Central endoscopy reads in inflammatory bowel disease clinical trials: The role of the imaging core lab.

Science.gov (United States)

Ahmad, Harris; Berzin, Tyler M; Yu, Hui Jing; Huang, Christopher S; Mishkin, Daniel S

2014-08-01

Clinical trials in inflammatory bowel disease (IBD) are evolving at a rapid pace by employing central reading for endoscopic mucosal assessment in a field that was, historically, largely based on assessments by local physicians. This transition from local to central reading carries with it numerous technical, operational, and scientific challenges, many of which can be resolved by imaging core laboratories (ICLs), a concept that has a longer history in clinical trials in a number of diseases outside the realm of gastroenterology. For IBD trials, ICLs have the dual goals of providing objective, consistent assessments of endoscopic findings using central-reading paradigms whilst providing important expertise with regard to operational issues and regulatory expectations. This review focuses on current approaches to using ICLs for central endoscopic reading in IBD trials. © The Author(s) 2014. Published by Oxford University Press and the Digestive Science Publishing Co. Limited.

Close Reading and Creative Writing in Clinical Education: Teaching Attention, Representation, and Affiliation.

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Charon, Rita; Hermann, Nellie; Devlin, Michael J

2016-03-01

Medical educators increasingly have embraced literary and narrative means of pedagogy, such as the use of learning portfolios, reading works of literature, reflective writing, and creative writing, to teach interpersonal and reflective aspects of medicine. Outcomes studies of such pedagogies support the hypotheses that narrative training can deepen the clinician's attention to a patient and can help to establish the clinician's affiliation with patients, colleagues, teachers, and the self. In this article, the authors propose that creative writing in particular is useful in the making of the physician. Of the conceptual frameworks that explain why narrative training is helpful for clinicians, the authors focus on aesthetic theories to articulate the mechanisms through which creative and reflective writing may have dividends in medical training. These theories propose that accurate perception requires representation and that representation requires reception, providing a rationale for teaching clinicians and trainees how to represent what they perceive in their clinical work and how to read one another's writings. The authors then describe the narrative pedagogy used at the College of Physicians and Surgeons of Columbia University. Because faculty must read what their students write, they receive robust training in close reading. From this training emerged the Reading Guide for Reflective Writing, which has been useful to clinicians as they develop their skills as close readers. This institution-wide effort to teach close reading and creative writing aims to equip students and faculty with the prerequisites to provide attentive, empathic clinical care.

Close Reading and Creative Writing in Clinical Education: Teaching Attention, Representation, and Affiliation

Science.gov (United States)

Charon, Rita; Hermann, Nellie; Devlin, Michael J.

2015-01-01

Medical educators increasingly have embraced literary and narrative means of pedagogy, such as the use of learning portfolios, reading works of literature, reflective writing, and creative writing, to teach interpersonal and reflective aspects of medicine. Outcomes studies of such pedagogies support the hypotheses that narrative training can deepen the clinician's attention to a patient and can help to establish the clinician's affiliation with patients, colleagues, teachers, and the self. In this article, the authors propose that creative writing in particular is useful in the making of the physician. Of the conceptual frameworks that explain why narrative training is helpful for clinicians, the authors focus on aesthetic theories to articulate the mechanisms through which creative and reflective writing may have dividends in medical training. These theories propose that accurate perception requires representation and that representation requires reception, providing a rationale for teaching clinicians and trainees how to represent what they perceive in their clinical work and how to read one another's writings. The authors then describe the narrative pedagogy used at the College of Physicians and Surgeons of Columbia University. Since faculty must read what their students write, they receive robust training in close reading. From this training emerged the Reading Guide for Reflective Writing, which has been useful to clinicians as they develop their skills as close readers. This institution-wide effort to teach close reading and creative writing aims to equip students and faculty with the pre-requisites to provide attentive, empathic clinical care. PMID:26200577

Towards a universal model of reading.

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Frost, Ram

2012-10-01

In the last decade, reading research has seen a paradigmatic shift. A new wave of computational models of orthographic processing that offer various forms of noisy position or context-sensitive coding have revolutionized the field of visual word recognition. The influx of such models stems mainly from consistent findings, coming mostly from European languages, regarding an apparent insensitivity of skilled readers to letter order. Underlying the current revolution is the theoretical assumption that the insensitivity of readers to letter order reflects the special way in which the human brain encodes the position of letters in printed words. The present article discusses the theoretical shortcomings and misconceptions of this approach to visual word recognition. A systematic review of data obtained from a variety of languages demonstrates that letter-order insensitivity is neither a general property of the cognitive system nor a property of the brain in encoding letters. Rather, it is a variant and idiosyncratic characteristic of some languages, mostly European, reflecting a strategy of optimizing encoding resources, given the specific structure of words. Since the main goal of reading research is to develop theories that describe the fundamental and invariant phenomena of reading across orthographies, an alternative approach to model visual word recognition is offered. The dimensions of a possible universal model of reading, which outlines the common cognitive operations involved in orthographic processing in all writing systems, are discussed.

Reading and writing in order not to drop out of university

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Giohanny Olave Arias

2013-12-01

Full Text Available DOI: http://dx.doi.org/10.17227/01234870.38folios45.59 This text investigates the relationships between dropping out of university and difficulties in reading and writing, in accordance with the recent overview of both phenomena. After a general review of the studies on dropping out of university, in which their importance for the continued development of Colombia’s professionalization is gauged, the practices of reading comprehension and producing texts are problematized specifically in the field of higher education and are then causally related to the phenomenon of dropping out of university. Finally, the current processes of literacy at university, based on recognition of its relevance in the educational mission of higher education, are discussed.

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

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Firima Zona Tanjung

2017-10-01

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

Guided Reading in First-Fourth Grade: Theory to Practice

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Gaffner, Jacqueline; Johnson, Kary; Torres-Elias, Annette; Dryden, Lisa

2014-01-01

The purpose of this study was to examine the effects of collaborative efforts between a large metropolitan school district and the school of education at an area urban university. A reading clinic, in which university students conducted small guided reading group lessons with elementary students reading below grade level, was established through…

[Relationship between clinical symptoms and Hiragana reading ability in children with difficulties in reading and writing:usefulness of a clinical-symptoms-checklist].

Science.gov (United States)

Kita, Yosuke; Kobayashi, Tomoka; Koike, Toshihide; Koeda, Tatsuya; Wakamiya, Eiji; Hosokawa, Torn; Kaga, Makiko; Inagaki, Masumi

2010-11-01

We investigated the clinical symptoms of children with developmental dyslexia (DD) and evaluated the relationship between these symptoms and their Hiragana reading abilities. In order to detect the clinical symptoms of DD, we newly developed a clinical-symptoms-checklist (CL), which consisted of a total of 30 yes/no questions regarding symptoms linked to reading (15 questions) and writing (15 questions). Subjects were 98 Japanese school grade (1 to 9) children, aged 6 to 15 years old, with normal intelligence confirmed by the Wechsler Intelligence Test for Children (WISC-Ill) and they were divided into 2 groups according to their diagnosis. Twenty four children diagnosed as developmental dyslexia consisted the DD group, and the remaining 74 children were grouped in the non-DD group. CL showed significant construct validity (pHiragana reading ability of articulation time in all Hiragana reading tasks (pJapanese children.

Universal brain systems for recognizing word shapes and handwriting gestures during reading.

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Nakamura, Kimihiro; Kuo, Wen-Jui; Pegado, Felipe; Cohen, Laurent; Tzeng, Ovid J L; Dehaene, Stanislas

2012-12-11

Do the neural circuits for reading vary across culture? Reading of visually complex writing systems such as Chinese has been proposed to rely on areas outside the classical left-hemisphere network for alphabetic reading. Here, however, we show that, once potential confounds in cross-cultural comparisons are controlled for by presenting handwritten stimuli to both Chinese and French readers, the underlying network for visual word recognition may be more universal than previously suspected. Using functional magnetic resonance imaging in a semantic task with words written in cursive font, we demonstrate that two universal circuits, a shape recognition system (reading by eye) and a gesture recognition system (reading by hand), are similarly activated and show identical patterns of activation and repetition priming in the two language groups. These activations cover most of the brain regions previously associated with culture-specific tuning. Our results point to an extended reading network that invariably comprises the occipitotemporal visual word-form system, which is sensitive to well-formed static letter strings, and a distinct left premotor region, Exner's area, which is sensitive to the forward or backward direction with which cursive letters are dynamically presented. These findings suggest that cultural effects in reading merely modulate a fixed set of invariant macroscopic brain circuits, depending on surface features of orthographies.

Reading log: pedagogical device accompanying training university paths

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Marisa Fernández

2015-06-01

Full Text Available This work is part of the research on teacher training in Physical Education, developed in Bariloche Regional University Center of the National University of Comahue (CRUB-UNCo. Due to the steady increase in the number of students who drop out of course of study on the first two years, projects thatfollow this line of investigation are seeking to question university teaching practices in this field, unravel their particular ways of production and to analyse their impact on the constitution of the formative stages of the students. In the research we have found evidence of a systematic teaching work to improve the learning and teaching conditions and have identified pedagogical devices, both at institutional and classroom levels, as resources for scaffolding student paths and different modes of reception of the students doing the introductory course. Here, we describe and analyse one of these devices, called "reading log" generated in Subject Pedagogy for the 1st year of the School of Physical Education of abovementioned University. This instrument is part of a series of pedagogical practices deliberately planned in connection with the entrance, continuity and graduation stages of undergraduate students; it aims to promote better contexts for the development of the educational processes. This device, created as a way of scaffolding the reading practices of the students, is thought to contribute to the promotion of democratic formative paths and attempts to provide new explanations, which would anchor the transformation and construction of new knowledge and would achieve better pedagogical interventions.

Practices of reading and writing in five diferent programs of the Sergio Arboleda university

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Blanca González

2010-06-01

Full Text Available This paper presents the results of an investigation into the practices of reading and writing present in five courses of different programs assigned at the Sergio Arboleda University (Bogotá. The research derives from the following questions: What is the role of reading and writing process in the course of some programs at the University? How is assign, directed and accompanied the task of reading and writing? and how are assessed the progress and results in the process of reading and writing? The information was obtained from written tests, surveys, classroom observations and interviews with teachers of these programs. After the analysis process, were set up five units of information, which in the case of reading were reading assignment, intervention guidance, intervention to clarify, evaluation and assessments of teachers, and for the case of writing: defining text types, intervention process, intervention in the correction process, evaluation and assessments of teachers.

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

OpenAIRE

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

2016-01-01

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

Health Sciences Library Support of a University Common Reading Program: A Case Study.

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Delwiche, Frances A

2017-01-01

Common reading programs have become increasingly popular on college and university campuses as a means for increasing student engagement, retention, and success. This article describes the characteristics, goals, and benefits of common reading programs and provides examples from the literature of academic library involvement in them. Finally, an example is provided of how one academic health sciences library participated in its institution's First-Year Summer Reading program.

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

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Yang, Zengzhang

2017-11-01

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

Academic Reading Difficulties Encountered by International Graduate Students in a Malaysian University

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Alghail, Ali Abdullah Ali; Mahfoodh, Omer Hassan Ali

2016-01-01

This study examines how international graduate students in a Malaysian public university perceive and overcome academic reading difficulties. The target population included all graduate students from Yemen, an Arab country, studying at Universiti Sains Malaysia. Data were collected using questionnaires, focus group interviews, and journal writing.…

Reading habits in university students of careers in science and technology

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Cornejo, Jorge Norberto;

2012-01-01

Full Text Available Communication and dissemination of science are an integral part of science itself, where the reading, in addition, must be a constitutive aspect of scientific training. Especially, reading works of scientific divulgation can become an excellent tool for the integral formation of students in scientific or technological careers. This research is a preliminary diagnosis on the reading habits of 158 students of the Faculty of Engineering of the University of Buenos Aires, conducted by a written survey. From the results, we conclude that students are not whitout reading habits, but that they have little interaction with his training as a professionals. The printed book is still the main vehicle for reading, well above the electronic formats. A problem arises with the issue of scientific divulgation, as students manifest ignore to the very nature of this genre. Future work is proposed for the development of intervention strategies that take into account the results of this research.

Professional reading and the Medical Radiation Science Practitioner

International Nuclear Information System (INIS)

Shanahan, Madeleine; Herrington, Anthony; Herrington, Jan

2010-01-01

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

Professional reading and the Medical Radiation Science Practitioner

Energy Technology Data Exchange (ETDEWEB)

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

2010-11-15

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

Passageless Comprehension on the "Nelson-Denny Reading Test": Well above Chance for University Students

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Coleman, Chris; Lindstrom, Jennifer; Nelson, Jason; Lindstrom, William; Gregg, K. Noel

2010-01-01

The comprehension section of the "Nelson-Denny Reading Test" (NDRT) is widely used to assess the reading comprehension skills of adolescents and adults in the United States. In this study, the authors explored the content validity of the NDRT Comprehension Test (Forms G and H) by asking university students (with and without at-risk…

The 2 + 1 paradigm: an efficient algorithm for central reading of Mayo endoscopic subscores in global multicenter phase 3 ulcerative colitis clinical trials.

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Ahmad, Harris A; Gottlieb, Klaus; Hussain, Fez

2016-02-01

Despite its importance and potential impact in clinical trials, central reading continues to be an under-represented topic in the literature about inflammatory bowel disease (IBD) clinical trials. Although several IBD studies have incorporated central reading to date, none have fully detailed the specific methodology with which the reads were conducted. Here we outline key principles for designing an efficient central reading paradigm for an ulcerative colitis (UC) study that addresses regulatory, operational and clinical expectations. As a step towards standardization of read methodology for the growing number of multicenter phase 3 clinical trials in IBD, we have applied these principles to the design of an optimal read methodology that we call the '2 + 1 paradigm.' The 2 + 1 paradigm involves the use of both site and central readers, validated scoring criteria and multiple measures for blinding readers, all of which contribute to reducing bias and generating a reliable endoscopic subscore that reflects endoscopic disease severity. The paradigm can be utilized while maintaining a practical workflow compatible with an operationally feasible clinical trial. The 2 + 1 paradigm represents a logical approach to endoscopic assessment in IBD clinical trials, one that should be considered attractive to prospective sponsors, contract research organizations, key opinion leaders and regulatory authorities and be ready for implementation and further evaluation. © The Author(s) 2015. Published by Oxford University Press and the Digestive Science Publishing Co. Limited.

The universal read-out controller for CBM at FAIR

Energy Technology Data Exchange (ETDEWEB)

Manz, Sebastian; Abel, Norbert; Gebelein, Jano [Kirchhoff-Institut fuer Physik, Heidelberg (Germany); Collaboration: CBM-Collaboration

2011-07-01

Since 2007 we design and develop the firmware for the read-out controller (ROC) for data acquisition of the CBM detector at FAIR. While our first implementation solely focused on the nXYTER chip, today we are also designing and implementing readout logic for the GET4 chip which is supposed to be part of the time of flight (TOF) detector. Furthermore, we fully support both Ethernet and Optical transport as two transparent solutions. This addresses the different requirements of a laboratory setup and the final detector setup respectively. The usage of a strict modularization of the Read Out Controller firmware enables us to provide an Universal ROC where front-end specific logic and transport logic can be combined in a very flexible way. Fault tolerance techniques are only required for some of those modules and hence are only implemented there.

The Effects of an Extensive Reading Program on Improving English as Foreign Language Proficiency in University Level Education

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Alzu'bi, Mohammad Akram

2014-01-01

This study aimed at investigating the impact of extensive reading on improving reading proficiency. The study tried to find the effect of ER on EFL student's reading, vocabulary and grammar. The researcher designed two instruments; a program based on the extensive reading strategy and general test. Forty-one university students who study English…

HAVE YOU READ THIS?: Life, the universe(s) and everything

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Dobson, Ken

1998-09-01

One of the consequences of belonging to a book club is the pressure it exerts to buy something from each monthly brochure. Paying later by credit card also seems, utterly illogically, less traumatic than forking out real money in a bookshop. So I get to read books that might otherwise pass me by, some of which I even finish reading. The book of the year (1997) for me was undoubtedly The Life of the Cosmos by Lee Smolin. Lee Smolin is a physics professor at Penn State University, and his expertise is in the rarefied field of quantum gravity, an entity that not everyone agrees exists. At the age of 65 going on 16 the first thing that revived my anarchic tendencies was his account of how he came to be a physicist. It all started by his being refused entry to the advanced math (as they say) class at high school, because his teachers thought he wasn't good enough. So he decided to learn maths on his own. One thing led to another, and maths led to architecture, which led to geodesic domes, tensors, Einstein and then a teenage decision to devote his life to physics so that he could sort out the problems of linking quantum theory and gravity. What else was there for a `failed rock-and-roll star' to do? By this time he had been refused entry to the physics class at high school (blame possibly a mixture of rock-and-roll and politics; after all, this was California) so he taught himself enough to get into university anyway. I can understand how some students prosper in spite of their teachers, but this is the only one I have heard of who did so just to spite them. But all this happens in the first few pages. What was really fascinating about the book - which should entrance any sixth-former - is Smolin's ideas in physics. In developing these he avoids all equations and gives us clear and well-written accounts of cosmology, the evolution of stars and the universe, string theory, relativity, quantum physics and gravity, and the `dream of unification'. His approach may be too

How Are Colleges and Universities Preparing Reading Specialist Candidates for Leadership Positions in the Schools?

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Wepner, Shelley B.; Quatroche, Diana J.

2011-01-01

This article reports on the results of 11 interviews conducted as a follow-up to a survey that examined the perceptions of university faculty regarding the importance of graduate programs preparing reading specialists for leadership roles. The results of the interviews indicate that programs require a leadership course that has reading specialist…

Clinical Evaluation of Reading Performance Using the Salzburg Reading Desk With a Refractive Rotational Asymmetric Multifocal Intraocular Lens.

Science.gov (United States)

Linz, Katharina; Attia, Mary S A; Khoramnia, Ramin; Tandogan, Tamer; Kretz, Florian T; Auffarth, Gerd Uwe

2016-08-01

To evaluate functional results and reading performance using the Salzburg Reading Desk after implantation of a sector-shaped near-embedded, rotational asymmetrical multifocal intraocular lens (IOL) and a multifocal toric IOL with a +3.00 diopter (D) near addition. In a prospective study, the LentisMplus and Mplus toric IOLs (Oculentis GmbH, Berlin, Germany) were implanted in 34 eyes of 18 patients at the University Eye Hospital of Heidelberg. Uncorrected and corrected distance visual acuity (UDVA, CDVA) and uncorrected and corrected near visual acuity (UNVA, CNVA) were evaluated using standardized visual acuity charts (ETDRS). The Salzburg Reading Desk was used to analyze unilateral and bilateral uncorrected and corrected reading acuity, reading distance, reading speed, and the smallest log-scaled print size that could be read effectively at a set (40 cm/80 cm) and subjective chosen near and intermediate distance. Postoperatively, the median UDVA was 0.08 logMAR (20/25 Snellen) and the median CDVA was 0.01 logMAR (20/20 Snellen). The median UNVA was 0.12 logMAR (20/25 Snellen) and the median CNVA was 0.03 logMAR (20/20 Snellen). The median uncorrected reading acuity measured with the Salzburg Reading Desk for near distance at 40 cm was 0.18 logMAR (20/32 Snellen). The subjectively preferred near distance was 39 cm and revealed similar visual acuity results. The best reading acuity for intermediate distance with a median of 0.22 logMAR (20/32 Snellen) was achieved at a median distance of 62 cm. Reading performance of the multifocal IOL corresponded for near standardized and individual distance, whereas reading function was better at the patient's preferred intermediate distance. [J Refract Surg. 2016;32(8):526-532.]. Copyright 2016, SLACK Incorporated.

The Effects of Reading Ability and Sex Difference on Recall Protocols of Japanese University Students

OpenAIRE

Hirano, Kinue

2003-01-01

This study investigates the concurrent validity of a recall test as a measure of reading comprehension and the effects of the level of reading ability and sex difference on the written recalls of 70 Japanese EFL university students. Results showed that there were moderate significant correlations between a recall test and a standardized reading test (i.e., FCE): for all the students, r = .64, p < .01; for males, r = .61, p < .01; for females, r = .67, p < .01, suggesting that a recall test is...

Multilingual Dyslexia in University Students: Reading and Writing Patterns in Three Languages

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Lindgren, Signe-Anita; Laine, Matti

2011-01-01

We investigated reading and writing in two domestic languages (Swedish and Finnish) and one foreign language (English) among multilingual university students with (n = 20) versus without dyslexia (n = 20). Our analyses encompassed overall speed and accuracy measures and an in-depth analysis of grapheme-phoneme-grapheme errors and inflectional…

Teaching and Learning Critical Reading with Transnational Texts at a Mexican University: An Emergentist Case Study

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Perales Escudero, Moises Damian

2011-01-01

This dissertation project examines the implementation of a critical reading intervention in a Mexican university, and the emergence of target critical reading processes in Mexican college-level EFL readers. It uses a Complexity Theory-inspired, qualitative methodology. Orienting the selection and design of materials is a deep view of culture that…

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

OpenAIRE

Jecksembieyva, Nurgaisha

1993-01-01

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

Developing a universal model of reading necessitates cracking the orthographic code.

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Davis, Colin J

2012-10-01

I argue, contra Frost, that when prime lexicality and target density are considered, it is not clear that there are fundamental differences between form priming effects in Semitic and European languages. Furthermore, identifying and naming printed words in these languages raises common theoretical problems. Solving these problems and developing a universal model of reading necessitates "cracking" the orthographic input code.

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

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Vindy Cahya Ekaningrum

2016-12-01

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

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

Science.gov (United States)

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

2015-01-01

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

Patients' Positive and Negative Responses to Reading Mental Health Clinical Notes Online.

Science.gov (United States)

Denneson, Lauren M; Chen, Jason I; Pisciotta, Maura; Tuepker, Anais; Dobscha, Steven K

2018-05-01

This study describes responses to OpenNotes, clinical notes available online, among patients receiving mental health care and explores whether responses vary by patient demographic or clinical characteristics. Survey data from 178 veterans receiving mental health treatment at a large Veterans Affairs medical center included patient-reported health self-efficacy, health knowledge, alliance with clinicians, and negative emotional responses after reading OpenNotes. Health care data were extracted from the patient care database. Reading OpenNotes helped many participants feel in control of their health care (49%) and have more trust in clinicians (45%), although a few (8%) frequently felt upset after reading their notes. In multivariate models, posttraumatic stress disorder was associated with increased patient-clinician alliance (p=.046) but also with negative emotional responses (p<.01). Patients receiving mental health care frequently reported benefits from reading OpenNotes, yet some experienced negative responses.

An evaluation of clinical treatment of convergence insufficiency for children with reading difficulties

Directory of Open Access Journals (Sweden)

Dusek Wolfgang A

2011-08-01

Full Text Available Abstract Background The present study investigates two different treatment options for convergence insufficiency CI for a group of children with reading difficulties referred by educational institutes to a specialist eye clinic in Vienna. Methods One hundred and thirty four subjects (aged 7-14 years with reading difficulties were referred from an educational institute in Vienna, Austria for visual assessment. Each child was given either 8Δ base-in reading spectacles (n = 51 or computerised home vision therapy (HTS (n = 51. Thirty two participants refused all treatment offered (clinical control group. A full visual assessment including reading speed and accuracy were conducted pre- and post-treatment. Results Factorial analyses demonstrated statistically significant changes between results obtained for visits 1 and 2 for total reading time, reading error score, amplitude of accommodation and binocular accommodative facility (within subjects effects (p Conclusions Reading difficulties with no apparent intellectual or psychological foundation may be due to a binocular vision anomaly such as convergence insufficiency. Both the HTS and prismatic correction are highly effective treatment options for convergence insufficiency. Prismatic correction can be considered an effective alternative to HTS.

Measurements of Radon Concentration in Several Wards of the University Clinical Center of Kosovo...

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, Y. Halimi; , S. Kadiri; , G. Hodolli; , B. Xhafa; , A. Jonuzaj

2016-01-01

Understanding that what’s the level of environment pollution from radioactive pollutant in some wards of UCCK (University Clinical Center of Kosovo) in Prishtina are made measurements of α radiation which is the product of 222Rn and have been read doses of TLD to some staff workers in three wards of UCCK. All this is done to see the risk level of possible pollution. Concentration of radon 222Rn is measured with device CRM-510 portable instruments. During the measurements the apparatus has rec...

Implications of Student and Lecturer Qualitative Views on Reading Lists: A Case Study at Loughborough University, UK

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Brewerton, Gary

2014-01-01

This case study explores student and lecturer views of reading lists at Loughborough University. Taking the qualitative data from two surveys previously undertaken at the institution, it uses the grounded theory approach to identify key issues regarding the purpose, importance, visibility, content, currency, and length of reading lists, as well as…

Reading Comprehension Strategies

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Unal Ulker

2017-12-01

Full Text Available The academic success of the university students greatly depends on the mastery of an academic reading skill. However, students as well as teachers, take the learning of this skill for granted, as they tend to presuppose that reading skill is acquired as a part of their secondary education. As a result, most first-year students employ non university strategies to read academic texts, which leads to a surface approach to reading and prevents students from a better understanding of the material. This paper will discuss the strategies that involve students in taking a deep approach to reading academic texts.

The Clinical and Classroom Utility of the Inventory of Reading Occupations: An Assessment Tool of Children ’s Reading Participation

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Lenin Grajo

2018-04-01

Full Text Available Background: The aim of this study was to determine the initial clinical and classroom utility of the Inventory of Reading Occupations (IRO, a new tool to assess children’s reading participation. Method: The study used phenomenological qualitative and descriptive methods. The participants included 38 occupational therapists, speech-language pathologists, classroom teachers, and parents who completed or reviewed responses of children on the IRO. To provide triangulation, 20 of the children who completed the IRO were interviewed. Data were thematically analyzed and then categorized using a central StrengthsWeaknesses-Opportunities-Threats premise. Results: The majority of the participants indicated favorable response to the clinical and classroom utility of the tool. Common themes were (a the IRO is a user-friendly and engaging assessment that allows students to reflect on their reading participation; (b the IRO is more suitable for children who engage in more structured reading; (c the IRO can be adapted for older children; and (d there is a need to identify whether the IRO is better as a screening or a full assessment tool. Conclusion: The study provided useful perspectives on how the tool can be further improved as a measure of the reading participation of school-aged children.

Connecting Reading and Writing Using Children's Literature in the University L2 Classroom

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Leal, Priscila

2015-01-01

This article investigates the potential benefits of using children's literature in adult second language (L2) classrooms. A short-term, intensive university course for English reading and writing was designed incorporating children's literature into the curriculum. The author describes the course and discusses how children's literature can be used…

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

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Krakyte, Asta

2006-12-01

Full Text Available The article provides a general overview of the research into the reading process of the academic community of Vilnius University in 1579–1832 derived from significant research in librarianship andbook science. It presents sources and strategies to reveal the multifaceted relations existing between literature, the reader, priorities, the environment, results, etc. This article also analyzes works in humanities and social sciences with significantly reliable data related to particular aspects of the issue.After investigating works of Lithuanian and Polish scientists M. Brensztejn, L. Piechnik, M. Birziska, L. Vladimirovas, P. Rabikauskas, D. Kuolys, etc., and comparing their deductions, it was observed that reading at Vilnius University in 1579–1832 was influenced by programs of sciences and official regulations of the Jesuit order no less than by local conditions. It is important to emphasize the remarkable influence of the characteristic classical model of education, applied at the University since 1579 and based on the learning of Latin, Greek and Hebrew language. Some changes were made to the local system of education since the middle of the 18th century due to the influence of the Piar order, but Jesuit authority directed the institution until 1832. Referred articles show that the process of education in Vilnius University was intended to promote a high level of maturity of the reader. During the process of learning new languages, students went through different stages of reading, improving their skills by interpretation and analysis. This was further cultivated in disputations, theatre performances and promoted by creating new texts, especially occasional publications. This process is reflected in numerous publications and manuscripts written by professors and students. Data accumulated in referred articles show that the usage of literature by academic community was influenced by books collated by University Library and traditional

Reading in the 80's: Where Are We Going? Volume 5. Fifth Yearbook of the Arizona State University Reading Conference, 1982.

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Tice, Joan, Ed.

Contained in this yearbook are the proceedings of the fifth annual Arizona State University Reading Conference. This edition reflects an emphasis on a wide range of topics, including study skills, oral language, and teaching strategies. Following a foreword, the conference articles discuss the following: (1) study skills across the curriculum, (2)…

Oral Language and Reading; Proceedings of the Annual Reading Conference of the Department of Elementary Education at Indiana State University (3rd, Terre Haute, June 14-15, 1973).

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Waterman, David C., Ed.; Gibbs, Vanita M., Ed.

This pamphlet is a collection of the speeches given at the Third Annual Reading Conference at Indiana State University, Terre Haute. The theme of the conference was "Oral Language and Reading." The contents include: "Official Program"; opening remarks, "They Led and Followed," by William G. McCarthy; opening address, "Strategies for Reading…

Reading Comprehension and Translation Performance of English Linguistics Students of Hung Vuong University: A Correlational Study

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Cuc Thi Kim Pham

2017-09-01

Full Text Available The study aimed to correlate the reading comprehension and translation performance of English linguistic students, then inform some pedagogical implications for the teaching of reading comprehension in translation classes in order to enhance the translation quality performed by the students. To this end, 45 junior students of English linguistics specialization of Hung Vuong University, including 5 males and 40 females, aged from 20 to 22, were subject to a TOEFL reading comprehension test and a translation performance test (ATA guidelines, 2011. Data were analyzed using the Pearson Correlation, SPSS version 20.0. The coefficient correlation of students’ reading comprehension and their translation performance was noted 0.721 at the significant level of 0.01. It was found that the Reading comprehension was closely related to translation performance. Along the reading comprehension question types, translation performance was affected by the ability to determine gist and main ideas of the text, identify the vocabulary, infer the implied meanings and identify the writer’s style and attitudes. The results were discussed, and implications for teaching reading comprehension to enhance translation performance were presented.

Do family physicians retrieve synopses of clinical research previously read as email alerts?

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Grad, Roland; Pluye, Pierre; Johnson-Lafleur, Janique; Granikov, Vera; Shulha, Michael; Bartlett, Gillian; Marlow, Bernard

2011-11-30

A synopsis of new clinical research highlights important aspects of one study in a brief structured format. When delivered as email alerts, synopses enable clinicians to become aware of new developments relevant for practice. Once read, a synopsis can become a known item of clinical information. In time-pressured situations, remembering a known item may facilitate information retrieval by the clinician. However, exactly how synopses first delivered as email alerts influence retrieval at some later time is not known. We examined searches for clinical information in which a synopsis previously read as an email alert was retrieved (defined as a dyad). Our study objectives were to (1) examine whether family physicians retrieved synopses they previously read as email alerts and then to (2) explore whether family physicians purposefully retrieved these synopses. We conducted a mixed-methods study in which a qualitative multiple case study explored the retrieval of email alerts within a prospective longitudinal cohort of practicing family physicians. Reading of research-based synopses was tracked in two contexts: (1) push, meaning to read on email and (2) pull, meaning to read after retrieval from one electronic knowledge resource. Dyads, defined as synopses first read as email alerts and subsequently retrieved in a search of a knowledge resource, were prospectively identified. Participants were interviewed about all of their dyads. Outcomes were the total number of dyads and their type. Over a period of 341 days, 194 unique synopses delivered to 41 participants resulted in 4937 synopsis readings. In all, 1205 synopses were retrieved over an average of 320 days. Of the 1205 retrieved synopses, 21 (1.7%) were dyads made by 17 family physicians. Of the 1205 retrieved synopses, 6 (0.5%) were known item type dyads. However, dyads also occurred serendipitously. In the single knowledge resource we studied, email alerts containing research-based synopses were rarely retrieved

The Effects of Epistemic Beliefs in Science and Gender Difference on University Students' Science-Text Reading: An Eye-Tracking Study

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Yang, Fang-Ying; Huang, Rui-Ting; Tsai, I-Ju

2016-01-01

The primary purpose of this study was to explore not only the effects of epistemic beliefs in science on science-text reading but also the gender differences in epistemic beliefs and the reading process. The interactions between gender and epistemic beliefs during reading were also explored. A total of 25 university students, 13 male and 12…

How university students with reading difficulties are supported in achieving their goals.

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

2015-01-01

We examine (a) what social ties university students with a history of reading difficulty (RD) report assisting them to achieve their goals, (b) outlets available for developing social ties, (c) resources mobilized within these relationships, and (d) the impact of social ties' status on academic achievement. Participants were 107 university students with RD who were currently completing or had recently completed a university degree. Results showed that university students with RD named friends, parents, and significant others (e.g., boy/girlfriend, spouse) as social ties most often. Personal social ties were developed through social media networking sites and within close relationships, and institutional social ties through academic centers and university general services, among others. Resources mobilized among personal and institutional social ties included emotional and social support, advice and planning, writing and studying help, and goal setting. Institutional social ties also afforded job search assistance, accommodations, skill development, financial support, and mental health services. Finally, the status of employed, but not student, social ties explained academic achievement. © Hammill Institute on Disabilities 2013.

teachers say reading and writing in a university degree in the colombian caribbean.

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Luis Manuel Cárdenas Cárdenas

2015-03-01

Full Text Available Literacy practices in higher education: what students andThis article is the result of a survey conducted in 10 degrees in a University Colombian Caribbean whose general purpose was to describe, interpret and understand the literacy practices that take place in these degrees. To achieve this article was taken into account one aspect that research in general was conceived as the first specific objective. This aspect refers to the conceptions which teachers and students of the degrees on the teaching and learning of reading and writing academic texts in college. The study usually takes as a theoretical concept of academic literacy. Data collected through classroom observations, also came from surveys and interviews with students and teachers of the degrees. The results of the investigation determined that the teaching and learning of reading and writing in the undergraduate classroom is very limited. The development of pedagogical and didactic classes lacks reading and writing practices. 

Is There Value in Having Radiology Provide a Second Reading in Pediatric Orthopaedic Clinic?

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Natarajan, Vivek; Bosch, Patrick; Dede, Ozgur; Deeney, Vincent; Mendelson, Stephen; Ward, Timothy; Brooks, Maria; Kenkre, Tanya; Roach, James

2017-06-01

The Joint Commission on Accreditation of Healthcare Organizations specifically mandates the dual interpretation of musculoskeletal radiographs by a radiologist in addition to the orthopaedist in all hospital-based orthopaedic clinics. Previous studies have questioned the utility of this practice. The purpose of this study was to further investigate the clinical significance of having the radiologist provide a second interpretation in a hospital-based pediatric orthopaedic clinic. A retrospective review was performed of all patients who had plain radiographs obtained in the pediatric orthopaedic clinic at an academic children's hospital over a 4-month period. For each radiographic series, the orthopaedist's note and the radiology interpretation were reviewed and a determination was made of whether the radiology read provided new clinically useful information and/or a new diagnosis, whether it recommended further imaging, or if it missed a diagnosis that was reflected in the orthopaedist's note. The hospital charges associated with the radiology read for each study were also quantified. The charts of 1570 consecutive clinic patients who were seen in the pediatric orthopaedic clinic from January to April, 2012 were reviewed. There were 2509 radiographic studies performed, of which 2264 had both a documented orthopaedist's note and radiologist's read. The radiologist's interpretation added new, clinically important information in 1.0% (23/2264) of these studies. In 1.7% (38/2264) of the studies, it was determined that the radiologist missed the diagnosis or clinically important information that could affect treatment. The total amount of the professional fees charged for the radiologists' interpretations was $87,362. On average, the hospital charges for each occurrence in which the radiologist's read provided an additional diagnosis or clinically important information beyond the orthopaedist's note were $3798. The results of this study suggest that eliminating the

Development of a Case-based Reading Curriculum and Its Effect on Resident Reading.

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Messman, Anne M; Walker, Ian

2018-01-01

Textbook reading plays a foundational role in a resident's knowledge base. Many residency programs place residents on identical reading schedules, regardless of the clinical work or rotation the resident is doing. We sought to develop a reading curriculum that takes into account the clinical work a resident is doing so their reading curriculum corresponds with their clinical work. Preliminary data suggests an increased amount of resident reading and an increased interest in reading as a result of this change to their reading curriculum.

Multiple Intelligence Scores of Science Stream Students and Their Relation with Reading Competency in Malaysian University English Test (MUET)

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Razak, Norizan Abdul; Zaini, Nuramirah

2014-01-01

Many researches have shown that different approach needed in analysing linear and non-linear reading comprehension texts and different cognitive skills are required. This research attempts to discover the relationship between Science Stream students' reading competency on linear and non-linear texts in Malaysian University English Test (MUET) with…

Development of a Case-based Reading Curriculum and Its Effect on Resident Reading

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Anne M. Messman

2017-12-01

Full Text Available Textbook reading plays a foundational role in a resident’s knowledge base. Many residency programs place residents on identical reading schedules, regardless of the clinical work or rotation the resident is doing. We sought to develop a reading curriculum that takes into account the clinical work a resident is doing so their reading curriculum corresponds with their clinical work. Preliminary data suggests an increased amount of resident reading and an increased interest in reading as a result of this change to their reading curriculum.

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

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Akkakoson, Songyut

2013-01-01

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

The Explorer's Guide to the Universe: A Reading List for Planetary and Space Science. Revised

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French, Bevan M. (Compiler); McDonagh, Mark S. (Compiler)

1984-01-01

During the last decade, both scientists and the public have been engulfed by a flood of discoveries and information from outer space. Distant worlds have become familiar landscapes. Instruments in space have shown us a different Sun by the "light" of ultraviolet radiation and X-rays. Beyond the solar system, we have detected a strange universe of unsuspected violence, unexplained objects, and unimaginable energies. We are completely remarking our picture of the universe around us, and scientists and the general public alike are curious and excited about what we see. The public has participated in this period of exploration and discovery to an extent never possible before. In real time, TV screens show moonwalks, the sands of Mars, the volcanoes of Io, and the rings of Saturn. But after the initial excitement, it is hard for the curious non-scientist to learn more details or even to stay in touch with what is going on. Each space mission or new discovery is quickly skimmed over by newspapers and TV and then preserved in technical journals that are neither accessible nor easily read by the average reader. This reading list is an attempt to bridge the gap between the people who make discoveries in space and the people who would like to read about them. The aim has been to provide to many different people--teachers, students, scientists, other professionals, and curious citizens of all kinds--a list of readings where they can find out what the universe is like and what we have learned about it. We have included sections on the objects that seem to be of general interest--the Moon, the planets, the Sun, comets, and the universe beyond. We have also included material on related subjects that people are interested in--the history of space exploration, space habitats, extraterrestrial life, and U F O ' s . The list is intended to be self-contained; it includes both general references to supply background and more specific sources for new discoveries. Although the list can

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

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Abu-Snoubar, Tamador Khalaf

2017-01-01

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

The Impact of Reading for Pleasure on Georgian University EFL Students' Reading Comprehension (IBSU Case)

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Goctu, Ramazan

2016-01-01

Reading is one of the most significant skills, particularly for EFL students. Many students today do not have the reading skills needed to do effective work in their courses. This paper explores reading for pleasure, its importance and impact on reading comprehension. Pleasure reading helps students to communicate, listen and, most importantly, to…

Effects of Personal Intelligence Reading Instruction on personal intelligence profiles of Thai university students

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Salila Vongkrahchang

2016-01-01

Full Text Available The study investigated the impact of reading instruction using personal intelligence (PI on Thai university students' PI profiles. Thirty-nine undergraduates majoring in English involved in the study for ten weeks. Their PI profiles were measured twice at the pre-and post-interventions. The mixed methods research design was employed. The results showed that the students developed more personal intelligence in the post-intervention profiles (x¯ = 2.72, SD = 0.80 than in their pre-intervention ones (x¯ = 2.54, SD = 0.82. The students showed a preference for intrapersonal intelligence, in goal setting (x¯ = 2.85, SD = 0.78, monitoring (x¯ = 2.85, SD = 0.74, and evaluation strategy (x¯ = 3.21, SD = 0.77. Their interaction assessed by classroom observation and student worksheets also highlighted the PI profile findings. Personal Intelligence Reading Instruction facilitated the students setting specific and achievable goals, making overt and doable plans for their reading tasks, adjusting strategies helping them understand the text better, and identifying sources of difficulties while reading.

Ethics in the medieval university: the importance of classics reading for the elaboration of Thomas Aquinas

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Tatyana Murer Cavalcante

2012-05-01

Full Text Available This paper aims to present some considerations about the importance of reading to the development of the ethics conceptions of Thomas Aquinas (1224 - 5? / 1274. At the dawn of the thirteenth century, the townspeople of Medieval West created a new institution designed for knowledge and education: the University. In it, teachers and disciples were debating key issues for the new society using mainly texts of Ancient Philosophy and Christians, but also Arab and Jewish writings. The literacy forms used encompassed mainly lectio and disputatio , and counteracted by distinct theoretical bases, those thinkers eventually recreated the summa , in a original and fundamental form to the philosophical elaboration of that time. To discuss the importance of reading in the formulation of the concept of ethics in the medieval university, we will present some characteristics of the production of knowledge in the thirteenth century linked to its historical context and then discuss some ethical considerations of Thomas Aquinas, one of the most prominent authors of that period. Considering the limits of this article, only one text, “The object of charity” based on Aquinas major work, the Summa of Theology, will be discussed in depth. Preliminarily, it is possible to state that as well as the reading of classical authors by Thomas Aquinas and other masters of the thirteenth century, helped them develop knowledge about ethics conforming to their time, historical reading of these authors helps in the understanding of today.

University Students with Reading Difficulties: Do Perceived Supports and Comorbid Difficulties Predict Well-being and GPA?

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Stack-Cutler, Holly L.; Parrila, Rauno K.; Torppa, Minna

2016-01-01

We examined the impact of the number of comorbid difficulties, social support, and community support on life satisfaction and academic achievement among 120 university students or recent graduates with self-reported reading difficulties. Participants completed a questionnaire assessing perceived social support, perceived community support, the…

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

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Sakurai, Nobuko

2015-01-01

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

Clinical evidence of the role of the cerebellum in the suppression of overt articulatory movements during reading. A study of reading in children and adolescents treated for cerebellar pilocytic astrocytoma.

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Ait Khelifa-Gallois, N; Puget, S; Longaud, A; Laroussinie, F; Soria, C; Sainte-Rose, C; Dellatolas, G

2015-04-01

It has been suggested that the cerebellum is involved in reading acquisition and in particular in the progression from automatic grapheme-phoneme conversion to the internalization of speech required for silent reading. This idea is in line with clinical and neuroimaging data showing a cerebellar role in subvocal rehearsal for printed verbalizable material and with computational "internal models" of the cerebellum suggesting its role in inner speech (i.e. covert speech without mouthing the words). However, studies examining a possible cerebellar role in the suppression of articulatory movements during silent reading acquisition in children are lacking. Here, we report clinical evidence that the cerebellum plays a part in this transition. Reading performances were compared between a group of 17 paediatric patients treated for benign cerebellar tumours and a group of controls matched for age, gender, and parental socio-educational level. The patients scored significantly lower on all reading, but the most striking difference concerned silent reading, perfectly acquired by almost all controls, contrasting with 41 % of the patients who were unable to read any item silently. Silent reading was correlated with the Working Memory Index. The present findings converge with previous reports on an implication of the cerebellum in inner speech and in the automatization of reading. This cerebellar implication is probably not specific to reading, as it also seems to affect non-reading tasks such as counting.

University Students' Reading of Their First-Year Mathematics Textbooks

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Shepherd, Mary D.; Selden, Annie; Selden, John

2012-01-01

This article reports the observed behaviors and difficulties that 11 precalculus and calculus students exhibited in reading new passages from their mathematics textbooks. To gauge the "effectiveness" of these students' reading, we asked them to attempt straightforward mathematical tasks, based directly on what they had just read. The…

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

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Rochdi, Aicha; Eppard, Jenny

2017-01-01

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

Patron-driven acquisition of journal articles using ReadCube at the University of Utah

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Mark England

2013-11-01

Full Text Available The University of Utah Library has teamed with a new company, Labtiva, to experiment with a product called ReadCube Access. This product allows the library to provide access to journal articles using a patron-driven acquisition (PDA mechanism, using a tiered pricing structure based on level and permanence of access. Outcomes of the pilot program and a value analysis are discussed. Overall, the program is deemed a success by the Library.

The Interplay of Silent Reading, Reading-While-Listening and Listening-Only

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Nakashima, Kohji; Stephens, Meredith; Kamata, Suzanne

2018-01-01

Leading scholars (Gilbert, 2009; Walter, 2008) have highlighted the importance of phonological processing in learning to read. Nevertheless, reading in Japan has traditionally been taught without adequate attention to the role of phonological processing. Accordingly, it was speculated that Japanese university students would demonstrate superior…

Difficulties First-Year University Mathematics Students Have in Reading Their Mathematics Textbook. Technical Report. No. 2009-1

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Shepherd, Mary D.; Selden, Annie; Selden, John

2009-01-01

This exploratory study examined the experiences and difficulties certain first-year university students displayed in reading new passages from their mathematics textbooks. We interviewed eleven precalculus and calculus students who were considered to be good at mathematics, as indicated by high ACT mathematics scores. These students were also …

Adoption of an integrated radiology reading room within a urologic oncology clinic: initial experience in facilitating clinician consultations.

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Rosenkrantz, Andrew B; Lepor, Herbert; Taneja, Samir S; Recht, Michael P

2014-05-01

The authors describe their initial experience in implementing an integrated radiology reading room within a urologic oncology clinic, including the frequency and nature of clinician consultations and the perceived impact on patient management by clinicians. A radiology reading room was established within an office-based urologic oncology clinic in proximity to the surgeon's work area. A radiologist was present in this reading room for a 3-hour shift each day. The frequency and nature of consultations during these shifts were recorded. Also, the clinic's staff completed a survey assessing perceptions of the impact of the integrated reading room on patient management. One hundred two consultations occurred during 57 included dates (average, 1.8 consultations per shift): 52% for review of external cases brought in by patients on discs, 43% for review of internal cases, and 5% for direct review by the radiologist of imaging with patients. The maximum number of consultations during a single shift was 8. All of the clinic's urologists indicated that >90% of consultations benefited patient care. The clinicians indicated tendencies to view consultations as affecting management in the majority of cases, to be more likely to seek consultation for outside imaging when the radiologist was on site, and to be less likely to repeat outside imaging when the radiologist was on site. The integrated reading room within the clinic has potential to improve the quality of care, for instance by facilitating increased review of outside imaging studies and thereby potentially reducing duplicate ordering and by enabling occasional direct image review with patients by radiologists. Copyright © 2014 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Reading Fluency Instruction for Students at Risk for Reading Failure

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Ring, Jeremiah J.; Barefoot, Lexie C.; Avrit, Karen J.; Brown, Sasha A.; Black, Jeffrey L.

2013-01-01

The important role of reading fluency in the comprehension and motivation of readers is well documented. Two reading rate intervention programs were compared in a cluster-randomized clinical trial of students who were considered at-risk for reading failure. One program focused instruction at the word level; the second program focused instruction…

Reading Strategies Used by Iranian EFL Learners While Reading Academic Texts

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Vida Yousefian

2015-11-01

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

[Future roles of clinical laboratories and clinical laboratory technologists in university hospitals].

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Yokota, Hiromitsu; Yatomi, Yutaka

2013-08-01

Clinical laboratories in university hospitals should be operated with a good balance of medical practice, education, research, and management. The role of a clinical laboratory is to promptly provide highly reliable laboratory data to satisfy the needs of clinicians involved in medical practice and health maintenance of patients. Improvement and maintenance of the quality of the laboratory staff and environment are essential to achieve this goal. In order to implement these requirements efficiently, an appropriate quality management system should be introduced and established, and evaluated objectively by a third party (e.g. by obtaining ISO 15189 certification). ISO 15189 is an international standard regarding the quality and competence of clinical laboratories, and specifies a review of the efficient operational system and technical requirements such as competence in implementing practical tests and calibration. This means the results of laboratory tests reported by accredited laboratories withstand any international evaluation, which is very important to assure the future importance of the existence and management of clinical laboratories as well as internationalization of medical practice. "Education" and "research" have important implications in addition to "medical practice" and "management", as the roles that clinical laboratories should play in university hospitals. University hospital laboratories should be operated by keeping these four factors in good balance. Why are "education" and "research" required in addition to "medical practice" services? If individual clinical laboratory technologists can provide an appropriate response to this question, the importance of the existence of clinical laboratories would be reinforced, without being compromised.

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

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

2004-11-01

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

Reading and writing academic practices in the phonoaudiology program at the University of Cauca

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Pilar Mirely Chois-Lenis

2010-09-01

Full Text Available This article presents some results of an investigation aimed to characterize the academic literacy practices that are developed in the Phonoaudiology program at the University of Cauca. In this descriptive study, a sample of 24 students was taken from those in the last semester of the first academic period of 2009, who answered a survey of 26 multiple choice questions. The results indicate that the academic moment for which the students write and read the most is for the courses, who develop these practices primarily to be assessed and predominantly read and write their own lecture notes and the materials prepared by their faculty, to the detriment of scientific articles or papers for publication. It is expected, from these results, to generate reflexion processes and actions that qualify the practices of academic literacy within the program for the benefit of academic and professional performance of their students and graduates.

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

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Shorkaee, Hossein Zabihi; Talebi, Seyed Hassan

2018-01-01

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

University Students Use of Computers and Mobile Devices for Learning and Their Reading Speed on Different Platforms

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Mpofu, Bongeka

2016-01-01

This research was aimed at the investigation of mobile device and computer use at a higher learning institution. The goal was to determine the current use of computers and mobile devices for learning and the students' reading speed on different platforms. The research was contextualised in a sample of students at the University of South Africa.…

Maintenance of Clinical Expertise and Clinical Research by the Clinical Professors at Gifu Pharmaceutical University.

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Tachi, Tomoya; Noguchi, Yoshihiro; Teramachi, Hitomi

2017-01-01

The clinical professors at Gifu Pharmaceutical University (GPU) provide pharmaceutical services at GPU Pharmacy, Gifu University Hospital, and Gifu Municipal Hospital to keep their clinical skills up-to-date; they also perform clinical research in collaboration with many clinical institutes. The Laboratory of Clinical Pharmacy is part of the Department of Pharmacy Practice and Science, to which the clinical professors belong, and is composed of three clinical professors (a professor, an associate professor, and an assistant professor). The professor administers the GPU Pharmacy as its director, while the associate professor and assistant professor provide pharmaceutical services to patients at Gifu Municipal Hospital, and also provide practical training for students in the GPU Pharmacy. Collectively, they have performed research on such topics as medication education for students, clinical communication education, and analysis of clinical big data. They have also conducted research in collaboration with clinical institutes, hospitals, and pharmacies. Here, we introduce the collaborative research between the Laboratory of Clinical Pharmacy and Gifu Municipal Hospital. These studies include "Risk factors contributing to urinary protein expression resulting from bevacizumab combination chemotherapy", "Hyponatremia and hypokalemia as risk factors for falls", "Economic evaluation of adjustments of levofloxacin dosage by dispensing pharmacists for patients with renal dysfunction", and "Effect of patient education upon discharge for use of a medication notebook on purchasing over-the-counter drugs and health foods". In this symposium, we would like to demonstrate one model of the association and collaborative research between these clinical professors and clinical institutes.

Universal brain signature of proficient reading: Evidence from four contrasting languages.

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Rueckl, Jay G; Paz-Alonso, Pedro M; Molfese, Peter J; Kuo, Wen-Jui; Bick, Atira; Frost, Stephen J; Hancock, Roeland; Wu, Denise H; Mencl, William Einar; Duñabeitia, Jon Andoni; Lee, Jun-Ren; Oliver, Myriam; Zevin, Jason D; Hoeft, Fumiko; Carreiras, Manuel; Tzeng, Ovid J L; Pugh, Kenneth R; Frost, Ram

2015-12-15

We propose and test a theoretical perspective in which a universal hallmark of successful literacy acquisition is the convergence of the speech and orthographic processing systems onto a common network of neural structures, regardless of how spoken words are represented orthographically in a writing system. During functional MRI, skilled adult readers of four distinct and highly contrasting languages, Spanish, English, Hebrew, and Chinese, performed an identical semantic categorization task to spoken and written words. Results from three complementary analytic approaches demonstrate limited language variation, with speech-print convergence emerging as a common brain signature of reading proficiency across the wide spectrum of selected languages, whether their writing system is alphabetic or logographic, whether it is opaque or transparent, and regardless of the phonological and morphological structure it represents.

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

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Ebru Kaya

2015-12-01

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

Metacognitive Online Reading Strategies in Foreign Language Learning Context at University

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Vilhelmina Vaičiūnienė

2014-03-01

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

Recovering the Power Inside: A Qualitative Study of Critical Reading in an Iranian University

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Sue-san Ghahremani Ghajar

2011-07-01

Full Text Available A fundamental goal of critical literacy approaches is to bring a change and empower students as critical agents and subjects of decision making. Students are expected to do more than simply accumulate information; they are encouraged to challenge their ‘taken for granted’ belief structures and transform themselves as well as their immediate social environment. In this article, we present a qualitative enquiry in a university reading course based on critical literacy. We explored how learners reflected on their individual/community and word/world concerns through critical understanding of texts and how they challenged and shattered their ‘taken for granted’ beliefs and started to transform into critical agents of voice and position. The data consists of 400 concept maps, called webs, and personal journals by fifty undergraduate English literature students at an Iranian University, as well as oral and written interviews. The data was qualitatively analyzed in search of themes that could illustrate students’ early thinking structures and their empowerment and transformations into subjects of decisions. The study revealed that, through webbing words/worlds and critically challenging texts, students took the opportunity to approach the knowledge and information presented to them analytically and critically. On this basis, we discuss how students were able to gain the power of critiquing, freeing their thoughts, finding and expressing their voice and position, discovering personal meanings in texts and contexts, cooperating and participating, and understanding learning for meaning through the critical act of reading.

University of Limpopo student nurses' clinical learning experiences ...

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University of Limpopo student nurses' clinical learning experiences in a public hospital at ... was applied to explore and describe the experiences of student nurses' clinical learning ... The ethical principles relevant to the study were observed.

Teachers' perceptions of strategy training in reading instruction

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Sallı, Ayşegül

2002-01-01

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

USING QUESTION GENERATING TECHNIQUE IN TEACHING READING COMPREHENSION FOR THE THIRD SEMESTER STUDENTS AT ENGLISH STUDY PROGRAM OF MUHAMMADIYAH UNIVERSITY OF BENGKULU

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Washlurachim Safitri Safitri

2016-04-01

Full Text Available The objective of this research was to find out Using Question Generating Technique Toward Students Reading Comprehension At The Third Semester Students At English Study Program Of Muhammadiyah University Of Bengkulu. The design of this research was Quasi experimental research. The subject of this research is students at the third semester of English study program. They were A class  that consist of 20 students and D class that consist of 20 students. In collecting data, the researcher used some steps; firstly the students were given a pre-test before the researcher applied Question Generating Technique. Then, the researcher did the treatment for three meetings to the experimental class, after that the researcher did post test to both classes. The last, the researcher analyzed the result of reading test by using criteria for the assessment. The final step was the researcher discussed and concluded the data. The result of this research showed that the tobt was  4,880. Whereas, the degree of freedom of post-test is 68, means that the ttable was 2.021. Based on the scores gained, it shows that tobt is higher than ttable (9,911>4,880. There is a significant difference between the post-test mean of the experimental and control class. The result also showed that the students’ comprehension in reading was significantly. In conclusion, the Question Generating Technique had been successfully gave positive effect to the students’ reading comprehension particularly in reading subject in English study program of University Muhammadiyah of Bengkulu.  Key Words : Question Generating Technique, Reading comprehension,

Reading Habits of Undergraduates and their Academic ...

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Reading is an indispensable tool of learning. Every course of study is accomplished partly through reading. Lecturers in the University usually have high expectations of a students‟ ability to cope with the demands of reading. However, reading as a practice and an art has tended to diminish. The general expectations of ...

Clinical profile of patients with myasthenia gravis followed at the University Hospital, Federal University of Minas Gerais

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Aline Mansueto Mourão

2015-04-01

Full Text Available Summary Objective: to determine the clinical profile of patients with myasthenia gravis (MG; followed at the Neuromuscular Diseases Clinic of the University Hospital, Federal University of Minas Gerais, Brazil, and to compare it with other Brazilian case series. Methods: sociodemographic and clinical data were collected from patients, and a systematic literature review performed, focusing on national studies on the clinical profile of MG patients. Results: sixty nine patients were enrolled in the study. Fifty five (91% subjects were female and the mean age (SD was 37.6 (±11.4 years. The mean disease duration was 14.1 years. Regarding treatment, prednisone was the most used strategy (64%, followed by the use of azathioprine (43%. There was no difference between thymectomized (42 and non-thymectomized (27 patients regarding disease severity and medication use. Conclusion: clinical and socio-demographic features of this MG sample from a University-based clinic resemble those reported in other Brazilian series and in the international literature.

A comparative study between clinical grading of anterior chamber flare and flare reading using the Kowa laser flare meter.

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Konstantopoulou, Kallirroi; Del'Omo, Roberto; Morley, Anne M; Karagiannis, Dimitris; Bunce, Catey; Pavesio, Carlos

2015-10-01

To assess the accuracy of standard clinical grading of aqueous flare in uveitis according to the Standardization of Uveitis Nomenclature consensus, and compare the results with the readings of the laser flare meter, Kowa 500. Two examiners clinically graded the flare in 110 eyes. The flare was then measured using the Kowa laser flare meter. Twenty-nine eyes were graded as anterior chamber flare +2; for 18 of these, the clinicians were in agreement, the rest differed by the order of one grade. The range of the laser flare meter for these eyes was 5.2-899.1 photons/ms. The median value was 41.4. Seventy-four eyes were graded with flare +1. Agreement was established in 51 of these eyes. Disagreement for the rest was again by the order of 1, and the flare meter range was 1.1-169.9 photons/ms, median value 18.4. For the clinical measure of flare 0, the clinicians disagreed on three out of five eyes. The flare meter readings ranged from 2.5 to 14.1 photons/ms, median value 9.9. Only two eyes were graded with flare +3 and there was one step disagreement on both of them. We found little evidence of association between the flare readings and intraocular pressure or age. Our findings suggest that clinical evaluation of aqueous flare is subjective. Compared with the Kowa laser flare meter's numeric readings, the discrepancies observed indicate that clinical grading is an approximate science. The laser flare meter provides an accurate, reproducible, non-invasive assessment of aqueous flare that can prove valuable in research and clinical decisions.

Learning to Read a Semitic Abjad: The Triplex Model of Hebrew Reading Development.

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Share, David L; Bar-On, Amalia

2017-07-01

We introduce a model of Hebrew reading development that emphasizes both the universal and script-specific aspects of learning to read a Semitic abjad. At the universal level, the study of Hebrew reading acquisition offers valuable insights into the fundamental dilemmas of all writing systems-balancing the competing needs of the novice versus the expert reader (Share, 2008). At the script-specific level, pointed Hebrew initially employs supplementary vowel signs, providing the beginning reader a consistent, phonologically well-specified script while helping the expert-to-be unitize words and morphemes via (consonantal) spelling constancy. A major challenge for the developing Hebrew reader is negotiating the transition from pointed to unpointed Hebrew, with its abundance of homographs. Our triplex model emphasizes three phases of early Hebrew reading development: a progression from lower-order, phonological (sublexical) sequential spelling-to-sound translation (Phase 1, Grade 1) to higher-order, string-level (lexical) lexico-morpho-orthographic processing (Phase 2, Grade 2) followed, in the upper elementary grades, by a supralexical contextual level (Phase 3) essential for dealing with the pervasive homography of unpointed Hebrew.

Cats, Comics, and Knausgård: Promoting Student Reading at a U.K. Academic Library with a Leisure Reading Collection

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Hurst, Susan; Marsh, Dominic; Brown, Dean; Forbes, Shona

2017-01-01

This case study describes the creation of a leisure reading collection in the Clifford Whitworth library at the University of Salford. It briefly surveys existing literature on leisure reading collections and looks at the growing interest among U.K. academic libraries in recreational reading. It considers the reasons for promoting reading as a…

Evaluation of the iPad as a low vision aid for improving reading ability

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Haji SA

2014-12-01

Full Text Available Shamim A Haji, Kumar Sambhav, Sandeep Grover, Kakarla V Chalam Department of Ophthalmology, University of Florida College of Medicine, Jacksonville, FL, USA Purpose: To evaluate the effect of the iPad as a low vision aid in improving the reading ability of low vision patients (LVPs. Methods: In this study, 228 consecutive patients that came for their routine eye care examination at the University of Florida, Jacksonville eye clinic, were enrolled. Patients met inclusion criteria if they had best-corrected visual acuity (BCVA of 20/100 or worse in the best corrected eye and were willing to participate in the study. The patient’s reading ability was assessed both with the patient’s own spectacles and an iPad. Patients were encouraged to enlarge the reading material as well as change the contrast until they could read comfortably. The number of patients able to read the text comfortably was recorded. Results: Out of the total 228 participants who qualified, 103 (45% were male and 125 (55% were female. Only 22% could read standard newsprint-sized text (N8 without the help of an iPad. With the help of an iPad, 94% participants with impaired vision were able to read standard newsprint-sized text (N8 or smaller text (P<0.01. Conclusion: The iPad, a new portable electronic media device, can be adapted by LVPs to improve their reading ability. Keywords: low vision devices, low vision patient, LVP, iPad

Author’s response: A universal approach to modeling visual word recognition and reading: not only possible, but also inevitable.

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Frost, Ram

2012-10-01

I have argued that orthographic processing cannot be understood and modeled without considering the manner in which orthographic structure represents phonological, semantic, and morphological information in a given writing system. A reading theory, therefore, must be a theory of the interaction of the reader with his/her linguistic environment. This outlines a novel approach to studying and modeling visual word recognition, an approach that focuses on the common cognitive principles involved in processing printed words across different writing systems. These claims were challenged by several commentaries that contested the merits of my general theoretical agenda, the relevance of the evolution of writing systems, and the plausibility of finding commonalities in reading across orthographies. Other commentaries extended the scope of the debate by bringing into the discussion additional perspectives. My response addresses all these issues. By considering the constraints of neurobiology on modeling reading, developmental data, and a large scope of cross-linguistic evidence, I argue that front-end implementations of orthographic processing that do not stem from a comprehensive theory of the complex information conveyed by writing systems do not present a viable approach for understanding reading. The common principles by which writing systems have evolved to represent orthographic, phonological, and semantic information in a language reveal the critical distributional characteristics of orthographic structure that govern reading behavior. Models of reading should thus be learning models, primarily constrained by cross-linguistic developmental evidence that describes how the statistical properties of writing systems shape the characteristics of orthographic processing. When this approach is adopted, a universal model of reading is possible.

Critical reading and critical thinking--study design and methodology: a personal approach on how to read the clinical literature.

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Lipman, Timothy O

2013-04-01

The volume of medical literature grows exponentially. Yet we are faced with the necessity to make clinical decisions based on the availability and quality of scientific information. The general strength (reliability, robustness) of any interpretation that guides us in clinical decision making is dependent on how information was obtained. All information and medical studies and, consequently, all conclusions are not created equal. It is incumbent upon us to be able to assess the quality of the information that guides us in the care of our patients. Being able to assess medical literature critically requires use of critical reading and critical thinking skills. To achieve these skills, to be able to analyze medical literature critically, takes a combination of education and practice, practice, and more practice.

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

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

2017-01-01

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

Neck Pain Occurrence and Characteristics in Nigerian University Undergraduates

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Olufunke Patience Iroko

2010-06-01

Full Text Available AIM: University students seem to be a high risk group for neck pain which often leads to diminished concentration and academic performance among them. This study examined the occurrence and characteristics of neck pain in undergraduate students from the University of Ibadan, Nigeria. METHOD: One thousand and sixty nine (512 male and 557 female undergraduate students with the mean age of 23.49 ± 2.54 years responded in this cross-sectional survey. An adapted questionnaire that sought information on demographics, occurrence, characteristics and the consequence of neck pain on activities of daily living served as the survey instrument. Data were summarized using descriptive statistics. RESULTS: Lifetime prevalence and current frequency of neck pain among the respondents was 34.9% and 9.8% respectively. Female students had a higher preponderance of lifetime neck pain prevalence than their male counterparts (52.8 vs. 47.2%. There was higher frequency of neck pain after admission into the university than before (68.6 vs. 28.7%. Neck pain increased according to level of study and commoner among clinical students. 20% of the respondents reported chronic neck pain and was commoner in males than females (13% vs. 7% females. Seats without back supports used during lectures (48.0%, long reading hours (31.4%, poor self perpetuating posture (16.6%, and types of pillow used when sleeping (14.2% were the most implicated predisposing factors to neck pain. Reading (49.7% and concentration on school work (27.9% were the most limited activities of daily living. CONCLUSION: Neck pain is common among Nigerian university undergraduate students and affects females than males. The prevalence increased with higher level of study and commoner among clinical students. Neck pain mostly affects reading and concentration on school work among university undergraduate students. [TAF Prev Med Bull 2010; 9(3.000: 167-174

Writing-Reading Relationships: Effectiveness of Writing Activities As Pre-Reading Tasks to Enhance L2 Inferential Reading Comprehension

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Thilina Indrajie Wickramaarachchi

2014-10-01

Full Text Available The study examines the interaction between reading and writing processes in general and more specifically the impact of pre-reading tasks incorporating writing tasks (referred to as “prw tasks” in helping the development of inferential reading comprehension. A sample of 70 first year ESL students of the University of Kelaniya were initially selected with one group (experimental group engaging in “prw tasks” while the other group (control group performing the tasks without a pre-reading component. The intervention was for 6 sessions (one hour in each session. At the end of each session, the performance of the two groups was measured and the test scores were analyzed using the data analysis package SPSS to determine the effectiveness of the intervention. The results indicated that the experimental group had significantly performed better than the control group which indicated the effectiveness of the prw tasks in improving reading comprehension.

Reading and Love: Encouraging Love of Reading at Home and School: Proceedings of the Annual Symposium on Reading (6th, Mangilao, Guam, January 18, 1986).

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Cotton, Eileen G., Ed.

Representing the expertise of university education professors and public school teachers, the articles in these proceedings focus on encouraging reading and fostering lifelong reading habits. Titles of the papers and their authors are as follows: (1) "Television and Books: Friends or Foes" (Jeannetta H. Caplan); (2) "Encouraging the…

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

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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…

Reading Journal as A Way to Improve Students’ Comprehension toward A Textbook Reading Material

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Menik Winiharti

2014-11-01

Full Text Available Reading journal is one way to record students’ independent learning based on text they read. This study was conducted to find out the students’ level of reading comprehension through some notes written in the reading journal, the extent to which the activity of writing reading journals improved students’ reading comprehension, whether the students got benefit from reading journal. There were 104 respondents coming from four different departments in Bina Nusantara University were asked to read a text related to the subject they learned in a certain session. Then they were assigned to write a journal that records the things they had read. When this task was finished, the lecturer ran a quiz containing related questions to check whether they really understood the content of the text. Afterwards, students were to fill in a questionnaire regarding their opinion on the impact of the reading journal toward their reading comprehension. The findings indicate that more than half of the participants appear to understand the material well, and the task plays a certain role in improving students’ understanding. The most crucial thing is that most students think they get benefit by writing the reading journal.

Characteristics of specific reading disability in children from a neuropsychological clinic in Mexico City

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Poblano Adrián

2002-01-01

Full Text Available Objective. This report describes the main clinical features associated with specific reading disability (RD in a group of 778 school-age children studied in a Neuropsychological Clinic in Mexico City. Material and Methods. The study was performed retrospectively, using data abstracted from clinical records of subjects seen in 1995-1996. Children were mainly from low and middle economic strata and aged between 6 to 12 years. The following data were collected: age, gender, diagnosis, school grade, food intake, maternal complications during pregnancy, perinatal and postnatal neurological risk factors, and neurological signs and handedness. Results. Subjects with RD had a mean age of 102.9 months, were predominantly male (male female ratio, 2:1. Among the study group, 49.1% of the children were diagnosed with RD of a visuo-sensory-motor type, and 75.1% were from early school years (1st to 3rd grades; 27.6% showed evidence of malnutrition. A previous history of language disorders (49.2%, and a high frequency of perinatal risk factors and neurological soft signs were also found. Conclusions. This study shows that variables such as gender, food intake, and genetic and neurological risk factors, were associated with reading disabilities in school children.

A Case for Improved Reading Instruction for Academic English Reading Proficiency

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Glenn Ole Hellekjær

2008-06-01

Full Text Available This article presents a study of the academic reading proficiency in English of 217 senior level Norwegian upper secondary school students who upon graduation are considered qualified for higher education. Testing with an International English Language Testing System (IELTS Academic Reading Module revealed that two thirds of the 178 respondents with ordinary EFL courses did not achieve the equivalent of the IELTS Band 6 score minimum that is usually required for admission to British and Australian universities. In comparison, two thirds of a sample of 39 respondents with a single, sheltered Content and Language Integrated Learning (CLIL subject achieved a Band 6 score or better. Closer analysis indicates that the poor test scores can be attributed to weaknesses in current English as a Foreign Language (EFL instruction where reading is neglected, where students do not learn to adjust how they read to reading purpose, and where they do not learn how to handle unfamiliar words to avoid disrupting the reading process. The article ends with suggestions on how to improve EFL instruction, in Norway and elsewhere.

Teachers' Use of Technology in a Reading Clinic.

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Balajthy, Ernest; Reuber, Kristin; Robinson, Corrine

2001-01-01

Explains results when graduate students studying to become reading specialists tutored struggling readers in one-on-one sessions in which the clinicians were required to make significant use of technology in their instruction. Concludes that clinicians often did not have clear reading or literacy objectives when using computer-based instruction.…

Characteristics of Patients Who Report Confusion After Reading Their Primary Care Clinic Notes Online.

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Root, Joseph; Oster, Natalia V; Jackson, Sara L; Mejilla, Roanne; Walker, Jan; Elmore, Joann G

2016-01-01

Patient access to online electronic medical records (EMRs) is increasing and may offer benefits to patients. However, the inherent complexity of medicine may cause confusion. We elucidate characteristics and health behaviors of patients who report confusion after reading their doctors' notes online. We analyzed data from 4,528 patients in Boston, MA, central Pennsylvania, and Seattle, WA, who were granted online access to their primary care doctors' clinic notes and who viewed at least one note during the 1-year intervention. Three percent of patients reported confusion after reading their visit notes. These patients were more likely to be at least 70 years of age (p education (p reading visit notes (relative risk [RR] 4.83; confidence interval [CI] 3.17, 7.36) compared to patients who were not confused. In adjusted analyses, they were less likely to report feeling more in control of their health (RR 0.42; CI 0.25, 0.71), remembering their care plan (RR 0.26; CI 0.17, 0.42), and understanding their medical conditions (RR 0.32; CI 0.19, 0.54) as a result of reading their doctors' notes compared to patients who were not confused. Patients who were confused by reading their doctors' notes were less likely to report benefits in health behaviors. Understanding this small subset of patients is a critical step in reducing gaps in provider-patient communication and in efforts to tailor educational approaches for patients.

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

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Cucu Sutarsyah

2016-02-01

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

Negotiation between peers: strategic device for a reading and writing program at the university level

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Estela Ines Moyano

2016-09-01

Full Text Available The following paper focuses on the description and exemplification of a device which is the core of the Academic Reading and Writing Program (PROLEA, for its acronym in Spanish conducting at University of Flores (UFLO: the “negotiation between peers” or “negotiation between teaching partners”. The Program design is based on the Sydney School's developments in Systemic Functional Linguistics. The negotiation between peers comprises the work between a professor on academic and professional literacies, who is a member of the Program, and the professors of each of the specific subjects involved. In order to successfully implement this modality, the realization of the negotiation between peers is necessary. This device entails a series of agreements between the professors involved about the teaching of the curricula contents through reading and writing tasks. First in this paper, the negotiation between peers is characterized, and its function and value in the Program are highlighted; second, two scenarios of application are presented in order to show the device contribution as well as its difficulties and the way of resolution of the problems found.

Reclaiming the Universal: Postcolonial Readings of Selected Anglophone Poems by Filipino Poets

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J. Neil C. Garcia

2014-12-01

Full Text Available After giving a summary of postcolonial theory’s understanding of universalism, the author of this article critically “re-functions” and re-contextualizes this concept within the history of postcolonial literatures, defining it as a textual “register” rather than just a theme. In this manner, he pursues the argument that the universalist trope can indeed be “postcolonially reclaimed”—a task that is carried out in his readings of a selection of well-known lyric texts written by some of the most important poets of the Philippines’ anglophone tradition. Crucial to this project is the recognition of the multiplicity of postcolonial modes of writing, most of which do not self-consciously traffic in the particularities of ethnopoetic “local-coloring.” Instead, they interpretively require—despite their seemingly self-evident accessibility and assimilability— a ruthlessly specifying, critical approach. This is an approach that seeks, first and foremost, to locate a text resolutely within the context of its production and intended consumption. Germane to this activity is the idea that the universal, once situated, is always specific. Suffice it to say that Philippine literature’s many (mostly lyric gestures toward “generality” and “abstraction” need to be seen in this historicizing light.

Reading for Pleasure and Creativity among College Students

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Kelly, Kathryn E.; Kneipp, Lee B.

2009-01-01

This study explored the relationship between reading for pleasure and creativity. University students (N = 225) completed measures of reading for pleasure and creativity (SCAB). The results indicated that reading for pleasure was significantly, positively correlated to creativity. Implications for the classroom are explored, including possible…

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

Science.gov (United States)

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

2007-01-01

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

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

OpenAIRE

Krakyte, Asta

2006-01-01

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

A Test of a Linear Programming Model as an Optimal Solution to the Problem of Combining Methods of Reading Instruction

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Mills, James W.; And Others

1973-01-01

The Study reported here tested an application of the Linear Programming Model at the Reading Clinic of Drew University. Results, while not conclusive, indicate that this approach yields greater gains in speed scores than a traditional approach for this population. (Author)

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

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Izyani Mohamad Zaki

2008-12-01

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

Reading and Dyslexia in Different Orthographies

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

2010-01-01

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

Indications, imaging technique, and reading of cardiac computed tomography: survey of clinical practice

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Maurer, M.H.; Zimmermann, E.; Germershausen, C.; Hamm, B. [Charite - Universitaetsmedizin Berlin, Department of Radiology, Berlin (Germany); Schlattmann, P. [University Hospital of Friedrich-Schiller University Jena, Department of Medical Statistics, Computer Sciences and Documentation, Jena (Germany); Dewey, Marc [Charite - Universitaetsmedizin Berlin, Department of Radiology, Berlin (Germany); Charite - Universitaetsmedizin Berlin, Humboldt-Universitaet zu Berlin, Department of Radiology, Berlin, PO Box 10098 (Germany)

2012-01-15

To obtain an overview of the current clinical practice of cardiac computed tomography (CT). A 32-item questionnaire was mailed to a total of 750 providers of cardiac CT in 57 countries. A total of 169 questionnaires from 38 countries were available for analysis (23%). Most CT systems used (94%, 207/221) were of the latest generation (64-row or dual-source CT). The most common indications for cardiac CT was exclusion of coronary artery disease (97%, 164/169). Most centres used beta blockade (91%, 151/166) and sublingual nitroglycerine (80%, 134/168). A median slice thickness of 0.625 mm with a 0.5-mm increment and an 18-cm reconstruction field of view was used. Interpretation was most often done using source images in orthogonal planes (92%, 155/169). Ninety percent of sites routinely evaluate extracardiac structures on a large (70%) or cardiac field of view (20%). Radiology sites were significantly more interested in jointly performing cardiac CT together with cardiology than cardiologists. The mean examination time was 18.6 {+-} 8.4 min, and reading took on average 28.7 {+-} 17.8 min. Cardiac CT has rapidly become established in clinical practice, and there is emerging consensus regarding indications, conduct of the acquisition, and reading. (orig.)

Brucellosis in Kosovo and Clinical Features of Brucellosis at University clinical center of Kosovo

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Buçaj, Emine; Puca, Edmond; Namani, Sadie; Bajrami, Muharem; Krasniqi, Valbon; Berisha, Lindita; Jakupi, Xhevat; Halili, Bahrie; Kraja, Dhimiter

2015-01-01

Objective: Brucellosis became a remarkable disease in Kosovo. But there is not a comprehensive epidemiological study about pidemiology and clinical course of this disease from Kosovo. The aim of our study is to present demographic and clinical data of patients with brucellosis at University Clinical Center of Kosovo.Methods: A retrospective study was performed for the patients with brucellosis treated in our clinic during years 2011- 2012. The data about demography, history of the disease, cl...

Anxiety and Academic Reading Performance among Malay ESL Learners

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Mohd. Zin, Zuhana; Rafik-Galea, Shameem

2010-01-01

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

Hacia una didáctica para la lectoescritura en el contexto universitario / Towards a didactics for reading and writing in the foreign language in the university context

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Orlando Alberteris Galbán

2017-05-01

Full Text Available Reading and writing in the university context need a coherent didactic direction that contributes to the students’ comprehensive education. The article offers some components for a didactics for reading and writing, based on the integration of the afore mentioned components of verbal activity, that share the base knowledge, taking into account the relations between comprehension and production stated as a constellation of interrelated processes. The methods used allowed the systematization of basic elements to structure the didactics. An operational model for reading and writing was also introduced. Its practical implementation evidenced higher levels in reading and writing performance of the students. Keywords: a, , , interrelated processes, foreign languages.

SHAPING OUR READING CLASSROOM ALIVE

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Ani Purjayanti

2017-04-01

Full Text Available Reading Comprehension has been determined (by the Director of First Common Year Program to be one of the core subjects for the first year IPB students, either in semester one or two. With the objective of being able to read English texts effectively and efficiently, the teaching of reading for these undergraduate programs are basically confined to skills that can develop reading speed and improve students‘ comprehension and reasoning abilities. Thus, skills like finding both general and specific ideas, guessing unknown words, finding meanings from English-English dictionary, predicting, ad nfinding inferences are those need to be covered. Such kind of teaching, however, can sometimes become a demanding task when dealing with certain classroom conditions and with certain targets. It is, therefore, a challenge for all English teachers in my university to be able to carry out the task well so as to achieve the above teaching objectives. Meanwhile, students‘ evaluation reveals that 3 semesters ago, teachers obtained various scores in their teaching evaluation, ranging from 2 to 3.7 out of the 1-4 scale. This paper, accordingly, is written to find out the teaching method and strategies used by those obtaining relatively good scores (3.2 and above in order to disseminate them as better insights for the teaching of reading not only in my university but also other schools or colleges.

Reading Comprehension Difficulties among French Students of the ...

African Journals Online (AJOL)

Reading Comprehension Difficulties among French Students of the University of Education, Winneba: ... The quality of work done depends so much on the level of understanding of the reading text by students. ... AJOL African Journals Online.

Reading and Reality. Proceedings of the Annual Reading Conference (14th, Terre Haute, Indiana, June 14, 1984).

Science.gov (United States)

Gibbs, Vanita M., Comp.; Waterman, David C., Comp.

Intended for reading teachers, this pamphlet contains the presentations of the 14th annual reading conference at Indiana State University, beginning with opening remarks by David C. Waterman and welcoming comments by J. Stephen Hazlett. In the opening address, "What Good is Comprehension without Composition?" by Sharon and David Moore, the role of…

Evaluation of the iPad as a low vision aid for improving reading ability.

Science.gov (United States)

Haji, Shamim A; Sambhav, Kumar; Grover, Sandeep; Chalam, Kakarla V

2015-01-01

To evaluate the effect of the iPad as a low vision aid in improving the reading ability of low vision patients (LVPs). In this study, 228 consecutive patients that came for their routine eye care examination at the University of Florida, Jacksonville eye clinic, were enrolled. Patients met inclusion criteria if they had best-corrected visual acuity (BCVA) of 20/100 or worse in the best corrected eye and were willing to participate in the study. The patient's reading ability was assessed both with the patient's own spectacles and an iPad. Patients were encouraged to enlarge the reading material as well as change the contrast until they could read comfortably. The number of patients able to read the text comfortably was recorded. Out of the total 228 participants who qualified, 103 (45%) were male and 125 (55%) were female. Only 22% could read standard newsprint-sized text (N8) without the help of an iPad. With the help of an iPad, 94% participants with impaired vision were able to read standard newsprint-sized text (N8) or smaller text (PiPad, a new portable electronic media device, can be adapted by LVPs to improve their reading ability.

Üniversite Öğrencilerinin Okuma Alışkanlığı: Ankara Üniversitesi Örneği / Reading Habit of University Students: The Model of Ankara University

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Hüseyin Odabaş, Z. Canan Odabaş ve Coşkun Polat

2008-10-01

Full Text Available [Turkish abstract]Okuma alışkanlığı, okuma eyleminin sürekli, düzenli ve eleştirel olarak sürdürülmesidir. Okuma alışkanlığının özünde sürdürülebilirlik yaklaşımı bulunmaktadır. Sürdürülebilir okuma alışkanlığı, bireyin yaşamının her döneminde okuma eylemini kalıcı ve düzenli olarak devam ettirmesini ifade eder. Türkiye’de okuma kültürünün gelişmiş ülke ortalamalarının oldukça altında olduğu bilinmektedir. Bu bakımdan çalışmanın temel amacı Türkiye’nin genel yapısında gözlemlenen bu olumsuz tablonun üniversite öğrencileri üzerine ne düzeyde yansıdığına ilişkin durum saptamasıdır. Çalışmada ilk olarak okuma alışkanlığı kavramsal olarak irdelenmekte, daha sonra Türkiye’de okuma alışkanlığının durumu ortaya konmakta ve son olarak da Ankara Üniversitesi lisans öğrencileri üzerinde yapılan anket uygulamasının sonuçları değerlendirilmektedir. Çıkan sonuçlar yüksek öğrenim boyunca öğrencilerin okuma becerisinde gelişme olduğunu, buna karşın yeterli okuma alışkanlığına sahip olmadıklarını göstermektedir. [English abstract] Reading habit is the realization of reading activity in a continuous, systematic and critical way. In the essence of this habit, the marking approach is sustainability. Sustainable reading habit is that an individual continues with his/her reading activity at every of his/her life’s phases, and in a permanent and proper form. It is known that, reading habit as a cultural attitude in Turkey is on the average lower than those being exercised in developed countries. This study aims at examining effects of this negative situation on university students. In the first part of the paper, conceptual analysis of reading habit is made and then, the intensity of the reading habit in Turkey is examined. Finally, the results of survey study conducted among Ankara University students are evaluated. Results reveal that

Effective Reading in a Foreign Language: An Experimental Reading Course in English for Overseas Students.

Science.gov (United States)

Hill, J. K.

1981-01-01

Describes experimental program at the Language Center of the University of Kent at Canterbury in which Belgian university students participated in a course designed to increase their English reading speed. Purpose of course was to decrease tendency to concentrate on every word. Results suggest the participating students made significant progress.…

Reading as a Thinking Process; Proceedings of the Annual Reading Conference (5th, Indiana State University, Terre Haute, June 12-13, 1975).

Science.gov (United States)

Waterman, David C.; Gibbs, Vanita M.

Thinking skills in children, effectively developed through reading, were emphasized at this reading conference. Three types of thinking skills linked to reading are: decoding symbols from the printed page, seeking factual meaning through recall; reading interpretively, understanding cause and effect reasoning or seeking the main idea of sentences;…

University psychiatry in Italy: organisation and integration of university clinics and the National Health Service

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Pier Maria Furlan

2013-09-01

Full Text Available INTRODUCTION: In the Italian psychiatric system, community-based care has become increasingly important and widespread since the national reform of 1978. This report aims to provide an overview of the involvement of university medical schools in this process, considering their responsibility for teaching and training specialist practitioners and professionals. METHODS: The study was carried out between early 2010 and February 2011. An 18-items, self-administered, questionnaire was designed to investigate the number of faculty members that are responsible both for running a clinical ward and for providing community-based healthcare. RESULTS: Nine out of 53 faculty members (17% manage a Mental Health Department, 9 (17% manage a University Department, and 2 (3.8% manage both types of department. Less than half of the teachers have full responsibility (hospital and community; however the percentage reaches 73.2% if we include the hospital wards open to the community emergencies. The remaining 26.8% have no responsibility for community psychiatry. Moreover there were undoubtedly still too many universities with specialisation schools that are without an appropriate network of facilities enabling them to offer complex psychiatric training. DISCUSSION: As expected, there were several types of healthcare management that were not uniformly distributed throughout Italy and there were also marked differences between mental health care provision in the North, Centre, and South of Italy. The university involvement in clinical responsibility was great, but at the management level there was a lack of equality in terms of clinical care, which risks being reflected also on the institutional functions of teaching and research.

Linguistic Proficiency and Strategies on Reading Performance in English

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Talebi, Seyed Hassan

2015-01-01

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

An analysis of reading profiles of first-year students at Potchefstroom ...

African Journals Online (AJOL)

An analysis of reading profiles of first-year students at Potchefstroom University: a cross-sectional study and a case study. ... South African Journal of Education ... that these students experienced problems across all aspects of the reading process (i.e. vocabulary, fluency, reading comprehension, and reading strategy use).

Predictors of Early Termination in a University Counseling Training Clinic

Science.gov (United States)

Lampropoulos, Georgios K.; Schneider, Mercedes K.; Spengler, Paul M.

2009-01-01

Despite the existence of counseling dropout research, there are limited predictive data for counseling in training clinics. Potential predictor variables were investigated in this archival study of 380 client files in a university counseling training clinic. Multinomial logistic regression, predictive discriminant analysis, and classification and…

Evaluating the Interpretations and Use of Curriculum-Based Measurement in Reading and Word Lists for Universal Screening in First and Second Grade

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January, Stacy-Ann A.; Ardoin, Scott P.; Christ, Theodore J.; Eckert, Tanya L.; White, Mary Jane

2016-01-01

Universal screening in elementary schools often includes administering curriculum-based measurement in reading (CBM-R); but in first grade, nonsense word fluency (NWF) and, to a lesser extent, word identification fluency (WIF) are used because of concerns that CBM-R is too difficult for emerging readers. This study used Kane's argument-based…

A Call to Embrace Social Reading in Higher Education

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Dean, Matthew D.

2016-01-01

Social reading can broadly be described as the experience surrounding the reading of electronic books, more commonly known as eBooks. Utilising eTextbooks and social reading at a university offers some powerful potential to engage students and help them succeed in their studies. A broad overview of the current landscape and recent initiatives…

Reading: Focus for Enjoyment. Proceedings of the Annual Reading Conference (10th, Terre Haute, Indiana, June 12-13, 1980). Studies in Curriculum Development No. 1, 1981.

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Waterman, David C., Comp.; Gibbs, Vanita M., Comp.

Focusing on reading for enjoyment, the seven articles in this collection were drawn from the Tenth Annual Reading Conference held at Indiana State University. Topics discussed in the articles are: (1) reading aloud to students, (2) how to have fun while teaching vocabulary, (3) the enjoyment and affective dimensions of "EAS into Reading," (4)…

Eighteen-month Clinical Study of Universal Adhesives in Noncarious Cervical Lesions.

Science.gov (United States)

Ruschel, V C; Shibata, S; Stolf, S C; Chung, Y; Baratieri, L N; Heymann, H O; Walter, R

To evaluate the clinical performance of Scotchbond Universal (3M Oral Care) and Prime & Bond Elect (Dentsply Sirona) in the restoration of noncarious cervical lesions (NCCLs). This was a randomized controlled clinical trial involving 63 subjects. Two hundred and three NCCLs were restored using Scotchbond Universal and Prime & Bond Elect using both an etch-and-rinse and a self-etch technique. Lesions were notch-shaped NCCLs, and the restorations were placed without any mechanical retention. Restorations were finished immediately after placement and scored with regard to retention, marginal discoloration, marginal adaptation, and secondary caries. Similar assessment of the restorations was performed 18 months after placement. Logistic regression was performed for each outcome separately with a compound symmetric variance-covariance structure assumed to consider a correlation of restorations within subjects. All analyses were conducted using SAS version 9.4 (SAS Inc). One hundred and fifty-eight teeth (77.8% of the restorations placed) in 46 subjects (73% of subjects enrolled) were available for the 18-month follow-up. A statistically significant difference was reached only for the comparison Scotchbond Universal/self-etch (SU_SE) and Prime & Bond Elect/etch-and-rinse (PBE_E&R) groups ( p=0.01), where a restoration with SU_SE was 66% less likely to maintain a score of Alpha for marginal discoloration than a restoration performed with PBE_E&R. Scotchbond Universal and Prime & Bond Elect presented acceptable clinical performance after 18 months of clinical service. However, Scotchbond Universal, when applied with a self-etch approach, did demonstrate a relatively high level of marginal discoloration when compared to the other groups.

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

Science.gov (United States)

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

2017-01-01

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

Clinical fMRI of language function in aphasic patients: Reading paradigm successful, while word generation paradigm fails

International Nuclear Information System (INIS)

Engstroem, Maria; Landtblom, Anne-Marie; Ragnehed, Mattias; Lundberg, Peter; Karlsson, Marie; Crone, Marie; Antepohl, Wolfram

2010-01-01

Background: In fMRI examinations, it is very important to select appropriate paradigms assessing the brain function of interest. In addition, the patients' ability to perform the required cognitive tasks during fMRI must be taken into account. Purpose: To evaluate two language paradigms, word generation and sentence reading for their usefulness in examinations of aphasic patients and to make suggestions for improvements of clinical fMRI. Material and Methods: Five patients with aphasia after stroke or trauma sequelae were examined by fMRI. The patients' language ability was screened by neurolinguistic tests and elementary pre-fMRI language tests. Results: The sentence-reading paradigm succeeded to elicit adequate language-related activation in perilesional areas whereas the word generation paradigm failed. These findings were consistent with results on the behavioral tests in that all patients showed very poor performance in phonemic fluency, but scored well above mean at a reading comprehension task. Conclusion: The sentence-reading paradigm is appropriate to assess language function in this patient group, while the word-generation paradigm seems to be inadequate. In addition, it is crucial to use elementary pre-fMRI language tests to guide the fMRI paradigm decision.

Clinical fMRI of language function in aphasic patients: Reading paradigm successful, while word generation paradigm fails

Energy Technology Data Exchange (ETDEWEB)

Engstroem, Maria; Landtblom, Anne-Marie; Ragnehed, Mattias; Lundberg, Peter (Center for Medical Image Science and Visualization (CMIV), Linkoeping Univ., Linkoeping (Sweden)), e-mail: maria.engstrom@liu.se; Karlsson, Marie; Crone, Marie (Dept. of Clinical and Experimental Medicine/Logopedics, Linkoeping Univ., Linkoeping (Sweden)); Antepohl, Wolfram (Dept. of Clinical and Experimental Medicine/Rehabilitation, Linkoeping Univ., Linkoeping (Sweden))

2010-07-15

Background: In fMRI examinations, it is very important to select appropriate paradigms assessing the brain function of interest. In addition, the patients' ability to perform the required cognitive tasks during fMRI must be taken into account. Purpose: To evaluate two language paradigms, word generation and sentence reading for their usefulness in examinations of aphasic patients and to make suggestions for improvements of clinical fMRI. Material and Methods: Five patients with aphasia after stroke or trauma sequelae were examined by fMRI. The patients' language ability was screened by neurolinguistic tests and elementary pre-fMRI language tests. Results: The sentence-reading paradigm succeeded to elicit adequate language-related activation in perilesional areas whereas the word generation paradigm failed. These findings were consistent with results on the behavioral tests in that all patients showed very poor performance in phonemic fluency, but scored well above mean at a reading comprehension task. Conclusion: The sentence-reading paradigm is appropriate to assess language function in this patient group, while the word-generation paradigm seems to be inadequate. In addition, it is crucial to use elementary pre-fMRI language tests to guide the fMRI paradigm decision.

Readings in risk

National Research Council Canada - National Science Library

Glickman, Theodore S; Gough, Michael

1990-01-01

... from Resources for the Future are distributed worldwide by The Johns Hopkins University Press. Library of Congress Cataloging-in-Publication Data Readings in risk I Theodore S. Glickman and Michael Gough, editors. p. cm. Includes bibliographical references. ISBN 0-915707-55-1 (alk. paper) 1. Technology-Risk assessment. 2. Health risk assessment....

Managing University Clinical Partnership: Learning from International Experience

Science.gov (United States)

Davies, Stephen; Smith, Tom

2004-01-01

Dialogue between the leaders of academic clinical organisations in different countries has revealed that the core elements of the partnership between universities and health care systems are remarkably consistent across national boundaries. There is now an impetus to move beyond analysis of common challenges and towards strategies for success that…

[Systematic Readability Analysis of Medical Texts on Websites of German University Clinics for General and Abdominal Surgery].

Science.gov (United States)

Esfahani, B Janghorban; Faron, A; Roth, K S; Grimminger, P P; Luers, J C

2016-12-01

Background: Besides the function as one of the main contact points, websites of hospitals serve as medical information portals. As medical information texts should be understood by any patients independent of the literacy skills and educational level, online texts should have an appropriate structure to ease understandability. Materials and Methods: Patient information texts on websites of clinics for general surgery at German university hospitals (n = 36) were systematically analysed. For 9 different surgical topics representative medical information texts were extracted from each website. Using common readability tools and 5 different readability indices the texts were analysed concerning their readability and structure. The analysis was furthermore stratified in relation to geographical regions in Germany. Results: For the definite analysis the texts of 196 internet websites could be used. On average the texts consisted of 25 sentences and 368 words. The reading analysis tools congruously showed that all texts showed a rather low readability demanding a high literacy level from the readers. Conclusion: Patient information texts on German university hospital websites are difficult to understand for most patients. To fulfill the ambition of informing the general population in an adequate way about medical issues, a revision of most medical texts on websites of German surgical hospitals is recommended. Georg Thieme Verlag KG Stuttgart · New York.

Living Language through Creative Reading; Proceedings of the Annual Reading Conference (4th, Indiana State University, Terre Haute, June 13-14, 1974).

Science.gov (United States)

Waterman, David C., Ed.; Gibbs, Vanita M., Ed.

These proceedings are published primarily for the purpose of helping teachers to improve their reading instruction. The contents include "Official Program"; "I Wish Children Literature" by Lee Bennett Hopkins, which discusses the importance of providing children with good reading materials; "Black English and Reading" by Ronald W. Bruton, which…

Effectiveness of an Interface for Strategic Reading on University Students: an Exploratory Study

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Luis Zarzosa Escobedo

2007-11-01

Full Text Available A computer interface for training university students in reading comprehension of expository-argumentative texts is presented. A text is divided into several sections, for each of which several questions are presented; the reader must select an answer from among various choices and then a feedback screen is presented according to the answer. Two experiments were carried out to test the program’s effectiveness. The first one compared the performance of 50 students in two successive but equivalent lessons. In the second one, the performance of 18 students after four lessons was compared with that of 15 students after a single lesson. There were statistically significant differences in both experiments that support the training effectiveness, although with noticeable variability between participants. The scope and limitations of the program due to the number of lessons and the size of the population sample in the second experiment are discussed in relation to the outcomes.

Identifying high-functioning dyslexics: is self-report of early reading problems enough?

Science.gov (United States)

Deacon, S Hélène; Cook, Kathryn; Parrila, Rauno

2012-07-01

We used a questionnaire to identify university students with self-reported difficulties in reading acquisition during elementary school (self-report; n=31). The performance of the self-report group on standardized measures of word and non-word reading and fluency, passage comprehension and reading rate, and phonological awareness was compared to that of two other groups of university students: one with a recent diagnosis (diagnosed; n=20) and one with no self-reported reading acquisition problems (comparison group; n=33). The comparison group outperformed both groups with a history of reading difficulties (self-report and diagnosed) on almost all measures. The self-report and diagnosed groups performed similarly on most tasks, with the exception of untimed reading comprehension (better performance for diagnosed) and reading rate (better performance for self-report). The two recruitment methods likely sample from the same underlying population but identify individuals with different adaptive strategies.

Exploring Metacognitive Online Reading Strategies of Non-Native English-Speaking Translation Students

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Zarrabi, Shayesteh

2016-01-01

International students, a growing population in US universities, need to possess excellent reading skills in order to succeed. American universities also benefit from admitting students who do not require remedial English classes. Reading online has become an integrated part of college education, which requires students to have additional skills.…

Clinical Engeneering Experience at the Hospital of the State University of Londrina

OpenAIRE

Ernesto Fernando Ferreyra Ramírez

2002-01-01

This paper describes the four-year experience of implementation of Clinical Engineering services at the Hospital of the State University of Londrina (HURNP/UEL). It was performed by the Electrical Engineering Department (DEEL), through a project involving lecturers and students from the Electrical and Civil Engineering Courses of the same university. The main objectives were the formation of human resources in the Clinical Engineering area and a positive contribution to the healthcare service...

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

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Maurits van den Noort

2015-01-01

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

The impact of an academic reading programme in the Bachelor of Education (intermediate and senior phase degree

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Candice Livingston

2015-05-01

Full Text Available Research regarding the academic reading load experienced by first year students at universities in South Africa indicated that students are woefully under-prepared to deal with this load as they have limited reading experiences and strategies. This led to the implementation of an academic reading programme at a university of technology. In order to measure the impact of this academic reading programme, a sequential explanatory mixed-method model was designed to determine if the reading programme had led to any significant gains in reading speed and reading comprehension. The results of the empirical study indicated that the academic reading programme improved reading speed whilst maintaining comprehension.

Building school-based reading practices

African Journals Online (AJOL)

Erna Kinsey

context of the academic subjects which they study at school, rather than in areas traditionally associated with learners' out-of-school interests ... the majority of the learners had not seen their parents reading a book ..... Harvard University Press.

Activating the Need to Know in Reading Instruction: One Teacher Educator's Practice

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Nelson, Priscilla S.

2012-01-01

This article examines one teacher educator's teaching of reading methods at a university that was recognized for exemplary reading instruction. Data collected over the course of one semester indicated that she modeled the teaching of reading and served as a catalyst in activating preservice teachers' need to know about how to teach reading by…

Integration of a framework with a learning management system for detection, assessment and assistance of university students with reading difficulties

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Carolina Mejía Corredor

2015-12-01

Full Text Available Rev.esc.adm.neg Dyslexia is a common learning disability in Spanish-speaking university students, and requires special attention from higher educational institutions in order to support affected individuals during their learning process. In previous studies, a framework to detect, assess and assist university students with reading difficulties related to dyslexia was developed. In this paper, the integration of this framework with a Learning Management System (LMS is presented. Two case studies were performed to test the functionality and the usability of this integration. The first case study was carried out with 20 students, while the second one with four teachers. The results show that both students and teachers were satisfied with the integration performed in Moodle.ce, among others.

The widely used ATB FUNGUS 3 automated readings in China and its misleading high MICs of Candida spp. to azoles: challenges for developing countries' clinical microbiology labs.

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Zhang, Li; Wang, He; Xiao, Meng; Kudinha, Timothy; Mao, Lei-Li; Zhao, Hao-Ran; Kong, Fanrong; Xu, Ying-Chun

2014-01-01

The rapid development in the clinical microbiology diagnostic assays presents more challenges for developing countries than for the developed world, especially in the area of test validation before the introduction of new tests. Here we report on the misleading high MICs of Candida spp. to azoles using the ATB FUNGUS 3 (bioMérieux, La Balme-les Grottes, France) with automated readings in China to highlight the dangers of introducing a diagnostic assay without validation. ATB FUNGUS 3 is the most commonly used commercial antifungal susceptibility testing method in China. An in-depth analysis of data showed higher levels of resistance to azoles when ATB FUNGUS 3 strips were read automatically than when read visually. Based on this finding, the performance of ATB FUNGUS 3, read both visually and automatically, was evaluated by testing 218 isolates of five clinically important Candida species, using broth microdilution (BMD) following CLSI M27-A3 as the gold-standard. The overall essential agreement (EA) between ATB visual readings and BMD was 99.1%. In contrast, the ATB automated readings showed higher discrepancies with BMD, with overall EA of 86.2%, and specifically lower EA was observed for fluconazole (80.7%), voriconazole (77.5%), and itraconazole (73.4%), which was most likely due to the trailing effect of azoles. The major errors in azole drug susceptibilities by ATB automated readings is a concern in China that can result in misleading clinical antifungal drug selection and pseudo high rates of antifungal resistance. Therefore, the ATB visual reading is generally recommended. In the meantime, we propose a practical algorithm to be followed for ATB FUNGUS 3 antifungal susceptibility for Candida spp. before the improvement in the automated reading system.

The widely used ATB FUNGUS 3 automated readings in China and its misleading high MICs of Candida spp. to azoles: challenges for developing countries' clinical microbiology labs.

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Li Zhang

Full Text Available The rapid development in the clinical microbiology diagnostic assays presents more challenges for developing countries than for the developed world, especially in the area of test validation before the introduction of new tests. Here we report on the misleading high MICs of Candida spp. to azoles using the ATB FUNGUS 3 (bioMérieux, La Balme-les Grottes, France with automated readings in China to highlight the dangers of introducing a diagnostic assay without validation. ATB FUNGUS 3 is the most commonly used commercial antifungal susceptibility testing method in China. An in-depth analysis of data showed higher levels of resistance to azoles when ATB FUNGUS 3 strips were read automatically than when read visually. Based on this finding, the performance of ATB FUNGUS 3, read both visually and automatically, was evaluated by testing 218 isolates of five clinically important Candida species, using broth microdilution (BMD following CLSI M27-A3 as the gold-standard. The overall essential agreement (EA between ATB visual readings and BMD was 99.1%. In contrast, the ATB automated readings showed higher discrepancies with BMD, with overall EA of 86.2%, and specifically lower EA was observed for fluconazole (80.7%, voriconazole (77.5%, and itraconazole (73.4%, which was most likely due to the trailing effect of azoles. The major errors in azole drug susceptibilities by ATB automated readings is a concern in China that can result in misleading clinical antifungal drug selection and pseudo high rates of antifungal resistance. Therefore, the ATB visual reading is generally recommended. In the meantime, we propose a practical algorithm to be followed for ATB FUNGUS 3 antifungal susceptibility for Candida spp. before the improvement in the automated reading system.

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

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

2018-04-16

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

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

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Linda Scott

2016-05-01

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

THE IMPORTANCE OF ‘SIGNIFICANT OTHERS’ IN BRIDGING THE GAPS BETWEEN DIFFERENT READING CONTEXTS

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Anna-Karin Svensson

2018-04-01

Full Text Available The current research is an in-depth study of four pre-service teachers’ own experience of reading in various contexts and for different reasons. The aim is to analyse what has been significant regarding reading in a life history perspective by the use of narratives. A socio-cultural perspective on reading is used as analysis tool. The over-arching result from analysing pre-service teachers’ narratives is that reading is a relational process regardless of the context reading takes place in. The emerging themes allow a deeper understanding on critical aspects for developing reading in various contexts and at different levels. Significant others seem important in every reading practice, from new readers in primary school to pre-service teachers’ reading at university level. The narratives reveal a need for bridging the gaps that arise between the reading practices in the various contexts that students meet in school and university.

Clinical empathy and narrative competence: the relevance of reading talmudic legends as literary fiction.

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Davidson, John H

2015-04-01

The "curative potential" in almost any clinical setting depends on a caregiver establishing and maintaining an empathic connection with patients so as to achieve "narrative competence" in discerning and acting in accord with their preferences and best interests. The "narrative medicine" model of shared "close reading of literature and reflective writing" among clinicians as a means of fostering a capacity for clinical empathy has gained validation with recent empirical studies demonstrating the enhancement of theory of mind (ToM), broadly conceived as empathy, in readers of literary fiction. Talmudic legends, like that of Rabbi Judah's death, are under-appreciated, relevant sources of literary fiction for these efforts. The limitations of narrative medicine are readily counterbalanced by simultaneously practiced attention to traditional bioethical principles, including-especially-beneficence, non-maleficence, and autonomy.

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

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Hussain, Irshad; Javed, Muhammad; Munshi, Parveen

2015-01-01

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

Tools in a clinical information system supporting clinical trials at a Swiss University Hospital.

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Weisskopf, Michael; Bucklar, Guido; Blaser, Jürg

2014-12-01

Issues concerning inadequate source data of clinical trials rank second in the most common findings by regulatory authorities. The increasing use of electronic clinical information systems by healthcare providers offers an opportunity to facilitate and improve the conduct of clinical trials and the source documentation. We report on a number of tools implemented into the clinical information system of a university hospital to support clinical research. In 2011/2012, a set of tools was developed in the clinical information system of the University Hospital Zurich to support clinical research, including (1) a trial registry for documenting metadata on the clinical trials conducted at the hospital, (2) a patient-trial-assignment-tool to tag patients in the electronic medical charts as participants of specific trials, (3) medical record templates for the documentation of study visits and trial-related procedures, (4) online queries on trials and trial participants, (5) access to the electronic medical records for clinical monitors, (6) an alerting tool to notify of hospital admissions of trial participants, (7) queries to identify potentially eligible patients in the planning phase as trial feasibility checks and during the trial as recruitment support, and (8) order sets to facilitate the complete and accurate performance of study visit procedures. The number of approximately 100 new registrations per year in the voluntary trial registry in the clinical information system now matches the numbers of the existing mandatory trial registry of the hospital. Likewise, the yearly numbers of patients tagged as trial participants as well as the use of the standardized trial record templates increased to 2408 documented trial enrolments and 190 reports generated/month in the year 2013. Accounts for 32 clinical monitors have been established in the first 2 years monitoring a total of 49 trials in 16 clinical departments. A total of 15 months after adding the optional feature of

How Reading Volume Affects both Reading Fluency and Reading Achievement

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Richard L. ALLINGTON

2014-10-01

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

An Analysis on Reading Texts in Teaching Turkish to Foreigners

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Adem İŞCAN

2017-09-01

Full Text Available Being one of the four basic language skills, reading has a great importance in teaching Turkish to foreigners. It is required to develop reading skills to develop vocabulary. There have been some problems in teaching Turkish as second language. These problems are generally related to difference in alphabet, inadequacy of the sources used in teaching Turkish, methods and techniques used and the texts used. The basic sources used in teaching Turkish to foreigners are texts. This study aims at determination of the opinions of students in Gaziosmanpaşa University and Ondokuz Mayıs University Turkish Education and Application Center (TOMER concerning Turkish reading texts. General browsing method was used in the study. The questionnaire comprising of 24 items was applied to 25 students in beginner level and 7 students in advanced level. With this study, it is foreseen to arrange the texts being the key stone according to the wishes of and in compliance with the levels of students; giving importance to pre-reading, reading and post-reading activities and including questions with short-answer about the text as well as questions to develop high level skills.

Metacognitive awareness of TOEFL reading comprehension strategies

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Sungatullina Dilyana D.

2016-01-01

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

Clinical Engeneering Experience at the Hospital of the State University of Londrina

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Ernesto Fernando Ferreyra Ramírez

2002-01-01

Full Text Available This paper describes the four-year experience of implementation of Clinical Engineering services at the Hospital of the State University of Londrina (HURNP/UEL. It was performed by the Electrical Engineering Department (DEEL, through a project involving lecturers and students from the Electrical and Civil Engineering Courses of the same university. The main objectives were the formation of human resources in the Clinical Engineering area and a positive contribution to the healthcare services offered by the HURNP for the community in the surroundings of Londrina – Paraná State – Brazil.

Factors Contributing to Learners’ Autonomy in EFL Reading

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Sri Endah Tabiati

2016-08-01

Full Text Available Abstract: This study aims to discover factors that assist learners develop their autonomy in EFL reading. The approach employed is qualitative involving EFL learners in an English Department of the Faculty of Cultural Studies, Brawijaya University Malang. There are two stages in the study: the subject selection stage intended to gain potential subjects and the main study intended to find the answer of the research questions. The findings of the study show that the autonomy of EFL learners in reading is influenced by 14 internal and 14 external factors.These factors appear to happen naturally. It seemed that autonomy in reading is subconscious and has been gained by the subjects gradually since childhood. Moreover, autonomy in EFL reading is presumed to be universal as it is found in a collectivist culture such as the one in Indonesia. Based on the findings, suggestions are proposed and addressed to Reading lecturers, parents and the faculty representing the goverment. Because the factors seem to occur before they study at a university, the suggestions are also addressed to teachers and schools. Key Words: internal factors, external factors, contribution, learners’ autonomy, EFL reading Abstrak: Penelitian ini bertujuan untuk menemukan faktor yang membantu mahasiswa dalam mengembangkan kemampuannya secara otonom pada kemampuan membaca EFL. Penelitian ini menggunakan desain kualitative dengan melibatkan mahasiswa kategori EFL Fakultas Ilmu Budaya Universitas Brawijaya Malang. Terdapat dua thapa dalam penelitian ini. Tahap pertama merupakan pemilihan subyek yang bertujuan untuk mencari subyek yang berpotensi dan setelah itu penelitian dilakukan untuk menjawab rumusan masalah. Hasil penelitian ini menunjukan bahwa sikap otonom mahasiswa EFL dalam kemampuan membaca dipengaruhi oleh 14 faktor internal dan 14 faktor eksternal. Faktor-faktor tersebut muncul secara natural. Terlihat bahwa sikap otonom dalam kemampuan membaca merupakah hal yang terjadi

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

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

2016-02-01

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

How Reading Strategy Use and Personality Types Are Related?

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

2014-01-01

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

Enhancing Reading Comprehension with Student-Centered iPad Applications

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Moon, Andria L.; Wold, Cheryl M.; Francom, Gregory M.

2017-01-01

Reading comprehension, or understanding the author's message, is a critical component of teaching literacy (Hougen and Smartt 2012). Student-centered activities using the iPad with the goal of improving reading comprehension in a fifth-grade classroom were implemented for this action research study. University teacher candidates guided fifth-grade…

THE IMPLEMENTATION OF SKIMMING TECHNIQUE TOWARDS STUDENTS’ READING COMPREHENSION

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Syaifudin Latif Darmawan

2017-05-01

Full Text Available The study is to find out whether skimming technique enhance students’ reading comprehension at English Department of Muhammadiyah University of Metro, Academic Year 2015/2016. This research is conducted at English Study Program of Muhammadiyah University of Metro. The population of the research is the students of English department, while the sample of the research is the students at fourth semester of English department Muhammadiyah University of Metro. To determine the sample, the researcher employs purposive technique sampling. Then, To collect the data, the researcher used documentation, Observation, Interview and questionnaire. Furthermore, to analyze the data, the researcher apply some steps: (1 data reduction, (2 data display and (3 data conclusion. The result of research indicates that the skimming technique has significant contribution to students’ reading comprehension at fourth semester of English Study Program, Muhammadiyah University of Metro.

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

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Belgin Aydın

2012-01-01

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

Parent-child reading interactions among English and English as a second language speakers in an underserved pediatric clinic in Hawai'i.

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Kitabayashi, Kristyn M; Huang, Gary Y; Linskey, Katy R; Pirga, Jason; Bane-Terakubo, Teresa; Lee, Meta T

2008-10-01

The purpose of this study was to compare reading patterns between English-speaking and English as a Second Language (ESL) families in a health care setting in Hawai'i. A cross-sectional study was performed at an underserved pediatric primary care clinic in Hawai'i. Caregivers of patients between the ages of 6 months to 5 years were asked questions regarding demographics and parent-child reading interactions. Respondents were categorized into English-speaking or ESL groups based on primary language spoken at home. Pearson chi2 tests and Fisher exact tests were performed to compare demographic differences, reading frequency, and reading attitudes between groups. One-hundred three respondents completed the survey Fifty percent were ESL. All ESL respondents were of Asian-Pacific Islander (API) or mixed Asian ethnicity. All Caucasians in the study (n = 9) were in the English-speaking group. Between the English-speaking (n = 52) and ESL (n = 51) groups, there were no significant statistical differences in age or gender of the child, reading attitudes, or parent's educational status. Parents in the ESL group read to their children significantly fewer days per week than their English-speaking counterparts, had significantly fewer books in the home, and lived significantly fewer years in the United States. The findings suggest that API immigrant families share similar attitudes about reading as English-speaking families in Hawai'i but have significantly fewer books in their household and read significantly less frequently Physicians working with API populations should be aware that immigrant children may have fewer reading interactions and should counsel parents on the importance of reading daily.

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

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Ismail, Nasrah Mahmoud; Tawalbeh, Tha'er Issa

2015-01-01

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

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

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

2015-01-01

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

Existing data sources for clinical epidemiology: Aarhus University Clinical Trial Candidate Database, Denmark.

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Nørrelund, Helene; Mazin, Wiktor; Pedersen, Lars

2014-01-01

Denmark is facing a reduction in clinical trial activity as the pharmaceutical industry has moved trials to low-cost emerging economies. Competitiveness in industry-sponsored clinical research depends on speed, quality, and cost. Because Denmark is widely recognized as a region that generates high quality data, an enhanced ability to attract future trials could be achieved if speed can be improved by taking advantage of the comprehensive national and regional registries. A "single point-of-entry" system has been established to support collaboration between hospitals and industry. When assisting industry in early-stage feasibility assessments, potential trial participants are identified by use of registries to shorten the clinical trial startup times. The Aarhus University Clinical Trial Candidate Database consists of encrypted data from the Danish National Registry of Patients allowing an immediate estimation of the number of patients with a specific discharge diagnosis in each hospital department or outpatient specialist clinic in the Central Denmark Region. The free access to health care, thorough monitoring of patients who are in contact with the health service, completeness of registration at the hospital level, and ability to link all databases are competitive advantages in an increasingly complex clinical trial environment.

The Effect of Semantic Mapping on Reading Comprehension

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Elmira Taghavi

2008-11-01

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

Linguistic Proficiency and Strategies on Reading Performance in English

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Seyed Hassan Talebi

2015-01-01

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

Visions for Literacy: Parents' Aspirations for Reading in Children with Down Syndrome

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Ricci, Leila; Osipova, Anna

2012-01-01

Although children with Down syndrome (DS) can learn to read, few studies have explored parental perspectives on the reading development of this group of children. This article, written by Leila Ricci and Anna Osipova, from California State University, explores visions and expectations regarding reading held by parents of children with Down…

Clinical Empathy and Narrative Competence: The Relevance of Reading Talmudic Legends as Literary Fiction

Directory of Open Access Journals (Sweden)

John H. Davidson

2015-04-01

Full Text Available The “curative potential” in almost any clinical setting depends on a caregiver establishing and maintaining an empathic connection with patients so as to achieve “narrative competence” in discerning and acting in accord with their preferences and best interests. The “narrative medicine” model of shared “close reading of literature and reflective writing” among clinicians as a means of fostering a capacity for clinical empathy has gained validation with recent empirical studies demonstrating the enhancement of theory of mind (ToM, broadly conceived as empathy, in readers of literary fiction. Talmudic legends, like that of Rabbi Judah’s death, are under-appreciated, relevant sources of literary fiction for these efforts. The limitations of narrative medicine are readily counterbalanced by simultaneously practiced attention to traditional bioethical principles, including—especially—beneficence, non-maleficence, and autonomy.

Cross-Language Transfer of Word Reading Accuracy and Word Reading Fluency in Spanish-English and Chinese-English Bilinguals: Script-Universal and Script-Specific Processes

Science.gov (United States)

Pasquarella, Adrian; Chen, Xi; Gottardo, Alexandra; Geva, Esther

2015-01-01

This study examined cross-language transfer of word reading accuracy and word reading fluency in Spanish-English and Chinese-English bilinguals. Participants included 51 Spanish-English and 64 Chinese-English bilinguals. Both groups of children completed parallel measures of phonological awareness, rapid automatized naming, word reading accuracy,…

The information sources and journals consulted or read by UK paediatricians to inform their clinical practice and those which they consider important: a questionnaire survey.

Science.gov (United States)

Jones, Teresa H; Hanney, Steve; Buxton, Martin J

2007-01-15

Implementation of health research findings is important for medicine to be evidence-based. Previous studies have found variation in the information sources thought to be of greatest importance to clinicians but publication in peer-reviewed journals is the traditional route for dissemination of research findings. There is debate about whether the impact made on clinicians should be considered as part of the evaluation of research outputs. We aimed to determine first which information sources are generally most consulted by paediatricians to inform their clinical practice, and which sources they considered most important, and second, how many and which peer-reviewed journals they read. We inquired, by questionnaire survey, about the information sources and academic journals that UK medical paediatric specialists generally consulted, attended or read and considered important to their clinical practice. The same three information sources--professional meetings & conferences, peer-reviewed journals and medical colleagues--were, overall, the most consulted or attended and ranked the most important. No one information source was found to be of greatest importance to all groups of paediatricians. Journals were widely read by all groups, but the proportion ranking them first in importance as an information source ranged from 10% to 46%. The number of journals read varied between the groups, but Archives of Disease in Childhood and BMJ were the most read journals in all groups. Six out of the seven journals previously identified as containing best paediatric evidence are the most widely read overall by UK paediatricians, however, only the two most prominent are widely read by those based in the community. No one information source is dominant, therefore a variety of approaches to Continuing Professional Development and the dissemination of research findings to paediatricians should be used. Journals are an important information source. A small number of key ones can be

Clinical dosimetry with plastic scintillators - Almost energy independent, direct absorbed dose reading with high resolution

Energy Technology Data Exchange (ETDEWEB)

Quast, U; Fluehs, D [Department of Radiotherapy, Essen (Germany). Div. of Clinical Radiation Physics; Fluehs, D; Kolanoski, H [Dortmund Univ. (Germany). Inst. fuer Physik

1996-08-01

Clinical dosimetry is still far behind the goal to measure any spatial or temporal distribution of absorbed dose fast and precise without disturbing the physical situation by the dosimetry procedure. NE 102A plastic scintillators overcome this border. These tissue substituting dosemeter probes open a wide range of new clinical applications of dosimetry. This versatile new dosimetry system enables fast measurement of the absorbed dose to water in water also in regions with a steep dose gradient, close to interfaces, or in partly shielded regions. It allows direct reading dosimetry in the energy range of all clinically used external photon and electron beams, or around all branchytherapy sources. Thin detector arrays permit fast and high resolution measurements in quality assurance, such as in-vivo dosimetry or even afterloading dose monitoring. A main field of application is the dosimetric treatment planning, the individual optimization of brachytherapy applicators. Thus, plastic scintillator dosemeters cover optimally all difficult fields of clinical dosimetry. An overview about its characteristics and applications is given here. 20 refs, 1 fig.

Troubled reading: ‘Sonny’s blues’ and empathy

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Eva Kowalska

2015-07-01

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

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

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Matsumoto, Hiroyuki; Hiromori, Tomohito; Nakayama, Akira

2013-01-01

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

Development of a Clinical Pharmacology Graduate Program at the University of Kentucky.

Science.gov (United States)

Blouin, Robert A.; And Others

1994-01-01

The structure, components, and anticipated outcomes of a University of Kentucky doctoral program in pharmacology are described. The program is designed to develop pharmacy-trained specialists who are interested in rigorous, intensive clinical experience, state-of-the-art coursework, and integrated laboratory-based and clinical dissertation…

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

Directory of Open Access Journals (Sweden)

Xiaojuan Wang

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

Reading Makes Cents Resource Review

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Lacie Ashby

2011-12-01

Full Text Available In today’s economy, it is more crucial than ever to focus our educational efforts on increasing financial literacy. Many young people are unskilled in managing their personal finances, yet this critical life skill will greatly affect their future economic well-being. Reading Makes Cents, developed by Penn State University, is an excellent resource to address this need. A reviewed and recommended curriculum by National 4-H, this complete, easy to use curriculum targets youth in grades 3-5 with a combination of financial literacy and reading. The curriculum explores basic money concepts such as spending, saving, and sharing money. Lessons incorporate hands-on activities and children’s literature to reinforce lesson objectives. With evaluation questions and family activities included, Reading Makes Cents is a perfect guide for educators to easily pick up and teach.

Implementing ward based clinical pharmacy services in an Ethiopian University Hospital

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Mekonnen AB

2013-03-01

Full Text Available Background: Clinical pharmacy practice has developed internationally to expand the role of a pharmacist well beyond the traditional roles of compounding, dispensing and supplying drugs to roles more directly in caring for patients. Studies on the activities of the clinical pharmacist in an inpatient ward in resource constrained settings are scarce, however.Objective: To assess ward based clinical pharmacy services in an internal medicine ward of Jimma University Specialized Hospital. Methods: The study was carried out in the internal medicine ward from March to April, 2011 at Jimma University Specialized Hospital. The study design was a prospective observational study where pharmaceutical care services provided by clinical pharmacists for inpatients were documented over a period of two months. Interventions like optimization of rational drug use and physician acceptance of these recommendations were documented. Clinical significance of interventions was evaluated by an independent team (1 internist, 1 clinical pharmacologist using a standardized method for categorizing drug related problems (DRPs. Results: A total of 149 drug related interventions conducted for 48 patients were documented; among which 133(89.3% were clinical pharmacists initiated interventions and 16(10.7% interventions were initiated by other health care professionals. The most frequent DRPs underlying interventions were unnecessary drug therapy, 36(24.2%; needs additional drug therapy, 34(22.8% and noncompliance, 29(19.5%. The most frequent intervention type was change of dosage/instruction for use, 23(15.4%. Acceptance rate by physicians was 68.4%. Among the interventions that were rated as clinically significant, 46(48.9% and 25(26.6% had major and moderate clinical importance respectively. Conclusion: Involving trained clinical pharmacists in the healthcare team leads to clinically relevant and well accepted optimization of medicine use in a resource limited settings. This

Verbal and visuospatial working memory as predictors of children's reading ability.

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Pham, Andy V; Hasson, Ramzi M

2014-08-01

Children with reading difficulties often demonstrate weaknesses in working memory (WM). This research study explored the relation between two WM systems (verbal and visuospatial WM) and reading ability in a sample of school-aged children with a wide range of reading skills. Children (N = 157), ages 9-12, were administered measures of short-term memory, verbal WM, visuospatial WM, and reading measures (e.g., reading fluency and comprehension). Although results indicated that verbal WM was a stronger predictor in reading fluency and comprehension, visuospatial WM also significantly predicted reading skills, but provided more unique variance in reading comprehension than reading fluency. These findings suggest that visuospatial WM may play a significant role in higher level reading processes, particularly in reading comprehension, than previously thought. © The Author 2014. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

An Assessment of the Speed Reading Ability of Sandwich Students ...

African Journals Online (AJOL)

The paper discusses the concept and usefulness of rapid reading. It also reports a study in which the Faculty of Education, University of Lagos, Nigeria Sandwich students formed the subjects. Their pre-training reading speed and comprehension scores were determined through a pre-test, after which they were subjected to ...

The Danish version of the Radner Reading Chart

DEFF Research Database (Denmark)

Munch, Inger Christine; Jørgensen, Astrid Helene Ravn; Radner, Wolfgang

2016-01-01

, variance and number of errors per short text. Results The students read the short texts faster than the blue-collar workers (184 ± 21.4 words per minute (wpm) versus 163 ± 26.3 wpm, p ...Purpose To develop 28 short texts to be used as sentence optotypes in a Danish version of the Radner Reading Chart for the measurement of reading acuity and speed. Method Forty-six short texts of comparable lexical and grammatical difficulty were constructed. The short texts were tested together...... with two longer reference texts in 100 persons with visual acuity 6/6, of which 50 were university students (age: 24.7 ± 3.1 years, 36% males) and 50 were blue-collar workers (37.2 ± 13.4 years, 54% males). Study parameters were mean reading speed and error rate per participant, and mean reading time...

Visual and binocular status in elementary school children with a reading problem.

Science.gov (United States)

Christian, Lisa W; Nandakumar, Krithika; Hrynchak, Patricia K; Irving, Elizabeth L

2017-11-21

This descriptive study provides a summary of the binocular anomalies seen in elementary school children identified with reading problems. A retrospective chart review of all children identified with reading problems and seen by the University of Waterloo, Optometry Clinic, from September 2012 to June 2013. Files of 121 children (mean age 8.6 years, range 6-14 years) were reviewed. No significant refractive error was found in 81% of children. Five and 8 children were identified as strabismic at distance and near respectively. Phoria test revealed 90% and 65% of patients had normal distance and near phoria. Near point of convergencia (NPC) was <5cm in 68% of children, and 77% had stereoacuity of ≤40seconds of arc. More than 50% of the children had normal fusional vergence ranges except for near positive fusional vergencce (base out) break (46%). Tests for accommodation showed 91% of children were normal for binocular facility, and approximately 70% of children had an expected accuracy of accommodation. Findings indicate that some children with an identified reading problem also present with abnormal binocular test results compared to published normal values. Further investigation should be performed to investigate the relationship between binocular vision function and reading performance. Crown Copyright © 2017. Published by Elsevier España, S.L.U. All rights reserved.

READING FOR YOUTH INTEREST DURING CURRENT

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Aurelia-Camelia, MARIN

2014-11-01

Full Text Available Virtual reality and images conquer them permanently and irrevocably even children from the earliest age. For instance, I can say that as they grow departs books. So many young people arrive at teens refuse to read a book, even electronically. Children considered mandatory reading something imposed by adults and tries to escape, finding other concerns. They also have no motivation, the universe discovered through books hardly seems interesting, which is, in their opinion, obsolete. The environment in which I work led me to satisfy my curiosity namely that of finding out to what extent reading is among the priorities of young people today. This research considers the study of attitudes, behaviors, opinions and intentions of young people their interest in reading, be it physical or books in electronic format. Then I directed a questionnaire to students of the Faculty of Management Marketing in Economic Affairs Rm. Valcea. For example, we chose a target group of young people aged between 18 and 25 years.

Investigating Connections among Reading, Writing, and Language Development: A Multiliteracies Perspective

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Paesani, Kate

2016-01-01

This study explores relationships among reading literature, creative writing, and language development in a university-level advanced French grammar course through the theoretical lens of the multiliteracies framework. The goal is to investigate reading-writing connections and whether these literacy practices facilitate students' understanding and…

A Virtual Mental Health Clinic for University Students: A Qualitative Study of End-User Service Needs and Priorities

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Gulliver, Amelia; Chan, Jade KY; Bennett, Kylie; Griffiths, Kathleen M

2015-01-01

Background Help seeking for mental health problems among university students is low, and Internet-based interventions such as virtual clinics have the potential to provide private, streamlined, and high quality care to this vulnerable group. Objective The objective of this study was to conduct focus groups with university students to obtain input on potential functions and features of a university-specific virtual clinic for mental health. Methods Participants were 19 undergraduate students from an Australian university between 19 and 24 years of age. Focus group discussion was structured by questions that addressed the following topics: (1) the utility and acceptability of a virtual mental health clinic for students, and (2) potential features of a virtual mental health clinic. Results Participants viewed the concept of a virtual clinic for university students favorably, despite expressing concerns about privacy of personal information. Participants expressed a desire to connect with professionals through the virtual clinic, for the clinic to provide information tailored to issues faced by students, and for the clinic to enable peer-to-peer interaction. Conclusions Overall, results of the study suggest the potential for virtual clinics to play a positive role in providing students with access to mental health support. PMID:26543908

Reading and Vocabulary Recommendations for Spanish for Native Speakers Materials.

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Spencer, Laura Gutierrez

1995-01-01

Focuses on the need for appropriate materials to address the needs of native speakers of Spanish who study Spanish in American universities and high schools. The most important factors influencing the selection of readings should include the practical nature of themes for reading and vocabulary development, level of difficulty, and variety in…

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

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Lin, Lin; Lee, Jennifer; Robertson, Tip

2011-01-01

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

Roles of General versus Second Language (L2) Knowledge in L2 Reading Comprehension

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Guo, Ying; Roehrig, Alysia D.

2011-01-01

We examined the roles of metacognitive awareness of reading strategies, syntactic awareness in English, and English vocabulary knowledge in the English reading comprehension of Chinese-speaking university students (n = 278). Results suggested a two-factor model of a General Reading Knowledge factor (metacognitive awareness employed during the…

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

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Bogucka, Roxanne; Wood, Emily

2009-01-01

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

US detection and classification of hepatic disease: Comparison of quantitative algorithms with clinical readings

International Nuclear Information System (INIS)

Insana, M.F.; Garra, B.S.; Shawker, T.H.; Wagner, R.F.; Bradford, M.; Russell, M.A.

1986-01-01

A method of quantitative digital analysis of US B-scans is used to differentiate between normal and diseased liver in vivo. The tissue signature is based on five measured parameters: four describe the tissue structure and scattering properties, the fifth is the US attenuation. The patient groups studied included 31 healthy subjects, 97 patients with chronic active hepatitis, 62 with Gaucher disease, and 10 with lymphomas. Receiver operating characteristic curve analysis was used to compare the diagnostic performance of the quantitative method with the clinical reading of trained observers. The quantitative method showed greater diagnostic capability for detecting and classifying diffuse and some focal disease

Clinical Language Intervention Programme (KLISA PROGRAMME to Improve Reading Skill of Students with Learning Disability with Potential in Education

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Bungawali Abduh

2017-03-01

Full Text Available Reading is one of the fundamental skills across all subjects. A student with low competency in reading will experience difficulties in teaching and learning. The purpose of this research is to improve reading skills among student with learning disability in one secondary school in Bangi, Selangor. This action research had employed Reading Assessment Approach and descriptive analysis in data collection. Seven students with reading problem participated in this research. However, these students were having potential to be included in either Inclusive Program or Job Transition Program. Therefore, one reading program known as KLISA Program (Language Clinic Program was created and it has been implemented in classroom for 30 minutes during the first period every day. This 9-month program had employed phonics method and used a set of ‘Bacalah Anakku’ books and ABM Velcro in three phases. The reading assessment was conducted at the end of each phase to evaluate the students’ achievement in reading. The findings of this research proved that KLISA Program was effective for students’ improvement in reading. Hence, it is recommended that this program can be consistently implemented to overcome illiterate and reading disorder among primary and secondary school students. Kemahiran membaca adalah merentas semua matapelajaran. Kelemahan dalam kemahiran membaca akan menyebabkan kesulitan mengikuti pengajaran dan pembelajaran. Tujuan penelitian ini adalah untuk meningkatkan kemahiran membaca di kalangan murid-murid bermasalah pembelajaran di sebuah sekolah menengah di Bangi, Selangor. Penelitian tindakan ini menggunakan pendekatan penilaian penaksiran bacaan dan analisis deskriptif untuk mengumpul data, Seramai 7 orang murid dalam sebuah kelas terlibat dalam kajian ini. Mereka terdiri dari murid bermasalah pembelajaran yang berpotensi untuk diserapkan di dalam Program Inklusif atau Transisi pekerjaan tetapi masih tidak boleh membaca. Satu program pemulihan

"Teacher, I Can Read!" The Marvels of Early Intervention Strategies

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Murphy, Jean C.; Hernandez, Leonor

2011-01-01

"Teacher, I can read!" exclaimed Saree, a fourth-quarter second grader who was placed in the lowest of reading groups at a southwest side elementary school in Chicago. This was her proud announcement after three weeks of intensive intervention with Ms. Gomez, a student teacher in her final semester at Chicago State University. "Ms.…

Burnout Among the Clinical Dental Students in the Jordanian Universities

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Amin, Wala Majid; Al-Ali, Muna H.; Duaibis, Ramzi B.; Oweis, Tamara; Badran, Darwish H.

2009-01-01

Background The study aimed to evaluate the level of burnout among the clinical dental students in two Jordanian universities. Methods A total of 307 students from the two schools were surveyed using Maslach Burnout Inventory survey. Scores for the inventory’s subscales were calculated and the mean values for the students’ groups were computed separately. Kruskal-Wallis and Mann-Whitney tests were carried out and the results were compared at 95% confidence level. Results The results showed that the dental students in both Jordanian universities suffered high levels of emotional exhaustion and depersonalization compared to reported levels for dental students in other countries. The dental students of the University of Jordan demonstrated a significantly higher (p < 0.05) level of emotional exhaustion than their counterparts in the Jordan University of Science and Technology. Conclusions The findings indicated that dental students in the Jordanian universities presented considerable degrees of burnout manifested by high levels of emotional exhaustion and depersonalization. Studies targeting students health and psychology should be carried out to determine the causes of burnout among dental students. The curricula of the dental schools in the two universities should be accordingly improved to minimize burnout among the students. Keywords Burnout; Emotional exhaustion; Depersonalization; Personal accomplishment; Maslach Burnout Inventory PMID:22461870

Privacy Issues in the Development of a Virtual Mental Health Clinic for University Students: A Qualitative Study.

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Gulliver, Amelia; Bennett, Kylie; Bennett, Anthony; Farrer, Louise M; Reynolds, Julia; Griffiths, Kathleen M

2015-01-01

There is a growing need to develop online services for university students with the capacity to complement existing services and efficiently address student mental health problems. Previous research examining the development and acceptability of online interventions has revealed that issues such as privacy critically impact user willingness to engage with these services. To explore university student perspectives on privacy issues related to using an online mental health service within the context of the development of an online, university-based virtual mental health clinic. There were two stages of data collection. The first stage consisted of four 1.5-hour focus groups conducted with university students (n=19; 10 female, 9 male, mean age = 21.6 years) to determine their ideas about the virtual clinic including privacy issues. The second stage comprised three 1-hour prototype testing sessions conducted with university students (n=6; 3 male, 3 female, mean age = 21.2 years) using participatory design methods to develop and refine a service model for the virtual clinic and determine student views on privacy within this context. The students raised a number of issues related to privacy in relation to the development of the university virtual clinic. Major topics included the types of personal information they would be willing to provide (minimal information and optional mental health data), concern about potential access to their personal data by the university, the perceived stigma associated with registering for the service, and privacy and anonymity concerns related to online forums contained within the virtual clinic. Students would be more comfortable providing personal information and engaging with the virtual clinic if they trust the privacy and security of the service. Implications of this study include building the clinic in a flexible way to accommodate user preferences.

Consultation clinics for complementary and alternative medicine at Japanese university hospitals: An analysis at Tokushima University Hospital

Science.gov (United States)

YANAGAWA, HIROAKI; TERAO, JUNJI; TAKEDA, EIJI; TAKAISHI, YOSHIHISA; KASHIWADA, YOSHIKI; KAWAZOE, KAZUYOSHI; FUSHITANI, SHUJI; TSUCHIYA, KOICHIRO; YAMAUCHI, AIKO; SATO, CHIHO; IRAHARA, MINORU

2010-01-01

Here, we report on a Consultation Clinic for Complementary and Alternative Medicine (CAM) which we established at Tokushima University Hospital in July of 2007 with the aim of providing person-to-person information on CAM, though not CAM therapy itself. In December of 2008, we received 55 applications for consultation, 37% concerning health foods, 37% Japanese herbal medicine (Kampo), and 26% various other topics. The consultants (nutritionists and pharmacists) communicated individually with 38 applicants; malignancies (26%) and cardiovascular disease (24%) were the main underlying concerns. To promote the quality of consultation, data was collected by means of focus group interviews concerning the perspective of the consultants. Safe and effective use of CAM requires a network of communication linking individuals, consultation teams, physicians, primary care institutions and university hospitals. To advance this goal, we plan to broaden the efforts described herein. Our findings indicate that the specific role of the consultation clinic in promoting the scientific use of CAM merits further study. PMID:22993564

Reading Multimodally: What is Afforded?

Science.gov (United States)

O'Brien, David; Voss, Scott

2011-01-01

Technological changes and the proliferation of digital devices have created new reading experiences for students. The rapid transition from print to digital texts is evident in the movement toward the adoption of an e-book standard, increasing sales of e-book readers and tablet devices, and projections that universities and public schools may use…

A Pedagogical Route for the Reading of the Press Opinion Article

Directory of Open Access Journals (Sweden)

Niura Maria Fontana

2011-07-01

Full Text Available A teaching sequence for the university level, focusing on the press opinion article as a genre, based on genre assumptions (Bakhtin, 1992, Bronckart, 2003 and on teaching sequences (Dolz, Noverraz e Schneuwly, 2004, comprehends the following activities: pre-reading (previous knowledge activation; hypotheses raising; reading (production conditions; constitution of text meaning; reading strategies; post-reading (relationships between text and reality; critical awareness. These were followed by chain genres production (press opinion article and related genres, promoting interaction among text, reader and writer, complemented by metacognitive reflection. Applied to two groups of freshmen, the sequence showed statistically significant results in the development of reading competence.

Evaluation of radiological service of Dental Clinic, Uberlandia Federal University (MG-Brazil)

International Nuclear Information System (INIS)

Vieira, C.D.V.T.

1985-01-01

The management related problems and the quality of dental radiographs of the Radiographic Service of the Dental Clinic, Uberlandia Federal University (MG-Brazil) are evaluated. The results are based on the examinations of 404 dental files from patients atending the Dental Clinic in 1983. Frequency distribution, mean and percentages were computed for the variables studied. (M.A.C.) [pt

Identifying Children in Middle Childhood Who Are at Risk for Reading Problems.

Science.gov (United States)

Speece, Deborah L; Ritchey, Kristen D; Silverman, Rebecca; Schatschneider, Christopher; Walker, Caroline Y; Andrusik, Katryna N

2010-06-01

The purpose of this study was to identify and evaluate a universal screening battery for reading that is appropriate for older elementary students in a response to intervention model. Multiple measures of reading and reading correlates were administered to 230 fourth-grade children. Teachers rated children's reading skills, academic competence, and attention. Children were classified as not-at-risk or at-risk readers based on a three-factor model reflecting reading comprehension, word recognition/decoding, and word fluency. Predictors of reading status included group-administered tests of reading comprehension, silent word reading fluency, and teacher ratings of reading problems. Inclusion of individually administered tests and growth estimates did not add substantial variance. The receiver-operator characteristic curve analysis yielded an area under the curve index of 0.90, suggesting this model may both accurately and efficiently screen older elementary students with reading problems.

Urological diagnosis using clinical PACS

Science.gov (United States)

Mills, Stephen F.; Spetz, Kevin S.; Dwyer, Samuel J., III

1995-05-01

Urological diagnosis using fluoroscopy images has traditionally been performed using radiographic films. Images are generally acquired in conjunction with the application of a contrast agent, processed to create analog films, and inspected to ensure satisfactory image quality prior to being provided to a radiologist for reading. In the case of errors the entire process must be repeated. In addition, the radiologist must then often go to a particular reading room, possibly in a remote part of the healthcare facility, to read the images. The integration of digital fluoroscopy modalities with clinical PACS has the potential to significantly improve the urological diagnosis process by providing high-speed access to images at a variety of locations within a healthcare facility without costly film processing. The PACS additionally provides a cost-effective and reliable means of long-term storage and allows several medical users to simultaneously view the same images at different locations. The installation of a digital data interface between the existing clinically operational PACS at the University of Virginia Health Sciences Center and a digital urology fluoroscope is described. Preliminary user interviews that have been conducted to determine the clinical effectiveness of PACS workstations for urological diagnosis are discussed. The specific suitability of the workstation medium is discussed, as are overall advantages and disadvantages of the hardcopy and softcopy media in terms of efficiency, timeliness and cost. Throughput metrics and some specific parameters of gray-scale viewing stations and the expected system impacts resulting from the integration of a urology fluoroscope with PACS are also discussed.

Clinical and microperimetric predictors of reading speed in low vision patients: a structural equation modeling approach.

Science.gov (United States)

Giacomelli, Giovanni; Virgili, Gianni; Giansanti, Fabrizio; Sato, Giovanni; Cappello, Ezio; Cruciani, Filippo; Varano, Monica; Menchini, Ugo

2013-06-27

To investigate the simultaneous association of several psychophysical measures with reading ability in patients with mild and moderate low vision attending rehabilitation services. Standard measurements of reading ability (Minnesota Reading [MNREAD] charts), visual acuity (Early Treatment of Diabetic Retinopathy Study [ETDRS] charts), contrast sensitivity (Pelli-Robson charts), reading contrast threshold (Reading Explorer [REX] charts), retinal sensitivity, and fixation stability and localization (Micro Perimeter 1 [MP1] fundus perimetry) were obtained in 160 low vision patients with better eye visual acuity ranging from 0.3 to 1.0 logarithm of the minimum angle of resolution and affected by either age-related macular degeneration or diabetic retinopathy. All variables were moderately associated with reading performance measures (MNREAD reading speed and reading acuity and REX reading contrast threshold), as well as among each other. In a structural equation model, REX reading contrast threshold was highly associated with MNREAD reading speed (standardized coefficient, 0.63) and moderately associated with reading acuity (standardized coefficient, -0.30). REX test also mediated the effects of Pelli-Robson contrast sensitivity (standardized coefficient, 0.44), MP1 fixation eccentricity (standardized coefficient, -0.19), and the mean retinal sensitivity (standardized coefficient, 0.23) on reading performance. The MP1 fixation stability was associated with both MNREAD reading acuity (standardized coefficient, -0.24) and MNREAD reading speed (standardized coefficient, 0.23), while ETDRS visual acuity only affected reading acuity (standardized coefficient, 0.44). Fixation instability and contrast sensitivity loss are key factors limiting reading performance of patients with mild or moderate low vision. REX charts directly assess the impact of text contrast on letter recognition and text navigation and may be a useful aid in reading rehabilitation.

The Relationship between Iranian EFL Learners' Stress and Their Reading Comprehension

Science.gov (United States)

Peyman, Somayeh; Sadighi, Firooz

2011-01-01

This investigation intended to find out the relationship between EFL learners' stress and their reading comprehension. The subjects who included ninety EFL juniors from Shiraz Azad University were asked to answer a standardized reading comprehension test and a stress questionnaire. After finding out the results of stress questionnaire, 10% of the…

Effectiveness of music education for the improvement of reading skills and academic achievement in young poor readers: a pragmatic cluster-randomized, controlled clinical trial.

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Cogo-Moreira, Hugo; Brandão de Ávila, Clara Regina; Ploubidis, George B; Mari, Jair de Jesus

2013-01-01

Difficulties in word-level reading skills are prevalent in Brazilian schools and may deter children from gaining the knowledge obtained through reading and academic achievement. Music education has emerged as a potential method to improve reading skills because due to a common neurobiological substratum. To evaluate the effectiveness of music education for the improvement of reading skills and academic achievement among children (eight to 10 years of age) with reading difficulties. 235 children with reading difficulties in 10 schools participated in a five-month, randomized clinical trial in cluster (RCT) in an impoverished zone within the city of São Paulo to test the effects of music education intervention while assessing reading skills and academic achievement during the school year. Five schools were chosen randomly to incorporate music classes (n = 114), and five served as controls (n = 121). Two different methods of analysis were used to evaluate the effectiveness of the intervention: The standard method was intention-to-treat (ITT), and the other was the Complier Average Causal Effect (CACE) estimation method, which took compliance status into account. The ITT analyses were not very promising; only one marginal effect existed for the rate of correct real words read per minute. Indeed, considering ITT, improvements were observed in the secondary outcomes (slope of Portuguese = 0.21 [pmusic lessons as public policy.

Reading Habits of University ESL Students at Different Levels of English Proficiency and Education.

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Mokhtari, Kouider; Sheorey, Ravi

1994-01-01

Examines the degree to which the levels of English proficiency (high vs. low) and education (graduate vs. undergraduate) of English-as-a-Second-Language (ESL) students were associated with differences in their reading behaviors. Finds that the subjects' level of education and English proficiency were associated with their reading behavior…

Developing reading literacy by reading badge

OpenAIRE

Rejc, Blanka

2017-01-01

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

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

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

2015-01-01

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

EFL LEARNERS’ READING LEARNING IN WEB BASED INSTRUCTION SETTING

OpenAIRE

Yusup Supriyono

2018-01-01

This research is aimed at exploring reading learning performed by English foreign language learners when Web based instruction is integrated into reading classroom. Teaching learning activity follows the steps:  orientation, discussion, material exploration, action, test, and reflection.  Two data collecting methods—journal and interview are administered to three students of the fourth semester of English Department in University of Siliwangi Tasikmalaya Indonesia after the selected individua...

Lectura y Vida: Revista Latinoamericana de Lectura, 2002 (Reading and Life: Latin American Reading Magazine, 2002).

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Lectura y Vida: Revista Latinoamericana de Lectura, 2002

2002-01-01

Articles in this volume include the following titles (translated from the Spanish): "Who Is in Charge of Teaching Reading and Writing at the University? Tutorials, Exam Preparation, and Class Synthesis in the Humanities" (Paula Carlino); "False Conceptions of the Linguistic Abilities, Values, and the Culture of Girls and Boys from Poor Families"…

The Place of Reading in EFL Context

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Azize Kavlu

2015-09-01

Full Text Available The article aim is to shed light on the problem of reading in EFL context and also refer to non – Latin Arabic alphabet learners‘ challenges. Researcher tried to analyze myriad research articles to explore the common EFL learners‘ difficulties and problems on the way of English reading and comprehension and bunch together the implemented methods (techniques and go through generated suggestions and feasible solutions. The marshal factors will provide benefits to educators in EFL context (EFL school teachers, university lecturers, people whose concern is EFL development.

Comparative Study of the Effect of Three Teaching Methods of Group, Personal (Face-to-Face, and Compact Disc on Correcting the Pronunciation and Reading of the Prayer in the Students of Qom University of Medical Sciences

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Shabanali Khansanami

2013-07-01

Full Text Available Background and Objectives: Emphasis is placed on the correction of reading the prayer as an important precept in Islamic culture, and it is essential to use an effective teaching method to promote the status of reading the prayers in youth. This study was conducted with the aim of comparing the effect of the methods of group teaching, personal (face-to-face teaching and using compact disc (CD on correcting the pronunciation and reading of the prayer in the students of Qom University of Medical Sciences in 2011.Methods: This semi-experimental study was done on the students of the Faculty of Nursery and Midwifery of Qom University of Medical Sciences. The samples were randomly assigned into three groups, and the number of students in each group was 22. A checklist of reading mistakes was completed before the intervention, and then, teaching content was given to them in the form of group and face-to-face teaching and CD. In the following, reading mistakes of the students’ prayer were recorded one month after intervention. Data was analyzed using descriptive statistics, and Kruskal–Wallis and Wilcoxon tests at a significance level of p0.05.Conclusion: Based on the findings of this study, the effect of teaching methods of group, personal, and CD was the same in correcting the students’ reading of the prayer. Therefore, it is suggested that considering the students’ interest and current circumstances, various methods could be used for correction of the students’ reading of the prayer.

Brain bases of reading fluency in typical reading and impaired fluency in dyslexia.

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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.

The Development of Basic Reading Skills in Children: A Cross-Language Perspective.

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Geva, Esther; Wang, Min

2001-01-01

Reviews recent research evidence for universal and orthography- or language-specific processes in the development of basic reading skills in school-age children. The review focuses on three different aspects of reading--phonological processing, rapid naming, and morphosyntactic complexity--targeted in recent research on development of word…

Nurse awareness of clinical research: a survey in a Japanese University Hospital

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2014-01-01

Background Clinical research plays an important role in establishing new treatments and improving the quality of medical practice. Since the introduction of the concept of clinical research coordinators (CRC) in Japan, investigators and CRC work as a clinical research team that coordinates with other professionals in clinical trials leading to drug approval (registration trials). Although clinical nurses collaborate with clinical research teams, extended clinical research teams that include clinical nurses may contribute to the ethical and scientific pursuit of clinical research. Methods As knowledge of clinical research is essential for establishing an extended clinical research team, we used questionnaires to survey the knowledge of clinical nurses at Tokushima University Hospital. Five-point and two-point scales were used. Questions as for various experiences were also included and the relationship between awareness and experiences were analyzed. Results Among the 597 nurses at Tokushima University Hospital, 453 (75.9%) responded to the questionnaires. In Japan, registration trials are regulated by pharmaceutical affairs laws, whereas other types of investigator-initiated research (clinical research) are conducted based on ethical guidelines outlined by the ministries of Japan. Approximately 90% of respondents were aware of registration trials and clinical research, but less than 40% of the nurses were aware of their difference. In clinical research terminology, most respondents were aware of informed consent and related issues, but ≤50% were aware of other things, such as the Declaration of Helsinki, ethical guidelines, Good Clinical Practice, institutional review boards, and ethics committees. We found no specific tendency in the relationship between awareness and past experiences, such as nursing patients who were participating in registration trials and/or clinical research or taking a part in research involving patients as a nursing student or a nurse

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

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Anja Dular

2013-03-01

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

MRI Anatomical Correlates of Reading and Language Deficits

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J Gordon Millichap

2006-12-01

Full Text Available Neuroanatomical correlates of developmental dyslexia (DD, defined by isolated reading deficits, and specific language impairment (SLI, defined by poor receptive and expressive language skills, were examined using MR imaging in a heterogeneous sample of 14 boys and 8 girls (11-16 yers of age with learning disabilities, in a study at University of Florida; Georgetown University, Washington, DC; and other centers.

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

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Kim, Young-Suk Grace

2015-01-01

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

L2 Reading Ability: Further Insight into the Short-Circuit Hypothesis.

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Taillefer, Gail F.

1996-01-01

Discusses the notion of a language proficiency threshold that short circuits the transfer of reading ability from the native language (L1) to a second language (L2). This study, in which cognitive complexity of tasks and students' L2 proficiency levels vary, focuses on university students in France reading preprofessional English texts. (39…

Reading Stephen King: Issues of Censorship, Student Choice, and Popular Literature.

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Power, Brenda Miller, Ed.; Wilhelm, Jeffrey D., Ed.; Chandler, Kelly, Ed.

This collection of essays grew out of the "Reading Stephen King Conference" held at the University of Maine in 1996. Stephen King's books have become a lightning rod for the tensions around issues of including "mass market" popular literature in middle and high school English classes and of who chooses what students read.…

Does Extensive Reading Promote Reading Speed?

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He, Mu

2014-01-01

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

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

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Solak, Ekrem; Altay, Firat

2014-01-01

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

Small wins big: analytic pinyin skills promote Chinese word reading.

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Lin, Dan; McBride-Chang, Catherine; Shu, Hua; Zhang, Yuping; Li, Hong; Zhang, Juan; Aram, Dorit; Levin, Iris

2010-08-01

The present study examined invented spelling of pinyin (a phonological coding system for teaching and learning Chinese words) in relation to subsequent Chinese reading development. Among 296 Chinese kindergartners in Beijing, independent invented pinyin spelling was found to be uniquely predictive of Chinese word reading 12 months later, even with Time 1 syllable deletion, phoneme deletion, and letter knowledge, in addition to the autoregressive effects of Time 1 Chinese word reading, statistically controlled. These results underscore the importance of children's early pinyin representations for Chinese reading acquisition, both theoretically and practically. The findings further support the idea of a universal phonological principle and indicate that pinyin is potentially an ideal measure of phonological awareness in Chinese.

Do textbooks used in university reading education courses conform to the instructional recommendations of the national reading panel?

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Malatesha Joshi, R; Binks, Emily; Graham, Lori; Ocker-Dean, Emily; Smith, Dennie L; Boulware-Gooden, Regina

2009-01-01

Two reasons may be responsible for the poor grasp of the linguistic concepts related to literacy acquisition by preservice and in-service teachers: a lack of attention given to such concepts by teacher educators (college faculty members) and a lack of relevant information provided in the textbooks used in college courses. In an earlier study, the authors found that many teacher educators involved in the training of preservice and in-service teachers were not well acquainted with these concepts. In this study, the authors examined the extent to which textbooks used in reading education courses contain the information about the five components of literacy instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension) recommended by the National Reading Panel. Such scrutiny shows that many textbooks do not adequately cover these five components and the related instructional procedures for teaching them. In addition to the paucity of information about teaching the five components, some textbooks present inaccurate information.

A Comparative Study of Reading Strategies Used by Chinese English Majors

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Zhou, Xiaoqiong; Zhao, Yonggang

2014-01-01

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

A review of the current state of digital plate reading of cultures in clinical microbiology.

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Rhoads, Daniel D; Novak, Susan M; Pantanowitz, Liron

2015-01-01

Digital plate reading (DPR) is increasingly being adopted as a means to facilitate the analysis and improve the quality and efficiency within the clinical microbiology laboratory. This review discusses the role of DPR in the context of total laboratory automation and explores some of the platforms currently available or in development for digital image capturing of microbial growth on media. The review focuses on the advantages and challenges of DPR. Peer-reviewed studies describing the utility and quality of these novel DPR systems are largely lacking, and professional guidelines for DPR implementation and quality management are needed. Further development and more widespread adoption of DPR is anticipated.

“Read-To-Write-Tasks” in English for Specific Purposes Classes

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Galina Kavaliauskienė

2011-04-01

Full Text Available At university level students face demanding tasks of reading an enormous amount of professional materials in English. Writing various assignments is another challenging part of higher education. Online activities are the priority for conducting assignments at tertiary level. Students usually start doing the English for Specific Purposes (ESP course before learning subject-matters of the future profession, i.e. in their first year. The cornerstone of the ESP is unfamiliar lexis and numerous concepts of subject-matter. In order to succeed, students need to develop proficiency in reading professional texts and writing skillfully on relevant subject issues. The aim of this paper is to study, first, learners‘ attitudes to online reading of professional materials as well as to writing various assignments online and, second, to examine learners‘ self-assessment of proficiency in these skills. Our research employed brief written surveys designed in accordance with the standards in Social Sciences, which were administered to the students doing the ESP course, and the verbal data obtained during individual interviews intended to assess learners‘ success and achievements throughout the academic year. The respondents were the students specializing in psychology at Mykolas Romeris University, Vilnius, Lithuania. All the participants were unanimous in the importance of writing and reading skills for the ESP tasks. 100% of respondents support reading professional materials, and 80% of respondents support exercising online writing. Self-assessment of reading proficiency demonstrates that 90% of students believe they possess very good or good skills of reading, and 70% of learners are sure of their good skills in writing. Respondents’ performance in these skills is less impressive. Some recommendations towards perfecting students’ proficiency in “read-to-write-tasks” are suggested. It is important to help learners develop better rates of reading

Experience with the Implementation of Clinical Pharmacy Services and Processes in a University Hospital in Belgium.

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Somers, Annemie; Claus, Barbara; Vandewoude, Koen; Petrovic, Mirko

2016-03-01

This article summarizes the experience with the development of clinical pharmacy services in the Ghent University Hospital in Belgium. Implementation of clinical pharmacy services in Belgian hospitals has not been evident because these activities were initially not structurally financed. The aim is to describe the strengths and weaknesses of the clinical pharmacy development process, and the milestones that enhanced the progress. Furthermore, the organisation of clinical pharmacy in the Ghent University Hospital is explained, including back- and front-office activities, seamless pharmaceutical care and medication safety improvement. Some working methods, procedures and tools are explained for different clinical pharmacy services. In particular, the clinical pharmacy projects for geriatric patients as well as the preparation of clinical pharmacy services for the accreditation process are explained. We also reflect on the organisation model and the future development of clinical pharmacy, taking into consideration facilitators and potential barriers.

The Impact of Online Autonomous Learning on EFL Students' Reading Skills

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Shang, Hui-Fang; Chen, Yen-Yu

2018-01-01

With the rapid growth of technology, many language acquisition approaches have been added to computer-assisted language learning applications. Thus, this study investigated the impact of online autonomous learning on English as a Foreign Language (EFL) students' reading ability. Sixty-five students from two reading classes at One University in…

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

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Habibian, Maryam

2015-01-01

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

Effects of Teaching First-Year Medical Students Skills to Read Medical Literature.

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Riegelman, Richard K.

1986-01-01

A course at George Washington University School of Medicine was evaluated to determine the course's effectiveness, changes in the students' perception of their competence in reading medical literature, the student's knowledge of research study design and statistics, and the effect of the course on the students' journal reading. (Author/MLW)

Speaking in Tongues: Can International Graduate Students Read International Graduate Admissions Materials?

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Taylor, Zachary W.

2017-01-01

A recent Educational Testing Services report (2016) found that international graduate students with a TOEFL score of 80--the minimum average TOEFL score for graduate admission in the United States--usually possess reading subscores of 20, equating to a 12th-grade reading comprehension level. However, one public flagship university's international…

Providing Information about Reading Lists via a Dashboard Interface

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Dr Jason Cooper

2013-01-01

Full Text Available As developers of the open source LORLS Resource/Reading List Management System we have developed a dashboard to better support academic staffs’ understanding of how their students use reading lists. This dashboard provides both graphical and tabulated information drawn from LORLS and the Aleph Integrated Library System. Development of the dashboard required changes to back-end functionality of LORLS such as logging views of reading lists and caching of loan data. Changes to the front end included the use of HTML5 canvas elements to generate pie charts and line graphs. Recently launched to academic staff at Loughborough University, the dashboard has already garnered much praise. It is hoped that further development of the dashboard will provide even more support for academics in the compilation of their reading lists.

Radiology clinical synopsis: a simple solution for obtaining an adequate clinical history for the accurate reporting of imaging studies on patients in intensive care units

International Nuclear Information System (INIS)

Cohen, Mervyn D.; Alam, Khurshaid

2005-01-01

Lack of clinical history on radiology requisitions is a universal problem. We describe a simple Web-based system that readily provides radiology-relevant clinical history to the radiologist reading radiographs of intensive care unit (ICU) patients. Along with the relevant history, which includes primary and secondary diagnoses, disease progression and complications, the system provides the patient's name, record number and hospital location. This information is immediately available to reporting radiologists. New clinical information is immediately entered on-line by the radiologists as they are reviewing images. After patient discharge, the data are stored and immediately available if the patient is readmitted. The system has been in routine clinical use in our hospital for nearly 2 years. (orig.)

Managing out of hours clinical photography at the University Hospitals Bristol.

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Brinkworth, Simon; Kenny, Alice; Knights, Christina

2018-04-01

In recent years, Medical Illustration at University Hospitals Bristol (UHBristol) NHS Foundation Trust has seen a steady increase in photography requests, including the need for out of hours photography provision. This paper details how Medical Illustration at UHBristol decided to manage an out of hours clinical photography service.

The Correlation of IQ and Emotional Intelligence with Reading Comprehension

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Ghabanchi, Zargham; Rastegar, Rabe'e

2014-01-01

The aim of this study was to determine the impact of both IQ and emotional intelligence on reading comprehension in Iran. Forty-five EFL college students from Payame Noor University of Gonbad and Azad University of Gorgan participated in this study. Three independent tests were administrated, including Bar-On's emotional intelligence inventory…

Revisiting Kant's universal law and humanity formulas

NARCIS (Netherlands)

Nyholm, S.R.

2015-01-01

This book offers new readings of Kant’s "universal law" and "humanity" formulations of the categorical imperative. It shows how, on these readings, the formulas do indeed turn out being alternative statements of the same basic moral law, and in the process responds to many of the standard objections

Reading with a simulated 60-channel implant

Directory of Open Access Journals (Sweden)

Angelica ePerez Fornos

2011-05-01

Full Text Available First generation retinal prostheses containing 50-60 electrodes are currently in clinical trials. The purpose of this study was to evaluate the theoretical upper limit (best possible reading performance attainable with a state-of-the-art 60-channel retinal implant and to find the optimum viewing conditions for the task. Four normal volunteers performed full-page text reading tasks with a low resolution, 60-pixel viewing window that was stabilized in the central visual field. Two parameters were systematically varied: (1 spatial resolution (image magnification and (2 the orientation of the rectangular viewing window. Performance was measured in terms of reading accuracy (% of correctly read words and reading rates (words/min. Maximum reading performances were reached at spatial resolutions between 3.6 and 6 pixels/char. Performance declined outside this range for all subjects. In optimum viewing conditions (4.5 pixels/char, subjects achieved almost perfect reading accuracy and mean reading rates of 26 words/min for the vertical viewing window and of 34 words/min for the horizontal viewing window. These results suggest that, theoretically, some reading abilities can be restored with actual state-of-the-art retinal implant prototypes if image magnification is within an optimum range. Future retinal implants providing higher pixel resolutions, thus allowing for a wider visual span might allow faster reading rates.

Rapid Automatized Naming, Verbal Working Memory, and Rhythm Discrimination as Predictors of Reading in Italian Undergraduate Students with and without Dyslexia.

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Cancer, Alice; Antonietti, Alessandro

2018-05-13

Whereas the clinical manifestations and the neuropsychological predictors of Developmental Dyslexia (DD) are already well documented in Italian-speaking children, empirical evidence on DD in Italian adults is in contrast rather scarce. The aim of the present study was to investigate the role of a subset of neuropsychological skills, which have been identified by previous literature to be related to reading, in the decoding abilities of a group of Italian undergraduates with and without DD. For this purpose, 39 university students aged between 19 and 27 years, 19 of whom with a diagnosis of DD, underwent an assessment battery including standardized reading tests, rapid automatized naming (RAN), verbal working memory, and rhythmic pattern discrimination tests. Cross-group differences confirmed significantly lower performances of undergraduates with DD in all measures but rhythm discrimination, compared to typical readers, thus showing a non-compensated neuropsychological profile. Regression analyses showed that, while reading speed was strongly and uniquely predicted by RAN speed, reading accuracy was concurrently predicted by RAN and rhythmic abilities. Finally, RAN speed emerged as a strong predictor of reading performance and risk of receiving a diagnosis of DD.

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

OpenAIRE

Al-Roomy, Muhammad

2013-01-01

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

[Clinical pharmacy practice education in master's course of Meijo University in affiliation with medical school].

Science.gov (United States)

Matsuba, Kazuhisa

2009-08-01

In 2003, Meijo University has developed a new program to train students in master's degree in the field of clinical practice. This new curriculum has three big pillars of educational goal: Problem-Based Learning (PBL), communication skill and clinical pharmacy practice training. Before exposing students to clinical training, they must learn first how to solve various patients' problems through PBL and enhance their communication skill. To provide a clinical environment, education and training, the Faculty of Pharmacy cooperated with the School of Medicine of Fujita Health University. Master's students together with other members of the healthcare team observe patient's disease state and most especially monitor pharmacotherapy. At first, students will be trained for a month at the pharmacy division and experience one week-nursing job. Next, they will be trained at the clinical divisions such as General Internal Medicine, Cardiology, Endocrinology, Gastroenterology, Respiratory Medicine, Hematology, Chemotherapy, Gastroenterological Surgery, Psychiatry, and Emergency Unit. Students rotate three-month training on four clinical divisions during one year. The head physicians of the medical department hold concurrent post as professors and share responsibility with the pharmacy faculty in training the students. To have its venue where students, faculty and physicians conduct their discussion on clinical cases, a pharmacy satellite seminar class room was set up at Fujita Health University hospital. Through this, pharmacy students and faculty had more opportunities to exchange knowledge on medicine and pharmacy. Master's students are expected to acquire professionalism, ethical knowledge and pharmaceutical care skills through the clinical pharmacy practice program.

Optimizing EFL Learners' Sensitizing Reading Skill: Development of Local Content-Based Textbook

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Arifani, Yudhi

2016-01-01

The development of local wisdom based sensitizing reading material is aimed at penetrating one of the imperishable gaps between authentic and non-authentic reading materials dispute in an EFL teaching context. Promoting EFL learners' needs for the first semester students of English department at university level, who rarely or even never have a…

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

OpenAIRE

Kim, Young-Suk Grace

2015-01-01

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

A new universal simplified adhesive: 6-month clinical evaluation.

Science.gov (United States)

Mena-Serrano, Alexandra; Kose, Carlos; De Paula, Eloisa Andrade; Tay, Lidia Yileng; Reis, Alessandra; Loguercio, Alessandro D; Perdigão, Jorge

2013-02-01

Multimode adhesives, which can be used as etch-and-rinse or as self-etch adhesives, have been recently introduced without clinical data to back their use. To evaluate the 6-month clinical performance of Scotchbond Universal Adhesive (SU; 3M ESPE, St. Paul, MN, USA) in noncarious cervical lesions (NCCLs) using two evaluation criteria. Thirty-nine patients participated in this study. Two hundred restorations were assigned to four groups: SU-TEm: etch-and-rinse + moist dentin; SU-TEd: etch-and-rinse + dry dentin; SU-SEet: selective enamel etching; and SU-SE: self-etch. The composite resin Filtek Supreme Ultra (3M ESPE) was placed incrementally. The restorations were evaluated at baseline and after 6 months using both the World Dental Federation (FDI) and the United States Public Health Service (USPHS) criteria. Statistical analyses were performed with Friedman repeated measures analysis of variance by rank and McNemar test for significance in each pair (α = 0.05). Only four restorations (SU-SE: 3 and SU-TEm: 1) were lost after 6 months (p > 0.05 for either criteria). Marginal discoloration occurred in one restoration in the SU-SE group (p > 0.05 for either criteria). Only 2/200 restorations were scored as bravo for marginal adaptation using the USPHS criteria (one for SU-SE and one for SU-SEet, p > 0.05). However, when using the FDI criteria, the percentage of bravo scores for marginal adaptation at 6 months were 32%, 36%, 42%, and 46% for groups SU-TEm, SU-TEd, SU-SEet, and SU-SE, respectively (p > 0.05). The clinical behavior of the multimode adhesive does not depend on the bonding strategy at 6 months. The FDI evaluation criteria are more sensitive than the USPHS criteria. At 6 months, the clinical behavior of the new multimode adhesive Scotchbond Universal was found to be reliable when used in noncarious cervical lesions and may not depend on the bonding strategy employed. © 2012 Wiley Periodicals, Inc.

Reflex reading epilepsy: effect of linguistic characteristics on spike frequency.

Science.gov (United States)

Safi, Dima; Lassonde, Maryse; Nguyen, Dang Khoa; Denault, Carole; Macoir, Joël; Rouleau, Isabelle; Béland, Renée

2011-04-01

Reading epilepsy is a rare reflex epilepsy in which seizures are provoked by reading. Several cases have been described in the literature, but the pathophysiological processes vary widely and remain unclear. We describe a 42-year-old male patient with reading epilepsy evaluated using clinical assessments and continuous video/EEG recordings. We administered verbal, nonverbal, and reading tasks to determine factors precipitating seizures. Linguistic characteristics of the words were manipulated. Results indicated that reading-induced seizures were significantly more numerous than those observed during verbal and nonverbal tasks. In reading tasks, spike frequency significantly increased with involvement of the phonological reading route. Spikes were recorded predominantly in left parasagittal regions. Future cerebral imaging studies will enable us to visualize the spatial localization and temporal course of reading-induced seizures and brain activity involved in reading. A better understanding of reading epilepsy is crucial for reading rehabilitation in these patients. Copyright © 2011 Elsevier Inc. All rights reserved.

Developmental relations between reading comprehension and reading strategies

OpenAIRE

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

2017-01-01

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

THE IMPACT OF GLOSS TYPES ON IRANIAN EFL STUDENTS’ READING COMPREHENSION AND LEXICAL RETENTION

Directory of Open Access Journals (Sweden)

Mohammad Taghi Farvardin

2012-01-01

Full Text Available Research has shown that the effect of marginal glosses on reading comprehension and vocabulary retention is a controversial issue. The purpose of this study was to investigate this issue among Iranian university EFL students. Three types of glosses were applied in this study: single gloss in participants’ first language (SL1G, single gloss in participants’ second language (SL2G, and multiple-choice gloss (MCG in participants’ second language. One hundred and twenty undergraduate students majoring in English Teaching at Azad University of Najafabad, Iran, read the texts under three conditions: SL1G, SL2G, and MCG. Afterwards, participants answered two vocabulary tests, one administered immediately after the reading test and another three weeks later. One-way repeated measures ANOVA and follow-up post hoc tests (p<.05 showed that MCG facilitated participants’ vocabulary learning while reading the text more than SLGs. The results of One-way ANOVA also revealed that SL2G was the most facilitative gloss type for the participants’ reading comprehension. The study illustrates how different types of textual glosses can affect both reading comprehension and vocabulary retention. Limitations and suggestions for future research are discussed.

Psycholinguistic determinants of reading comprehension in english as a foreign language

Directory of Open Access Journals (Sweden)

Javier Vivaldo-Lima

Full Text Available The purpose of this study was to analyze the contribution of linguistic and psychological variables in the explanation of the variance associated with reading comprehension in English (L2. Two hundred and eighty Mexican university students participated in the study. The variables analyzed within the linguistic dimension were: reading strategies in Spanish, linguistic competence in English, and ability to perceive lexical transparency between L1 and L2. The psychological dimension evaluated the influence of the reader’s cognitive style, locus of control, and action control orientation on reading comprehension in L2. Subjects were administered a battery of seven evaluation instruments. Multiple regression analyses suggested a two-stage explanatory model of reading in L2. Firstly, psychological variables accounted for 10.0% of the variance in reading comprehension in the first language. Secondly, reading comprehension in Spanish, linguistic competence in L2, and perception of lexical transparency, accounted for 35.5% of the variance in reading comprehension in English.

Comparing the organisational structure of the preoperative assessment clinic at eight university hospitals.

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Edward, G M; Biervliet, J D; Hollmann, M W; Schlack, W S; Preckel, B

2008-01-01

The preoperative assessment clinic (PAC) has been implemented in most major hospitals. However, there is no uniformity in the way PACs are organised. We compared the organisational structure of the PACs from all eight university hospitals in The Netherlands, looking at the following variables: number of patients visiting the PAC, staffing of the PAC, opening hours, scheduling, and additional preoperative diagnostic testing. The number of patients seen yearly varies from 7.000 to 13.500. In all clinics, the preoperative assessment was performed by anaesthetists and residents. In five PACs, preoperative assessment was also performed by physician assistants or nurse practitioners. Opening hours varied. Consultations are by appointment, 'walk-in', or a combination of these two. In four clinics additional testing is performed at the PAC itself. This study shows that the organisational structure of the PAC at similar university hospitals varies greatly; this can have important implications when designing a benchmarking process.

Reading Trends and Perceptions Towards Islamic English Websites as Teaching Materials

Science.gov (United States)

Khairuddin, Zurina; Shukry, Azimah Shurfa Mohammed; Sani, Nurshafawati Ahmad

2014-01-01

This paper is a study of the reading trends and perceptions of Muslim Malaysian undergraduate students towards Islamic English websites as pedagogical materials in English language classrooms. Data was collected through a set of questionnaires to 180 students from the International Islamic University Malaysia (IIUM) and Universiti Sultan…

Exploring Learner Factors in Second Language (L2) Incidental Vocabulary Acquisition through Reading

Science.gov (United States)

Zhao, Aiping; Guo, Ying; Biales, Carrie; Olszewski, Arnold

2016-01-01

This study examined the predictive role of several learner factors in second language (L2) incidental vocabulary acquisition through reading: L2 proficiency, motivation, anxiety, and mastery of strategies. Participants were 129 English learners in a comprehensive university in China. Participants read two English texts and were given an…

IMPACT OF CLINICAL-TRIALS ON THE ADOPTION OF NEW DRUGS WITHIN A UNIVERSITY HOSPITAL

NARCIS (Netherlands)

DENIG, P; HAAIJER-RUSKAMP, FM; WESSELING, H

1991-01-01

To assess the influence that clinical trials may have on the introduction of new drugs into prescribing routines, the adoption of drugs has been studied in a university hospital in the Netherlands. A significant relation was found between the testing of semi-innovative drugs in clinical trials in

Teaching Reading

Science.gov (United States)

Day, Richard R.

2013-01-01

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

Slow Reading: Reading along "Lectio" Lines

Science.gov (United States)

Badley, K. Jo-Ann; Badley, Ken

2011-01-01

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

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

Science.gov (United States)

Palomo-Alvarez, Catalina; Puell, María C

2009-09-01

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

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

Science.gov (United States)

Wang, Jing

2014-01-01

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

THE INCIDENCE OF CAESAREAN SECTIONS IN THE UNIVERSITY CLINICAL CENTER OF KOSOVO

OpenAIRE

Elshani, Brikene; Daci, Armond; Gashi, Sanije; Lulaj, Shefqet

2012-01-01

Introduction: As in most countries of the world also at Kosovo the rate of Cesarean section from year to year is increasing. Aim: The main purpose of this paper was to present the incidence of births completed by Caesarean section at the Clinic of Gynecology and Obstetrics of University Clinical Center of Kosovo in Prishtin?. Material and methods: This study is retrospective, namely its made by collecting epidemiological data from patients? histories that completed birth by Caesarean section ...

Reading Culture: Best Practice Needed for the Survival of Nigerian Tertiary Institutions

Science.gov (United States)

Okecha, Rita Ebele

2012-01-01

This paper examined the importance of reading culture, the role of parents, teachers and government in ensuring that reading culture is imbibed early in life. A sample of eighty (80) students from Ambrose Alli University in their clusters was used for the study. The questionnaire was used to obtain the data which were analysed using frequencies,…

Public School Librarians and Academic Librarians Join Together to Promote Diversity and Reading

Science.gov (United States)

Jackson-Brown, Grace M.

2017-01-01

This article shares the story of the author's involvement in a national literacy initiative known as the African American Read-In (AARI) in Springfield, Missouri. The article highlights successes that public school librarians and university librarians are experiencing as they work together to promote diversity and reading through a community-wide…

Suicide Risk Assessment in Adolescents - C-SSRS, K10, and READ

DEFF Research Database (Denmark)

Jakobsen, Ida Skytte; Larsen, Kim Juul; Horwood, John L

2017-01-01

BACKGROUND: Assessment and screening are often the first step in planning interventions to help adolescents at risk of suicide. Causes of suicidal thoughts and behavior are multifaceted and it is important for clinical work that assessment reflects this complexity. AIMS: To investigate whether...... a general psychological Resilience Scale for Adolescents (READ) is associated with a validated suicide rating scale (C-SSRS). METHOD: An observational study of self-reported suicidality (C-SSRS), psychological distress (K10), and resiliency (READ) in three adolescent samples: suicide clinic (N = 147...... was significantly lower in the suicide clinic sample. READ was predictive of levels of suicidality within all samples independently of general psychological distress (K10). LIMITATIONS: The study did not examine other early childhood factors that may contribute to individual resiliency or suicidality. CONCLUSION...

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

Directory of Open Access Journals (Sweden)

Sergio Lopera Medina

2012-01-01

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

Problems of university-based scientists associated with clinical trials.

Science.gov (United States)

Remington, R D

1979-05-01

University faculty members who participate in clinical trials face a number of difficulties in connection with this association. Publication opportunities are often limited, and individual scholarship is difficult to express and evaluate within the context of a cooperative trial. Merit increases, promotion, and the award of tenure will usually require evidence of scholarly achievement outside the trial setting. For this reason, it seems inadvisable to recommend that a young investigator devote a major portion of his scholarly and research time to such an activity. A possible exception may be a full-time appointment for 1 to 2 years. Nonetheless, cooperative clinical trials are an important investigative tool and they should continue to be associated with academic centers. If appropriate administrative arrangements can be made, it should be possible to solve the academic problems of the young investigator associated with such trials.

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

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Aurora Varona Archer

2012-12-01

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

MULTIPLE INTELLIGENCES AS PREDICTORS OF READING COMPREHENSION AND VOCABULARY KNOWLEDGE

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Abbas Ali Zarei

2014-07-01

Full Text Available Abstract: The present study was conducted to investigate types of Multiple Intelligences as predictors of reading comprehension and vocabulary knowledge. To meet this objective, a 60-item TOEFL test and a 90-item multiple intelligences questionnaire were distributed among 240 male and female Iranians studying English at Qazali and Parsian Universities in Qazvin. Data were analyzed using a multiple regression procedure. The result of the data analysis indicated that musical, interpersonal, kinesthetic, and logical intelligences were predicators of reading comprehension. Moreover, musical, verbal, visual, kinesthetic and natural intelligences made significant contributions to predicting vocabulary knowledge.   Key words: Multiple intelligences, reading comprehension, vocabulary knowledge.

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

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Endley, Martin J.

2016-01-01

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

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

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Mohammad Mehdi Yazdani

2015-05-01

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

Developmental Relations Between Reading Comprehension and Reading Strategies

NARCIS (Netherlands)

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

2017-01-01

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

Dual-sided reading versus single-sided reading: comparison of image quality and radiation dose between the two computed radiography system

International Nuclear Information System (INIS)

Song Shaojuan; Qi Hengtao; Zhao Yongxia; Jiao Fanglian

2007-01-01

Objective: To assess and compare the difference in image quality and exposure dose between single-sided reading image plate (IP) and dual-sided reading IP. Methods: A contrast-detail phantom CDRAD 2.0 was exposed by single-sided and dual-sided reading IP with different mAs sets. The entrance surface doses were recorded for all images. Images were then presented to two radiologists on a high resolution monitor of diagnosis workstation. The image quality figure (IQF) was measured for each image. Statistical analysis was performed using Spearman's correlation test and Wilcoxon signed-rank test to compare the difference in image quality and exposure dose between single-sided IP and dual-sided reading IP. Results: With different tube current dosage of 5.6, 12.0, 20.0, 25.0, and 40.0 mAs, IQF values of single-sided reading IP were 47.95, 37.68, 34.31, 28.61, and 24.65, respectively, while those of dual- sided reading IP were 38.83, 29.81, 29.65, 25.16, and 21.43, respectively. The IQF difference between them showed statistical significance (P<0.05). Conclusion: Image quality of dual-sided reading IP has been proved to be far superior to that of single-sided reading IP, in particular for low contrast detail. The image quality of single-sided reading IP is similar to that of dual-sided reading IP only at high dose levels. The clinical application of dual-sided reading IP will reduce the exposure dose by about 25% compared with single-sided reading IP. (authors)

Oral candidiasis as clinical manifestation of HIV/AIDS infection in Airlangga University hospital patients

Science.gov (United States)

Putranti, A.; Asmarawati, T. P.; Rachman, B. E.; Hadi, U.; Nasronudin

2018-03-01

The purpose of this study was to determine the characteristics of HIV/AIDS patients with oral candidiasis as its clinical manifestation at Airlangga University Hospital Surabaya. This is a descriptive analytic research with cross-sectional design using Chi-Square statistic test. Samples of this study consist of 34 patients using total sampling methods. Those patients were all HIV/AIDS infected patients with oral candidiasis clinical manifestations, who were admitted to Airlangga University Hospital Surabaya from January 2016 to September 2017. Results showed that mostly HIV/AIDS patients with oral candidiasis are male (79.4%), old age (40-75years) total amounted to 58.8%, heterosexual as main risk factor (70%), clinical stadium mostly in stage IV (61.8%), 26% of patients with chronic diarrhea and 56% with pulmonary TB, clinical stages of patients have a significant relation to the incidence of oral candidiasis infection (p=0.024). The most common oral lesions found in people with HIV are Candidiasis. The best management is through routine dental examination and dental precautions to maintain health and achieve a better quality of life.

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…

Bibliotherapy and aging phobia among Covenant University staff ...

African Journals Online (AJOL)

Reading is one of life's greatest pleasures and opens the door to culture, knowledge and independence. It can be very therapeutic. This study examines the effect of bibliotherapy on aging phobia among Covenant University academic and senior staff. The result shows that reading of books has influenced positively their ...

"Reading to Write" in East Asian Studies

Science.gov (United States)

Freedman, Leora

2013-01-01

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

Perceptions of clients on awareness and the geographical location of a South African university sexual health clinic.

Science.gov (United States)

Adams, Rukshana; Van Der Heever, Mariana M; Damons, Anneleen

2017-09-27

The Campus Health Service at Stellenbosch University has a sub-division, a sexual health clinic, which provides sexual health services. The clients of the sexual health clinic consist of staff members and students. This article reports on the perceptions of clients that relate to awareness and the geographical location of the clinic. The Campus Health Service at Stellenbosch University's main campus. A descriptive qualitative approach was applied utilising in-depth interviews. A sample of n = 15 was drawn through purposive sampling and data saturation was achieved with the sample. The following themes emerged from the data: location of the clinic, awareness of sexual health services and marketing and advertising. The findings of the study revealed that accessibility of the clinic is influenced by the geographical location of the clinic and that marketing and awareness of services require attention.

Identifying structural variants using linked-read sequencing data.

Science.gov (United States)

Elyanow, Rebecca; Wu, Hsin-Ta; Raphael, Benjamin J

2017-11-03

Structural variation, including large deletions, duplications, inversions, translocations, and other rearrangements, is common in human and cancer genomes. A number of methods have been developed to identify structural variants from Illumina short-read sequencing data. However, reliable identification of structural variants remains challenging because many variants have breakpoints in repetitive regions of the genome and thus are difficult to identify with short reads. The recently developed linked-read sequencing technology from 10X Genomics combines a novel barcoding strategy with Illumina sequencing. This technology labels all reads that originate from a small number (~5-10) DNA molecules ~50Kbp in length with the same molecular barcode. These barcoded reads contain long-range sequence information that is advantageous for identification of structural variants. We present Novel Adjacency Identification with Barcoded Reads (NAIBR), an algorithm to identify structural variants in linked-read sequencing data. NAIBR predicts novel adjacencies in a individual genome resulting from structural variants using a probabilistic model that combines multiple signals in barcoded reads. We show that NAIBR outperforms several existing methods for structural variant identification - including two recent methods that also analyze linked-reads - on simulated sequencing data and 10X whole-genome sequencing data from the NA12878 human genome and the HCC1954 breast cancer cell line. Several of the novel somatic structural variants identified in HCC1954 overlap known cancer genes. Software is available at compbio.cs.brown.edu/software. braphael@princeton.edu. Supplementary data are available at Bioinformatics online. © The Author (2017). Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com

Deficits in working memory, reading comprehension and arithmetic skills in children with mouth breathing syndrome: analytical cross-sectional study.

Science.gov (United States)

Kuroishi, Rita Cristina Sadako; Garcia, Ricardo Basso; Valera, Fabiana Cardoso Pereira; Anselmo-Lima, Wilma Terezinha; Fukuda, Marisa Tomoe Hebihara

2015-01-01

Mouth breathing syndrome is very common among school-age children, and it is possibly related to learning difficulties and low academic achievement. In this study, we investigated working memory, reading comprehension and arithmetic skills in children with nasal and mouth breathing. Analytical cross-sectional study with control group conducted in a public university hospital. 42 children (mean age = 8.7 years) who had been identified as mouth breathers were compared with a control group (mean age = 8.4 years) matched for age and schooling. All the participants underwent a clinical interview, tone audiometry, otorhinolaryngological evaluation and cognitive assessment of phonological working memory (numbers and pseudowords), reading comprehension and arithmetic skills. Children with mouth breathing had poorer performance than controls, regarding reading comprehension (P = 0.006), arithmetic (P = 0.025) and working memory for pseudowords (P = 0.002), but not for numbers (P = 0.76). Children with mouth breathing have low academic achievement and poorer phonological working memory than controls. Teachers and healthcare professionals should be aware of the association of mouth breathing with children's physical and cognitive health.

The impact of simulation-based learning on students' English for Nursing Purposes (ENP) reading proficiency: a quasi-experimental study.

Science.gov (United States)

Chang, Hsiao-Yun Annie; Chan, Luke; Siren, Betty

2013-06-01

This is a report of a study which evaluated simulation-based learning as a teaching strategy for improving participants' ENP reading proficiency in the senior college program of students whose first language is Chinese, not English. Simulation-based learning is known to be one of most effective teaching strategies in the healthcare professional curricula, which brings a clinical setting into the classroom. However, developing English reading skills for English written nursing journals through simulation-based learning in the nursing curricula, is largely unknown. We used a quasi-experimental approach with nonequivalent control group design to collect the causal connections between intervention and outcomes. 101 students were enrolled in this study (response rate 92.6%) of these 48 students volunteered for the intervention group, and 53 students for the control group. The findings indicated that the intervention group had significantly higher mean scores in ENP reading proficiency with unknown words in the article (p=.004), vocabulary (pdesigned research and a universal method of outcome measurement. Copyright © 2012 Elsevier Ltd. All rights reserved.

Executive Functions Contribute Uniquely to Reading Competence in Minority Youth

Science.gov (United States)

Jacobson, Lisa A.; Koriakin, Taylor; Lipkin, Paul; Boada, Richard; Frijters, Jan; Lovett, Maureen; Hill, Dina; Willcutt, Erik; Gottwald, Stephanie; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R.; Mahone, E. Mark

2018-01-01

Competent reading requires various skills beyond those for basic word reading (i.e., core language skills, rapid naming, phonological processing). Contributing “higher-level” or domain-general processes include information processing speed and executive functions (working memory, strategic problem solving, attentional switching). Research in this area has relied on largely Caucasian samples, with limited representation of children from racial or ethnic minority groups. This study examined contributions of executive skills to reading competence in 761 children of minority backgrounds. Hierarchical linear regressions examined unique contributions of executive functions (EF) to word reading, fluency, and comprehension. EF contributed uniquely to reading performance, over and above reading-related language skills; working memory contributed uniquely to all components of reading; while attentional switching, but not problem solving, contributed to isolated and contextual word reading and reading fluency. Problem solving uniquely predicted comprehension, suggesting that this skill may be especially important for reading comprehension in minority youth. Attentional switching may play a unique role in development of reading fluency in minority youth, perhaps as a result of the increased demand for switching between spoken versus written dialects. Findings have implications for educational and clinical practice with regard to reading instruction, remedial reading intervention, and assessment of individuals with reading difficulty. PMID:26755569

Possible Reasons for Students' Ineffective Reading of Their First-Year University Mathematics Textbooks. Technical Report. No. 2011-2

Science.gov (United States)

Shepherd, Mary D.; Selden, Annie; Selden, John

2011-01-01

This paper reports the observed behaviors and difficulties that eleven precalculus and calculus students exhibited in reading new passages from their mathematics textbooks. To gauge the effectiveness of these students' reading, we asked them to attempt straightforward mathematical tasks, based directly on what they had just read. These …

A case for the sentence in reading comprehension.

Science.gov (United States)

Scott, Cheryl M

2009-04-01

This article addresses sentence comprehension as a requirement of reading comprehension within the framework of the narrow view of reading that was advocated in the prologue to this forum. The focus is on the comprehension requirements of complex sentences, which are characteristic of school texts. Topics included in this discussion are (a) evidence linking sentence comprehension and syntax with reading, (b) syntactic properties of sentences that make them difficult to understand, (c) clinical applications for the assessment of sentence comprehension as it relates to reading, and (d) evidence and methods for addressing sentence complexity in treatment. Sentence complexity can create comprehension problems for struggling readers. The contribution of sentence comprehension to successful reading has been overlooked in models that emphasize domain-general comprehension strategies at the text level. The author calls for the evaluation of sentence comprehension within the context of content domains where complex sentences are found.

Influence of newspapers in the development of student's reading ...

African Journals Online (AJOL)

Influence of newspapers in the development of student's reading culture in two Nigerian University Libraries. ... PROMOTING ACCESS TO AFRICAN RESEARCH ... Information Impact: Journal of Information and Knowledge Management ... size of 200 and questionnaire was the major instrument used for data collection.

A Preservice Training Module in Microcomputer Applications for Teaching Reading.

Science.gov (United States)

Balajthy, Ernest

1986-01-01

Declares the need to train teachers to use computers in reading and language arts and describes a training program used with undergraduate education majors at the State University of New York at Geneseo. (SRT)

The Effect of the Reader's Background on Reading Comprehension Performance

Directory of Open Access Journals (Sweden)

Bushra Saadoon Mohammed Al-Noori

2014-12-01

Full Text Available This study aims at measuring the amount of the effect of the reader's background knowledge on performance in reading comprehension tests through the assessment of information gained in reading comprehension (RC tests across-four testing techniques, short answer questions ,true-false items , multiple - choice items , and cloze test and re-test. This technique involves the examinees in two types of tasks, i.e. pre-reading and post -reading task. Two hypotheses have been proposed to achieve the aims of this study. They are  1-There are no significant differences between the pre-reading and post-reading performances of examinees on reading comprehension(RC. 2-There are no significant differences in information gain scores across the different techniques of testing reading comprehension (RC in EFL. To verify the validity of these two hypotheses, a number of statistical procedures have been used such as arithmetical mean, t-test for correlated and independent samples to analyze the performance of third and fourth year College students studying at the Department of English at University of Baghdad /Ibn Rushd College of Education for Humanities on two reading passages taken from TOEFL practice tests (2011. The analysis of the data has shown the following results: 1-The background knowledge has an effect on the performance on reading comprehension (RC. 2-There is a significant difference in students' performance on reading comprehension (RC. 3-The effect of background knowledge is investable on reading comprehension (RC tests, but it can be identified or neutralized. Based on these conclusions, the researcher presented a number of recommendations.

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

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Muhammet BAŞTUĞ

2016-06-01

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

The Correlation Between Students’Vocabulary Mastery and Their Interest in English Toward Reading Comprehension in descriptive Text at the Second Semester of Muhammadiyah University of Metro Academic Year 2014/2015

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Eva Faliyanti

2015-04-01

Full Text Available Abstarct -------------------------------------------------------------------------------------------------------------------- Vocabulary is one aspects  in reading comprehension. By having  a lot vocabulary, the students understand in reading comprehension. The interest in English also gives effect of students mastery in English. Before the students start to read they are must be interested in English first. Reading is one of skills in English that very essential for the students, because by reading the students can get information from the text. In this research the researcher focoses on reading comprehension in descriptive text. The problems formulation in this research are; (1 How far is the students score of ability in vocabulary mastery toward reading comprehension in descriptive text? (2 How far is the students score of ability in students interest in English toward reading comprehension in descriptive text? (3 How far is the correlation between students’ score of vocabulary mastery and students interest in English toward reading comprehension in descriptive text?. The objective of the research are; (1 To identify the students’ score in vocabulary mastery toward reading comprehension in descriptive text. (2 To identify the students’ score in students interest in English toward reading comprehension in descriptive text. (3 To find out how far the correlation between students’ score of vocabulary mastery and students interest in English toward reading compregension in descritive text. The research was conducted at the second semester of Muhammadiyah University Students in Academic Year 2014/2015. The population of this research was 127 students. The researcher used cluster ramdom sampling in taking sample. In collecting the data the researcher used test and questionnarie, namely vocabulary mastery and reading comprehension in descriptive text. In questionnarie used to students interest in English and in analyzing the data, the

[The use of medical journals by medical students. Which medical journals are read?].

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Algra, Annemijn M; Dekker, Friedo W

2015-01-01

To investigate the role of scientific medical journals in Dutch medical curricula. Descriptive questionnaire study. In 2013, medical students (from year 3 onwards) at the Leiden University Medical Centre (LUMC), were invited to respond to an online questionnaire. They were presented with 28 multiple-choice questions and 11 statements about the use of scientific medical journals in the medical curriculum. We calculated the frequencies of the answers per question and analysed differences between medical students using two-by-two tables. The questionnaire was completed by 680 (53.0%) of 1277 invited medical students enrolled at the LUMC. Most of the respondents were those doing clinical rotations (56.6%) and 60.1% had research experience. More than half of the students read at least one scientific journal a few times per month; this percentage was 38.8% among third-year students, 49.3% among fourth-year students, 60.0% among those on clinical rotation, and was higher among students with research experience (63.3%) than among those without research experience (44.1%). Nearly 90% of students agreed with the statement that the development of academic and scientific education should take place in the bachelor's phase of medical school. Medical students start to read scientific medical journals at an early phase in the medical curriculum and this increases further when students start to undertake research projects or go on clinical rotation. Medical curricula should be constructed in such a way that medical students learn to select and interpret research findings adequately for themselves before they turn to articles from scientific medical journals.

Reading, Laterality, and the Brain: Early Contributions on Reading Disabilities by Sara S. Sparrow

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Fletcher, Jack M.; Morris, Robin D.

2014-01-01

Although best known for work with children and adults with intellectual disabilities and autism spectrum disorders, training in speech pathology and a doctorate in clinical psychology and neuropsychology was the foundation for Sara Sparrow's long-term interest in reading disabilities. Her first papers were on dyslexia and laterality, and the…

Enhancing clinical skills education: University of Virginia School of Medicine's Clerkship Clinical Skills Workshop Program.

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Corbett, Eugene C; Payne, Nancy J; Bradley, Elizabeth B; Maughan, Karen L; Heald, Evan B; Wang, Xin Qun

2007-07-01

In 1993, the University of Virginia School of Medicine began a clinical skills workshop program in an effort to improve the preparation of all clerkship students to participate in clinical care. This program involved the teaching of selected basic clinical skills by interested faculty to small groups of third-year medical students. Over the past 14 years, the number of workshops has increased from 11 to 31, and they now involve clerkship faculty from family medicine, internal medicine, and pediatrics. Workshops include a variety of common skills from the communication, physical examination, and clinical test and procedure domains such as pediatric phone triage, shoulder examination, ECG interpretation, and suturing. Workshop sessions allow students to practice skills on each other, with standardized patients, or with models, with the goal of improving competence and confidence in the performance of basic clinical skills. Students receive direct feedback from faculty on their skill performance. The style and content of these workshops are guided by an explicit set of educational criteria.A formal evaluation process ensures that faculty receive regular feedback from student evaluation comments so that adherence to workshop criteria is continuously reinforced. Student evaluations confirm that these workshops meet their skill-learning needs. Preliminary outcome measures suggest that workshop teaching can be linked to student assessment data and may improve students' skill performance. This program represents a work-in-progress toward the goal of providing a more comprehensive and developmental clinical skills curriculum in the school of medicine.

IQ and Reading Comprehension in Translation Quality

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Mohsen Askari

2017-10-01

Full Text Available Having a deeper understanding of determining factors in the quality of translation is in the interest of almost all scholars of translation studies. Students’ intelligence is being measured constantly in order to determine their aptitude for entering into different programs. However, in translation studies, the variable of intelligence quotient (IQ has been curiously ignored among researchers. This study aimed to explore the strength of both IQ and reading comprehension in predicting translation quality among Iranian translation students.  A sample of forty-six translation students from Alborz University of Qazvin participated in this study. Data were collected using three tests including Raven’s Advanced Progressive Matrices, Colina’s (2008 componential translation quality rating scheme and the reading comprehension test of IELTS. The results show IQ test scores and reading comprehension significantly predict translation quality assessment. Surprisingly, the most significant finding is that IQ score is by far a better predictor of translation quality than reading comprehension. Overall, it is concluded that translation quality assessment is more of a deeper cognitive function than solely language process, which could lead to more research on cognitive aspects of translation.

Listening and Reading Proficiency Levels of College Students

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Tschirner, Erwin

2016-01-01

This article examines listening and reading proficiency levels of U.S. college foreign language students at major milestones throughout their undergraduate career. Data were collected from more than 3,000 participants studying seven languages at 21 universities and colleges across the United States. The results show that while listening…

Effects of Reciprocal Teaching Strategies on Reading Comprehension

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

2011-01-01

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

IMPROVING STUDENTS’ READING COMPREHENSION THROUGH IINTERACTIVE READ-ALOUD TECHNIQUE

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Edi Santoso

2015-10-01

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

Brucellosis in Kosovo and Clinical Features of Brucellosis at University clinical center of Kosovo

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Emine Qehaja Buçaj

2015-12-01

Full Text Available Objective: Brucellosis became a remarkable disease in Kosovo. But there is not a comprehensive epidemiological study about epidemiology and clinical course of this disease from Kosovo. The aim of our study is to present demographic and clinical data of patients with brucellosis at University Clinical Center of Kosovo. Methods: A retrospective study was performed for the patients with brucellosis treated in our clinic during years 2011- 2012. The data about demography, history of the disease, clinical presentations, serological test, serum biochemistry and reatment were collected from hospital medical records. The diagnosis of brucellosis based on clinical and laboratory findings. Results: This descriptive study included 47 patients, who 33 of them (70.2% were males. The mean age was 37.9 ± 19.3 years. The route of transmission of the disease was known in 28 59.5% of them. Direct contact with livestock in 22 (46.8% and ingestion of dairy products in six cases (12.7% were reported as the transmission route. The majority of patients (27 patients, 57.4% were from rural area. The main presenting symptoms were atigue, fever and arthralgia. Osteoarticular manifestations were the common forms of localized disease. Regarding to the therapy, 45 (95.7% of patients were treated with streptomycin and doxycycline for the first three weeks. Conclusion: Human brucellosis is not a common in Kosovo but there is a potential risk. Osteoarticular symptoms were the most common presentation reasons. The most effective and preferred treatment regimen was Streptomycin plus Doxycycline for the first three weeks, and Doxycycline plus Rifampicin thereafter. J Microbiol Infect Dis 2015;5(4: 147-150

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

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Parviz Ajideh

2018-05-01

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

Reading faster

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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.

Guest Comment: Universal Language Requirement.

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Sherwood, Bruce Arne

1979-01-01

Explains that reading English among Scientists is almost universal, however, there are enormous problems with spoken English. Advocates the use of Esperanto as a viable alternative, and as a language requirement for graduate work. (GA)

Transition from Clinical Manager to University Lecturer: A Self-Reflective Case Study

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Oldland, Elizabeth

2011-01-01

This paper is a case study exploring the author's use of reflective practice to facilitate the transition in role from a clinical manager with teaching responsibilities in a critical care unit to university lecturer. The similarities and differences in the roles with respect to learner characteristics, teaching contexts and effective teaching…

Student Time Usage during Fall Reading Week

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Cramer, Ken; Pschibul, Rebecca

2017-01-01

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

Projekt READ - sammen om læsning

DEFF Research Database (Denmark)

Christensen, Mette Vedsgaard; Østerbye, Torkil

2015-01-01

Projekt READ er et et-årigt projekt gennemført i et samarbejde mellem TrygFondens Børneforskningscenter, Aarhus Universitet, Aarhus Kommune og VIA University College. Projektet undersøger, om læse- og skrivefærdigheder hos elever i 2. og 3. klasse kan løftes gennem en intervention, hvor forældre...

University Clinic of Toxicology--historical note and present work.

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Bozinovska, C

2013-01-01

The University Clinic of Toxicology (UCT) in Skopje was founded as the Clinic for Toxicology and Emergency Internal Medicine on January 15th 1976. Today UCT has a modern building with office space of 1,300 m2 on 4 floors, 40 hospital beds and 72 employees including 18 doctors. UCT works in accordance with the public healthcare services in the Republic of Macedonia through the use of specialist/consultative and hospital healthcare for people over the age of 14 years. The Clinic also provides services in the field of emergency internal medicine, acute poisoning with medications, pesticides, corrosives, poisonous gases and mushrooms, heavy metals and other chemicals. The Clinic takes an active part in the detoxification programme for users of opiates and psychotropic substances, protocols for enteral and parenteral nutrition and guides for home treatment. Yearly there are more than 14,000 ambulance admissions, over 1,400 hospitalized patients, over 4,000 urgent EHO checks, more than 1,000 urgent upper endoscopies and over 700 other toxicological analyses and other interventions. The educational services and activities are realized through the chair for internal medicine. The Clinic offers undergraduate and graduate level education for medical students and dentists, for medical nurses, radiology technicians, speech therapists and physiotherapists. Over 300 papers and reports have been published to date by the medical staff at the UCT in the form of abstracts and integrated projects in the Republic of Macedonia and aboard. 8 doctorates have been successfully completed by employees from the Clinic as well as 4 master's theses and 1 in-depth project. UCT employees are the authors of some textbooks and monographs. UCT have undertaken some scientific projects. Employees from the Clinic of Toxicology are members taking an active part in many domestic and international associations.

Lexical Profiles of Thailand University Admission Tests

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Cherngchawano, Wirun; Jaturapitakkul, Natjiree

2014-01-01

University Admission Tests in Thailand are important documents which reflect Thailand's education system. To study at a higher education level, all students generally need to take the University Admission Tests designed by the National Institute of Educational Testing Service (NIETS). For the English test, vocabulary and reading comprehension is…

The Teaching Reading With Virtual Technology in Education Context

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Vera Wannmacher Pereira

2015-06-01

Full Text Available This research had the specific objectives: produce virtual reading materials to the 7th grade of elementary high school students; develop workshops from these materials for these students; check the benefits of these workshops to the student`s reading comprehension development and also their the linguistic learning knowledge; produce an e-book to the teachers; provide this e-book to the publisher`s website at PUCRS. The methodology involved: conducting cooperative work around educational actions (application of virtual materials produced in workshops, research (development and implementation of research instruments and extension (production and availability of e-book. The results were: a productive network between University and schools; a set of reading comprehension material to the 7th grade of elementary school students; students’ reading comprehension development and learning language skills in the test applied before and after the workshops; the e-book which was developed and it is available on the EDIPUCRS site.

EXPLORING STUDENTS‟ DIFFICULTIES IN READING ACADEMIC TEXTS

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Ira Ernawati

2017-04-01

Full Text Available Academic texts play an important role for university students. However, those texts are considered difficult. This study is intended to investigate students‘ difficulties in reading academic texts. The qualitative approach was employed in this study. The design was a case study. The participants were ten students from fifth semester of CLS: EE (Classroom Language and Strategy: Explaining and Exemplifying class who were selected by using purposive sampling. The data were gathered from students‘ journal reflections, observation, and interview. The finding shows that the students encountered reading difficulties in area of textual factors, namely vocabulary, comprehending specific information, text organization, and grammar and human factors including background knowledge, mood, laziness, and time constraint.

Content Area Reading Instruction for Secondary Teacher Candidates: A Case Study of a State-Required Online Content Area Reading Course

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Biggs, Brad

2014-01-01

This dissertation examined in a state-required, online preservice teacher course in content area reading instruction (CARI) at a large land-grant university in Minnesota. Few studies have been published to date on revitalized literacy teacher preparation efforts in CARI (See Vagle, Dillon, Davison-Jenkins, & LaDuca, 2005; Dillon, O'Brien,…

Promoting preschool reading

OpenAIRE

Istenič, Vesna

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 ...

Why Some Students Are Less Motivated in Reading Classes at Tertiary Level in Bangladesh

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Ullah, Md. Mohib; Fatema, Sayeda

2013-01-01

The universal importance of reading, a receptive skill, is enormous. It encompasses a major part of learning and teaching a language. Reading ameliorates language competence of learners and it has an all-inclusive effect on their acquisition of second language. But some students are not found appropriately motivated or found demotivated in reading…

Effectiveness of music education for the improvement of reading skills and academic achievement in young poor readers: a pragmatic cluster-randomized, controlled clinical trial.

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Hugo Cogo-Moreira

Full Text Available Difficulties in word-level reading skills are prevalent in Brazilian schools and may deter children from gaining the knowledge obtained through reading and academic achievement. Music education has emerged as a potential method to improve reading skills because due to a common neurobiological substratum.To evaluate the effectiveness of music education for the improvement of reading skills and academic achievement among children (eight to 10 years of age with reading difficulties.235 children with reading difficulties in 10 schools participated in a five-month, randomized clinical trial in cluster (RCT in an impoverished zone within the city of São Paulo to test the effects of music education intervention while assessing reading skills and academic achievement during the school year. Five schools were chosen randomly to incorporate music classes (n = 114, and five served as controls (n = 121. Two different methods of analysis were used to evaluate the effectiveness of the intervention: The standard method was intention-to-treat (ITT, and the other was the Complier Average Causal Effect (CACE estimation method, which took compliance status into account.The ITT analyses were not very promising; only one marginal effect existed for the rate of correct real words read per minute. Indeed, considering ITT, improvements were observed in the secondary outcomes (slope of Portuguese = 0.21 [p<0.001] and slope of math = 0.25 [p<0.001]. As for CACE estimation (i.e., complier children versus non-complier children, more promising effects were observed in terms of the rate of correct words read per minute [β = 13.98, p<0.001] and phonological awareness [β = 19.72, p<0.001] as well as secondary outcomes (academic achievement in Portuguese [β = 0.77, p<0.0001] and math [β = 0.49, p<0.001] throughout the school year.The results may be seen as promising, but they are not, in themselves, enough to make music lessons as public

Reading Clinics on University Campuses: A Way Forward for ...

African Journals Online (AJOL)

The preponderance of pidgin and slang as campus languages, the large classes that limit students' oral participation at lectures and a host of other factors also limit students' language use/output. The result of these limitations can be witnessed in their poor performance at both productive and receptive language skills.

Medication therapy management clinic: perception of healthcare professionals in a University medical center setting

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Shah M

2013-09-01

Full Text Available Objective: To determine the overall perception and utilization of the pharmacist managed medication therapy management (MTM clinic services, by healthcare professionals in a large, urban, university medical care setting.Methods: This was a cross-sectional, anonymous survey sent to 195 healthcare professionals, including physicians, nurses, and pharmacists at The University of Illinois Outpatient Care Center to determine their perception and utilization of the MTM clinic. The survey consisted of 12 questions and was delivered through a secure online application. Results: Sixty-two healthcare professionals (32% completed the survey. 82% were familiar with the MTM clinic, and 63% had referred patients to the clinic. Medication adherence and disease state management was the most common reason for referral. Lack of knowledge on the appropriate referral procedure was the prominent reason for not referring patients to the MTM clinic. Of the providers that were aware of MTM services, 44% rated care as ‘excellent’, 44% as ‘good’, 5% as ‘fair’, and 0% stated ‘poor’. Strengths of MTM clinic identified by healthcare providers included in-depth education to patients, close follow-up, and detailed medication reconciliation provided by MTM clinic pharmacists. Of those familiar with MTM clinic, recommendations included; increase marketing efforts to raise awareness of the MTM clinic service, create collaborative practice agreements between MTM pharmacists and physicians, and ensure that progress notes are more concise.Conclusion: In a large, urban, academic institution MTM clinic is perceived as a valuable resource to optimize patient care by providing patients with in-depth education as it relates to their prescribed medications and disease states. These identified benefits of MTM clinic lead to frequent patient referrals specifically for aid with medication adherence and disease state management.

Reading and Writing as Academic Literacy in EAP Program of Indonesian Leaners

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Imroatus Solikhah

2015-12-01

Full Text Available This study investigates academic literacy imposed in reading and writing for academic purposes in the EAP program. This study uses descriptive design elaborating data from curriculum documents and interviews.  Involving 45 participants from IAIN Surakarta and Veteran University, data were analyzed using constant-comparison and inductive analysis tecniques. The study diseovers that academic literacy is prominent to serve and recently it has been the growing learning outcomes universities should provide besides discipline and experise. Academic literacy in EAP program is embedded into academic vocabulary, grammar, reading and writing for academic purposes.  Consequently, academic literacy should be incurred in the curriculum, syllabus, aims and objectives, and teaching materials.

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

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Ángela López Velásquez

2011-08-01

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

The Anxiety Disorder Clinic for Children and Adolescents (TADCCA) at Aarhus University in Denmark

DEFF Research Database (Denmark)

Thastum, Mikael

2013-01-01

for children with anxiety problems. The second case study is one of the total group of six families in which Erik was participating; as such it includes a summary of Erik's case in the context of the other five who participated. The group was conducted by a combination of a senior doctoral clinical...... psychologist and eight students. They were part of a training clinic, called The Anxiety Disorder Clinic for Children and Adolescents (TADCCA), in the Educational and Research Clinic of the Department of Psychology at Aarhus University in Aarhus, Denmark. This article describes the background and context...

Education for Democracy at the University Level

Science.gov (United States)

Knoester, Matthew; Gichiru, Wangari P.

2014-01-01

The University of Evansville, like many universities, requires a seminar for all incoming first-year students to prepare students for college-level writing, along with the reading and discussion of challenging texts. Often, these courses share particular books to allow in-coming students to share a "common experience." This article…

Parents' reading-related knowledge and children's reading acquisition.

Science.gov (United States)

Ladd, Megan; Martin-Chang, Sandra; Levesque, Kyle

2011-12-01

Teacher reading-related knowledge (phonological awareness and phonics knowledge) predicts student reading, however little is known about the reading-related knowledge of parents. Participants comprised 70 dyads (children from kindergarten and grade 1 and their parents). Parents were administered a questionnaire tapping into reading-related knowledge, print exposure, storybook reading, and general cultural knowledge. Children were tested on measures of letter-word knowledge, sound awareness, receptive vocabulary, oral expression, and mathematical skill. Parent reading-related knowledge showed significant positive links with child letter-word knowledge and sound awareness, but showed no correlations with child measures of mathematical skill or vocabulary. Furthermore, parent reading-related knowledge was not associated with parents' own print exposure or cultural knowledge, indicating that knowledge about English word structure may be separate from other cognitive skills. Implications are discussed in terms of improving parent reading-related knowledge to promote child literacy.

Slower saccadic reading in Parkinson's disease.

Science.gov (United States)

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

2018-01-01

significantly correlated with age, duration of disease, and VFQ-25 scores. The presence of convergence insufficiency did not significantly correlate with reading time in PD patients, although on average there was slower reading time in those with convergence insufficiency by 8 s (p = 0.2613). We propose that a simple reading task using 120 single-digit numbers can be used as a screening tool in the clinical setting to assess functional ocular motor difficulties in Parkinson's disease that can have a profound impact on quality of life.

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.

A Reading Attempt of the Urban Memory of Eskisehir Osmangazi University Meselik Campus via Cognitive Mapping

Science.gov (United States)

Alptekin, Orkun

2017-10-01

University campuses have a small city view containing basic city functions such as work, accommodation, rest and transportation. They are spaces of social life that occupy large areas, have population density and different activities, change and grow with the cities they live in, and memorize the past accumulations. In this context, it is necessary for campuses to form and protect their own memories like cities. Campus memory is the ability of individuals to keep, maintain and - when necessary- reveal the experiences, sensations, comprehensions gathered from physical environment. "Cognitive mapping" is used to reveal the physical and emotional relationship that individuals make with the city and the individual-city interaction. Cognitive maps are created graphically using verbal and geometric items on paper by remembering these coded urban images. In this study, to determine the urban images belonging to Eskisehir Osmangazi University Meselik Campus, architecture students who have a short period experience of the campus were asked to note the areas they interact with the campus on the cognitive map. Campus memory items are identified by analysing the cognitive maps of the individuals who experienced the campus. In the direction of the obtained data, the campus area was re-read with five basic elements of Lynch: paths, districts, edges, nodes, and landmarks. As a result of these analyses, it is seen that religious structure, which is a large symbolic structure, located next to the main entrance in the settlement and health care facilities defined as landmarks are located in the memory of most of the individuals. Then, paths, nodes, districts, edges and educational buildings are listed respectively in cognitive maps.

Developing a "clinical presentation" curriculum at the University of Calgary.

Science.gov (United States)

Mandin, H; Harasym, P; Eagle, C; Watanabe, M

1995-03-01

Currently, medical curricula are structured according to disciplines, body systems, or clinical problems. Beginning in 1988, the faculty of the University of Calgary Faculty of Medicine (U of C) carefully evaluated the advantages and disadvantages of each of these models in seeking to revise their school's curriculum. However, all three models fell short of a curricular structure based on current knowledge and principles of adult learning, clinical problem solving, community demands, and curriculum management. By 1991, the U of C had formulated a strategic plan for a revised curriculum structure based on the way patients present to physicians, and implementation of this plan has begun. In creating the new curriculum, 120 clinical presentations (e.g., "loss of consciousness/syncope") were defined and each was assigned to an individual or small group of faculty for development based on faculty expertise and interest. Terminal objectives (i.e., "what to do") were defined for each presentation to describe the appropriate clinical behaviors of a graduating physician. Experts developed schemes that outlined how they differentiated one cause (i.e., disease category) from another. The underlying enabling objectives (i.e., knowledge, skills, and attitudes) for reaching the terminal objectives for each clinical presentation were assigned as departmental responsibilities. A new administrative structure evolved in which there is a partnership between a centralized multidisciplinary curriculum committee and the departments. This new competency-based, clinical presentation curriculum is expected to significantly enhance students' development of clinical problem-solving skills and affirms the premise that prudent, continuous updating is essential for improving the quality of medical education.

Revaluing the reading process of adult ESL/EFL learners through critical dialogues

Directory of Open Access Journals (Sweden)

Koomi Kim

2011-06-01

Full Text Available The authors explore language developmental processes of university English language learners. The used Retrospective Miscue Analysis (RMA and In-depth Reading Interviews as heuristic tools to generate critical dialogues with students to reflect on their L1 and English language learning processes and perceptions. The studies show that RMA and In-Depth Reading Interviews lead the teachers researches-and english language learners to critical learnable and teachable moments.

Influential factors in individual differences in reading comprehension: cognitive inhibition and working memory

Directory of Open Access Journals (Sweden)

Carlos Wilfrido Guevara Toledo

2017-03-01

Full Text Available To read involves understanding of what it is read; automation of the processes involved in reading, lead us to believe that it is a simple process. Thepeople, to read uses encoding and decoding processes: recognizing and decoding words graphemes allowing lexical access; and comprehension processes: syntactic and semantic analysis, to give meaning to the text they read. Any disturbance in these processes compromise text comprehension and learning, including expert readers. Reading is the gateway to knowledge, science and good living.The analysis of reading comprehension should be analyzed from neuroscience. A review of the neurophysiological factors: cognitive inhibition and working memory, that influenced individual differences in reading comprehension in expert readers, was performed. Starting from a bibliographical review, the theoretical proposals of Megan Boudewyn and Debra Long, researchers from the Universities of California – Davis and Wisconsin – Madison, were considered. It was concluded that cognitive inhibition and working memory are influential factors for individual differences in reading comprehension in expert readers. The PROLEC - SE (reader process evaluation, the reading amplitude (PAL test, the Stroop effect and experimental tests of sentences with prime words, associated and non - associated can help to investigate these factors.

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

Directory of Open Access Journals (Sweden)

Gayle Bogel

2012-03-01

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

Comparing the organisational structure of the preoperative assessment clinic at eight university hospitals

NARCIS (Netherlands)

Edward, G. M.; Biervliet, J. D.; Hollmann, M. W.; Schlack, W. S.; Preckel, B.

2008-01-01

The preoperative assessment clinic (PAC) has been implemented in most major hospitals. However, there is no uniformity in the way PACs are organised. We compared the organisational structure of the PACs from all eight university hospitals in The Netherlands, looking at the following variables:

Pathway to Graduation: A Pilot Reading Project for Middle School Students during the Summer Months

Science.gov (United States)

Hilsmier, Amanda Strong; Wood, Patricia F.; Wirt, Susan; McTamney, Diane; Malone, Mary Beth; Milstead, Becky

2014-01-01

The purpose of this article is to outline the implementation of a summer reading project targeted at middle school students with identified reading deficits and behavioral concerns called Pathway to Graduation (PTG). The project was a collaborative process between a school district, local university, and department of mental health. The students…

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

Science.gov (United States)

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

2014-01-01

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

Relationship between Vocabulary Size and Reading Comprehension Levels of Malaysian Tertiary Students

Directory of Open Access Journals (Sweden)

Angelina Wan Lin Tan

2018-01-01

Full Text Available This study investigated the relationship between vocabulary size and reading comprehension performance among students in a tertiary institution in a Malaysian context and examined the vocabulary size required for students to achieve reading comprehension at various levels of proficiency. The research questions that guided this study were: 1 What is the vocabulary size of second year diploma students studying Mass Communication?; 2 What is the reading comprehension proficiency of second year diploma students studying Mass Communication?; and 3 What vocabulary size is required for different levels of reading comprehension proficiency? This study used the quantitative approach. The participants were 53 Malaysian second-year students at a private university college in Malaysia who were reading for their Diploma in Mass Communication. The instruments used were the Vocabulary Size Test and the IELTS Reading Test (Academic Module. The findings showed that the average vocabulary size of the students was just over 6000 word families and this vocabulary size was generally insufficient for adequate reading comprehension. Students needed an average vocabulary size of about 8000 word families to achieve adequate reading comprehension and about 10000 word families to achieve proficient reading comprehension. Based on the individual student’s performance, this study did not find a linear relationship between vocabulary size and reading comprehension performance, nor was there a threshold vocabulary size for adequate reading comprehension.

Teaching children with dyslexia to spell in a reading-writers' workshop.

Science.gov (United States)

Berninger, Virginia W; Lee, Yen-Ling; Abbott, Robert D; Breznitz, Zvia

2013-04-01

To identify effective treatment for both the spelling and word decoding problems in dyslexia, 24 students with dyslexia in grades 4 to 9 were randomly assigned to treatments A (n=12) or B (n=12) in an after-school reading-writers' workshop at the university (thirty 1-h sessions twice a week over 5 months). First, both groups received step 1 treatment of grapheme-phoneme correspondences (gpc) for oral reading. At step 2, treatment A received gpc training for both oral reading and spelling, and treatment B received gpc training for oral reading and phonological awareness. At step 3, treatment A received orthographic spelling strategy and rapid accelerated reading program (RAP) training, and treatment B continued step 2 training. At step 4, treatment A received morphological strategies and RAP training, and treatment B received orthographic spelling strategy training. Each treatment also had the same integrated reading-writing activities, which many school assignments require. Both groups improved significantly in automatic letter writing, spelling real words, compositional fluency, and oral reading (decoding) rate. Treatment A significantly outperformed treatment B in decoding rate after step 3 orthographic training, which in turn uniquely predicted spelling real words. Letter processing rate increased during step 3 RAP training and correlated significantly with two silent reading fluency measures. Adding orthographic strategies with "working memory in mind" to phonics helps students with dyslexia spell and read English words.

Psychology at Chinese universities and in Chinese society: with special reference to clinical psychology

OpenAIRE

Yue, Guoan; Perrez, Meinrad; Han, Xiulan

2011-01-01

The following contribution gives a short introduction to Chinese psychology, history, psychological research and teaching institutions and student selection for universities. After a brief overview of the theoretical traditions and contemporary trends in general and experimental psychology it focuses in more detail on the recent developments in clinical and medical psychology. Research domains, academic training in clinical psychology and its applications in modern China are discussed with sp...

BETWEEN REALITY AND IDEALISM: DOES NOVEL READING GENERATE EMPATHY IN ALGERIAN EFL STUDENTS?

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Samya Achiri

2016-06-01

Full Text Available This study is an exploration of the extent to which reading novels develops Algerian EFL students’ empathetic attitudes towards human issues in the novel they are exposed to on the one hand and towards current local and worldwide issues on the other. To achieve this aim, a survey questionnaire is designed. The respondents are 50 MA students of Anglo-American Studies at the English Department of Oum El Bouaghi University (Algeria. The students have been exposed to Mark Twain’s The Adventures of Huckleberry Finn as a part of their syllabus. Accordingly, their reactions to the questions concerning this novel provide the necessary data around which this study hinges. The findings of the research are meant to help teachers and researchers to seek out new possibilities of developing more effective ways of using novel reading in EFL university classes. Additionally, the results serve to raise Algerian EFL students’ awareness about reading novels and their impact on stimulating their imagination, critical thinking and emotional attitudes.

Using the TOEFL to measure the reading proficiency levels of deaf college applicants.

Science.gov (United States)

LoMaglio, L J

1991-07-01

The TOEFL is widely used by colleges and universities in the United States and Canada to measure the English language proficiency levels of hearing international applicants. At the National Technical Institute for the Deaf, a faculty committee recommended that this popular test instrument be used to measure the English reading skills of deaf international applicants to the National Technical Institute for the Deaf. This study examined the merits of using the TOEFL to measure the English reading ability of hearing post-secondary international students seeking admission to English-based colleges and universities. Forty-one hearing foreign students were tested in the fall of 1989 at the English Language Institute at SUNY Buffalo. The instruments chosen were both the TOEFL and the California Achievement Test of reading ability. The majority of the research subjects who scored between 400 and 500 on the TOEFL achieved a grade level of less than 8.0 on the California Achievement Test.

The need for reviewing log books in Birjand University of Medical Sciences clinical wards: Letter to Editor

Directory of Open Access Journals (Sweden)

Zoya Tahergorabi

2017-08-01

Furthermore, due to the pervasive use of electronic log books in recent years in medical universities across the country that are in line with developments and innovations in medical education, it is recommended that the log books at this university too, should be presented and evaluated electronically. Electronic log books with ongoing record of activities and clinical techniques based on educational objectives, in addition to learning consolidation, determine unavailable measures to achieve clinical objectives and, thus, cause regular monitoring and evaluation on the part of students.

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

Methodological review of the quality of reach out and read: does it "work"?

Science.gov (United States)

Yeager Pelatti, Christina; Pentimonti, Jill M; Justice, Laura M

2014-04-01

A considerable percentage of American children and adults fail to learn adequate literacy skills and read below a third grade level. Shared book reading is perhaps the single most important activity to prepare young children for success in reading. The primary objective of this manuscript was to critically review the methodological quality of Read Out and Read (ROR), a clinically based literacy program/intervention that teaches parents strategies to incorporate while sharing books with children as a method of preventing reading difficulties and academic struggles. A PubMed search was conducted. Articles that met three criteria were considered. First, the study must be clinically based and include parent contact with a pediatrician. Second, parental counseling ("anticipatory guidance") about the importance of parent-child book reading must be included. Third, only experimental or quasi-experimental studies were included; no additional criteria were used. Published articles from any year and peer-reviewed journal were considered. Study quality was determined using a modified version of the Downs and Black (1998) checklist assessing four categories: (1) Reporting, (2) External Validity, (3) Internal Validity-Bias, and (4) Internal Validity-Confounding. We were also interested in whether quality differed based on study design, children's age, sample size, and study outcome. Eleven studies met the inclusion criteria. The overall quality of evidence was variable across all studies; Reporting and External Validity categories were relatively strong while methodological concerns were found in the area of internal validity. Quality scores differed on the four study characteristics. Implications related to clinical practice and future studies are discussed.

Extensive Reading for Second Language Learners of Japanese in Higher Education: Graded Readers and Beyond

Science.gov (United States)

Nakano, Teiko

2016-01-01

This paper reports on the implementation of Japanese extensive reading with international students studying at a Japanese university using graded readers (GRs). GRs chosen for the present study were simplified versions of original Japanese literature and were used to support students in acquiring a top-down reading strategy, a wide range of…

A quantitative reading of competences documents of Law new degrees.

OpenAIRE

Leví Orta, Genoveva del Carmen; Ramos Méndez, Eduardo

2014-01-01

Documents formulating competences of degrees are key sources for analysis, evaluation and profile comparison of training, currently offered by different university degrees. This work aims to make a quantitative reading of competences documents of Law degree from various Spanish universities, based on the ideas of Content Analysis. The methodology has two phases. Firstly, a dictionary of concepts related to the components of competences is identified in the documentary corpus. Next, the corpus...

Undergraduate Consent Form Reading in Relation to Conscientiousness, Procrastination, and the Point-of-Time Effect.

Science.gov (United States)

Theiss, Justin D; Hobbs, William B; Giordano, Peter J; Brunson, Olivia M

2014-07-01

Informed consent is central to conducting ethical research with human participants. The present study investigated differences in consent form reading in relation to conscientiousness, procrastination, and the point-of-time (PT) effect among undergraduate participants at a U.S. university. As hypothesized, conscientious participants and those who signed up to participate in a research study more days in advance and for earlier sessions (PT effect) read the consent form more thoroughly. However, procrastination was not related to consent form reading. Most importantly, consent form reading in general was poor, with 80% of participants demonstrating that they had not read the consent form. Conscientious participants were more likely to self-report reading the consent form, irrespective of their measured consent form reading. The article closes with suggestions to improve the process of obtaining informed consent with undergraduate participants. © The Author(s) 2014.

Memory Functioning in Children with Reading Disabilities and/or Attention-Deficit/Hyperactivity Disorder: A Clinical Investigation of Their Working Memory and Long-term Memory Functioning

OpenAIRE

Kibby, Michelle Y.; Cohen, Morris J.

2008-01-01

We examined memory functioning in children with reading disabilities (RD), ADHD, and RD/ADHD using a clinic sample with a clinical instrument: the Children’s Memory Scale, enhancing its generalizability. Participants included 23 children with RD, 30 with ADHD, 30 with RD/ADHD, and 30 controls. Children with RD presented with reduced verbal short-term memory (STM) but intact visual STM, central executive (CE) and long-term memory (LTM) functioning. Their deficit in STM appeared specific to tas...

Cohesion: An Overview for the Teacher of Reading. Revised.

Science.gov (United States)

Chapman, L. John

Pronouns, substitutes, elipses, conjunctions, synonyms, antonyms, superordinates and subordinates, and part-whole relations all provide cohesive ties that help a reader understand text. A study at Britain's Open University (England) has revealed the way in which the perception of cohesive ties is achieved as children's reading ability grows.…

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

Science.gov (United States)

Suk, Namhee

2017-01-01

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

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

Science.gov (United States)

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

2016-01-01

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

Developing methodological awareness of reading, thinking and writing as knowledge producing practices

DEFF Research Database (Denmark)

Katan, Lina Hauge; Baarts, Charlotte

Developing methodological awareness among university students about reading, thinking and writing as knowledge producing practices Integrated acts of reading, thinking and writing comprise an extensive and extremely significant part of the learning processes through which we produce knowledge...... text books on method and classes too. As a consequence students have few chances of encountering the practices of reading, thinking and writing depicted as those imperative parts of knowledge making that we as researchers of the humanities and social sciences know them to be. Subsequently students...... are not taught to understand reading, thinking and writing as central practices of research nor do they come to develop methododological awareness about them as such. In this paper, we report from our endavour into designing and developing a course offered for under- and graduate students, with the aim...

Enhancing academic reading skills through extensive reading ...

African Journals Online (AJOL)

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

A spectral algorithm for fast de novo layout of uncorrected long nanopore reads.

Science.gov (United States)

Recanati, Antoine; Brüls, Thomas; d'Aspremont, Alexandre

2017-10-15

New long read sequencers promise to transform sequencing and genome assembly by producing reads tens of kilobases long. However, their high error rate significantly complicates assembly and requires expensive correction steps to layout the reads using standard assembly engines. We present an original and efficient spectral algorithm to layout the uncorrected nanopore reads, and its seamless integration into a straightforward overlap/layout/consensus (OLC) assembly scheme. The method is shown to assemble Oxford Nanopore reads from several bacterial genomes into good quality (∼99% identity to the reference) genome-sized contigs, while yielding more fragmented assemblies from the eukaryotic microbe Sacharomyces cerevisiae. https://github.com/antrec/spectrassembler. antoine.recanati@inria.fr. Supplementary data are available at Bioinformatics online. © The Author (2017). Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com

Deficits in working memory, reading comprehension and arithmetic skills in children with mouth breathing syndrome: analytical cross-sectional study

Directory of Open Access Journals (Sweden)

Rita Cristina Sadako Kuroishi

Full Text Available CONTEXT AND OBJECTIVE: Mouth breathing syndrome is very common among school-age children, and it is possibly related to learning difficulties and low academic achievement. In this study, we investigated working memory, reading comprehension and arithmetic skills in children with nasal and mouth breathing. DESIGN AND SETTING: Analytical cross-sectional study with control group conducted in a public university hospital. METHODS: 42 children (mean age = 8.7 years who had been identified as mouth breathers were compared with a control group (mean age = 8.4 years matched for age and schooling. All the participants underwent a clinical interview, tone audiometry, otorhinolaryngological evaluation and cognitive assessment of phonological working memory (numbers and pseudowords, reading comprehension and arithmetic skills. RESULTS: Children with mouth breathing had poorer performance than controls, regarding reading comprehension (P = 0.006, arithmetic (P = 0.025 and working memory for pseudowords (P = 0.002, but not for numbers (P = 0.76. CONCLUSION: Children with mouth breathing have low academic achievement and poorer phonological working memory than controls. Teachers and healthcare professionals should be aware of the association of mouth breathing with children's physical and cognitive health.

Reading: Time

NARCIS (Netherlands)

Annemarie Wennekers; Frank Huysmans; Jos de Haan

2018-01-01

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

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

Directory of Open Access Journals (Sweden)

Nanda M Klapwijk

2015-02-01

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

Mobile app reading speed test.

Science.gov (United States)

Kingsnorth, Alec; Wolffsohn, James S

2015-04-01

To validate the accuracy and repeatability of a mobile app reading speed test compared with the traditional paper version. Twenty-one subjects wearing their full refractive correction glasses read 14 sentences of decreasing print size between 1.0 and -0.1 logMAR, each consisting of 14 words (Radner reading speed test) at 40 cm with a paper-based chart and twice on iPad charts. Time duration was recorded with a stop watch for the paper chart and on the App itself for the mobile chart allowing critical print size (CPS) and optimal reading speed (ORS) to be derived objectively. The ORS was higher for the mobile app charts (194±29 wpm; 195±25 wpm) compared with the paper chart (166±20 wpm; F=57.000, pmobile app charts (0.17±0.20 logMAR; 0.18±0.17 logMAR) compared with the paper chart (0.25±0.17 logMAR; F=5.406, p=0.009). The mobile app test had a mean difference repeatability of 0.30±22.5 wpm, r=0.917 for ORS, and a CPS of 0.0±0.2 logMAR, r=0.769. Repeatability of the app reading speed test is as good (ORS) or better (CPS) than previous studies on the paper test. While the results are not interchangeable with paper-based charts, mobile app tablet-based tests of reading speed are reliable and rapid to perform, with the potential to capture functional visual ability in research studies and clinical practice. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

The Artful Universe Expanded

International Nuclear Information System (INIS)

Bassett, B A

2005-01-01

The cosmos is an awfully big place and there is no better guide to its vast expanse and fascinating nooks and crannies than John Barrow. A professor of mathematical sciences at Cambridge University, Barrow embodies that rare combination of highly polished writer and expert scientist. His deft touch brings together the disparate threads of human knowledge and weaves them into a tapestry as rich and interesting for the expert as it is for the layperson. The Artful Universe Expanded is an updated edition of this popular book first published in 1995. It explores the deeply profound manner in which natural law and the nature of the cosmos have moulded and shaped us, our cultures and the very form of our arts and music-a new type of 'cosmic' anthropology. The main themes Barrow chooses for revealing this new anthropology are the subjects of evolution, the size of things, the heavens and the nature of music. The book is a large, eclectic repository of knowledge often unavailable to the layperson, hidden in esoteric libraries around the world. It rivals The Da Vinci Code for entertainment value and insights, but this time it is Nature's code that is revealed. It is rare indeed to find common threads drawn through topics as diverse as The Beetles, Bach and Beethoven or between Jackson Pollock, the Aztecs, Kant, Picasso, Byzantine mosaics, uranium-235 and the helix nebula. Barrow unerringly binds them together, presenting them in a stimulating, conversational style that belies the amount of time that must have gone into researching this book. Dip into it at random, or read it from cover to cover, but do read it. The Artful Universe Expanded is an entertaining antidote to the oft-lamented pressures to know more and more about less and less and the apparently inexorable march of specialization. On reading this book one can, for a short time at least, hold in one's mind a vision that unifies science, art and culture and glimpse a universal tapestry of great beauty. (book review)

The Artful Universe Expanded

Energy Technology Data Exchange (ETDEWEB)

Bassett, B A [Institute of Cosmology and Gravitation, University of Portsmouth (United Kingdom)

2005-07-29

The cosmos is an awfully big place and there is no better guide to its vast expanse and fascinating nooks and crannies than John Barrow. A professor of mathematical sciences at Cambridge University, Barrow embodies that rare combination of highly polished writer and expert scientist. His deft touch brings together the disparate threads of human knowledge and weaves them into a tapestry as rich and interesting for the expert as it is for the layperson. The Artful Universe Expanded is an updated edition of this popular book first published in 1995. It explores the deeply profound manner in which natural law and the nature of the cosmos have moulded and shaped us, our cultures and the very form of our arts and music-a new type of 'cosmic' anthropology. The main themes Barrow chooses for revealing this new anthropology are the subjects of evolution, the size of things, the heavens and the nature of music. The book is a large, eclectic repository of knowledge often unavailable to the layperson, hidden in esoteric libraries around the world. It rivals The Da Vinci Code for entertainment value and insights, but this time it is Nature's code that is revealed. It is rare indeed to find common threads drawn through topics as diverse as The Beetles, Bach and Beethoven or between Jackson Pollock, the Aztecs, Kant, Picasso, Byzantine mosaics, uranium-235 and the helix nebula. Barrow unerringly binds them together, presenting them in a stimulating, conversational style that belies the amount of time that must have gone into researching this book. Dip into it at random, or read it from cover to cover, but do read it. The Artful Universe Expanded is an entertaining antidote to the oft-lamented pressures to know more and more about less and less and the apparently inexorable march of specialization. On reading this book one can, for a short time at least, hold in one's mind a vision that unifies science, art and culture and glimpse a universal tapestry of great

Does Writing System Influence the Associations between Phonological Awareness, Morphological Awareness, and Reading? A Meta-Analysis

Science.gov (United States)

Ruan, Yufang; Georgiou, George K.; Song, Shuang; Li, Yixun; Shu, Hua

2018-01-01

Differences in how writing systems represent language raise important questions about the extent to which the role of linguistic skills such as phonological awareness (PA) and morphological awareness (MA) in reading is universal. In this meta-analysis, the authors examined the relationship between PA, MA, and reading (accuracy, fluency, and…

Assessing the readability of ClinicalTrials.gov.

Science.gov (United States)

Wu, Danny T Y; Hanauer, David A; Mei, Qiaozhu; Clark, Patricia M; An, Lawrence C; Proulx, Joshua; Zeng, Qing T; Vydiswaran, V G Vinod; Collins-Thompson, Kevyn; Zheng, Kai

2016-03-01

ClinicalTrials.gov serves critical functions of disseminating trial information to the public and helping the trials recruit participants. This study assessed the readability of trial descriptions at ClinicalTrials.gov using multiple quantitative measures. The analysis included all 165,988 trials registered at ClinicalTrials.gov as of April 30, 2014. To obtain benchmarks, the authors also analyzed 2 other medical corpora: (1) all 955 Health Topics articles from MedlinePlus and (2) a random sample of 100,000 clinician notes retrieved from an electronic health records system intended for conveying internal communication among medical professionals. The authors characterized each of the corpora using 4 surface metrics, and then applied 5 different scoring algorithms to assess their readability. The authors hypothesized that clinician notes would be most difficult to read, followed by trial descriptions and MedlinePlus Health Topics articles. Trial descriptions have the longest average sentence length (26.1 words) across all corpora; 65% of their words used are not covered by a basic medical English dictionary. In comparison, average sentence length of MedlinePlus Health Topics articles is 61% shorter, vocabulary size is 95% smaller, and dictionary coverage is 46% higher. All 5 scoring algorithms consistently rated CliniclTrials.gov trial descriptions the most difficult corpus to read, even harder than clinician notes. On average, it requires 18 years of education to properly understand these trial descriptions according to the results generated by the readability assessment algorithms. Trial descriptions at CliniclTrials.gov are extremely difficult to read. Significant work is warranted to improve their readability in order to achieve CliniclTrials.gov's goal of facilitating information dissemination and subject recruitment. Published by Oxford University Press on behalf of the American Medical Informatics Association 2015. This work is written by US Government

Comprehension of texts in Digital Format versus Printed Texts and Self-Regulated Learning in University Students

Directory of Open Access Journals (Sweden)

Paula Gabriela Flores-Carrasco

2016-12-01

Full Text Available This article aims (1 to describe the levels of self-regulation and reading comprehension of scientific expository texts; (2 to establish the relationship between self-regulation and reading comprehension; and (3 to compare the performance in comprehension when the printed media (paper or digital media (computer is used. A quasi-experimental, quantitative, descriptive and correlative design was implemented. The sample was composed of 55 university students from four careers of Education; they were in 1st and 3rd year of study at a regional university of the Council of Rectors of Chilean Universities. Three measuring instruments were used: a questionnaire of self-regulated learning and two comprehension tests based on the understanding of Parodi’s (2005 assessment model. The implementation was made in two consecutive moments; first, the self-questionnaire; then, the tests for reading comprehension in both media. With the data obtained, statistical tests of variance, one-way ANOVA, Pearson’s correlation, and means comparison with Bruner and Munzel and U-Mann Whitney’s tests were calculated. In conclusion, and different from the initial statement, it was obtained that university students have an adequate level of self-regulation and low reading comprehension in both data, even the scores are relatively lower in digital data. In both data the output is inverse to the complexity of the questions. Between 1st and 3rd year, there is no increase either in the self-regulation or in reading comprehension; but, exceptionally, the career of Primary General Education specialist on Language and History did. There is a strong relationship between reading comprehension in printed media and self-regulation (ARATEX. The support does not affect reading comprehension, but individual reading skills of the subjects do. A competent reader will have similar performance in both reading supports.

Dialogic Reading Aloud to Promote Extensive Reading

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Jacobs, George M.

2016-01-01

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

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

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Singh, Manjet Kaur Mehar

2014-01-01

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

英语专业学生阅读焦虑、阅读策略的效率研究——以江西农大南昌商学院为例%Efficiency Study on Reading Anxiety and Reading Strategy of English Major Students——Take Nanchang Business College of Jiangxi Agricultural University for Example

Institute of Scientific and Technical Information of China (English)

刘文英

2012-01-01

利用英语阅读焦虑量表，英语阅读策略量表和阅读测试卷，对江西农业大学南昌商学院126名英语专来二年级学生进行测试，并就英语阅读策略、阅读焦虑和阅读成绩三者之间的相关性进行了调查和分析。结果表明：焦虑的高低与成绩的高低呈负相关关系，策略的高低与成绩的高低呈正相关关系。%Use English reading anxiety scale, English reading strategy scale and reading test roll, 126 English major sopho mores come from Nanchang Business College of Jiangxi Agricultural University were tested, According to the investigation and analysis the relationship between the English reading strategies, reading anxiety and reading scores. The results show that the level of anxiety and the level of achievement are negatively correlated, the level of policy and the level of achie vement are positively correlated.

The Habit of Reading: A Neglected Dimension of Adult Reading Instruction.

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Fink, Katherine T.; Devine, Thomas G.

1993-01-01

Less competent adult readers have not developed the habit of reading. Ways to cultivate adult reading habits include relevant material, environment saturated with reading material, reading aloud to adults, having them read to children, sustained silent reading, modeling, book sharing, author conferences, and recognition. (SK)

Combining clinical practice and academic work in nursing: A qualitative study about perceived importance, facilitators and barriers regarding clinical academic careers for nurses in university hospitals.

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van Oostveen, Catharina J; Goedhart, Nicole S; Francke, Anneke L; Vermeulen, Hester

2017-12-01

To obtain in-depth insight into the perceptions of nurse academics and other stakeholders regarding the importance, facilitators and barriers for nurses combining clinical and academic work in university hospitals. Combining clinical practice and academic work facilitates the use of research findings for high-quality patient care. However, nurse academics move away from the bedside because clinical academic careers for nurses have not yet been established in the Netherlands. This qualitative study was conducted in two Dutch university hospitals and their affiliated medical faculties and universities of applied sciences. Data were collected between May 2015 and August 2016. We used purposive sampling for 24 interviews. We asked 14 participants in two focus groups for their perceptions of importance, facilitators and barriers in nurses' combined clinical and academic work in education and research. We audiotaped, transcribed and thematically analysed the interviews and focus groups. Three themes related to perceived importance, facilitators and barriers: culture, leadership and infrastructure. These themes represent deficiencies in facilitating clinical academic careers for nurses. The current nursing culture emphasises direct patient care, which is perceived as an academic misfit. Leadership is lacking at all levels, resulting in the underuse of nurse academics and the absence of supporting structures for nurses who combine clinical and academic work. The present nursing culture appears to be the root cause of the dearth of academic positions and established clinical academic posts. A culture change would require a show of leadership that would promote and enable combined research, teaching and clinical practice and that would introduce clinical academic career pathways for nurses. Meanwhile, nurse academics should collaborate with established medical academics for whom combined roles are mainstream, and they should take advantage of their established infrastructure

Miraculous Readings: Using Fantasy Novels about Reading to Reflect on Reading the Bible

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Dalton, Russell W.

2009-01-01

This article reflects on the vivid images of reading presented in several popular fantasy novels, including "The Spiderwick Chronicles," "The Great Good Thing," and "The Neverending Story." It suggests that these images can be used to help children, youth, and adults reflect on the nature of reading and the potential power of reading sacred texts.…

Reading Every Single Day: A Journey to Authentic Reading

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Hudson, Alida K.; Williams, Joan A.

2015-01-01

This article details one teacher's implementation of reading workshop in her second grade classroom. She provided a framework for authentic reading using the five components of reading workshop: time, choice, response, community, and structure. She found that reading workshop is a highly effective practice for not only increasing students'…

Exploring Content Schemata Influence on L2 Reading: "The Hunted Fox" and "Twelve and Not Stupid"

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Radzi, Amizura Hanadi Mohd; Aziz, Noor Hashima Abd

2014-01-01

This paper will discuss the aspects of content schemata in second language reading among diploma level students who were taking a reading course in Universiti Teknologi MARA Perlis. In this qualitative case study, the researcher had selected two short stories that are categorized as content-familiar texts, i.e. "The Hunted Fox" and…

Reading Comics

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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…

Combining clinical practice and academic work in nursing: a qualitative study about perceived importance, facilitators and barriers regarding clinical academic careers for nurses in university hospitals.

NARCIS (Netherlands)

Oostveen, C.J. van; Goedhart, N.S.; Francke, A.L.; Vermeulen, H.

2017-01-01

Aims and objectives: To obtain in-depth insight into the perceptions of nurse aca- demics and other stakeholders regarding the importance, facilitators and barriers for nurses combining clinical and academic work in university hospitals. Background: Combining clinical practice and academic work

Effects of Three Questioning Strategies on EFL Reading Comprehension.

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El-Koumy, Abdel Salam A.

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

Slower saccadic reading in Parkinson’s disease

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

2018-01-01

correlated with age, duration of disease, and VFQ-25 scores. The presence of convergence insufficiency did not significantly correlate with reading time in PD patients, although on average there was slower reading time in those with convergence insufficiency by 8 s (p = 0.2613). We propose that a simple reading task using 120 single-digit numbers can be used as a screening tool in the clinical setting to assess functional ocular motor difficulties in Parkinson’s disease that can have a profound impact on quality of life. PMID:29364897

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

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Divoll, Kent; Browning, Sandra

2013-01-01

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

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

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Alabdulkader, Balsam; Leat, Susan

2012-09-01

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

Connecting Practice and Research: Integrated Reading and Writing Instruction Assessment

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

2016-01-01

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

Implantation of a double reading process for radiological exams of the radiology service of the Clinical Hospital of Porto Alegre using the IMPAX client system

International Nuclear Information System (INIS)

Moraes, A.L.; Goulart, J.M.; Lucena, R.A.; Bacelar, A.; Pinto, A.L.A.

2017-01-01

A Quality Management System consists of several processes that qualify and quantify the performance of a service, minimizing the possibility of errors in the radiological diagnosis that may result in clinical consequences. One of these processes is the implantation of double reading, which consists in the evaluation of the report interpreted by a radiologist and the subsequent conference by another radiologist, through the analysis of archived PACS exams. The classification of the results of these analyzes was based on the recommendations of the American College of Radiology (ACR). Double reading is an extremely effective process for increasing the quality of the radiological report, in addition to contributing to the continuing education between the pairs

Maternal Reading Self-Efficacy Associated with Perceived Barriers to Reading

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Joyce Lin

2015-01-01

Full Text Available Although early reading practices impact a host of child literacy, language, and school outcomes, many parents do not read to their young children. One possible explanation for this lack of early literacy practices is mothers’ feelings about their ability to successfully read to their children. A series of multiple regressions were used to explore whether new mothers’ reading self-efficacy predicted their perceived barriers to reading to their 18-month-old children. Findings suggest that self-efficacy buffers against mother-centered (e.g., too tired, child-centered (e.g., toddler fussy, and structural (e.g., environmental distractions barriers to reading. Given the importance of early literacy and that not all mothers read to their toddlers, increasing reading self-efficacy may offer a way to reduce perceived barriers to early literacy practices.

[Effectiveness of cognitive-behavioral therapy in childhood anxiety disorders in a university psychiatric outpatient clinic].

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Goletz, Hildegard; Yang, Young-Im; Suhr-Dachs, Lydia; Walter, Daniel; Döpfner, Manfred

2013-07-01

Only few studies have examined whether the efficacy of cognitive-behavioral therapy for childhood anxiety disorders as demonstrated in randomized controlled trials (RCTs) generalizes to clinical practice. This study examines the effectiveness of cognitive-behavioral therapy for juvenile anxiety disorders under routine care conditions in a university-based psychiatric outpatient clinic. 92 children and adolescents with parent-ratings regarding anxiety and comorbid symptoms and 61 children and adolescents with self-ratings regarding anxiety and comorbid symptoms were treated with cognitive-behavioral interventions. Pre/post mean comparisons, effect sizes, and the clinical significance of changes in symptoms were examined. The effect size for reduction of anxiety symptoms was .81 for children whose parents had completed the rating scale and .79 for children who had filled in a self-rating scale. Effect sizes for reduction of comorbid symptoms varied between .37 and .84 for parent ratings and between .21 and .62 for self-ratings. The percentage of children and adolescents who achieved clinically significant improvements in anxiety symptoms was 55.1 % according to the parent ratings and 65.7 % according to the children's self-ratings. More than 50 % of parents and children reported clinically significant improvements in comorbid symptoms. Significant reductions in both anxiety and comorbid symptoms were demonstrated over the course of cognitive-behavioral therapy of juvenile anxiety disorders in a university psychiatric outpatient clinic. The effect sizes for anxiety symptoms were found to be comparable to the effect sizes reported in RCTs. Similarly, clinically significant improvements were as frequent as the rates of remission of anxiety symptoms reported in RCTs.

Scaffolding and co-operative learning : Effects on reading comprehension and vocabulary knowledge in English as a foreign language

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Wachyunni, Sri

2015-01-01

For university students in Indonesia, English reading comprehension, which partially depends on vocabulary knowledge, is key to success in academic achievement. The current study was set up to compare the effect of two commonly known teaching interventions during a whole semester to improve reading

Big Bucks or Big Problems: The Implications of the Franchise Learning Centers for Reading Professionals.

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Stahl, Norman A.

1987-01-01

Because the mass marketing of educational support services through franchised reading clinics is growing on a daily basis, both reading specialists and reading supervisors need to become aware of the growth of this industry and of its implications for the educational system. Primary forces in the franchising movement, Sylvan Learning Corporation,…

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

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Sonia Maria Gomes Ferreira

2008-04-01

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

Extensive Graded Reading in the Liberal Arts and Sciences

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Poulshock, Joseph

2010-01-01

For this research, learners did extensive graded reading (EGR) with traditional graded readers, and they also interacted with short graded stories in the liberal arts and sciences (LAS). This study describes the purpose and format of the LAS stories used by hundreds of university students and adult learners in Japan. It summarizes the results of…

Book Clubs in Developmental Reading: Building Reading Comprehension, Fostering Reading Enjoyment, and Engaging Students

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Maldonado, Michele

2012-01-01

The use of book clubs in college developmental reading classes is an effective way to encourage reluctant readers to build and strengthen reading skills, foster reading enjoyment, and engage students. In addition, book clubs build a sense of community within the classroom as the students converse and share their interpretations of the reading…

Effects of Working Memory Capacity and Content Familiarity on Literal and Inferential Comprehension in L2 Reading

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Alptekin, Cem; Ercetin, Gulcan

2011-01-01

This study examines the effects of working memory capacity and content familiarity on literal and inferential comprehension in second language (L2) reading. Participants were 62 Turkish university students with an advanced English proficiency level. Working memory capacity was measured through a computerized version of a reading span test, whereas…

Certifying a university ENT clinic using the ISO 9001:2000 international standard.

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Helbig, Matthias; Helbig, Silke; Kahla-Witzsch, Heike A; Kroll, Tobias; May, Angelika

2010-01-01

Against statutory duties to introduce quality management systems, the increased importance of this subject has led to numerous activities in various public health institutions. Following the International Standardization Organization (ISO 9001:2000) prerequisites, Frankfurt Goethe University Hospital ENT clinic staff introduced a quality management system. This paper aims to investigate this process. Designing, planning and implementing the quality management system is described. Under the supervision of an executive quality management board, clinic quality goals were defined. Thereafter, several quality management teams performed an actual state analysis as well as developing and realising improvement proposals. Finally a quality management manual containing binding standards and working instructions concerning all patient care, research and teaching aspects was written. Successful certification by a neutral body ascertained that the clinic's quality management system conformed to current national and international standards while restructuring and reform improved procedural efficiency. The paper shows that mplementing the quality management system requires considerable effort but patients as well as staff profit considerably from the innovation. On the whole, the positive impact on structure and workflow in a specialist clinic predominates. Therefore, implementing a quality management system in all the clinic's wards and departments is recommended.

VCT clinic HIV burden and its link with HIV care clinic at the University of Gondar hospital

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Alemie Getahun

2012-11-01

Full Text Available Abstract Background Voluntary Counselling and Testing (VCT is an important component of any HIV/AIDS control and prevention activities. VCT makes people aware of their HIV serostatus and enables early identification of those who need care. It is an important link to HIV care and support. The main aim of this study is to describe the HIV burden at VCT and define the relationship between the VCT Center and the HIV Chronic Care Clinic of the University of Gondar (UoG Hospital. Methods It is a record based descriptive study undertaken by using data collected by health professionals at the VCT center and the HIV chronic care clinic of the UoG Hospital. Patient data collected from 2005/06 to 2008/09 was investigated. Analysis was carried out using the SPSS version 16.0. Results A total of 19,168 people were tested for HIV and a prevalence of 25.4% was obtained. 4298 HIV positive people were referred to the HIV chronic care clinic but only 27% actually registered at the clinic. Chi-square analyses showed residence, age and time of VCT visit showed significant relations with hospital care attendance. Conclusion The overall HIV prevalence is high. The data obtained at the HIV care clinic regarding patients’ clinical conditions at acceptance were incomplete. Improvements are required on the link between VCT and HIV care and documentation of data.

INTERTEXTUALITY AND LITERARY MEMOIRS: READING AS MEMOIRS’ PRAXIS IN RUI KNOPFLI

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Otavio Henrique Meloni

2013-11-01

Full Text Available Reading and writing practices are inseparable, quite intimate and revealing a deep memory exercise. For most people it is such an exercise, and always shares the memory associated intimate fragments with social and cultural aspects. So when we think of memory that is built through the readings of an individual, we have various spheres of thought and reflection on the same reality, even transformed by his gaze reader. This paper discusses the role of literary memoirs in building the poetic universe of Mozambican Rui Knopfli, taking into account their condition “deterritorialized” and the  need to assert a place of belonging (reading as bound reference. This site security is strengthened at the junction memory literary with intertextu­ality that it causes. We thus believe that the literary memoirs assume the role of place belongs to the poetical subject of Mozambique, softening their fractures of naturalness, stating and justifying the existence of the subject through their reading experience.

Writing and Reading Multiplicity in the Uni-Verse: Engagements with Mathematics through Poetry

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Radakovic, Nenad; Jagger, Susan; Jao, Limin

2018-01-01

In this article, we explore the reading and writing of mathematical poetry from our experiences as mathematics teacher educators. First, we outline how our own engagement with mathematical poetry encouraged us to incorporate it into our teaching of pre-service teachers. We describe how our initial disappointment with the mathematical content of…

Evaluation of a device for standardized measurements of reading performance in a prepresbyopic population.

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Arad, Tschingis; Baumeister, Martin; Bühren, Jens; Kohnen, Thomas

2017-04-20

Automated measurements of reading performance are required for clinical trials involving presbyopia-correcting surgery options. Repeatability of a testing device for reading (Salzburg Reading Desk) was evaluated in a prepresbyopic population. Subjective reading performance of 50 subjects divided into 2 age groups (23-30 years and 38-49 years) with distance-corrected eyes was investigated with different log-scaled reading charts. At study entry, refractive parameters were measured and distance visual acuity assessed. Two standardized binocular measurements were performed for each subject (32.24 ± 9.87 days apart [mean ± SD]). The repeatability of the tests was estimated using correlation coefficients, Wilcoxon signed-rank test, and Bland-Altman method. The test parameters at both maximum reading rate (MRR) measurements demonstrate a strong relationship of age group 2 subjects (correlation coefficient [r] = 0.74 p = 10-4) and of younger subjects (age group 1: r = 0.69, p = 10-4). Prepresbyopic subjects of age group 2 showed moderate results for near reading distance (r = 0.67, p = 10-4); by contrast, younger subjects had poorer results (r = 0.55, p = 10-3). The Wilcoxon signed-rank test revealed agreement between measurements and Bland-Altman plots showed a wide data spread for MRR and near reading distance in both groups. The device measures repeatedly selected reading performance parameters of near real world conditions, such as MRR, in prepresbyopic populations if several factors are taken into account. The option to choose preferred distance leads to more variance in measuring repeated reading performance. German Clinical Trials Register (DRKS) registration reference number: DRKS00000784.

Motivational reading on education, meaningful reading realisation

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Adriana Qafa

2017-07-01

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

Informed consent for clinical trials: a comparative study of standard versus simplified forms.

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Davis, T C; Holcombe, R F; Berkel, H J; Pramanik, S; Divers, S G

1998-05-06

A high level of reading skill and comprehension is necessary to understand and complete most consent forms that are required for participation in clinical research studies. This study was conducted to test the hypothesis that a simplified consent form would be less intimidating and more easily understood by individuals with low-to-marginal reading skills. During July 1996, 183 adults (53 patients with cancer or another medical condition and 130 apparently healthy participants) were tested for reading ability and then asked to read either the standard Southwestern Oncology Group (SWOG) consent form (16th grade level) or a simplified form (7th grade level) developed at Louisiana State University Medical Center-Shreveport (LSU). Participants were interviewed to assess their attitudes toward and comprehension of the form read. Then they were given the alternate consent form and asked which one they preferred and why. Overall, participants preferred the LSU form (62%; 95% confidence interval [CI] = 54.8%-69.2%) over the SWOG form (38%; 95% CI = 30.8%-45.2%) (P = .0033). Nearly all participants thought that the LSU form was easier to read (97%; 95% CI = 93.1%-99.9%) than the SWOG form (75%; 95% CI = 65.1%-85.7%) (Pinformed consent documents for the substantial proportion of Americans with low-to-marginal literacy skills.

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

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Jiang, Xiangying; Sawaki, Yasuyo; Sabatini, John

2012-01-01

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

Student-generated reading questions: diagnosing student thinking with diverse formative assessments.

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Offerdahl, Erika G; Montplaisir, Lisa

2014-01-01

Formative assessment has long been identified as a critical element to teaching for conceptual development in science. It is therefore important for university instructors to have an arsenal of formative assessment tools at their disposal which enable them to effectively uncover and diagnose all students' thinking, not just the most vocal or assertive. We illustrate the utility of one type of formative assessment prompt (reading question assignment) in producing high-quality evidence of student thinking (student-generated reading questions). Specifically, we characterized student assessment data using three distinct analytic frames to exemplify their effectiveness in diagnosing student learning in relationship to three sample learning outcomes. Our data will be useful for university faculty, particularly those engaged in teaching upper-level biochemistry courses and their prerequisites, as they provide an alternative mechanism for uncovering and diagnosing student understanding. © 2013 by The International Union of Biochemistry and Molecular Biology.

Surgical treatment of 137 cases with chronic subdural hematoma at the university clinical center of Kosovo during the period 2008?2012

OpenAIRE

Mekaj, Agon Y.; Morina, Arsim A.; Mekaj, Ymer H.; Manxhuka-Kerliu, Suzana; Miftari, Ermira I.; Duci, Shkelzen B.; Hamza, Astrit R.; Gashi, Musli M.; Xhelaj, Mentor R.; Kelmendi, Fatos M.; Morina, Qamile Sh.

2015-01-01

Background: Chronic subdural hematoma (CSDH) is frequent pathology in neurosurgical practice. The aim of this study is to present the first series of patients with CSDH, who got surgically treated in Clinic of Neurosurgery, University Clinical Center of Kosovo. Materials and Methods: This is a retrospective study that included 137 patients with CSDH who had been treated during the period 2008-2012. The data were collected and analyzed from the archives and protocols of the University Clinical...

Herpes Simplex Virus Infection in a University Health Population: Clinical Manifestations, Epidemiology, and Implications

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Horowitz, Robert; Aierstuck, Sara; Williams, Elizabeth A.; Melby, Bernette

2010-01-01

Objective: The authors described clinical presentations of oral and genital herpes simplex virus (HSV) infections in a university health population and implications of these findings. Participants and Methods: Using a standardized data collection tool, 215 records of patients with symptomatic culture-positive HSV infections were reviewed. Results:…

Information-optimal genome assembly via sparse read-overlap graphs.

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Shomorony, Ilan; Kim, Samuel H; Courtade, Thomas A; Tse, David N C

2016-09-01

In the context of third-generation long-read sequencing technologies, read-overlap-based approaches are expected to play a central role in the assembly step. A fundamental challenge in assembling from a read-overlap graph is that the true sequence corresponds to a Hamiltonian path on the graph, and, under most formulations, the assembly problem becomes NP-hard, restricting practical approaches to heuristics. In this work, we avoid this seemingly fundamental barrier by first setting the computational complexity issue aside, and seeking an algorithm that targets information limits In particular, we consider a basic feasibility question: when does the set of reads contain enough information to allow unambiguous reconstruction of the true sequence? Based on insights from this information feasibility question, we present an algorithm-the Not-So-Greedy algorithm-to construct a sparse read-overlap graph. Unlike most other assembly algorithms, Not-So-Greedy comes with a performance guarantee: whenever information feasibility conditions are satisfied, the algorithm reduces the assembly problem to an Eulerian path problem on the resulting graph, and can thus be solved in linear time. In practice, this theoretical guarantee translates into assemblies of higher quality. Evaluations on both simulated reads from real genomes and a PacBio Escherichia coli K12 dataset demonstrate that Not-So-Greedy compares favorably with standard string graph approaches in terms of accuracy of the resulting read-overlap graph and contig N50. Available at github.com/samhykim/nsg courtade@eecs.berkeley.edu or dntse@stanford.edu Supplementary data are available at Bioinformatics online. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Source of learning basic clinical skills by medical interns Tehran University of Medical Sciences

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Meshkani Z

2004-07-01

Full Text Available Background: Effective clinical teaching is a major objective in general practitioner’s education at medical schools. Purpose: To identify the sources of clinical skills learning that medical student experience Methods: In this cross sectional study, interns of Tehran medical university who spent at least 12 months of their internship answered a questionnaire on the sources of clinical skills training. Chi2 test was used to examine the association of source of learning and students,’ specification such as sex, score of pre –internship exam, and marital status. Results: All 250 interns who were eligible participated. Over all 46.60% interns learned their clinical skills from residents or clinical teachers, 29.61% observed others performing the procedures, 16.25 learned the skills from hospital staff or nurses, 7.54% practiced their knowledge when confronted to an emergency situation Conclusion: Our results warrant a more attentive approach to clinical skills (specially procedural skills training Key words: LEARNING RESOURCES

Developing New Reading Assessments to Promote Beginning Reading in Singapore

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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…

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

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Lin, Lu-Fang

2017-01-01

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

Attitude of clinical faculty members in Shiraz Medical University towards private practice physicians' participation in ambulatory care education

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Khatereh Mahori

2002-04-01

Full Text Available Background: Improvement of medical education is necessary for meeting health care demands. Participation of private practice physicians in ambulatory care training is an effective method for enhancing medical students' skills. Purpose This study was undertaken to determine clinical professors' views about participation of physicians with private office in ambulatory care training. Methods: Participants composed of 162 Shiraz Medical University faculty members from 12 disciplines. A questionnaire requesting faculty members' views on different aspects of ambulat01y care teaching and interaction of community-based organizations was distributed. Results: Of 120 (74.1% respondents, 64 (54.2% believed that clinical settings of medical university are appropriate for ambulatory care training. Private practice physicians believed more than academic physicians without private office that private offices have wider range of patients, more common cases, and better follow up chance; and is also a better setting for learning ambulatory care compared with medical university clinical centers. Overall, 32 (29.1% respondent’s found the participation of physicians with private practice on medical education positive. Key words medical education, ambulatory medicine, private practice

Reading Speed as a Constraint of Accuracy of Self-Perception of Reading Skill

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Kwon, Heekyung; Linderholm, Tracy

2015-01-01

We hypothesised that college students take reading speed into consideration when evaluating their own reading skill, even if reading speed does not reliably predict actual reading skill. To test this hypothesis, we measured self-perception of reading skill, self-perception of reading speed, actual reading skill and actual reading speed to…

Exploring Students' Reading Profiles to Guide a Reading Intervention Programme

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Boakye, Naomi A. N. Y.

2017-01-01

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

The Precursors of Double Dissociation between Reading and Spelling in a Transparent Orthography

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Torppa, Minna; Georgiou, George K.; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija

2017-01-01

Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this…

Reading, Laterality, and the Brain: Early Contributions on Reading Disabilities by Sara S. Sparrow

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Fletcher, Jack M.; Morris, Robin D.

2014-01-01

Although best known for work with children and adults with intellectual disabilities and autism spectrum disorders, training in speech pathology and a doctorate in clinical psychology and neuropsychology was the foundation for Sara Sparrow’s long-term interest in reading disabilities. Her first papers were on dyslexia and laterality, and the maturational lag theory of developmental dyslexia proposed with Paul Satz, her mentor. The research program that emerged from this work had a wide impact...

Developing a Cloze Procedure as a Reading Comprehension Achievement Test

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I Ketut Seken

2004-01-01

Full Text Available The project was concerned with developing a cloze procedure as a reading comprehension achievement test. The subjects were students of the English Department of the Faculty of Letters, State University of Malang, who were halfway in the semester to complete Reading II course. The test was planned and constructed on the foundation of existing theory of cloze test construction. A review of theory concerning reading comprehension, testing reading comprehension, and cloze testing led to the construction of the test, including the decision concerning how to score the test and to interpret the scores. Using a class of 28 students, the test was tried out a week after the mid-semester test was administered by the Reading II teacher. It was found that the test is sufficienty reliable on the basis of a reliability coefficient of .79 through split-half procedure and a coefficient value of .78 by K-R 20. The test also showed high inter-section correlation. The validity of the test was viewed in terms of face, content, and construct. The test scores correlate moderately with those obtained from the mid-semester test by the teacher. Some problems are discussed and a suggestion made with regard to a possible solution to these problems.

The Wider Impacts of Universities: Habermas on Learning Processes and Universities

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Jesper Eckhardt Larsen

2013-06-01

Full Text Available The discourse of reform in higher education tends to focus narrowly on employability and the relationship between higher education and the labor market. Universities as research institutions are now considered solely in the dominant discourse of innovation. This way of conceiving universities is inspired by functionalist theory that focuses on the imperatives of a knowledge economy. Taking a departure in the theory of society developed by Jürgen Habermas this paper seeks to provide a theoretical framework for an empirical comparative analysis on the wider societal impact of universities. It is the argument that the wider impacts of higher education and research at universities must be seen in a more complex vision of modern societies. The paper is thus primarily a re-reading of Habermas’ critique of functionalist views of the university and an application of Habermas’ critique on current issues in the debates on higher education. A special discussion will be taken on issues of the self in view of the current tendencies to regard all education from the standpoint of the economic outputs.

Evaluation of the pre-service Turkish teachers’ attitudes towards reading habit according to some variables

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Murat ÖZBAY

2008-06-01

Full Text Available Turkish teachers’ attitudes towards reading habit have an important influence on their students in acquiring reading habit. Thus, the variables affecting the in-service and preservice Turkish teachers’ attitudes towards reading must be investigated. The purpose of this study is to determine if pre-service Turkish teachers’ attitudes towards reading habit show difference depending on various variables. The data were gathered from, 1st, 2nd, 3rd, and 4th graders studying at the Department of Turkish Education in Gazi Education Faculty at Gazi University. Likert type attitude scale was used for gathering data in this research. Independent-Samples T-test, Scheffe Test, One Way ANOVA are used for analyzing the data. The findings of the research assert that pre-service Turkish teachers’ attitudes towards reading habit are influenced by gender, reading frequency, and whether they read periodicals. In this study it is proposed that students at all grades of education must be given activities which have positive influence on attitudes towards reading habits. And, also, the school libraries and public libraries must be arranged to support positive attitudes through reading habits.

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

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Sebastian Wallot

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

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

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

2014-12-01

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

E-READING II: words database for reading by students from Basic Education II.

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Oliveira, Adriana Marques de; Capellini, Simone Aparecida

2016-01-01

To develop a database of words of high, medium and low frequency in reading for Basic Education II. The words were taken from the teaching material for Portuguese Language, used by the teaching network of the State of São Paulo in the 6th to the 9th year of Basic Education. Only nouns were selected. The frequency with which each word occurred was recorded and a single database was created. In order to classify the words as of high, medium and low frequency, the decision was taken to work with the distribution terciles, mean frequency and the cutoff point of the terciles. In order to ascertain whether the words of high, medium and low frequency corresponded to this classification, 224 students were assessed: G1 (6th year, n= 61); G2 (7th year, n= 44); G3 (8th year, n= 65); and G4 (9th year, n= 54). The lists of words were presented to the students for reading out loud, in two sessions: 1st) words of high and medium frequency and 2nd) words of low-frequency. Words which encompassed the exclusion criteria, or which caused discomfort or joking on the part of the students, were excluded. The word database was made up of 1659 words and was titled 'E - LEITURA II' ('E-READING II', in English). The E-LEITURA II database is a useful resource for the professionals, as it provides a database which can be used for research, educational and clinical purposes among students of Basic Education II. The professional can choose the words according to her objectives and criteria for elaborating evaluation or intervention procedures involving reading.

Using a Multidimensional Measure of Resilience to Explain Life Satisfaction and Academic Achievement of Adults with Reading Difficulties

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Stack-Cutler, Holly L.; Parrila, Rauno K.; Torppa, Minna

2015-01-01

We assessed the impact of intrapersonal and interpersonal resilience, persistence, and number of difficulties in addition to reading problems on life satisfaction (general, social, and self) and academic achievement. A total of 120 adults with reading difficulties who either were completing a university degree or were recent graduates responded to…

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

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Channa, Mansoor A.

2017-03-01

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