process, both conceptually guided and graphically based. Experiments are discussed that show that less-skilled readers are affected by anomalous contexts and…

  18. Early Reading Intervention by Means of a Multicomponent Reading Game

    Science.gov (United States)

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

    2017-01-01

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

  19. Early reading intervention by means of a multicomponent reading game

    NARCIS (Netherlands)

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

    2017-01-01

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

  20. The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension

    Science.gov (United States)

    Ahmadi, Mohammad Reza; Ismail, Hairul Nizam; Abdullah, Muhammad Kamarul Kabilan

    2013-01-01

    Metacognitive reading strategy awareness plays a significant role in reading comprehension and educational process. In spite of its importance, metacognitive strategy has long been the ignored skill in English language teaching, research, learning, and assessment. This lack of good metacognitive reading strategy skill is exacerbated by the central…