Science.gov

Sample records for academic skills reading

  1. Effect of Hypertextual Reading on Academic Success and Comprehension Skills

    ERIC Educational Resources Information Center

    Durukan, Erhan

    2014-01-01

    As computer technology developed, hypertexts emerged as an influential environment for developing language skills. This study aims to evaluate a text prepared in a hypertextual environment and its effects on academic success and comprehension skills. In this study, "preliminary test final test control group experimental pattern" was used…

  2. Comparing Self-Regulatory and Early Academic Skills as Predictors of Later Math, Reading, and Science Elementary School Achievement

    NASA Astrophysics Data System (ADS)

    Murrah, William M., III

    The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with an eye toward finding out which are the best predictors of later academic achievement in math, reading, and science. The predictors were early reading, math, general knowledge, socioemotional skills, and motor skills. Data were obtained from the Early Childhood Longitudinal Study of 1998 (NCES, 1998) database. While controlling for an extensive set of family characteristics, predictions were made across five years - from the end of kindergarten to the end of fifth grade. Consistent with current findings, reading and math skills predicted later achievement. Interestingly, general knowledge, attention, and fine motor skills also proved to be important predictors of later academic achievement, but socioemotional skills were not. The findings were interpreted from a neurobiological perspective involving the development of self-regulation. These school entry skills are used to predict later achievement in reading, math, and science. I argued that in addition to acquiring early academic knowledge, children need to regulate the use of this knowledge to meet academic goals.

  3. Are University Students' Component Reading Skills Related to Their Text Comprehension and Academic Achievement?

    ERIC Educational Resources Information Center

    Jackson, Nancy Ewald

    2005-01-01

    Among developing and poor readers, text comprehension is strongly related to word decoding accuracy and reading fluency. However, among relatively skilled adult readers, these aspects of reading skill are largely independent of one another. The reading of 193 second- and third-year students enrolled in an educational psychology course at a public…

  4. Core Academic Language Skills: Moving beyond Vocabulary Knowledge to Predict Reading Comprehension

    ERIC Educational Resources Information Center

    Uccelli, Paola; Galloway, Emily Phillips; Kim, Ha Yeon; Barr, Christopher D.

    2015-01-01

    Despite a longstanding awareness of academic language as a pedagogically-relevant research area, the construct of academic language proficiency--understood as a more comprehensive set of skills than just academic vocabulary--has remained only vaguely specified. This study examines the potential--for both research and practice--of a more inclusive…

  5. Reading the Map: Locating and Navigating the Academic Skills Development of Pre-Service Teachers

    ERIC Educational Resources Information Center

    Moles, Janet; Wishart, Llewellyn

    2016-01-01

    This article reports on an action research project that was implemented to strengthen preservice teachers' academic skills and competencies in a Bachelor of Early Childhood Education course. Strategies identified as effective included mapping assessment tasks to State and National Early Childhood Education Curriculum and Standards Frameworks and…

  6. Spaces for Dynamic Bilingualism in Read-Aloud Discussions: Developing and Strengthening Bilingual and Academic Skills

    ERIC Educational Resources Information Center

    Worthy, Jo; Durán, Leah; Hikida, Michiko; Pruitt, Alina; Peterson, Katie

    2013-01-01

    A substantial body of research has collectively concluded that encouraging students to draw flexibly on multiple aspects of their linguistic repertoires is positively associated with developing bilingualism, metalinguistic awareness, and academic skills. However, most bilingual education programs--including transitional and dual-language--limit,…

  7. Refining the Experimental Analysis of Academic Skills Deficits: Part I. An Investigation of Variables that Affect Generalized Oral Reading Performance

    ERIC Educational Resources Information Center

    Daly, Edward J., III; Bonfiglio, Christine M.; Mattson, Tara; Persampieri, Michael; Foreman-Yates, Kristin

    2005-01-01

    Experimental analyses for improving reading fluency deficits have rarely targeted generalized increases in academic responding. As a consequence, the variables that may help students to generalize newly learned forms of academic responding like reading are not well understood. Furthermore, experimental analyses of reading fluency interventions…

  8. Designing an ESP Reading Skills Course.

    ERIC Educational Resources Information Center

    Frydenberg, Gro

    1982-01-01

    Delineates step-by-step procedure for designing an English for Special Purposes (ESP) reading skills course for a group of students whose interests and academic pursuits are similar. Contends that main difference between a regular ESL reading skills course and this type of ESP course are the use of authentic texts in field of specialization and…

  9. Develop Choral Reading Skills.

    ERIC Educational Resources Information Center

    Middleton, James A.

    1984-01-01

    The responsibility for helping students attain competence in music-reading skills must fall on choral directors and choral music teachers from middle schools on up. Teachers must teach rhythmic and tonal vocabularies and pitch accuracies. Methods are described. (RM)

  10. Generating Reading Interventions through Experimental Analysis of Academic Skills: Demonstration and Empirical Evaluation

    ERIC Educational Resources Information Center

    Daly, Edward J., III; Persampieri, Michael; McCurdy, Merilee; Gortmaker, Valerie

    2005-01-01

    This article describes the application of experimental analysis methods for identifying reading fluency interventions for two elementary school students (fourth and fifth grade) referred for reading problems. For each student the experimental analyses examined use of rewards, instruction, and a treatment package containing both reward and…

  11. READING DEVELOPMENTAL SKILLS.

    ERIC Educational Resources Information Center

    PURDY, ROBERT J.; AND OTHERS

    DEVELOPMENTAL SKILLS IMPORTANT TO READING READINESS ARE PRESENTED WITH SUGGESTIONS TO HELP TEACHERS OFFER EXPERIENCES FOR EACH CHILD ON THE BASIS OF HIS LEVEL OF SUCCESSFUL PERFORMANCE. SUGGESTIONS FOR TEACHER OBSERVATION AND EVALUATION OF THE CHILD'S LEVEL OF VISUAL, MOTOR, SPEECH, AND LANGUAGE SKILLS AND PLANS AND SUGGESTIONS FOR DEVELOPMENTAL…

  12. Patterns of Early Reading and Social Skills Associated with Academic Success in Elementary School

    ERIC Educational Resources Information Center

    Cooper, Brittany Rhoades; Moore, Julia E.; Powers, C. J.; Cleveland, Michael; Greenberg, Mark T.

    2014-01-01

    Research Findings: Researchers and policymakers emphasize that early childhood is a critical developmental stage with the potential to impact academic and social-emotional outcomes (G. Conti & J. J. Heckman, 2012; J. J. Heckman, 2012; R. Murnane, I. Sawhill, & C. Snow, 2012). Although there is substantial evidence that children's…

  13. Early Reading Skills and Academic Achievement Trajectories of Students Facing Poverty, Homelessness, and High Residential Mobility

    ERIC Educational Resources Information Center

    Herbers, Janette E.; Cutuli, J. J.; Supkoff, Laura M.; Heistad, David; Chan, Chi-Keung; Hinz, Elizabeth; Masten, Ann S.

    2012-01-01

    This investigation tested the importance of early academic achievement for later achievement trajectories among 18,011 students grouped by level of socioeconomic risk. Students considered to be at highest risk were those who experienced homelessness or high residential mobility (HHM). HHM students were compared with students eligible for free…

  14. Effectiveness of Music Education for the Improvement of Reading Skills and Academic Achievement in Young Poor Readers: A Pragmatic Cluster-Randomized, Controlled Clinical Trial

    PubMed Central

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

    2013-01-01

    Introduction 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. Objective 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. Method 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. Results 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). Conclusion The results may be seen as promising, but they are not, in themselves

  15. An Investigation of Relations among Academic Enablers and Reading Outcomes

    ERIC Educational Resources Information Center

    Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick

    2015-01-01

    The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third-,…

  16. Kindergarten Readiness Skills: Predictors of Academic Potential

    ERIC Educational Resources Information Center

    Rawlings, Jennifer

    2011-01-01

    The purpose of this study was to determine the relationship between school readiness skills as measured by the Missouri KIDS and academic potential in reading and math as measured by the scores on the CTP4 in grades 2-4 in a private, independent school. This study identified which school readiness skills most accurately predict the need for…

  17. Attention and reading skills.

    PubMed

    Commodari, Elena; Guarnera, Maria

    2005-04-01

    Attention plays a critical role in information processing. Its adequate functioning is required for correct development of complex cognitive abilities and regular scholastic progress. Children with attention deficits often have difficulties in reading, writing, and arithmetic. The present study investigated interactions among reading skills, overall scholastic performance as rated by teachers, and components of attention: visual reaction time, simple immediate span of attention, and selectivity. The sample was 98 students in the first and second years of public junior high school (age range 11-14 years, M = 12.6, SD = 1.2), i.e., with expected already well-established reading. Reading was evaluated using Comprehension, Accuracy, and Speed tests. Overall scholastic performance was obtained by means of teachers' ratings. Simple Reaction Time, Digit Span, and Color-Word Interference, included in a multitask computerized test, assessed attention. Analysis confirmed the hypothesis that the reading skills are strongly predictive of the Scholastic Assessment rated by the teachers. High scholastic ratings were correlated with Reading Speed and Accuracy rather than Reading Comprehension. Poor readers showed worse performances on the Digit Span test which measures simple immediate span of attention. Good and poor readers obtained a similar score on the Color-Word Interference task. This observation seems to contrast with the more common interpretation of this effect, suggesting that reading is an automatic process and, therefore, the semantic dimension overcomes the controlled perceptual one. According to other studies, an alternative explanation is suggested. In conclusion, present results confirm the hypothesis of a strong link among reading speed and accuracy, scholastic assessment as rated by teachers, simple immediate span of attention, and visual reaction time.

  18. Attention and reading skills.

    PubMed

    Commodari, Elena; Guarnera, Maria

    2005-04-01

    Attention plays a critical role in information processing. Its adequate functioning is required for correct development of complex cognitive abilities and regular scholastic progress. Children with attention deficits often have difficulties in reading, writing, and arithmetic. The present study investigated interactions among reading skills, overall scholastic performance as rated by teachers, and components of attention: visual reaction time, simple immediate span of attention, and selectivity. The sample was 98 students in the first and second years of public junior high school (age range 11-14 years, M = 12.6, SD = 1.2), i.e., with expected already well-established reading. Reading was evaluated using Comprehension, Accuracy, and Speed tests. Overall scholastic performance was obtained by means of teachers' ratings. Simple Reaction Time, Digit Span, and Color-Word Interference, included in a multitask computerized test, assessed attention. Analysis confirmed the hypothesis that the reading skills are strongly predictive of the Scholastic Assessment rated by the teachers. High scholastic ratings were correlated with Reading Speed and Accuracy rather than Reading Comprehension. Poor readers showed worse performances on the Digit Span test which measures simple immediate span of attention. Good and poor readers obtained a similar score on the Color-Word Interference task. This observation seems to contrast with the more common interpretation of this effect, suggesting that reading is an automatic process and, therefore, the semantic dimension overcomes the controlled perceptual one. According to other studies, an alternative explanation is suggested. In conclusion, present results confirm the hypothesis of a strong link among reading speed and accuracy, scholastic assessment as rated by teachers, simple immediate span of attention, and visual reaction time. PMID:15974348

  19. A Study of the Relationship between Reading, Computational, and Critical Thinking Skills and Academic Success in Fundamentals of Chemistry.

    ERIC Educational Resources Information Center

    Hurov, Janet Torrisi

    In spring 1987, a study was conducted at St. Louis Community College at Florissant Valley (Missouri) to identify the basic skills necessary for the successful completion of the course, "Fundamentals of Chemistry." The study evaluated the relationship between performance on the Nelson-Denny Reading Test (NDRT), the Numerical Reasoning subtest of…

  20. Crossing Thresholds in Academic Reading

    ERIC Educational Resources Information Center

    Abbott, Rob

    2013-01-01

    This paper looks at the conceptual thresholds in relation to academic reading which might be crossed by undergraduate English Literature students. It is part of a wider study following 16 students through three years of undergraduate study. It uses theoretical ideas from Bakhtin and Foucault to analyse interviews with English lecturers. It…

  1. Refining the Experimental Analysis of Academic Skills Deficits: Part II. Use of Brief Experimental Analysis to Evaluate Reading Fluency Treatments

    ERIC Educational Resources Information Center

    Daly, Edward J., III; Bonfiglio, Christine M.; Mattson, Tara; Persampieri, Michael; Foreman-Yates, Kristin

    2006-01-01

    The technology of brief experimental analysis is just beginning to be used for identification of effective treatments for individual students who experience difficulty with oral reading fluency. In this study, the effect of a reading fluency treatment package was examined on easy and hard passages, and generalization was assessed on passages with…

  2. Contributions of Study Skills to Academic Competence.

    ERIC Educational Resources Information Center

    Gettinger, Maribeth; Seibert, Jill K.

    2002-01-01

    Study skills are fundamental to academic competence. Effective study skills are associated with positive outcomes across multiple academic content areas and for diverse learners. The purpose of this article is to describe an information-processing perspective on the contribution of study skills to academic competence, and to identify…

  3. In Support of Reading: Reading Outreach Programs at Academic Libraries

    ERIC Educational Resources Information Center

    Mahaffy, Mardi

    2009-01-01

    Encouraging pleasure reading is not traditionally seen as the role of academic libraries. Those students who take time for reading, however, are better poised to succeed in college. Declining rates in reading among young people are cause for alarm, and many libraries at academic institutions are developing programs to promote this pastime. This…

  4. Underlying skills of oral and silent reading.

    PubMed

    van den Boer, Madelon; van Bergen, Elsje; de Jong, Peter F

    2014-12-01

    Many studies have examined reading and reading development. The majority of these studies, however, focused on oral reading rather than on the more dominant silent reading mode. Similarly, it is common practice to assess oral reading abilities rather than silent reading abilities in schools and in diagnosis of reading impairments. More important, insights gained through examinations of oral reading tend to be generalized to silent reading. In the current study, we examined whether such generalizations are justified. We directly compared oral and silent reading fluency by examining whether these reading modes relate to the same underlying skills. In total, 132 fourth graders read words, sentences, and text orally, and 123 classmates read the same material silently. As underlying skills, we considered phonological awareness, rapid naming, and visual attention span. All skills correlated significantly with both reading modes. Phonological awareness contributed equally to oral and silent reading. Rapid naming, however, correlated more strongly with oral reading than with silent reading. Visual attention span correlated equally strongly with both reading modes but showed a significant unique contribution only to silent reading. In short, we showed that oral and silent reading indeed are fairly similar reading modes, based on the relations with reading-related cognitive skills. However, we also found differences that warrant caution in generalizing findings across reading modes.

  5. Underlying skills of oral and silent reading.

    PubMed

    van den Boer, Madelon; van Bergen, Elsje; de Jong, Peter F

    2014-12-01

    Many studies have examined reading and reading development. The majority of these studies, however, focused on oral reading rather than on the more dominant silent reading mode. Similarly, it is common practice to assess oral reading abilities rather than silent reading abilities in schools and in diagnosis of reading impairments. More important, insights gained through examinations of oral reading tend to be generalized to silent reading. In the current study, we examined whether such generalizations are justified. We directly compared oral and silent reading fluency by examining whether these reading modes relate to the same underlying skills. In total, 132 fourth graders read words, sentences, and text orally, and 123 classmates read the same material silently. As underlying skills, we considered phonological awareness, rapid naming, and visual attention span. All skills correlated significantly with both reading modes. Phonological awareness contributed equally to oral and silent reading. Rapid naming, however, correlated more strongly with oral reading than with silent reading. Visual attention span correlated equally strongly with both reading modes but showed a significant unique contribution only to silent reading. In short, we showed that oral and silent reading indeed are fairly similar reading modes, based on the relations with reading-related cognitive skills. However, we also found differences that warrant caution in generalizing findings across reading modes. PMID:25173643

  6. Improving the Reading Comprehension Skills of Minority Adults from Educationally Disadvantaged Backgrounds

    ERIC Educational Resources Information Center

    Paul, Gina; Verhulst, Steve

    2010-01-01

    This article presents a synergistic reading comprehension program to help minority adults from educationally disadvantaged backgrounds improve their reading skills in preparation for academics, standardized testing, and medical school. (Contains 3 tables and 1 figure.)

  7. Improving Student Reading Skills through the Use of Guided Reading.

    ERIC Educational Resources Information Center

    Conklin, Suzanne; Wilkins, Katherine

    This study describes a program for improving student's reading skills. The targeted population consisted of students in a self-contained inclusion fourth grade classroom in a rural community, located in the Midwest. The lack of reading skills had been demonstrated through standardized achievement tests and the Developmental Reading Assessment.…

  8. Academic Remedial Training: A Language Skills Development Program for U.S. Navy Recruits.

    ERIC Educational Resources Information Center

    Bowman, Harry L.; And Others

    Noting that the program is primarily a reading and verbal skills program for adult learners, this paper describes the Academic Remedial Training (ART) Program of the U.S. Navy. The first section of the paper discusses the historical background of the program. The second section describes the reading skills component and the verbal skills component…

  9. Academic Skills Rovers: A Just in Time Peer Support Initiative for Academic Skills and Literacy Development

    ERIC Educational Resources Information Center

    Copeman, Peter; Keightley, Polly

    2014-01-01

    In 2013 the University of Canberra (UC) initiated a program of peer-assisted academic skills help, the Academic Skills Rovers program, with the goal of providing drop-in peer learning support to students at campus locations where they congregate to study. The Academic Skills Rovers were initially recruited from the teacher education discipline,…

  10. Reading and Writing Are Essential Skills for All Educational and Career Pathways

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2008

    2008-01-01

    This newsletter focuses on the importance of reading and writing skills in all educational and career pathways. It includes a variety of strategies for integrating reading and writing skills across the curriculum--in academic, career/technical and fine arts courses--in ways that improve student achievement in reading and writing and in the content…

  11. Academic Skills Problems: Direct Assessment and Intervention. Fourth Edition

    ERIC Educational Resources Information Center

    Shapiro, Edward S.

    2010-01-01

    This popular practitioner guide and text presents an effective, problem-solving-based approach to evaluating and remediating academic skills problems. Leading authority Edward S. Shapiro provides practical strategies for working with students across all grade levels (K-12) who are struggling with reading, spelling, written language, or math.…

  12. Academic Skills Problems. Third Edition. Direct Assessment and Intervention

    ERIC Educational Resources Information Center

    Shapiro, Edward S.

    2004-01-01

    This text provides a comprehensive framework for the direct assessment of academic skills. Presented is a readily applicable, four-step approach for working with students experiencing a range of difficulties with reading, spelling, written language, or math. School-based practitioners are guided sequentially through assessment of the instructional…

  13. Teaching Reading and Study Skills through Interdisciplinary Studies.

    ERIC Educational Resources Information Center

    Venditto, Joan E.

    This paper describes a program of interdisciplinary studies for high-school students who are not motivated to learn in the conventional academic setting. The program began with a work-incentive program that used points as the basis for weekly grades in reading, composition, and skill development. Collaboration of teachers of industrial arts,…

  14. Perceptions of EFL Students toward Academic Reading

    ERIC Educational Resources Information Center

    Akarsu, Oktay; Harputlu, Leyla

    2014-01-01

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

  15. The Future of Reading and Academic Libraries

    ERIC Educational Resources Information Center

    Durant, David M.; Horava, Tony

    2015-01-01

    The e-book is raising fundamental questions around the dynamics and habits of reading; the role of books in the academic library; and the role of librarians in addressing new realities of reading and learning. Print and digital texts foster different styles of reading and different ways of thinking and doing research. This paper examines…

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

    ERIC Educational Resources Information Center

    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…

  17. The Effects of L2 Reading Skills on L1 Reading Skills through Transfer

    ERIC Educational Resources Information Center

    Altmisdort, Gonca

    2016-01-01

    This study investigated whether transfer from L2 to L1 in reading occurs, and if so, which reading sub-skills are transferred into L1 reading. The aim is to identify the role of second language reading skills in L1 reading skills by means of transfer. In addition, the positive effects of the second language transfer to the first language in the…

  18. Geography and Reading: An Integrated Approach to Teaching Reading Skills.

    ERIC Educational Resources Information Center

    Fitzhugh, William P.

    This document discusses the advantages of integrating social studies--geography in particular--and reading skills. Time is saved because literature based reading is a high interest means of introducing social studies concepts and vocabulary to children. Skills can be taught using the vocabulary from the social studies unit. This paper presents…

  19. Reading and Consumer Decision Making Skills.

    ERIC Educational Resources Information Center

    Peck, Michaeleen P.; Laughlin, Margaret A.

    Teachers at all grade levels need to recognize the importance of instruction in consumer reading and decision making skills. The definitions and prerequisites of a literate consumer underscore the importance of reading and reasoning skills development for making effective decisions. Consumer educators must also recognize that economic…

  20. Improving the Development of Students' Reading Skills.

    ERIC Educational Resources Information Center

    Beneventi, Angela; McEndollar, Linda; Smith, Deborah

    This report describes a program for improving the development of students' reading skills. The targeted population consisted of students in kindergarten, first, and second grades. The classrooms were located in adjoining lower socioeconomic areas. The problem of poorly developed reading skills was documented through data collected by the teacher…

  1. Clarifying Differences between Reading Skills and Reading Strategies

    ERIC Educational Resources Information Center

    Afflerbach, Peter; Pearson, P. David; Paris, Scott G.

    2008-01-01

    The terms "reading skill" and "reading strategy" are central to how we conceptualize and teach reading. Despite their importance and widespread use, the terms are not consistently used or understood. This article examines the current and historical uses of the terms, defines them, and describes their differences, similarities, and relationships.…

  2. The Link between Reading and Academic Success

    ERIC Educational Resources Information Center

    Horbec, Deb

    2012-01-01

    This article is based on a qualitative study that explored the impact reading had on the lives of two female students who attained exemplary results in their final year of high school. The reading practices of these two high achieving students provided data rich information. Both students were academically successful in completing their Victorian…

  3. Developing academic writing skills: the PROCESS framework.

    PubMed

    Lloyd, Marjorie

    Academic writing is an important aspect of professional development for students and lecturers. It is one way in which they demonstrate their learning, but it can be a difficult skill to master. This article aims to enable students and professionals to develop their academic writing style using a coherent and effective framework.

  4. Reading skill and structural brain development.

    PubMed

    Houston, Suzanne M; Lebel, Catherine; Katzir, Tami; Manis, Franklin R; Kan, Eric; Rodriguez, Genevieve G; Sowell, Elizabeth R

    2014-03-26

    Reading is a learned skill that is likely influenced by both brain maturation and experience. Functional imaging studies have identified brain regions important for skilled reading, but the structural brain changes that co-occur with reading acquisition remain largely unknown. We investigated maturational volume changes in brain reading regions and their association with performance on reading measures. Sixteen typically developing children (5-15 years old, eight boys, mean age of sample=10.06 ± 3.29) received two MRI scans (mean interscan interval=2.19 years), and were administered a battery of cognitive measures. Volume changes between time points in five bilateral cortical regions of interest were measured, and assessed for relationships to three measures of reading. Better baseline performances on measures of word reading, fluency, and rapid naming, independent of age and total cortical gray matter volume change, were associated with volume decrease in the left inferior parietal cortex. Better baseline performance on a rapid naming measure was associated with volume decrease in the left inferior frontal region. These results suggest that children who are better readers, and who perhaps read more than less skilled readers, exhibit different development trajectories in brain reading regions. Understanding relationships between reading performance, reading experience, and brain maturation trajectories may help with the development and evaluation of targeted interventions. PMID:24407200

  5. Reading skill and structural brain development.

    PubMed

    Houston, Suzanne M; Lebel, Catherine; Katzir, Tami; Manis, Franklin R; Kan, Eric; Rodriguez, Genevieve G; Sowell, Elizabeth R

    2014-03-26

    Reading is a learned skill that is likely influenced by both brain maturation and experience. Functional imaging studies have identified brain regions important for skilled reading, but the structural brain changes that co-occur with reading acquisition remain largely unknown. We investigated maturational volume changes in brain reading regions and their association with performance on reading measures. Sixteen typically developing children (5-15 years old, eight boys, mean age of sample=10.06 ± 3.29) received two MRI scans (mean interscan interval=2.19 years), and were administered a battery of cognitive measures. Volume changes between time points in five bilateral cortical regions of interest were measured, and assessed for relationships to three measures of reading. Better baseline performances on measures of word reading, fluency, and rapid naming, independent of age and total cortical gray matter volume change, were associated with volume decrease in the left inferior parietal cortex. Better baseline performance on a rapid naming measure was associated with volume decrease in the left inferior frontal region. These results suggest that children who are better readers, and who perhaps read more than less skilled readers, exhibit different development trajectories in brain reading regions. Understanding relationships between reading performance, reading experience, and brain maturation trajectories may help with the development and evaluation of targeted interventions.

  6. Relationships between study skills and academic performance

    NASA Astrophysics Data System (ADS)

    Md Rahim, Nasrudin; Meon, Hasni

    2013-04-01

    Study skills play an important role in influencing academic performance of university students. These skills, which can be modified, can be used as an indicator on how a student would perform academically in his course of study. The purpose of the study is to determine the study skills profile among Universiti Selangor's (Unisel) students and to find the relationships of these skills with student's academic performance. A sample of seventy-eight (78) foundation studies and diploma students of Unisel were selected to participate in this study. Using Study Skills Inventory instrument, eight skills were measured. They are note taking; test taking; textbook study; concentration and memory; time management; analytical thinking and problem solving; nutrition; and vocabulary. Meanwhile, student's academic performance was measured through their current Grade Point Average (GPA). The result showed that vocabulary skill scored the highest mean with 3.01/4.00, followed by test taking (2.88), analytical thinking and problem solving (2.80), note taking (2.79), textbook study (2.58), concentration and memory (2.54), time management (2.25) and nutrition (2.21). Correlation analysis showed that test taking (r=0.286, p=0.011), note taking (r=0.224, p=0.048), and analytical thinking and problem solving (r=0.362, p=0.001) skills were positively correlated with GPA achievement.

  7. READING SECTION--VOCABULARY SKILLS, READING COMPREHENSION, CRITICAL AND INTERPRETIVE READING. EXPERIMENTAL MATERIAL, PART 1.

    ERIC Educational Resources Information Center

    ANDERSON, VIVIENNE; SEGERSTROM, HAROLD

    THE PROGRAM OF INSTRUCTION IN ENGLISH CONSISTS OF A NUMBER OF VERTICAL STRANDS RUNNING FROM KINDERGARTEN THROUGH GRADE 12 AND BEYOND. THE READING STRAND IS PREPARED ON THE SEQUENTIAL DEVELOPMENT OF SKILLS. FIVE UNITS--WORK ATTACK SKILLS, VOCABULARY, ACQUISITION SKILLS, COMPREHENSION SKILLS, AND CRITICAL AND INTERPRETIVE READING--ARE DEVELOPED AND…

  8. Integrating Academic and Vocational Skills.

    ERIC Educational Resources Information Center

    Walling, Susan

    The Allied Health Certificate Program at Massachusetts' Bunker Hill Community College has been successfully integrating academic and vocational education since 1986. The integration of English as a Second Language, academic education, and occupational training was a direct response to requests from business and industry for a competitive…

  9. Cognitive flexibility predicts early reading skills.

    PubMed

    Colé, Pascale; Duncan, Lynne G; Blaye, Agnès

    2014-01-01

    An important aspect of learning to read is efficiency in accessing different kinds of linguistic information (orthographic, phonological, and semantic) about written words. The present study investigates whether, in addition to the integrity of such linguistic skills, early progress in reading may require a degree of cognitive flexibility in order to manage the coordination of this information effectively. Our study will look for evidence of a link between flexibility and both word reading and passage reading comprehension, and examine whether any such link involves domain-general or reading-specific flexibility. As the only previous support for a predictive relationship between flexibility and early reading comes from studies of reading comprehension in the opaque English orthography, another possibility is that this relationship may be largely orthography-dependent, only coming into play when mappings between representations are complex and polyvalent. To investigate these questions, 60 second-graders learning to read the more transparent French orthography were presented with two multiple classification tasks involving reading-specific cognitive flexibility (based on words) and non-specific flexibility (based on pictures). Reading skills were assessed by word reading, pseudo-word decoding, and passage reading comprehension measures. Flexibility was found to contribute significant unique variance to passage reading comprehension even in the less opaque French orthography. More interestingly, the data also show that flexibility is critical in accounting for one of the core components of reading comprehension, namely, the reading of words in isolation. Finally, the results constrain the debate over whether flexibility has to be reading-specific to be critically involved in reading.

  10. Fast Track. Summer Academic Skills Enhancement Program, 1992. Final Evaluation Report.

    ERIC Educational Resources Information Center

    Donaldson, William S.

    This study evaluated a Columbus (Ohio) Public Schools summer remedial reading and language mechanics skills program for participants in a job training program. The Summer Academic Skills Enhancement Program provided clients with the skills required for employment into entry-level positions in 160 curriculum hours. Seventy-one clients were…

  11. Raising the Reading Skills of Secondary-Age Students with Severe and Persistent Reading Difficulties: Evaluation of the Efficacy and Implementation of a Phonics-Based Intervention Programme

    ERIC Educational Resources Information Center

    Jeffes, Ben

    2016-01-01

    The importance of reading skills to academic achievement, job acquisition and future success is well documented. Most of the research on reading interventions focuses on children in primary schools but many children start secondary school with very poor reading skills and schools require evidence-based interventions to support these children. The…

  12. Executive Function and Early Reading Skills

    ERIC Educational Resources Information Center

    Foy, Judith G.; Mann, Virginia A.

    2013-01-01

    The purpose of this study was to examine how executive function skills in verbal and nonverbal auditory tasks are related to early reading skills in beginning readers. Kindergarteners (N = 41, aged 5 years) completed verbal (phonemes) and nonverbal (environmental sounds) Continuous Performance tasks yielding measures of executive function (misses,…

  13. Children's Books That Reinforce Reading Skills.

    ERIC Educational Resources Information Center

    Canavan, Diane D.

    This guide familiarizes teachers with children's books and ways that they can be used to highlight and reinforce reading skills. Each of the 10 sections provides annotated lists of books, suggesting practical follow-up activities for skill development, extension, or enrichment. The beginning of each section includes remarks concerning the nature…

  14. Improving Reading Skills through Phonemic Awareness.

    ERIC Educational Resources Information Center

    Dwyer, Pat; Merriman, Barb; Mitts, Jan

    This paper describes a program for improving reading skills at the beginning of first grade so that a rapid acquisition of skills will enhance students' ability to succeed in their respective basal programs. The targeted population used a first grade in a suburban school (Site A) and a first grade in a mid-sized, Midwestern city school (Site B).…

  15. Reading Skills among Students with Intellectual Disabilities

    ERIC Educational Resources Information Center

    Ratz, Christoph; Lenhard, Wolfgang

    2013-01-01

    Students with intellectual disabilities (ID) display an extremely wide variety of skills in the field of literacy, and the ability to read and write are central learning aims in the education of students with ID. It is vital to gain detailed knowledge on the literacy skills of students with ID in order to plan instruction, create learning…

  16. Reading to Speak: Integrating Oral Communication Skills

    ERIC Educational Resources Information Center

    Zhang, Yun

    2009-01-01

    According to Ur (1996, 120), "of all the four skills (listening, speaking, reading and writing), speaking seems intuitively the most important." Indeed, whether for business or pleasure, a primary motivation to learn a second language is to be able to converse with speakers of that language. However, in addition to being an important skill,…

  17. Reading As a Survival Skill.

    ERIC Educational Resources Information Center

    Blosser, Patricia E.

    1980-01-01

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

  18. Using Reading Circles Strategy for Developing Preparatory Students' Critical Reading Skills and Social Skills

    ERIC Educational Resources Information Center

    Abdelrasoul, Mohamed Mahmoud Ibrahim

    2014-01-01

    The present study aimed at developing the necessary critical reading skills and social skills of the Egyptian EFL second year preparatory school students, through a proposed program based on using reading circles strategy. The study participants were 44 students from Sohag Experimental Preparatory School in Sohag Governorate. Instruments of the…

  19. Using Reading Skills To Open the World of Art.

    ERIC Educational Resources Information Center

    Sacks, Kathleen

    A total reading program must provide for the sequential development of reading skills and the deliberate development of interest in reading. The prime means of accomplishing the goals of skills and interest in reading is use of a basal reading program along with independent reading. The basal reader is designed to provide for the sequential…

  20. Learning-related skills and academic achievement in academically at-risk first graders

    PubMed Central

    Cerda, Carissa A.; Im, Myung Hee; Hughes, Jan N.

    2015-01-01

    Using an academically at-risk, ethnically diverse sample of 744 first-grade children, this study tested a multi-method (i.e., child performance measures, teacher ratings, and peer ratings) measurement model of learning-related skills (i.e., effortful control [EC], behavioral self-regulation [BSR], and social competence [SC]), and their shared and unique contributions to children's reading and math achievement, above the effect of demographic variables. The hypothesized correlated factor measurement model demonstrated relatively good fit, with BSR and SC correlated highly with one another and moderately with EC. When entered in separate regression equations, EC and BSR each predicted children's reading and math achievement; SC only predicted reading achievement. When considered simultaneously, neither EC, BSR, nor SC contributed independently to reading achievement; however, EC had a direct effect on math achievement and an indirect effect on reading achievement via both BSR and SC. Implications for research and early intervention efforts are discussed. PMID:25908886

  1. Reading Instruction Affects the Cognitive Skills Supporting Early Reading Development

    ERIC Educational Resources Information Center

    McGeown, Sarah P.; Johnston, Rhona S.; Medford, Emma

    2012-01-01

    This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (0.22 S.D.) and post-test 5;03 (0.21 S.D.)) were taught to read either by an eclectic approach which included sight-word learning, guessing from context and…

  2. Boost Reading Skills by Summer

    ERIC Educational Resources Information Center

    Fink, Jennifer L. W.

    2012-01-01

    The end of the school year is in sight, but it's not too late to help lower-level readers catch up. Experts across the country were asked about the most common obstacles to reading success--and effective ways to over-come them. Their insights and tips can help a teacher make a real difference before summer begins.

  3. Map and Globe Reading Skills.

    ERIC Educational Resources Information Center

    Georgia State Dept. of Education, Atlanta. Office of Instructional Services.

    Although the guide was designed to accompany an instructional television series, it contains teacher-developed activities on map and globe skills which can be selected and adapted to the needs of elementary students independent of the series. Geographic concepts include direction, the globe, boundaries, hemispheres, scale, latitude, longitude, and…

  4. Japanese EFL Students' Reading Processes for Academic Papers in English

    ERIC Educational Resources Information Center

    Hijikata, Yuko; Nakatani, Yasuo; Shimizu, Maki

    2013-01-01

    Academic reading has been less emphasized compared with academic writing as a site of research inquiry. Although some studies have examined reading strategy use in academic reading (e.g., Block, 1986; Plakans, 2009), these studies used short passages only, and there have been a few studies that have focused on the mental representation constructed…

  5. Reading skills among students with intellectual disabilities.

    PubMed

    Ratz, Christoph; Lenhard, Wolfgang

    2013-05-01

    Students with intellectual disabilities (ID) display an extremely wide variety of skills in the field of literacy, and the ability to read and write are central learning aims in the education of students with ID. It is vital to gain detailed knowledge on the literacy skills of students with ID in order to plan instruction, create learning environments, implement educational policies or funding models and specify future fields of research. However, there has been little research into the prevalence and variation of their reading skills. The present study assessed the reading stages of 1629 school-aged students with ID regardless of aetiology (age 6-21) in Bavaria, one of the largest regions in Germany within a randomly chosen and representative sample. Teachers described the reading and writing stages of their students in a questionnaire following the developmental model of Frith. Results indicate that 29.3% do not read at all, 6.8% read at a logographic stage, 31.9% at an alphabetic and 32% at an orthographic level. Writing achievements are lower on average. We analyze and discuss the determinants of literacy in this sample with regard to the sociocultural background of students with ID and draw conclusions for teaching and school policies.

  6. Reading: Practice Book 1--Practice in Basic Reading Skills.

    ERIC Educational Resources Information Center

    Streb, Judith A.

    The reading exercises in this workbook cover the general areas of letter recognition; basic phonics; word structure (including common phonograms, compound words, contractions, possessives, plural forms, and suffixes); vocabulary (including identifying picture names, rhyming words, and word meanings); study skills (including following directions,…

  7. The Effects of Two Different Reading Acceleration Training Programs on Improving Reading Skills of Second Graders

    ERIC Educational Resources Information Center

    Nevo, Einat; Brande, Sigalit; Shaul, Shelley

    2016-01-01

    It has been well established that poor reading skills in the first grades of primary school can lead to poor reading skills in all coming years. A reading acceleration program (RAP) known to improve reading skills in adults and children with and without reading difficulties (RD) was tested for its effect on children in second grade with standard…

  8. The Development of Early Academic Success: The Impact of Direct Instruction's "Reading Mastery"

    ERIC Educational Resources Information Center

    Stockard, Jean; Engelmann, Kurt

    2010-01-01

    Data from two different sites were used to examine how exposure to a highly academic curriculum is related to growth in beginning literacy and early reading skills from kindergarten through the end of third grade. In one site students in one school used the Direct Instruction (DI) program, "Reading Mastery (RM)", from kindergarten through grade 3,…

  9. District Action Plan 2003-2008: Improving Academic Achievement in Reading, Math and Language Arts

    ERIC Educational Resources Information Center

    Guam Public School System, 2003

    2003-01-01

    The results of the SAT 9 tests administered to Guam students in grades 1, 3, 5, 7, 9, 10, and 11 have consistently indicated below average academic performance in the subjects of reading, math and language arts over the past decade of testing. To ensure that students attain the necessary skills and knowledge in reading, math, and language arts,…

  10. Teaching Research as a Reading Skill.

    ERIC Educational Resources Information Center

    Lawson, Anita S.

    Teaching college freshman composition students how to write a research paper can be used as a way of emphasizing reading and comprehension skills as well as helping them learn to test the conclusions of other research. Research work should require more than an introduction to the Dewey Decimal System and the tools of the research room, it should…

  11. Reading Skills and Activities for the Adult.

    ERIC Educational Resources Information Center

    Mack, Faite Royjier-Poncefonte

    This book contains more than 200 one-page exercises designed to give adults practice in basic reading and handwriting skills. The exercises are arranged according to the areas with which they deal: visual discrimination; letter recognition; manuscript practice and sequence; script practice; numeral writing; initial consonants; final consonants;…

  12. Bridging Skill and Task Oriented Reading

    ERIC Educational Resources Information Center

    Higgs, Karyn; Magliano, Joseph P.; Vidal-Abarca, Eduardo; Martínez, Tomas; McNamara, Danielle S.

    2015-01-01

    Some individual difference factors are more strongly correlated with performance on postreading questions when the text is not available than when it is. The present study explores if similar interactions occur with bridging skill, which refers to a reader's propensity to establish connections between explicit text during reading. Undergraduates…

  13. Development of white matter and reading skills.

    PubMed

    Yeatman, Jason D; Dougherty, Robert F; Ben-Shachar, Michal; Wandell, Brian A

    2012-10-30

    White matter tissue properties are highly correlated with reading proficiency; we would like to have a model that relates the dynamics of an individual's white matter development to their acquisition of skilled reading. The development of cerebral white matter involves multiple biological processes, and the balance between these processes differs between individuals. Cross-sectional measures of white matter mask the interplay between these processes and their connection to an individual's cognitive development. Hence, we performed a longitudinal study to measure white-matter development (diffusion-weighted imaging) and reading development (behavioral testing) in individual children (age 7-15 y). The pattern of white-matter development differed significantly among children. In the left arcuate and left inferior longitudinal fasciculus, children with above-average reading skills initially had low fractional anisotropy (FA) that increased over the 3-y period, whereas children with below-average reading skills had higher initial FA that declined over time. We describe a dual-process model of white matter development comprising biological processes with opposing effects on FA, such as axonal myelination and pruning, to explain the pattern of results.

  14. Using the Academic Skills Inventory to Assess the Biology Major

    ERIC Educational Resources Information Center

    Seifert, Kyle; Hurney, Carol A.; Wigtil, Clifton J.; Sundre, Donna L.

    2009-01-01

    The Academic Skills Inventory (Kruger and Zechmeister, 2001) was developed at Loyola University of Chicago and originally designed for use with psychology majors. It was later extended for use in a variety of academic programs. The Academic Skills Inventory (ASI) assesses student self-reports of behaviors in 10 skill areas: (1) written and oral…

  15. Positive Teacher and Peer Relations Combine to Predict Primary School Students' Academic Skill Development

    ERIC Educational Resources Information Center

    Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

    2015-01-01

    This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results…

  16. Kindergarten Teachers Adjust Their Teaching Practices in Accordance with Children's Academic Pre-Skills

    ERIC Educational Resources Information Center

    Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Siekkinen, Martti; Nurmi, Jari-Erik

    2011-01-01

    This study examined the extent to which kindergarten children's academic pre-skills are associated with their teachers' subsequent teaching practices. The pre-skills in reading and math of 1268 children (655 boys, 613 girls) were measured in kindergarten in the fall. A pair of trained observers used the Classroom Assessment Scoring System…

  17. The Relationship between Gross Motor Skills and Academic Achievement in Children with Learning Disabilities

    ERIC Educational Resources Information Center

    Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

    2011-01-01

    The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading,…

  18. Elementary School Teachers Adapt Their Instructional Support According to Students' Academic Skills

    ERIC Educational Resources Information Center

    Kiuru, Noona; Nurmi, Jari-Erik; Leskinen, Esko; Torppa, Minna; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina; Niemi, Pekka

    2015-01-01

    This study examined the longitudinal associations between children's academic skills and the instructional support teachers gave individual students. A total of 253 Finnish children were tested on reading and math skills twice in the first grade and once in the second grade. The teachers of these children rated the instructional support that they…

  19. Enhancing Basic Academic Skills with Audio-Recordings: A Review of the Literature

    ERIC Educational Resources Information Center

    Taylor, Emily P.; Skinner, Christopher H.; McCallum, Elizabeth; Poncy, Brian C.; Orsega, Mike

    2013-01-01

    Because teacher-to-student ratios often make it difficult for teachers to work individually with students on skill-building activities, educators and researchers have developed and evaluated procedures in which audio-recordings are used to improve basic academic skills. In the current paper, we describe and analyze reading, math, and spelling…

  20. Examining the Effects of Skill Level and Reading Modality on Reading Comprehension

    ERIC Educational Resources Information Center

    Dickens, Rachel H.; Meisinger, Elizabeth B.

    2016-01-01

    The purpose of this study was to examine the effects of reading skill and reading modality (oral versus silent) on reading comprehension. A normative sample of sixth-grade students (N = 74) read texts aloud and silently and then answered questions about what they read. Skill in word reading fluency was assessed by the Test of Word Reading…

  1. Critical Literacy: How Can the Limited Proficient Adult Be Academically Supported and Enabled To Gain the Necessary Knowledge in Reading/Writing Communication Skills To Successfully Complete a Degree Program for Integration into the Workforce?

    ERIC Educational Resources Information Center

    Sainz, JoAnn

    Few jobs with any prospects for advancement are expected to be available to poorly skilled students, especially limited English proficient individuals with insufficient reading skills. The consensus is that continuing to allow a disproportionate number of minority or disadvantaged students to pass through the education system without meeting high…

  2. Those Who Can Coach Can Teach: Collaborating With Athletic Coaches to Raise the Level of Students' Close Reading, Argumentation Skills, and Academic Agency

    ERIC Educational Resources Information Center

    Ehrenworth, Mary; Minor, Cornelius; Federman, Mark; Jennings, James; Messer, Katherine; McCloud, Christopher

    2015-01-01

    Building on the work of John Hattie, Richard Kent, and Tom Newkirk, a think tank collaborative in New York City's high schools works to raise the level of students' close reading, argumentation, and agency across the curriculum by teaching students to analyze athletic competitions, to compose sports arguments, and to transfer and apply these…

  3. Academic Responding during Instruction and Reading Outcomes for Kindergarten Students At-Risk for Reading Difficulties

    ERIC Educational Resources Information Center

    Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie

    2014-01-01

    The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in…

  4. Using the Computer-Based Academic Assessment System (CASS) To Identify Reading Disability in College Students: A Replication.

    ERIC Educational Resources Information Center

    Cisero, Cheryl A.; And Others

    This research investigates whether the Computer-Based Academic Assessment System (CAAS), a battery of tests examining speed and accuracy at performing component reading skills, would be useful for identifying reading disability in college students. One important question was whether CAAS could distinguish reading disability from non-disability or…

  5. The Effect of Strategy Instruction Based on the Cognitive Academic Language Learning Approach over Reading Comprehension and Strategy Use

    ERIC Educational Resources Information Center

    Gurses, Meral Ozkan; Adiguzel, Oktay Cem

    2013-01-01

    This study investigates the effects of reading strategies instruction based on the Cognitive Academic Language Learning Approach over students' skill to comprehend what they read in French and their use of reading strategies. It has an action research design. Eighteen students studying at French Preparatory Program at Eskisehir Osmangazi…

  6. Study Skills Course Impact on Academic Self-Efficacy

    ERIC Educational Resources Information Center

    Wernersbach, Brenna M.; Crowley, Susan L.; Bates, Scott C.; Rosenthal, Carol

    2014-01-01

    Although study skills courses improve student retention, the impact of study skills courses on students' academic self-efficacy has not been investigated. The present study examined pre- and posttest levels of academic self-efficacy in college students enrolled in a study skills course (n = 126) compared to students enrolled in a general education…

  7. Anxiety and Academic Reading Performance among Malay ESL Learners

    ERIC Educational Resources Information Center

    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…

  8. The relationship between gross motor skills and academic achievement in children with learning disabilities.

    PubMed

    Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

    2011-01-01

    The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading, spelling, and mathematics were examined in children with learning disabilities. As expected, the children with learning disabilities scored poorer on both the locomotor and object-control subtests than their typically developing peers. Furthermore, in children with learning disabilities a specific relationship was observed between reading and locomotor skills and a trend was found for a relationship between mathematics and object-control skills: the larger children's learning lag, the poorer their motor skill scores. This study stresses the importance of specific interventions facilitating both motor and academic abilities. PMID:21700421

  9. Uneven Profiles: Language Minority Learners' Word Reading, Vocabulary, and Reading Comprehension Skills

    ERIC Educational Resources Information Center

    Lesaux, Nonie K.; Crosson, Amy C.; Kieffer, Michael J.; Pierce, Margaret

    2010-01-01

    English reading comprehension skill development was examined in a group of 87 native Spanish-speakers developing English literacy skills, followed from fourth through fifth grade. Specifically, the effects of Spanish (L1) and English (L2) oral language and word reading skills on reading comprehension were investigated. The participants showed…

  10. Learning to Read: Kindergarten Readiness Growth in Reading Skills. Research Brief 4

    ERIC Educational Resources Information Center

    Irvin, P. Shawn; Alonzo, Julie; Nese, Joseph F. T.; Tindal, Gerald

    2013-01-01

    Much of the research on curriculum-based measurement (CBM) in reading has focused on oral reading fluency (ORF). However, ORF is only one of five critical reading skill areas in the wider construct of reading that includes foundational skills such as phonological awareness and phonics. In this research brief, we address the construct of readiness…

  11. Reading Skill Development: A Survey of Need and Responsibility

    ERIC Educational Resources Information Center

    Polkinghorne, Frederick W.; Hagler, Barbara; Anderson, Marcia

    2010-01-01

    Background: According to research, adolescent reading skills tend to be poor, and increased pressure from Federal legislation has been placed on educators to improve these skills. Research lacks on business teacher educators' preparation to provide reading skill instruction. Purpose: The research purpose was to better understand the perceptions of…

  12. Nursing Instructors Must Also Teach Reading and Study Skills

    ERIC Educational Resources Information Center

    White, Hazel L.

    2004-01-01

    To be successful in nursing courses, students must be able to read and comprehend a large volume of information. This requires different types of reading and study skills from other courses to which they have been exposed. The formal teaching of these skills in a nursing course takes second place to the teaching of required nursing skills. Because…

  13. Developing Critical Reading Skills through Whole Language Strategies.

    ERIC Educational Resources Information Center

    Combs, Robin

    A teacher used classics of children's literature to teach critical reading skills. Although scoring above the national average on the Iowa Tests of Basic Skills (ITBS), the teacher's fourth-grade gifted students exhibited problems with critical reading skills. A literature unit involving whole language strategies and using Beverly Cleary's "The…

  14. Peer Academic Reputation in Elementary School: Associations with Changes in Self-Concept and Academic Skills

    ERIC Educational Resources Information Center

    Gest, Scott D.; Domitrovich, Celene E.; Welsh, Janet A.

    2005-01-01

    The developmental significance of children's academic reputation among peers was examined in a longitudinal study of 400 children in Grades 3, 4, and 5. In the fall of Year 1, teachers rated children's academic skills and behavior, and peers provided nominations describing classmates' academic skills, social acceptance versus rejection, and…

  15. Longitudinal Stability of Reading-Related Skills and their Prediction of Reading Development

    PubMed Central

    Hulslander, Jacqueline; Olson, Richard K.; Willcutt, Erik G.; Wadsworth, Sally J.

    2009-01-01

    Individual differences in word recognition, spelling, and reading comprehension for 324 children at a mean age of 16 were predicted from their reading-related skills (phoneme awareness, phonological decoding, rapid naming and IQ) at a mean age of 10 years, after controlling the predictors for the autoregressive effects of the correlated reading skills. There were significant and longitudinally stable individual differences for all four reading-related skills that were independent from each of the reading and spelling skills. Yet the only significant longitudinal prediction of reading skills was from IQ at mean age 10 for reading comprehension at mean age 16. The extremely high longitudinal latent-trait stability correlations for individual differences in word recognition (.98) and spelling (.95) left little independent outcome variance that could be predicted by the reading-related skills. We discuss the practical and theoretical importance of these results and why they differ from studies of younger children. PMID:20563241

  16. Preschoolers' Reading Skills Benefit from One Modest Change by Teachers

    ERIC Educational Resources Information Center

    Grabmeier, Jeff

    2012-01-01

    A small change in how teachers and parents read aloud to preschoolers may provide a big boost to their reading skills later on, a new study found. That change involves making specific references to print in books while reading--such as pointing out letters and words on the pages, showing capital letters, and showing how they read from left to…

  17. Reading Fluency Skill and the Prosodic Marking of Linguistic Focus

    ERIC Educational Resources Information Center

    Schwanenflugel, Paula J.; Westmoreland, Matthew R.; Benjamin, Rebekah George

    2015-01-01

    The purposes of the study were to determine whether third grade children mark linguistic focus features in their reading prosody and whether strong marking of these linguistic focus features might comprise an aspect of expressive reading typical of skilled, fluent reading. Children read a passage targeting information focusing aspects of prosody…

  18. Reading: What Else Matters besides Strategies and Skills?

    ERIC Educational Resources Information Center

    Afflerbach, Peter; Cho, Byeong-Young; Kim, Jong-Yun; Crassas, Maria Elliker; Doyle, Brie

    2013-01-01

    How can we best contribute to our students' reading development and achievement? What are the hallmarks of successful, independent student readers? An examination of reading curricula, reading assessment, and related Federal education policy reveals the ongoing emphasis on the cognitive strategies and skills of reading. The teaching and…

  19. Television Viewing Pattern of Primary School Children and Its Relationship to Academic Performance and Cognitive Skills.

    ERIC Educational Resources Information Center

    Shastri, Jigisha; Mohite, Prerana

    1997-01-01

    Classified primary students in India into light, moderate, and heavy television viewers (controlling for socioeconomic status) and assessed them for either academic performance or cognitive skills, using various instruments. Found no significant differences among groups, but light viewers performed significantly better on oral reading; results may…

  20. Cognitive Skills Training Improves Listening and Visual Memory for Academic and Career Success.

    ERIC Educational Resources Information Center

    Erland, Jan

    The Mem-ExSpan Accelerative Cognitive Training System (MESACTS) is described as a cognitive skills training program for schools, businesses, and industry. The program achieves extraordinary academic results in reading and mathematics with 1 semester of input 4 days a week for 30 minutes a day. Intensive versions of the program accelerate…

  1. Rationale and Content for English-Language Arts. Survey of Academic Skills: Grade 12. Preliminary Edition.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    As a preliminary version of the rationale and content for the English-language arts portion of the "Survey of Academic Skills: Grade 12," this booklet describes elements of the new reading and editing tests to be used to complement a direct writing assessment in this part of the 1987-88 California Assessment Program (CAP). After a brief…

  2. Elementary Reading Attitude Survey (ERAS) Scores in Academically Talented Students

    ERIC Educational Resources Information Center

    Worrell, Frank C.; Roth, David A.; Gabelko, Nina H.

    2006-01-01

    This study investigated the reliability and structural validity of Elementary Reading Attitude Survey ([ERAS]; McKenna and Kear, 1990) scores in 575 academically talented students attending an academic summer program. Results indicated that ERAS Academic and Recreational scores had satisfactory internal consistency coefficients, and that…

  3. The Impact of a Therapy Dog Program on Children's Reading Skills and Attitudes toward Reading

    ERIC Educational Resources Information Center

    Kirnan, Jean; Siminerio, Steven; Wong, Zachary

    2016-01-01

    An existing school program in which therapy dogs are integrated into the reading curriculum was analyzed to determine the effect on student reading. Previous literature suggests an improvement in both reading skills and attitudes towards reading when students read in the presence of a therapy dog. Using a mixed method model, the researchers…

  4. Language Development and Learning to Read: The Scientific Study of How Language Development Affects Reading Skill

    ERIC Educational Resources Information Center

    McGuinness, Diane

    2005-01-01

    Research on reading has tried, and failed, to account for wide disparities in reading skill even among children taught by the same method. Why do some children learn to read easily and quickly while others, in the same classroom and taught by the same teacher, don't learn to read at all? In "Language Development and Learning to Read", Diane…

  5. Reading Skill-Fractional Anisotropy Relationships in Visuospatial Tracts Diverge Depending on Socioeconomic Status

    ERIC Educational Resources Information Center

    Gullick, Margaret M.; Demir-Lira, Özlem Ece; Booth, James R.

    2016-01-01

    Low socioeconomic status (SES) has been repeatedly linked with decreased academic achievement, including lower reading outcomes. Some lower SES children do show skills and scores commensurate with those of their higher SES peers, but whether their abilities stem from the same systems as high SES children or are based on divergent strategies is…

  6. Cueing Strategies and Basic Skills in Early Reading.

    ERIC Educational Resources Information Center

    Beebe, Mona J.; Bulcock, Jeffrey W.

    The extent to which cuing strategies and basic skills explanations of early reading constitute complementary approaches was examined in a study involving 94 fourth grade students. Basic skills--a unidimensional component based on measures of vocabulary development, language skills, and work-study skills--proved to be a powerful variable mediating…

  7. Recreational Reading of International Students in Academic Libraries

    ERIC Educational Resources Information Center

    Bordonaro, Karen

    2011-01-01

    Recreational reading as a method of language learning has been a focus of investigation in second language education. This article considers recreational reading through the additional perspective of academic librarianship. Its purpose is to discover if recreational reading is a topic that lends itself to research through both perspectives. This…

  8. The Impact of Reading Achievement on Overall Academic Achievement

    ERIC Educational Resources Information Center

    Churchwell, Dawn Earheart

    2009-01-01

    This study examined the relationship between reading achievement and achievement in other subject areas. The purpose of this study was to determine if there was a correlation between reading scores as measured by the Standardized Test for the Assessment of Reading (STAR) and academic achievement in language arts, math, science, and social studies…

  9. Associations of Physical Activity and Sedentary Behavior with Academic Skills – A Follow-Up Study among Primary School Children

    PubMed Central

    Haapala, Eero A.; Poikkeus, Anna-Maija; Kukkonen-Harjula, Katriina; Tompuri, Tuomo; Lintu, Niina; Väistö, Juuso; Leppänen, Paavo H. T.; Laaksonen, David E.; Lindi, Virpi; Lakka, Timo A.

    2014-01-01

    Background There are no prospective studies that would have compared the relationships of different types of physical activity (PA) and sedentary behavior (SB) with academic skills among children. We therefore investigated the associations of different types of PA and SB with reading and arithmetic skills in a follow-up study among children. Methods The participants were 186 children (107 boys, 79 girls, 6–8 yr) who were followed-up in Grades 1–3. PA and SB were assessed using a questionnaire in Grade 1. Reading fluency, reading comprehension and arithmetic skills were assessed using standardized tests at the end of Grades 1–3. Results Among all children more recess PA and more time spent in SB related to academic skills were associated with a better reading fluency across Grades 1–3. In boys, higher levels of total PA, physically active school transportation and more time spent in SB related to academic skills were associated with a better reading fluency across the Grades 1–3. Among girls, higher levels of total PA were related to worse arithmetic skills across Grades 1–3. Moreover, total PA was directly associated with reading fluency and arithmetic skills in Grades 1–3 among girls whose parents had a university degree, whereas these relationships were inverse in girls of less educated parents. Conclusions Total PA, physically active school transportation and SB related to academic skills may be beneficial for the development of reading skills in boys, whereas factors that are independent of PA or SB may be more important for academic skills in girls. Trial Registration ClinicalTrials.gov: NCT01803776 PMID:25207813

  10. Positive teacher and peer relations combine to predict primary school students' academic skill development.

    PubMed

    Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

    2015-04-01

    This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results showed, first, that positive teacher affect toward the student and peer acceptance were reciprocally associated: Positive teacher affect predicted higher peer acceptance, and higher peer acceptance predicted a higher level of positive teacher affect. Second, the effect of positive teacher affect on academic skill development was partly mediated via peer acceptance, while the effect of early academic skills on peer acceptance was partly mediated via positive teacher affect. The results suggest that a warm and supportive teacher can increase a student's peer acceptance, which, in turn, is positively associated with learning outcomes.

  11. Positive teacher and peer relations combine to predict primary school students' academic skill development.

    PubMed

    Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

    2015-04-01

    This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results showed, first, that positive teacher affect toward the student and peer acceptance were reciprocally associated: Positive teacher affect predicted higher peer acceptance, and higher peer acceptance predicted a higher level of positive teacher affect. Second, the effect of positive teacher affect on academic skill development was partly mediated via peer acceptance, while the effect of early academic skills on peer acceptance was partly mediated via positive teacher affect. The results suggest that a warm and supportive teacher can increase a student's peer acceptance, which, in turn, is positively associated with learning outcomes. PMID:25751095

  12. Student Academic Reading Preferences: A Study of Online Reading Habits and Inclinations

    ERIC Educational Resources Information Center

    Podolsky, Tim; Soiferman, Karen

    2014-01-01

    The purpose of this study was to explore student preferences regarding reading print materials or online reading materials for academic purposes, as well as to examine how students adapt traditional reading strategies such as underlining, highlighting, and taking marginal notes when reading electronic texts. A total of 61 participants (32…

  13. Reading and phonological skills in boys with fragile X syndrome.

    PubMed

    Klusek, Jessica; Hunt, Anna W; Mirrett, Penny L; Hatton, Deborah D; Hooper, Stephen R; Roberts, Jane E; Bailey, Donald B

    2015-06-01

    Although reading skills are critical for the success of individuals with intellectual disabilities, literacy has received little attention in fragile X syndrome (FXS). This study examined the literacy profile of FXS. Boys with FXS (n = 51; mean age 10.2 years) and mental age-matched boys with typical development (n = 35) participated in standardized assessments of reading and phonological skills. Phonological skills were impaired in FXS, while reading was on-par with that of controls. Phonological awareness predicted reading ability and ASD severity predicted poorer phonological abilities in FXS. Boys with FXS are capable of attaining reading skills that are commensurate with developmental level and phonological awareness skills may play a critical role in reading achievement in FXS.

  14. Reading and Phonological Skills in Boys with Fragile X Syndrome

    PubMed Central

    Klusek, Jessica; Hunt, Anna W.; Mirrett, Penny L.; Hatton, Deborah D.; Hooper, Stephen R.; Roberts, Jane E.; Bailey, Donald B.

    2014-01-01

    Introduction Reading skills are critical for the success of individuals with intellectual disabilities. Literacy has received little attention in fragile X syndrome (FXS), the most common inherited cause of intellectual impairment. This study examined the literacy profile of FXS and tested phonological awareness and autism spectrum disorder (ASD) symptoms as predictors of literacy. Methods Boys with FXS (n = 51; mean age 10.2 years) and mental-age-matched boys with typical development (n = 35) participated in standardized assessments of reading and phonological skills. Results Phonological skills were impaired in FXS, while reading was on-par with that of controls. Phonological awareness predicted reading ability and ASD severity predicted poorer phonological abilities in FXS. Conclusion Boys with FXS are capable of attaining reading skills that are commensurate with developmental level and phonological awareness skills may play a critical role in reading achievement in FXS. PMID:25448919

  15. Another Use for Dr. Seuss: Reading for Social Skills

    ERIC Educational Resources Information Center

    Wolf, Janice J.; Baker, Pamela Hudson

    2012-01-01

    Time is limited. Teachers often struggle to address the diverse needs of learners in their classrooms, especially when faced with academic and social skills concerns. Finding effective ways to teach social skills in the context of academic instruction makes sense. Books by Dr. Seuss provide a variety of high-interest stories that can be used to…

  16. The growth of reading skills in children with Down Syndrome.

    PubMed

    Hulme, Charles; Goetz, Kristina; Brigstocke, Sophie; Nash, Hannah M; Lervåg, Arne; Snowling, Margaret J

    2012-05-01

    There appears to be a close and probably causal relationship between early variations in phoneme skills and later reading skills in typically developing children, though the pattern in children with Down Syndrome is less clear. We present the results of a 2-year longitudinal study of 49 children with Down Syndrome (DS) and 61 typically developing (TD) control children with similar initial levels of reading skill. Phoneme awareness and vocabulary were strong concurrent predictors of initial levels of reading skill in both groups. However, longitudinally phoneme awareness was a predictor of the growth of reading skills in TD children but not in children with DS. There was a very high degree of longitudinal stability in reading skills in children with DS, and initial levels of reading skills seemed to be highly constrained by general language skills, as indexed by vocabulary knowledge, in this population. We conclude that reading development in children with DS shows similarities and differences to the pattern observed in TD children and that phoneme awareness appears to be a less powerful influence on the development of reading skills in children with DS.

  17. Measuring Adult Literacy Students' Reading Skills Using the Gray Oral Reading Test

    ERIC Educational Resources Information Center

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

    2009-01-01

    There are not enough reading tests standardized on adults who have very low literacy skills, and therefore tests standardized on children are frequently administered. This study addressed the complexities and problems of using a test normed on children to measure the reading comprehension skills of 193 adults who read at approximately third…

  18. Applied Academic & Workplace Skills for Collision Repair & Refinish Technicians.

    ERIC Educational Resources Information Center

    National Automotive Technicians Education Foundation, Herndon, VA.

    This task list of workplace skills for collision repair and refinish technicians resulted from grant from the U.S. Department of Education to the National Automotive Technician Education Foundation (NATEF) of the National Institute for Automotive Service Excellence. The skills list is integrated with academic skills. This document lists the…

  19. Correlates of Early Reading Comprehension Skills: A Componential Analysis

    ERIC Educational Resources Information Center

    Babayigit, Selma; Stainthorp, Rhona

    2014-01-01

    This study had three main aims. First, we examined to what extent listening comprehension, vocabulary, grammatical skills and verbal short-term memory (VSTM) assessed prior to formal reading instruction explained individual differences in early reading comprehension levels. Second, we examined to what extent the three common component skills,…

  20. Vocabulary Is Important for Some, but Not All Reading Skills

    ERIC Educational Resources Information Center

    Ricketts, Jessie; Nation, Kate; Bishop, Dorothy V. M.

    2007-01-01

    Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children aged 8 to 10 years. In regression analyses, vocabulary accounted for…

  1. Visual Spatial Skill: A Consequence of Learning to Read?

    ERIC Educational Resources Information Center

    McBride-Chang, Catherine; Zhou, Yanling; Cho, Jeung-Ryeul; Aram, Dorit; Levin, Iris; Tolchinsky, Liliana

    2011-01-01

    Does learning to read influence one's visual skill? In Study 1, kindergartners from Hong Kong, Korea, Israel, and Spain were tested on word reading and a task of visual spatial skill. Chinese and Korean kindergartners significantly outperformed Israeli and Spanish readers on the visual task. Moreover, in all cultures except Korea, good readers…

  2. Teaching Reading and Comprehension Skills to Sub-Literate Adults.

    ERIC Educational Resources Information Center

    Kent, M. R.; Dockrill, F. J.

    Forty sub-literate adults were given reading and comprehension skill training. Twenty of the subjects were taught using a multimedia, multimodal and multilevel communication skill system (Experimental Group). The other twenty were taught in a traditional manner using standard reading texts (Control Group). Both Groups received an average of 265…

  3. The Role of the Principal in Improving Adolescent Reading Skills

    ERIC Educational Resources Information Center

    Brown, Mamie Lee

    2010-01-01

    This purpose of this research study was to investigate the role of effective principals and how that role relates to the improvement of adolescent reading skills. This research study identified three strategies that were utilized by principals in an effort to develop effective reading skills in adolescent students which are: (1) effective program…

  4. Effects of Comprehension Skill on Inference Generation during Reading

    ERIC Educational Resources Information Center

    Carlson, Sarah E.; van den Broek, Paul; McMaster, Kristen; Rapp, David N.; Bohn-Gettler, Catherine M.; Kendeou, Panayiota; White, Mary Jane

    2014-01-01

    The purpose of this study was to investigate differences between readers with different levels of comprehension skill when engaging in a causal questioning activity during reading, and the varied effects on inference generation. Fourth-grade readers (n?=?74) with different levels of comprehension skill read narrative texts aloud and were asked…

  5. Morphological Processing in Reading Disabled and Skilled Spanish Children

    ERIC Educational Resources Information Center

    Lazaro, Miguel; Camacho, Lourdes; Burani, Cristina

    2013-01-01

    This article presents the results of a lexical decision experiment in which the base frequency (BF) effect is explored in reading disabled children and skilled readers. Three groups of participants were created. The first group was composed of children with reading disorders, the second group of skilled readers matched with the first group for…

  6. Expressive versus Receptive Language Skills in Specific Reading Disorder

    ERIC Educational Resources Information Center

    Stojanovik, Vesna; Riddell, Patricia

    2008-01-01

    Despite ample research into the language skills of children with specific reading disorder no studies so far have investigated whether there may be a difference between expressive and receptive language skills in this population. Yet, neuro-anatomical models would predict that children who have specific reading disorder which is not associated…

  7. Reading skill-fractional anisotropy relationships in visuospatial tracts diverge depending on socioeconomic status.

    PubMed

    Gullick, Margaret M; Demir-Lira, Özlem Ece; Booth, James R

    2016-07-01

    Low socioeconomic status (SES) has been repeatedly linked with decreased academic achievement, including lower reading outcomes. Some lower SES children do show skills and scores commensurate with those of their higher SES peers, but whether their abilities stem from the same systems as high SES children or are based on divergent strategies is unknown. We here investigated a potential interactive relationship between SES and real-word reading skill in the white matter in 42 typically developing children. SES was determined based on parental education; reading skill and age were not significantly related to SES. There was a significant neural interaction: Clusters in the bilateral inferior longitudinal fasciculus (ILF), left superior longitudinal fasciculus, and left corticospinal tract demonstrated interactive skill-SES relationships in fractional anisotropy. Follow-up analyses demonstrated that higher SES children showed a positive relationship between fractional anisotropy, reflecting tract coherence, and reading skill in left hemisphere tract clusters, whereas lower SES children showed a positive relationship in the right hemisphere homologues. Broadly, the ILF has been demonstrated to support orthographic skill on the left and more general visuospatial processing on the right, so high reading achievement in lower SES children may rely on supplementary visuospatial processing more than for higher SES readers. This pattern is consistent with previous work reporting low SES children's environments to include less rich verbal experience, which may lead them to disproportionately draw on visuospatial skills for success. Further, these results indicate that group SES differences may be best described by an adaptive, not a deficit, model.

  8. "Passageless" administration of the Nelson-Denny Reading Comprehension Test: associations with IQ and reading skills.

    PubMed

    Ready, Rebecca E; Chaudhry, Maheen F; Schatz, Kelly C; Strazzullo, Sarah

    2013-01-01

    There are few tests that assess reading comprehension in adults, but these tests are needed for a comprehensive assessment of reading disorders (RD). The Nelson-Denny Reading Test (NDRT) has a long-passage reading comprehension component that can be used with adolescents and adults. A problem with the NDRT is that reading comprehension test items can be answered correctly without reading the associated passage. The current study determined how IQ, verbal comprehension, and reading skills were associated with scores on a passageless administration of the NDRT. Results indicated that IQ, verbal comprehension, and broad reading skills were significantly associated with greater NDRT passageless scores. Results raise questions about the validity of the reading comprehension component of the NDRT and suggest that the test may have differential validity based on individual differences in vocabulary, general fund of knowledge, and broad reading skills.

  9. Becoming a Fluent Reader: Reading Skill and Prosodic Features in the Oral Reading of Young Readers

    PubMed Central

    Schwanenflugel, Paula J.; Hamilton, Anne Marie; Wisenbaker, Joseph M.; Kuhn, Melanie R.; Stahl, Steven A.

    2009-01-01

    Prosodic reading, or reading with expression, is considered one of the hallmarks of fluent reading. The major purpose of the study was to learn how reading prosody is related to decoding and reading comprehension skills. Suprasegmental features of oral reading were measured in 2nd- and 3rd-grade children (N = 123) and 24 adults. Reading comprehension and word decoding skills were assessed. Children with faster decoding speed made shorter and less variable intersentential pauses, shorter intrasentential pauses, larger sentence-final fundamental frequency (F0) declinations, and better matched the adult prosodic F0 profile. Two structural equation models found evidence of a relationship between decoding speed and reading prosody as well as decoding speed and comprehension. There was only minimal evidence that prosodic reading was an important mediator of reading comprehension skill. PMID:19777077

  10. Summer Academic Skills Enhancement Program 1991. Private Industry Council of Franklin County Job Training Partnership Act. Final Evaluation Report.

    ERIC Educational Resources Information Center

    Donaldson, William S.

    The Summer Academic Skills Enhancement Program was funded by the Private Industry Council (PIC) of Franklin County (Ohio) through the Job Training Partnership Act (JTPA) to provide JTPA clients with the reading comprehension and language mechanics skills required for employment in entry-level positions. The program was coordinated by the…

  11. Interactive Development of Reading Skills in an Educational Clinic.

    ERIC Educational Resources Information Center

    Grocke, Margaret

    Computer-based reading programs have been used at the City Educational Clinic in Canberra, Australia, to improve the reading skills of children who are "reading disabled." Children interacted with the computer via a graphic display, touch sensitive screen, and synthesized speech. The first program taught a basic sight vocabulary and allowed…

  12. A Methodology for Reading Skill Improvement in Vocational Secondary Programs.

    ERIC Educational Resources Information Center

    Martin, Wanda; And Others

    Designed to help vocational teachers aid students in reading vocational education class materials, this handbook contains six sections of background information and suggested activities geared to various aspects of reading and a section of ideas for use in improving the reading skills of vocational students. While most of the examples in the…

  13. Cost-Effectiveness Affirmative Reading Skills Program, 1984-85.

    ERIC Educational Resources Information Center

    Gallagher, Michael P.

    The 1984-85 cost-effects study represents the third annual analysis of the components of Cleveland's Affirmative Reading Skills Plan, which offers three instructional strands--developmental (regular reading/language arts), support (additional enrichment, corrective or remedial), and compensatory (instruction for students having reading scores in…

  14. Using Traditional Literature to Teach Critical Reading Skills.

    ERIC Educational Resources Information Center

    McClain, Anita Bell

    Classroom teachers might consider teaching children to become critical readers through the use of traditional literature. It is not necessarily difficult to define critical reading, but it is a difficult task to teach students when and how to read critically. The six skills most important to critical reading are that the reader should (1) read…

  15. Teachers' Role in Fostering Reading Skill: Effective and Successful Reading

    ERIC Educational Resources Information Center

    Jose, G. Rexlin; Raja, B. William Dharma

    2011-01-01

    Reading bestows enjoyment and enlightenment. It unlocks the unknown. It is a complex cognitive activity that is indispensable for the kind of knowledge society. So the students of today's world must know how to learn from reading and to enter the present literate society. One who reads can lead others to light. People who read can be free because…

  16. The Teacher and the Reading Skills Report for Migrant Students.

    ERIC Educational Resources Information Center

    Bove, Richard

    Through a process of refinement and field testing, a working committee of seven states, under the direction of the National Committee of State Directors of Migrant Education Programs, developed a list of reading skills/concepts that are both generic and universal. Each skill is a base, essential concept. Most skills or subskills in any reading…

  17. Linking Math, Reading, and Writing Skills to Jobs.

    ERIC Educational Resources Information Center

    Cooney, Joe

    This volume explains the products and processes of the Entry Standards Assessment (ESA)/Basic Skills Brush Up System. The ESA/Basic Skills Brush Up Centers System is a program designed to provide Comprehensive Employment and Training Act (CETA) clients with the math, reading, and writing skills needed to take advantage of job training. Following…

  18. Generic Skills in Vocational Education and Training: Research Readings

    ERIC Educational Resources Information Center

    Gibb, Jennifer, Ed.

    2004-01-01

    Possessing generic or employability skills is vital in the current labour market. The vocational education and training (VET) sector, like other education sectors, must ensure its clients gain and develop generic skills. This volume of readings summarises NCVER managed research into generic skills undertaken in 2001 and 2002. The work covers four…

  19. Pleasure Reading Cures Readicide and Facilitates Academic Reading

    ERIC Educational Resources Information Center

    Jennifer, J. Mary; Ponniah, R. Joseph

    2015-01-01

    Pleasure reading is an absolute choice to eradicate readicide, a systematic killing of the love for reading. This paper encompasses the different forms and consequences of readicide which will have negative impact not only on comprehension but also on the prior knowledge of a reader. Reading to score well on tests impedes the desire for reading…

  20. Examination of the PISA 2009 Reading Skills and Information and Communication Technology (ICT) Use Skills of Turkish Students

    ERIC Educational Resources Information Center

    Acar, Tülin

    2015-01-01

    The aim of this paper is to determine relation between PISA Reading Skills and ICT use skills of Turkish students. In this study are four variables such as joy/like Reading, use of Libraries, Online Reading and Plausible value in reading which are dealt with as indications of reading skills. It constitutes six variables such as attitude towards…

  1. Comparing the Word Processing and Reading Comprehension of Skilled and Less Skilled Readers

    ERIC Educational Resources Information Center

    Guldenoglu, I. Birkan; Kargin, Tevhide; Miller, Paul

    2012-01-01

    The purpose of this study was to compare the word processing and reading comprehension skilled in and less skilled readers. Forty-nine, 2nd graders (26 skilled and 23 less skilled readers) participated in this study. They were tested with two experiments assessing their processing of isolated real word and pseudoword pairs as well as their reading…

  2. An Investigation of the Relationship between Adult Attitudes toward Reading and Reading Skills Before and After a Reading Improvement Course.

    ERIC Educational Resources Information Center

    Stevens, George Leo

    The purpose of this study is to investigate the relationships between attitudes toward reading and the reading skills of a population of adults who are good readers. Two hundred adults enrolled in eight reading classes were involved in this study. Initially a reading test and a form of the Semantic Differential were administered to all subjects.…

  3. Predicting early reading skills from pre-reading measures of dorsal stream functioning.

    PubMed

    Kevan, Alison; Pammer, Kristen

    2009-12-01

    It is well documented that good reading skills may be dependent upon adequate dorsal stream processing. However, the degree to which dorsal stream deficits play a causal role in reading failure has not been established. This study used coherent motion and visual frequency doubling to examine whether dorsal stream sensitivity measured before the commencement of formal reading instruction can predict emerging literacy skills in Grade 1. We demonstrate that over age, IQ and Kindergarten Letter knowledge, pre-reading measures of dorsal stream functioning, as assessed by frequency doubling sensitivity, could predict early literacy skills. These findings suggest that the relationship between dorsal stream functioning and poor reading skills exists before children learn to read, strengthening the claim that dorsal stream deficits may play a contributing role in reading failure.

  4. The Effects of Academic Optimism on Elementary Reading Achievement

    ERIC Educational Resources Information Center

    Bevel, Raymona K.; Mitchell, Roxanne M.

    2012-01-01

    Purpose: The purpose of this paper is to explore the relationship between academic optimism (AO) and elementary reading achievement (RA). Design/methodology/approach: Using correlation and hierarchical linear regression, the authors examined school-level effects of AO on fifth grade reading achievement in 29 elementary schools in Alabama.…

  5. Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises.

    ERIC Educational Resources Information Center

    Grellet, Francoise

    This book is presented for teachers who do not use a reading course and who wish to produce their own material as well as for individuals developing materials for tailor-made courses. Various types of reading comprehension exercises are described and classified. The exercise-types suggested can be adapted for all reading levels. The book begins…

  6. Integrating Writing Skills Courses with Academic Programs.

    ERIC Educational Resources Information Center

    Basile, Donald D.

    1981-01-01

    Describes the study skills center at California State University, San Diego, which has achieved considerable success in improving students' basic writing skills by offering a set of minicourses in cooperation with the English and business departments. (FL)

  7. Reading Skill and Word Skipping: Implications for Visual and Linguistic Accounts of Word Skipping

    ERIC Educational Resources Information Center

    Eskenazi, Michael A.; Folk, Jocelyn R.

    2015-01-01

    We investigated whether high-skill readers skip more words than low-skill readers as a result of parafoveal processing differences based on reading skill. We manipulated foveal load and word length, two variables that strongly influence word skipping, and measured reading skill using the Nelson-Denny Reading Test. We found that reading skill did…

  8. THE CONTRIBUTION OF EXECUTIVE SKILLS TO READING COMPREHENSION

    PubMed Central

    Sesma, Heather Whitney; Mahone, E. Mark; Levine, Terry; Eason, Sarah H.; Cutting, Laurie E.

    2009-01-01

    Although word recognition deficits (WRD) are a known cause of reading comprehension deficits (RCD), other contributions to RCD, including executive function (EF), have not been fully explored. We examined the contribution of EF (working memory and planning), along with attention, decoding, fluency, and vocabulary to reading comprehension in 60 children (including 16 WRD and 10 RCD), ages 9–15 years. After controlling for commonly accepted contributors to reading comprehension (i.e., attention, decoding skills, fluency, and vocabulary), EF continued to make a significant contribution to reading comprehension but not to word recognition skills. These findings highlight the need for consideration of the role of EF in RCD. PMID:18629674

  9. Strategies for Improving Reading Skills among ELL College Students

    ERIC Educational Resources Information Center

    Lei, Simon A.; Berger, Adam M.; Allen, Brigita M.; Plummer, Chad V.; Rosenberg, Worka

    2010-01-01

    In order to successfully complete any college-level courses, English Language Learner (ELL) students must be able to read and comprehend a large volume of academic information. However, many instructors are completely overwhelmed in teaching their respective subject areas and are academically unprepared to teach ELL students appropriate reading…

  10. Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers

    ERIC Educational Resources Information Center

    Tighe, Elizabeth L.; Schatschneider, Christopher

    2016-01-01

    The current study employed a meta-analytic approach to investigate the relative importance of component reading skills to reading comprehension in struggling adult readers. A total of 10 component skills were consistently identified across 16 independent studies and 2,707 participants. Random effects models generated 76 predictor-reading…

  11. Effects of Three Interventions on the Reading Skills of Children with Reading Disabilities in Grade 2

    ERIC Educational Resources Information Center

    Gustafson, Stefan; Falth, Linda; Svensson, Idor; Tjus, Tomas; Heimann, Mikael

    2011-01-01

    In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second…

  12. Using Content Reading Assignments in a Psychology Course to Teach Critical Reading Skills

    ERIC Educational Resources Information Center

    Van Camp, Debbie; Van Camp, Wesley

    2013-01-01

    Liberal arts students are expected to graduate college with fully developed critical reading and writing skills. However, for a variety of reasons these skills are not always as well developed as they might be--both during and upon completion of college. This paper describes a reading assignment that was designed to increase students'…

  13. Evaluation of Reading Skills in the Wisconsin Prototypic System of Reading Instruction.

    ERIC Educational Resources Information Center

    Peterson, Joseph M.; Knight, Diana

    A system designed to provide a framework for the individualization of reading instruction is discussed. The heart of the system is a mastery checklist of reading skills for each child which provides teachers with a means for discovering the specific skill needs of their students. Initially, the system depended upon individual assessment exercises…

  14. Patients' literacy skills: more than just reading ability.

    PubMed

    Schonlau, Matthias; Martin, Laurie; Haas, Ann; Derose, Kathryn Pitkin; Rudd, Rima

    2011-11-01

    Limited literacy contributes to suboptimal care and outcomes for patients. The Institute of Medicine noted that future work in health literacy should consider multiple literacy skills. However, lacking empirical evidence of the relationship between different literacy skills, reading skills are often used as proxies of literacy in research and practice. Using a community-based sample of 618 individuals residing in Boston, Massachusetts, and Providence, Rhode Island, the authors conducted a principal component analysis on measures of four literacy skills--reading, numeracy, oral (speaking), and aural (listening)--to examine whether and to what extent literacy can, or should, be represented by a single measure. The first principal component represented overall literacy and could only explain 60% of the total variation in literacy skills among individuals. The second principal component differentiated between numeracy/reading and the oral/aural exchange. While reading and numeracy best represent overall literacy, patients' relative strengths may vary. Those with moderate reading ability may have high oral and aural language skills. Conversely, people who have difficulties speaking with or understanding a provider may read well. Effective communication with patients should rely on the oral exchange and written health information, and not rely on a single literacy skill.

  15. Patients’ Literacy Skills: More than just reading ability

    PubMed Central

    Schonlau, Matthias; Martin, Laurie; Haas, Ann; Derose, Kathryn Pitkin; Rudd, Rima

    2010-01-01

    Limited literacy contributes to suboptimal care and outcomes for patients. The Institute of Medicine noted that future work in health literacy should consider multiple literacy skills. However, lacking empirical evidence of the relationship between different literacy skills, reading skills are often used as proxies of literacy in research and practice. Using a community-based sample of 618 individuals residing in Boston, MA and Providence, RI, we conducted a principal component analysis on measures of four literacy skills: reading, numeracy, oral (speaking) and aural (listening) to examine whether and to what extent literacy can, or should, be represented by a single measure. The first principal component represented overall literacy and could only explain 60% of the total variation in literacy skills within individuals. The second principal component differentiated between numeracy/reading and the oral/aural exchange. While reading and numeracy best represent overall literacy, patients’ relative strengths may vary. Those with moderate reading ability may have high oral and aural language skills. Conversely, people who have difficulties speaking with or understanding a provider may read well. Effective communication with patients should rely on both the oral exchange and written health information, and not rely on a single literacy skill. PMID:21916699

  16. Patients' literacy skills: more than just reading ability.

    PubMed

    Schonlau, Matthias; Martin, Laurie; Haas, Ann; Derose, Kathryn Pitkin; Rudd, Rima

    2011-11-01

    Limited literacy contributes to suboptimal care and outcomes for patients. The Institute of Medicine noted that future work in health literacy should consider multiple literacy skills. However, lacking empirical evidence of the relationship between different literacy skills, reading skills are often used as proxies of literacy in research and practice. Using a community-based sample of 618 individuals residing in Boston, Massachusetts, and Providence, Rhode Island, the authors conducted a principal component analysis on measures of four literacy skills--reading, numeracy, oral (speaking), and aural (listening)--to examine whether and to what extent literacy can, or should, be represented by a single measure. The first principal component represented overall literacy and could only explain 60% of the total variation in literacy skills among individuals. The second principal component differentiated between numeracy/reading and the oral/aural exchange. While reading and numeracy best represent overall literacy, patients' relative strengths may vary. Those with moderate reading ability may have high oral and aural language skills. Conversely, people who have difficulties speaking with or understanding a provider may read well. Effective communication with patients should rely on the oral exchange and written health information, and not rely on a single literacy skill. PMID:21916699

  17. Building Reading Skills Step by Step

    ERIC Educational Resources Information Center

    Lash, Rebecca

    2005-01-01

    FAME is an acronym for a four-course program titled Foundations, Adventures, Mastery, and Explorations. Reading Is FAME is a research-based, developmental reading program for adolescents reading below grade level. The program incorporates a series of four courses designed for students in grades 7-12. The FAME curriculum helps students by…

  18. Developing Reading Skills in Further Education.

    ERIC Educational Resources Information Center

    Wainwright, Gordon

    1970-01-01

    Students with low reading levels in colleges of "further education" would benefit both personally and vocationally from a developmental reading program embracing three principal aims: (1) to increase the range of available reading speeds from 200-300 words per minute to 400, 500, or 800 words per minute without loss of comprehension; (2) to show…

  19. Developing Skills for Effective Academic Presentations in EAP

    ERIC Educational Resources Information Center

    Bankowski, Elizabeth

    2010-01-01

    This study focused on training students in skills essential to making oral presentations based on original and independent research work as part of their English for Academic Purposes (EAP) course. As a result of the training, students showed an increase in the successful use of research-related skills and a great improvement in their ability to…

  20. Increased Stroop interference with better second-language reading skill.

    PubMed

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

    2011-03-01

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

  1. [Eye movements during reading as an indicator of development of reading skill].

    PubMed

    Bezrukikh, M M; Ivanov, V V

    2013-01-01

    In this issue the parametres of oculomotor activity were investigated by the eye movements videoregistration's method at reading of texts of different complexity by pupils with various reading skill level. The parametres of eye movements and their determination is described. It is shown that the general time of reading, average fixations duration and total regressions count decreases, average amplitude progressive and regressive saccades increases in process of development reading skill. That testifies to perfection of mechanisms of implementation cognitive processes that form the basis of reading.

  2. Children's Oral Narrative and Reading Skills in the First 3 Years of Reading Instruction

    ERIC Educational Resources Information Center

    Reese, Elaine; Suggate, Sebastian; Long, Jennifer; Schaughency, Elizabeth

    2010-01-01

    This research investigated the link between oral narrative and reading skills in the first 3 years of reading instruction. Study 1 consisted of 61 children (M = 6:1 years) who had experienced 1 year of reading instruction on average. Children's story retelling was scored for memory and narrative quality. The quality of children's narratives…

  3. Early Childhood Reading Skills and Proficiency in NAEP Eighth-Grade Reading Assessment

    ERIC Educational Resources Information Center

    Dogan, Enis; Ogut, Burhan; Kim, Young Yee

    2015-01-01

    The relationship between reading skills in earlier grades and achieving "Proficiency" on the National Assessment of Educational Progress (NAEP) grade 8 reading assessment was examined by establishing a statistical link between NAEP and the Early Childhood Longitudinal Study (ECLS) grade 8 reading assessments using data from a common…

  4. Instruction, Student Engagement, and Reading Skill Growth in Reading First Classrooms

    ERIC Educational Resources Information Center

    Connor, Carol McDonald; Jakobsons, Lara J.; Crowe, Elizabeth C.; Meadows, Jane Granger

    2009-01-01

    This study explored first-, second-, and third-grade reading instruction and students' (n = 1,586) reading skill growth in Florida Reading First (RF) classrooms (n = 95). The goal of RF is to improve students' literacy outcomes through the use of research-based instruction, assessment, teacher training, and program evaluation. Whereas survey data…

  5. Simple View of Reading in Down's Syndrome: The Role of Listening Comprehension and Reading Skills

    ERIC Educational Resources Information Center

    Roch, Maja; Levorato, M. Chiara

    2009-01-01

    Background: According to the "Simple View of Reading" (Hoover and Gough 1990), individual differences in reading comprehension are accounted for by decoding skills and listening comprehension, each of which makes a unique and specific contribution. Aims: The current research was aimed at testing the Simple View of Reading in individuals with…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  7. Gender Differences in Online Reading Engagement, Metacognitive Strategies, Navigation Skills and Reading Literacy

    ERIC Educational Resources Information Center

    Wu, J-Y.

    2014-01-01

    This study examined how knowledge of metacognitive strategies and navigation skills mediate the relationship between online reading activities and printed reading assessment (PRA) and electronic reading assessment (ERA) across 19 countries using the PISA (Programme for International Student Assessment) 2009 database. Participants were 34?104…

  8. Technology-Assisted Reading for Improving Reading Skills for Young South African Learners

    ERIC Educational Resources Information Center

    van Wyk, Gerda; Louw, Arno

    2008-01-01

    This paper addresses the controversial issues of improving the reading skills of young learners through technology-assisted reading programmes. On reporting the results of primary school learners from grade 2 to grade 7 who participated in a computer-based reading programme for seven months, we try to answer the critical questions of whether…

  9. Intensive Word Study and Repeated Reading Improves Reading Skills for Two Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Staudt, Deborah Hill

    2009-01-01

    Two struggling fourth-grade readers with learning disabilities who have severe deficits in word recognition, comprehension, and reading fluency improve their reading skills using a method that combines intensive word study with the timed repeated reading of poetry. The direct instruction included semantics, morphology, orthography, and…

  10. The Mathematics Skills of Children with Reading Difficulties

    ERIC Educational Resources Information Center

    Vukovic, Rose K.; Lesaux, Nonie K.; Siegel, Linda S.

    2010-01-01

    Although many children with reading difficulty (RD) are reported to struggle with mathematics, little research has empirically investigated whether this is the case for different types of RD. This study examined the mathematics skills of third graders with one of two types of RD: dyslexia (n = 18) or specific reading comprehension difficulty (n =…

  11. Probing the neurocognitive trajectories of children's reading skills.

    PubMed

    Talcott, Joel B; Witton, Caroline; Stein, John F

    2013-02-01

    Emerging evidence of the high variability in the cognitive skills and deficits associated with reading achievement and dysfunction promotes both a more dimensional view of the risk factors involved, and the importance of discriminating between trajectories of impairment. Here we examined reading and component orthographic and phonological skills alongside measures of cognitive ability and auditory and visual sensory processing in a large group of primary school children between the ages of 7 and 12 years. We identified clusters of children with pseudoword or exception word reading scores at the 10th percentile or below relative to their age group, and a group with poor skills on both tasks. Compared to age-matched and reading-level controls, groups of children with more impaired exception word reading were best described by a trajectory of developmental delay, whereas readers with more impaired pseudoword reading or combined deficits corresponded more with a pattern of atypical development. Sensory processing deficits clustered within both of the groups with putative atypical development: auditory discrimination deficits with poor phonological awareness skills; impairments of visual motion processing in readers with broader and more severe patterns of reading and cognitive impairments. Sensory deficits have been variably associated with developmental impairments of literacy and language; these results suggest that such deficits are also likely to cluster in children with particular patterns of reading difficulty.

  12. Effortful Control, Surgency, and Reading Skills in Middle Childhood

    ERIC Educational Resources Information Center

    Deater-Deckard, Kirby; Mullineaux, Paula Y.; Petrill, Stephen A.; Thompson, Lee A.

    2009-01-01

    We examined the associations between components of temperament and children's word and pseudo-word reading skills, in a school-age sample using a within-family internal-replication design. We estimated the statistical prediction of word and pseudo-word reading in separate regression equations that included the main effects of, and two-way…

  13. Reading Skills Development in Content Areas. Handbook I.

    ERIC Educational Resources Information Center

    Hampton City School Board, VA.

    This handbook, designed as part of the Right to Read Program in Hampton, Virginia, focuses on the development of reading skills within the content area classroom. Sections discussing the instructional and organizational strategies are followed by specific units of study. These individual units include learning objectives or concepts, materials,…

  14. Using Customer Reviews to Build Critical Reading Skills

    ERIC Educational Resources Information Center

    Rice, Mary

    2007-01-01

    Junior high school teacher Mary Rice designs a consumer research unit that cultivates students' critical reading and thinking skills. As students learn how to develop and revise criteria for evaluating the reliability of online information, they read customer reviews, research products, and present their findings orally.

  15. Improving Reading Skills through Multiple Intelligences and Increased Parental Involvement.

    ERIC Educational Resources Information Center

    Burman, Tiffany N.; Evans, Deborah C.

    This report describes an action research project designed to improve reading skills of first grade students. The targeted population consisted of two elementary classrooms located in a small, rural Mid-Western town. The problem of difficulty memorizing reading vocabulary words was documented through parent and student surveys and a document…

  16. Speed Reading/Scholarship Skills for Gifted High School Students.

    ERIC Educational Resources Information Center

    Tompkins, Stephen R.

    A speed reading/scholarship skills course was offered to college-bound students in the Dallas, Texas, school system in 1977-78. Approximately 1,700 students took the 60-day elective course in 20 different high schools. As measured by the Nelson-Denny Standardized Reading Test and compared to college freshman norms, students registered the…

  17. A Perspective on Reading Skills for the Individual Migrant Child.

    ERIC Educational Resources Information Center

    Tate, Enid Smith

    For the migrant child, mobility disrupts the continuity and sequencing of reading skills instruction and makes the maintenance of adequate progress records very difficult. A study, covering the years from 1965 to 1979 and tracing the development of selected approaches to providing continuity in reading progress, begins with a description of the…

  18. Homegrown Tests Measure Core Critical-Reading Skills

    ERIC Educational Resources Information Center

    Olson, Lynn

    2007-01-01

    This article features FAST-R, or Formative Assessments of Student Thinking in Reading, a new assessment tool that measures critical-reading skills. FAST-R was developed by the the nonprofit Boston Plan for Excellence (BPE), a local education foundation, to provide teachers with information about what students are thinking when they try to find…

  19. Assessing Reading Skills in an F.E. College.

    ERIC Educational Resources Information Center

    Vaughan, Judy

    This guide outlines a model that adult educators can use to construct a test for their adult students, regardless of subject area, that is written at the students' reading level. The problems that written tests pose for trade and technical students in further education (FE) who have poor reading skills and the drawbacks of using commercially…

  20. Prosody in Skilled Silent Reading: Evidence from Eye Movements

    ERIC Educational Resources Information Center

    Ashby, Jane

    2006-01-01

    Recent eye movement experiments offer preliminary evidence that skilled readers activate word-level prosodic information when silently reading sentences. This paper reviews the role of eye movements during reading as well as the preliminary evidence for prosodic processing. A new experiment examines whether prosodic processing differs for high and…

  1. Literacy Skills among Academically Underprepared Students

    ERIC Educational Resources Information Center

    Perin, Dolores

    2013-01-01

    A review of studies published from 2000 to 2012 was conducted to describe the literacy skills of underprepared postsecondary students, identify teaching approaches designed to bring their skills to the college level, and determine methods of embedding developmental instruction in college-level course work. The studies pinpointed numerous weak…

  2. The Growth of Reading Skills in Children with Down Syndrome

    ERIC Educational Resources Information Center

    Hulme, Charles; Goetz, Kristina; Brigstocke, Sophie; Nash, Hannah M.; Lervag, Arne; Snowling, Margaret J.

    2012-01-01

    There appears to be a close and probably causal relationship between early variations in phoneme skills and later reading skills in typically developing children, though the pattern in children with Down Syndrome is less clear. We present the results of a 2-year longitudinal study of 49 children with Down Syndrome (DS) and 61 typically developing…

  3. Teaching Reading Skills in the Community College Class Room.

    ERIC Educational Resources Information Center

    Basile, Donald D.; Long, Janice

    The diverse student population which characterizes most community colleges requires that its professors recognize new techniques for teaching communication skills to disabled learners. This paper offers junior college instructors in the content areas some techniques for improving the reading skills of their students and includes suggestions for…

  4. Underlying Reading-Related Skills and Abilities among Adult Learners

    ERIC Educational Resources Information Center

    Mellard, Daryl F.; Woods, Kari L.; Md Desa, Z. Deana; Vuyk, M. Alexandra

    2015-01-01

    This exploratory study identified underlying skill and ability differences among subgroups of adolescent and young adult struggling readers (N = 290) overall and in relation to a fluency-based instructional grouping method. We used principal axis factoring of participants' scores on 18 measures of reading-related skills and abilities identified in…

  5. PATHWAYS: A Continuum of Reading and Writing Skills.

    ERIC Educational Resources Information Center

    Lovett, Ollie M.

    Developed for use with the PATHWAYS ABE (Adult Basic Education) and Pre-GED (General Educational Development) Curriculum, a scope and sequence of reading and writing skills, or continuum, was designed with tasks of both educator and Indian Adult learner in mind. The continuum introduces individual skills at students' entry proficiency levels and…

  6. Using Reading and Writing to Improve Oral Language Skills.

    ERIC Educational Resources Information Center

    Johnson, Doris J.

    1985-01-01

    Use of reading and writing to enhance oral communication skills requires analysis of the individual's performance; understanding of the interaction among auditory, oral, and written language disorders; integration of speech-language and educational services; and attention to skills of phonemic discrimination, auditory verbal comprehension, word…

  7. Reading Processing Skills among EFL Learners in Different Proficiency Levels

    ERIC Educational Resources Information Center

    Dhanapala, Kusumi Vasantha; Yamada, Jun

    2015-01-01

    This study aims to understand how EFL learners in different reading proficiency levels comprehend L2 texts, using five-component skills involving measures of (1) vocabulary knowledge, (2) drawing inferences and predictions, (3) knowledge of text structure and discourse organization, (4) identifying the main idea and summarizing skills, and (5)…

  8. Chinese-English Biscriptal Reading: Cognitive Component Skills across Orthographies

    ERIC Educational Resources Information Center

    Tong, Xiuli; McBride-Chang, Catherine

    2010-01-01

    This study examined the associations of Chinese visual-orthographic skills, phonological awareness, and morphological awareness to Chinese and English word reading among 326 Hong Kong Chinese second- and fifth-graders learning English as a second language. Developmentally, tasks of visual-orthographic skill, phonological awareness, and…

  9. A Study on the Development of Reading Skills of the Students Having Difficulty in Reading: Enrichment Reading Program

    ERIC Educational Resources Information Center

    Akyol, Hayati; Çakiroglu, Ahmet; Kuruyer, Hayriye Gül

    2014-01-01

    The aim of this study is to improve the reading skills of the students having difficulty in reading through an enrichment reading program. The current study was conducted by means of one-subject research technique and between-subjects multiple-baseline levels model belonging to this technique. The study was carried out with three participants from…

  10. Enhancing Reading Skills and Reading Self-Concept of Children with Reading Difficulties: Adopting a Dual Approach Intervention

    ERIC Educational Resources Information Center

    Hornery, Samantha; Seaton, Marjorie; Tracey, Danielle; Craven, Rhonda G.; Yeung, Alexander S.

    2014-01-01

    This article describes the need for, and the structure and contents of, a reading program to help support children disadvantaged by reading difficulties. The program, delivered by trained and supported volunteers, lasts for 15 weeks. It uses a novel dual approach which aims to improve students' reading skills and simultaneously enhance their…

  11. Parent Perceptions of Their Children's Reading Skills

    ERIC Educational Resources Information Center

    Austin, Kathy

    2016-01-01

    Many gifted preschoolers are self-taught readers. This was confirmed by more than 200 parents in a 2011 study at Oregon State University focusing on young children's reading experiences. The purpose of the study was to determine how parents of gifted children and gifted students perceived the children's learning-to-read process, their early school…

  12. Reading Skill, Textbook Marking, and Course Performance

    ERIC Educational Resources Information Center

    Bell, Kenneth E.; Limber, John E.

    2010-01-01

    We surveyed students enrolled in Introductory Psychology courses about their text marking preferences and analyzed the marking in their textbooks. Low-skill readers report more reliance on highlighting strategies and actually mark their texts more than better readers. In addition, low-skilled readers prefer to buy used, previously marked texts…

  13. Early First-Language Reading and Spelling Skills Predict Later Second-Language Reading and Spelling Skills

    ERIC Educational Resources Information Center

    Sparks, Richard L.; Patton, Jon; Ganschow, Leonore; Humbach, Nancy; Javorsky, James

    2008-01-01

    This prospective study examined early first-language (L1) predictors of later second-language (L2) reading (word decoding, comprehension) and spelling skills by conducting a series of multiple regressions. Measures of L1 word decoding, spelling, reading comprehension, phonological awareness, receptive vocabulary, and listening comprehension…

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

    ERIC Educational Resources Information Center

    Iwai, Yuko; Filce, Hollie; Ramp, Ellen

    2011-01-01

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

  15. "I Read, I Don't Understand": Refugees Coping with Academic Reading

    ERIC Educational Resources Information Center

    Hirano, Eliana

    2015-01-01

    This article investigates the experience of seven refugee students with academic reading during their first year of college, with a focus on the challenges they faced completing assigned readings and the strategies they used to cope with these challenges. Although the participants graduated from American high schools, they were not considered…

  16. Reading English for Academic Purposes--What Situational Factors May Motivate Learners to Read?

    ERIC Educational Resources Information Center

    Huang, Shu-Chen

    2006-01-01

    This study, situated in an English as a Foreign Language (EFL) context where non-English major college learners are usually required to read content-area textbooks in English, tried to determine what motivates students to engage in English for Academic Purposes (EAP) reading activities. Three student informants were invited to reflect on their own…

  17. Computer Technology and Academic Skill Training for Improving Disabled Students' Academic Performance: Applications and Limitations.

    ERIC Educational Resources Information Center

    Severs, Mary K.

    The Educational Center for Disabled Students at the University of Nebraska-Lincoln is designed to improve the academic performance and attitudes toward success of disabled students through computer technology and academic skills training. Adaptive equipment interventions take into account keyboard access and screen and voice output. Non-adaptive…

  18. Work-Based Learning and Academic Skills.

    ERIC Educational Resources Information Center

    Hughes, Katherine L.; Moore, David Thornton; Bailey, Thomas R.

    1999-01-01

    A study tested the claim that work-based learning can have positive effects on academic learning. Data were obtained through interviews with faculty, staff, students, and employers, and observation of classroom-based links to the work-based learning components at three sites involved in a work-based learning project. At the three sites, a total of…

  19. Reading skill-fractional anisotropy relationships in visuospatial tracts diverge depending on socioeconomic status.

    PubMed

    Gullick, Margaret M; Demir-Lira, Özlem Ece; Booth, James R

    2016-07-01

    Low socioeconomic status (SES) has been repeatedly linked with decreased academic achievement, including lower reading outcomes. Some lower SES children do show skills and scores commensurate with those of their higher SES peers, but whether their abilities stem from the same systems as high SES children or are based on divergent strategies is unknown. We here investigated a potential interactive relationship between SES and real-word reading skill in the white matter in 42 typically developing children. SES was determined based on parental education; reading skill and age were not significantly related to SES. There was a significant neural interaction: Clusters in the bilateral inferior longitudinal fasciculus (ILF), left superior longitudinal fasciculus, and left corticospinal tract demonstrated interactive skill-SES relationships in fractional anisotropy. Follow-up analyses demonstrated that higher SES children showed a positive relationship between fractional anisotropy, reflecting tract coherence, and reading skill in left hemisphere tract clusters, whereas lower SES children showed a positive relationship in the right hemisphere homologues. Broadly, the ILF has been demonstrated to support orthographic skill on the left and more general visuospatial processing on the right, so high reading achievement in lower SES children may rely on supplementary visuospatial processing more than for higher SES readers. This pattern is consistent with previous work reporting low SES children's environments to include less rich verbal experience, which may lead them to disproportionately draw on visuospatial skills for success. Further, these results indicate that group SES differences may be best described by an adaptive, not a deficit, model. PMID:27412229

  20. Promoting critical thinking and academic writing skills in nurse education.

    PubMed

    Borglin, Gunilla

    2012-07-01

    Although academic skills, conceptualised as writing and critical thinking, are a vital part of university studies, research indicates that many students leave without having mastered these skills effectively. This research also reflects on nursing students. Nursing could also be said to be hampered by a number of complex educational challenges that are likely to impact on the academic socialisation process in general. These challenges include being a relatively 'young' academic discipline, the 'theory-practice' divide, a knowledge bed lying on a complex intersection of two 'antithetical sciences' and, at least in the Scandinavian countries, an increasing number of nurse educators with a PhD in nursing science but with limited time to develop their own teaching skills. In combination, these challenges have the potential to act as stumbling blocks, both from a teaching and learning perspective. I would suggest that a departure in teaching from theoretical educational models, such as Lea and Street's 'academic literacies model,' including skills, socialisation and academic literacy models simultaneously, could be one of several ways forward to create a learning environment that takes these issues into account.

  1. Colors, colored overlays, and reading skills

    PubMed Central

    Uccula, Arcangelo; Enna, Mauro; Mulatti, Claudio

    2014-01-01

    In this article, we are concerned with the role of colors in reading written texts. It has been argued that colored overlays applied above written texts positively influence both reading fluency and reading speed. These effects would be particularly evident for those individuals affected by the so called Meares-Irlen syndrome, i.e., who experience eyestrain and/or visual distortions – e.g., color, shape, or movement illusions – while reading. This condition would interest the 12–14% of the general population and up to the 46% of the dyslexic population. Thus, colored overlays have been largely employed as a remedy for some aspects of the difficulties in reading experienced by dyslexic individuals, as fluency and speed. Despite the wide use of colored overlays, how they exert their effects has not been made clear yet. Also, according to some researchers, the results supporting the efficacy of colored overlays as a tool for helping readers are at least controversial. Furthermore, the very nature of the Meares-Irlen syndrome has been questioned. Here we provide a concise, critical review of the literature. PMID:25120525

  2. The Impact of Collaborative Online Reading on Summarizing Skills

    ERIC Educational Resources Information Center

    Passig, David; Maidel-Kravetsky, Jenny

    2016-01-01

    The aim of this study was to determine whether, as a result of collaborative-online reading of a chapter from a book of an academic nature, the quality of the collaborative summary that the readers would write would be higher than that written by readers who would both read the same chapter and write a summary in a face-to-face setting. In this…

  3. Improving Reading Skills by Encouraging Children to Read: A Randomized Evaluation of the Sa Aklat Sisikat Reading Program in the Philippines. NBER Working Paper No. 17185

    ERIC Educational Resources Information Center

    Abeberese, Ama Baafra; Kumler, Todd J.; Linden, Leigh L.

    2011-01-01

    We evaluate a program that aims to improve children's reading skills by providing classes with age-appropriate reading material and incentivizing children to read through a 31 day read-a-thon. During the read-a-thon, the program significantly increases the propensity of children to read, causing 20 percent more children to have read a book in the…

  4. Life Skills Yield Stronger Academic Performance

    ERIC Educational Resources Information Center

    Lindsey, Tommie, Jr.; Mabie, Benjamin

    2012-01-01

    After one failed attempt to buttress the prospects of black males at a racially diverse high school, teachers fashioned a life skills class that was heavy on racial pride and personal insight. In so doing they borrowed liberally from the Motivational Framework for Culturally Responsive Teaching by Margery Ginsberg and Raymond Wlodkowski that leans…

  5. Management Skills in a Changing Academic Environment

    ERIC Educational Resources Information Center

    McIntosh, Elaine; Maier, Robert

    1976-01-01

    Administrators who are gifted in dealing with problems arising from growth may not have the personality or skills to handle problems of retrenchment. This article considers the kind of personality and resume that a board of trustees should look for in choosing an administrator to lead an institution through the current and anticipated educational…

  6. Developing Academic Skills through Multigenre Autobiography

    ERIC Educational Resources Information Center

    Bickens, Sarah; Bittman, Franny; Connor, David J.

    2013-01-01

    This article provides an overview of the Autobiography Project, listing the topics of the ten chapters and the targeted skills that accompany them. The authors discuss the purposes of each chapter and describe the methods incorporated to promote the four broad components of literacy. This unit also addresses almost all components of the Common…

  7. Reading skills in children diagnosed with hyperlexia: case reports.

    PubMed

    Lamônica, Dionísia Aparecida Cusin; Gejão, Mariana Germano; Prado, Lívia Maria do; Ferreira, Amanda Tragueta

    2013-01-01

    Hyperlexia is characterized by spontaneous and early acquisition of reading skills, manifested before the age of five, without any formal education. Expressive and receptive language deficit, excellent memory, delayed language skills, echolalia, perseverations, and difficulty to understand verbal contexts, are common symptoms in individuals with hyperlexia and global developmental disorders, including Asperger's syndrome. The aim of this study was to describe the reading skills of individuals with hyperlexia. The participants were six boys with a history of hyperlexia, perceived by relatives before 36 months of life, chronologically aged between four years and four months to five years and two months. The following evaluation procedures were applied: interview with the parents or responsible guardians, communicative behavior observation, Peabody Picture Vocabulary Test (PPVT), recognition of alphabet letters and numbers, School Performance Test, text reading, and reading comprehension. The participants showed different performances in the PPVT, and recognized letters, numbers and isolated words. There was difficulty in answering the writing subtest; the majority did not understand the text that they read and all of them demonstrated recognition of letters and numbers. Some participants were able to read words and texts. However, all participants presented alterations in other areas of language development, such as receptive vocabulary, communicative behavior and understanding of the material read, in addition to altered behaviors of social adaptation, both interactive and restrictive.

  8. Reading skills in children diagnosed with hyperlexia: case reports.

    PubMed

    Lamônica, Dionísia Aparecida Cusin; Gejão, Mariana Germano; Prado, Lívia Maria do; Ferreira, Amanda Tragueta

    2013-01-01

    Hyperlexia is characterized by spontaneous and early acquisition of reading skills, manifested before the age of five, without any formal education. Expressive and receptive language deficit, excellent memory, delayed language skills, echolalia, perseverations, and difficulty to understand verbal contexts, are common symptoms in individuals with hyperlexia and global developmental disorders, including Asperger's syndrome. The aim of this study was to describe the reading skills of individuals with hyperlexia. The participants were six boys with a history of hyperlexia, perceived by relatives before 36 months of life, chronologically aged between four years and four months to five years and two months. The following evaluation procedures were applied: interview with the parents or responsible guardians, communicative behavior observation, Peabody Picture Vocabulary Test (PPVT), recognition of alphabet letters and numbers, School Performance Test, text reading, and reading comprehension. The participants showed different performances in the PPVT, and recognized letters, numbers and isolated words. There was difficulty in answering the writing subtest; the majority did not understand the text that they read and all of them demonstrated recognition of letters and numbers. Some participants were able to read words and texts. However, all participants presented alterations in other areas of language development, such as receptive vocabulary, communicative behavior and understanding of the material read, in addition to altered behaviors of social adaptation, both interactive and restrictive. PMID:24408490

  9. Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension.

    PubMed

    Duncan, Lynne G; McGeown, Sarah P; Griffiths, Yvonne M; Stothard, Susan E; Dobai, Anna

    2016-05-01

    This study investigates the concurrent predictors of adolescent reading comprehension (literal, inferential) for fiction and non-fiction texts. Predictors were examined from the cognitive (word identification, reading fluency), psychological (gender), and ecological (print exposure) domains. Print exposure to traditional and digital texts was surveyed using a diary method of reading habits. A cross-sectional sample of 312 students in early (11-13 years) or middle adolescence (14-15 years) participated from a range of SES backgrounds. Word identification emerged as a strong predictor of reading comprehension across adolescence and text genres. Gender effects favouring female students were evident for reading frequency but not for reading skill itself. Reading habits also differed, and comprehension advantages were observed among females for fiction and males for non-fiction. Age effects emerged for reading frequency, which was lower in middle adolescence. Although more time was spent on digital than on traditional texts, traditional extended text reading was the only reading habit to predict inference-making in comprehension and to distinguish skilled from less skilled comprehenders. The theoretical and educational implications of these results are discussed.

  10. Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension.

    PubMed

    Duncan, Lynne G; McGeown, Sarah P; Griffiths, Yvonne M; Stothard, Susan E; Dobai, Anna

    2016-05-01

    This study investigates the concurrent predictors of adolescent reading comprehension (literal, inferential) for fiction and non-fiction texts. Predictors were examined from the cognitive (word identification, reading fluency), psychological (gender), and ecological (print exposure) domains. Print exposure to traditional and digital texts was surveyed using a diary method of reading habits. A cross-sectional sample of 312 students in early (11-13 years) or middle adolescence (14-15 years) participated from a range of SES backgrounds. Word identification emerged as a strong predictor of reading comprehension across adolescence and text genres. Gender effects favouring female students were evident for reading frequency but not for reading skill itself. Reading habits also differed, and comprehension advantages were observed among females for fiction and males for non-fiction. Age effects emerged for reading frequency, which was lower in middle adolescence. Although more time was spent on digital than on traditional texts, traditional extended text reading was the only reading habit to predict inference-making in comprehension and to distinguish skilled from less skilled comprehenders. The theoretical and educational implications of these results are discussed. PMID:26094956

  11. Strategies and Skills for Reading Improvement.

    ERIC Educational Resources Information Center

    Bullard, Rebecca R.; Graffis, Mary M.; Hamp, Kathryn J.

    This study describes a program designed to increase student achievement in reading. The targeted population consisted of two first grade classes and one second grade class in a small central Illinois community. The median household income was in the lower range. Evidence of the existence of the problem included the April 2000 standard testing…

  12. Music training for the development of reading skills.

    PubMed

    Tierney, Adam; Kraus, Nina

    2013-01-01

    The beneficial effects of musical training are not limited to enhancement of musical skills, but extend to language skills. Here, we review evidence that musical training can enhance reading ability. First, we discuss five subskills underlying reading acquisition-phonological awareness, speech-in-noise perception, rhythm perception, auditory working memory, and the ability to learn sound patterns-and show that each is linked to music experience. We link these five subskills through a unifying biological framework, positing that they share a reliance on auditory neural synchrony. After laying this theoretical groundwork for why musical training might be expected to enhance reading skills, we review the results of longitudinal studies providing evidence for a role for musical training in enhancing language abilities. Taken as a whole, these findings suggest that musical training can provide an effective developmental educational strategy for all children, including those with language learning impairments.

  13. Language Skills and Reading Comprehension in English Monolingual and Spanish-English Bilingual Children in Grades 2-5

    ERIC Educational Resources Information Center

    Silverman, Rebecca D.; Proctor, C. Patrick; Harring, Jeffrey R.; Hartranft, Anna M.; Doyle, Brie; Zelinke, Sarah B.

    2015-01-01

    The present study investigated language skills and reading comprehension with English monolingual and Spanish-English bilingual children in grades 2-5. Of the 377 children in the sample, 207 were English monolingual and 170 were Spanish-English bilingual. Data were collected within a cohort-sequential design for two academic years in the fall and…

  14. A Short-Term Longitudinal Study of the Relationship between Motivation to Read and Reading Fluency Skill in Second Grade

    ERIC Educational Resources Information Center

    Quirk, Matthew; Schwanenflugel, Paula J.; Webb, Mi-young

    2009-01-01

    This short-term longitudinal study investigated the relationships between students' reading self-concept, goals for reading, and reading fluency skill over the course of the second grade year. Second-grade children (N = 185) were administered the Test of Word Reading Efficiency, the second-grade Dynamic Indicators of Basic Early Literacy Skills,…

  15. Reading Acceleration Program: The Effect of Concentrated Practice on Reading Skills

    ERIC Educational Resources Information Center

    Pilotti, Maura; Martinez, Edward; Broderick, Tyler; Caballero, Sharon; LaGrange, Linda

    2012-01-01

    A well-established principle in the literature on learning, which maintains that variability of practice enhances long-term retention, served as the foundation of a summer program intended to ameliorate reading skills in incoming freshmen. During a 4-week period, students received reading instruction in the context of four areas: humanities,…

  16. Computer-Assisted Interventions Targeting Reading Skills of Children with Reading Disabilities--A Longitudinal Study

    ERIC Educational Resources Information Center

    Falth, Linda; Gustafson, Stefan; Tjus, Tomas; Heimann, Mikael; Svensson, Idor

    2013-01-01

    The purpose of the present study was to examine the effects of three computerized interventions on the reading skills of children with reading disabilities in Grade 2. This longitudinal intervention study included five test sessions over 1 year. Two test points occur before the intervention, and three afterwards. The last follow-up was conducted 1…

  17. The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education

    ERIC Educational Resources Information Center

    Osei, Aboagye Michael; Liang, Qing Jing; Natalia, Ihnatushchenko; Stephen, Mensah Abrampah

    2016-01-01

    Although wealth of empirical researches have covered the impact of crucial, indispensable role reading skills play in the development of individuals' mental faculties through the acquisition of knowledge in a particular language, scientific works on the assessment of the relationship(s) between pre-reading activities (consisting of games, puzzle…

  18. A Longitudinal Investigation of Early Reading and Language Skills in Children with Poor Reading Comprehension

    ERIC Educational Resources Information Center

    Nation, Kate; Cocksey, Joanne; Taylor, Jo S. H.; Bishop, Dorothy V. M.

    2010-01-01

    Background: Poor comprehenders have difficulty comprehending connected text, despite having age-appropriate levels of reading accuracy and fluency. We used a longitudinal design to examine earlier reading and language skills in children identified as poor comprehenders in mid-childhood. Method: Two hundred and forty-two children began the study at…

  19. Predicting Early Reading Skills from Pre-Reading Measures of Dorsal Stream Functioning

    ERIC Educational Resources Information Center

    Kevan, Alison; Pammer, Kristen

    2009-01-01

    It is well documented that good reading skills may be dependent upon adequate dorsal stream processing. However, the degree to which dorsal stream deficits play a causal role in reading failure has not been established. This study used coherent motion and visual frequency doubling to examine whether dorsal stream sensitivity measured before the…

  20. Black Deaf Individuals' Reading Skills: Influence of ASL, Culture, Family Characteristics, Reading Experience, and Education

    ERIC Educational Resources Information Center

    Myers, Candace; Clark, M. Diane; Musyoka, Millicent M.; Anderson, Melissa L.; Gilbert, Gizelle L.; Agyen, Selina; Hauser, Peter C.

    2010-01-01

    Previous research on the reading abilities of Deaf individuals from various cultural groups suggests that Black Deaf and Hispanic Deaf individuals lag behind their White Deaf peers. The present study compared the reading skills of Black Deaf and White Deaf individuals, investigating the influence of American Sign Language (ASL), culture, family…

  1. Neuroplasticity-Based Cognitive and Linguistic Skills Training Improves Reading and Writing Skills in College Students

    PubMed Central

    Rogowsky, Beth A.; Papamichalis, Pericles; Villa, Laura; Heim, Sabine; Tallal, Paula

    2013-01-01

    This study reports an evaluation of the effect of computer-based cognitive and linguistic training on college students’ reading and writing skills. The computer-based training included a series of increasingly challenging software programs that were designed to strengthen students’ foundational cognitive skills (memory, attention span, processing speed, and sequencing) in the context of listening and higher level reading tasks. Twenty-five college students (12 native English language; 13 English Second Language), who demonstrated poor writing skills, participated in the training group. The training group received daily training during the spring semester (11 weeks) with the Fast ForWord Literacy (FFW-L) and upper levels of the Fast ForWord Reading series (Levels 3–5). The comparison group (n = 28) selected from the general college population did not receive training. Both the training and comparison groups attended the same university. All students took the Gates MacGinitie Reading Test (GMRT) and the Oral and Written Language Scales (OWLS) Written Expression Scale at the beginning (Time 1) and end (Time 2) of the spring college semester. Results from this study showed that the training group made a statistically greater improvement from Time 1 to Time 2 in both their reading skills and their writing skills than the comparison group. The group who received training began with statistically lower writing skills before training, but exceeded the writing skills of the comparison group after training. PMID:23533100

  2. Neuroplasticity-based cognitive and linguistic skills training improves reading and writing skills in college students.

    PubMed

    Rogowsky, Beth A; Papamichalis, Pericles; Villa, Laura; Heim, Sabine; Tallal, Paula

    2013-01-01

    This study reports an evaluation of the effect of computer-based cognitive and linguistic training on college students' reading and writing skills. The computer-based training included a series of increasingly challenging software programs that were designed to strengthen students' foundational cognitive skills (memory, attention span, processing speed, and sequencing) in the context of listening and higher level reading tasks. Twenty-five college students (12 native English language; 13 English Second Language), who demonstrated poor writing skills, participated in the training group. The training group received daily training during the spring semester (11 weeks) with the Fast ForWord Literacy (FFW-L) and upper levels of the Fast ForWord Reading series (Levels 3-5). The comparison group (n = 28) selected from the general college population did not receive training. Both the training and comparison groups attended the same university. All students took the Gates MacGinitie Reading Test (GMRT) and the Oral and Written Language Scales (OWLS) Written Expression Scale at the beginning (Time 1) and end (Time 2) of the spring college semester. Results from this study showed that the training group made a statistically greater improvement from Time 1 to Time 2 in both their reading skills and their writing skills than the comparison group. The group who received training began with statistically lower writing skills before training, but exceeded the writing skills of the comparison group after training.

  3. Table Reading Skills as Quantitative Literacy

    ERIC Educational Resources Information Center

    Wills, Jeremiah B.; Atkinson, Maxine P.

    2007-01-01

    The American Institutes for Research (2006) recently reported that 20% of U.S. students graduating from four-year colleges and universities and 30% of those completing two-year degrees have quantitative literacy skills at only a basic level. Sociologists are currently working on a variety of approaches to incorporate quantitative literacy into…

  4. QuickSmart: a basic academic skills intervention for middle school students with learning difficulties.

    PubMed

    Graham, Lorraine; Bellert, Anne; Thomas, Jenny; Pegg, John

    2007-01-01

    QuickSmart is a basic academic skills intervention designed for persistently low-achieving students in the middle years of schooling that aims to improve the automaticity of basic skills to improve higher-order processes, such as problem solving and comprehension, as measured on standardized tests. The QuickSmart instructional program consists of three structured, teacher- or teacher aide-directed, 30-minute, small-group lessons each week for approximately 26 weeks. In this study, 42 middle school students experiencing learning difficulties (LD) completed the QuickSmart reading program, and a further 42 students with LD took part in the QuickSmart mathematics program. To investigate the effects of the intervention, comparisons were made between the reading and mathematics progress of the intervention group and a group of 10 high-achieving and 10 average-achieving peers. The results indicated that although the standardized reading comprehension and mathematics scores of QuickSmart students remained below those of comparison students, they improved significantly from pretest to posttest. In contrast, the standardized scores of comparison students were not significantly different from pretest to posttest. On measures of response speed and accuracy gathered using the Cognitive Aptitude Assessment System (CAAS), QuickSmart students were able to narrow the gap between their performance and that of their high- and average-achieving peers. Implications are drawn regarding the importance of interventions that emphasize the automaticity of basic academic skills for students with learning difficulties.

  5. RAN as a predictor of reading skills, and vice versa: results from a randomised reading intervention.

    PubMed

    Wolff, Ulrika

    2014-07-01

    Although phonemic awareness is a well-known factor predicting early reading development, there is also evidence that Rapid Automatized Naming (RAN) is an independent factor that contributes to early reading. The aim of this study is to examine phonemic awareness and RAN as predictors of reading speed, reading comprehension and spelling for children with reading difficulties. It also investigates a possible reciprocal relationship between RAN and reading skills, and the possibility of enhancing RAN by intervention. These issues are addressed by examining longitudinal data from a randomised reading intervention study carried out in Sweden for 9-year-old children with reading difficulties (N = 112). The intervention comprised three main elements: training of phonics, reading comprehension strategies and reading speed. The analysis of the data was carried out using structural equation modelling. The results demonstrated that after controlling for autoregressive effects and non-verbal IQ, RAN predicts reading speed whereas phonemic awareness predicts reading comprehension and spelling. RAN was significantly enhanced by training and a reciprocal relationship between reading speed and RAN was found. These findings contribute to support the view that both phonemic awareness and RAN independently influence early phases of reading, and that both are possible to enhance by training.

  6. A Guide to Physical Skill Requirements in Academic Programs.

    ERIC Educational Resources Information Center

    Keane, Willard; Peel, Mark

    As a reference guide for handicapped students at Delhi College, this handbook provides information relative to and identifies the physical skills necessary for the completion of core courses in 37 academic programs in the areas of agriculture and life sciences, engineering technologies, business and management, vocational education, and general…

  7. Summer Academic Skills Enhancement Program. Final Evaluation Report.

    ERIC Educational Resources Information Center

    Donaldson, William S.

    This evaluation of a summer remedial education program found that a substantial number of clients demonstrated criterion-assessed growth. The 1989 Summer Academic Skills Achievement Program was funded by the Private Industry Council (PIC) of Franklin County (Ohio) through the Job Training Partnership Act (JTPA) to provide JTPA clients from…

  8. Integrating Occupational and Academic Skills Across the Curriculum

    ERIC Educational Resources Information Center

    Zirkle, Chris

    2004-01-01

    Historically, career-technical teachers have focused primarily on the development of technical knowledge and skills, leaving the core academics to the teachers of math, science, language arts and other disciplines. Teachers as a whole have tended to teach their subject matter in a vacuum, as separate areas to be addressed with a narrow focus. This…

  9. The Teaching of Critical Thinking Skills by Academic Librarians.

    ERIC Educational Resources Information Center

    Goetzfridt, Nicholas J.

    Teaching critical thinking is a relatively new dimension of bibliographic instruction (BI) in the academic environment. It marks a departure from the teaching of "user skills" in which the primary concern is enabling library patrons to determine the appropriateness of reference tools and to use those tools effectively. This report assembles a…

  10. Supporting Academic Persistence in Low-Skilled Adult Learners

    ERIC Educational Resources Information Center

    O'Neill, Susan; Thomson, Margareta Maria

    2013-01-01

    The current literature review explores the factors that contribute to academic persistence for adult learners. The aim of the study is to identify current research-based strategies aimed at supporting learner persistence, particularly for low-skilled adults. Elements of three theoretical frameworks, namely, expectancy-value theory (EVT), goal…

  11. Knowledge, Skills and Attributes for Academic Reference Librarians

    ERIC Educational Resources Information Center

    Haddow, Gaby

    2012-01-01

    A survey of Australian academic reference librarians was conducted as part of an international collaboration seeking to identify the most important knowledge, skills and attributes now and for the next ten years. Librarians working in or managing reference-related services at university and vocational education and training institutions…

  12. The neural underpinnings of reading skill in deaf adults.

    PubMed

    Emmorey, Karen; McCullough, Stephen; Weisberg, Jill

    2016-09-01

    We investigated word-level reading circuits in skilled deaf readers (N=14; mean reading age=19.5years) and less skilled deaf readers (N=14; mean reading age=12years) who were all highly proficient users of American Sign Language. During fMRI scanning, participants performed a semantic decision (concrete concept?), a phonological decision (two syllables?), and a false-font control task (string underlined?). No significant group differences were observed with the full participant set. However, an analysis with the 10 most and 10 least skilled readers revealed that for the semantic task (vs. control task), proficient deaf readers exhibited greater activation in left inferior frontal and middle temporal gyri than less proficient readers. No group differences were observed for the phonological task. Whole-brain correlation analyses (all participants) revealed that for the semantic task, reading ability correlated positively with neural activity in the right inferior frontal gyrus and in a region associated with the orthography-semantics interface, located anterior to the visual word form area. Reading ability did not correlate with neural activity during the phonological task. Accuracy on the semantic task correlated positively with neural activity in left anterior temporal lobe (a region linked to conceptual processing), while accuracy on the phonological task correlated positively with neural activity in left posterior inferior frontal gyrus (a region linked to syllabification processes during speech production). Finally, reading comprehension scores correlated positively with vocabulary and print exposure measures, but not with phonological awareness scores. PMID:27448530

  13. The neural underpinnings of reading skill in deaf adults.

    PubMed

    Emmorey, Karen; McCullough, Stephen; Weisberg, Jill

    2016-09-01

    We investigated word-level reading circuits in skilled deaf readers (N=14; mean reading age=19.5years) and less skilled deaf readers (N=14; mean reading age=12years) who were all highly proficient users of American Sign Language. During fMRI scanning, participants performed a semantic decision (concrete concept?), a phonological decision (two syllables?), and a false-font control task (string underlined?). No significant group differences were observed with the full participant set. However, an analysis with the 10 most and 10 least skilled readers revealed that for the semantic task (vs. control task), proficient deaf readers exhibited greater activation in left inferior frontal and middle temporal gyri than less proficient readers. No group differences were observed for the phonological task. Whole-brain correlation analyses (all participants) revealed that for the semantic task, reading ability correlated positively with neural activity in the right inferior frontal gyrus and in a region associated with the orthography-semantics interface, located anterior to the visual word form area. Reading ability did not correlate with neural activity during the phonological task. Accuracy on the semantic task correlated positively with neural activity in left anterior temporal lobe (a region linked to conceptual processing), while accuracy on the phonological task correlated positively with neural activity in left posterior inferior frontal gyrus (a region linked to syllabification processes during speech production). Finally, reading comprehension scores correlated positively with vocabulary and print exposure measures, but not with phonological awareness scores.

  14. Relations among Musical Skills, Phonological Processing, and Early Reading Ability in Preschool Children.

    ERIC Educational Resources Information Center

    Anvari, Sima H.; Trainor, Laurel J.; Woodside, Jennifer; Levy, Betty Ann

    2002-01-01

    Examined relations among phonological awareness, music perception skills, and early reading skills in 100 preschoolers. Found that music skills correlated significantly with both phonological awareness and reading development. Music perception skills contributed unique variance in predicting reading ability, even when variance due to phonological…

  15. Motor Skills and Exercise Capacity Are Associated with Objective Measures of Cognitive Functions and Academic Performance in Preadolescent Children

    PubMed Central

    Thomas, Richard; Larsen, Malte Nejst; Dahn, Ida Marie; Andersen, Josefine Needham; Krause-Jensen, Matilde; Korup, Vibeke; Nielsen, Claus Malta; Wienecke, Jacob; Ritz, Christian; Krustrup, Peter; Lundbye-Jensen, Jesper

    2016-01-01

    Objective To investigate associations between motor skills, exercise capacity and cognitive functions, and evaluate how they correlate to academic performance in mathematics and reading comprehension using standardised, objective tests. Methods This cross-sectional study included 423 Danish children (age: 9.29±0.35 years, 209 girls). Fine and gross motor skills were evaluated in a visuomotor accuracy-tracking task, and a whole-body coordination task, respectively. Exercise capacity was estimated from the Yo-Yo intermittent recovery level 1 children's test (YYIR1C). Selected tests from the Cambridge Neuropsychological Test Automated Battery (CANTAB) were used to assess different domains of cognitive functions, including sustained attention, spatial working memory, episodic and semantic memory, and processing speed. Linear mixed-effects models were used to investigate associations between these measures and the relationship with standard tests of academic performance in mathematics and reading comprehension. Results Both fine and gross motor skills were associated with better performance in all five tested cognitive domains (all P<0.001), whereas exercise capacity was only associated with better sustained attention (P<0.046) and spatial working memory (P<0.038). Fine and gross motor skills (all P<0.001), exercise capacity and cognitive functions such as working memory, episodic memory, sustained attention and processing speed were all associated with better performance in mathematics and reading comprehension. Conclusions The data demonstrate that fine and gross motor skills are positively correlated with several aspects of cognitive functions and with academic performance in both mathematics and reading comprehension. Moreover, exercise capacity was associated with academic performance and performance in some cognitive domains. Future interventions should investigate associations between changes in motor skills, exercise capacity, cognitive functions, and academic

  16. Reading-Writing Relationships in First and Second Language Academic Literacy Development

    ERIC Educational Resources Information Center

    Grabe, William; Zhang, Cui

    2016-01-01

    Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this…

  17. Does Special Education Improve Preschoolers' Academic Skills? Research Brief

    ERIC Educational Resources Information Center

    Sullivan, Amanda L.; Field, Samuel

    2013-01-01

    This study investigated associations between enrollment in preschool special education and school readiness skills for children with mild to moderate delays. Findings indicated that on average, children who received preschool special education services had lower scores in reading and math in kindergarten than similar children who did not receive…

  18. Advanced Academic Skills in the Low-Level ESL Class.

    ERIC Educational Resources Information Center

    Pearson, Christine R.

    1981-01-01

    Suggests and gives examples of how a few advanced skills and concepts are related to successful reading and writing and can be introduced in low-level ESL classes. Examples include generality-specificity distinction, relevance-irrelevance distinction, underlining and making notes, paraphrasing, and summarizing. This conceptually integrated…

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

    ERIC Educational Resources Information Center

    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…

  20. Red Cloud Reading Test: American Indian Form of the Test of Individual Needs in Reading, a Competency Based Test of Reading Skills [and] Instructor's Manual.

    ERIC Educational Resources Information Center

    Gilliland, Hap

    The oral Red Cloud Reading Test provides a complete analysis of reading level and skills for American Indian students in grades 1-7 or for high school and adult students reading at or below high school levels. The test determines the basic and recreational reading levels, identifies reading problems, determines reading speeds, and analyzes the…

  1. Reading and Phonological Skills in Boys with Fragile X Syndrome

    ERIC Educational Resources Information Center

    Klusek, Jessica; Hunt, Anna W.; Mirrett, Penny L.; Hatton, Deborah D.; Hooper, Stephen R.; Roberts, Jane E.; Bailey, Donald B.

    2015-01-01

    Although reading skills are critical for the success of individuals with intellectual disabilities, literacy has received little attention in fragile X syndrome (FXS). This study examined the literacy profile of FXS. Boys with FXS (n = 51; mean age 10.2 years) and mental age-matched boys with typical development (n = 35) participated in…

  2. Do College Courses Improve Basic Reading and Writing Skills?

    ERIC Educational Resources Information Center

    Palmer, Jim

    A study was conducted to assess the extent to which taking college courses improves students' basic reading and writing skills. The study utilized data collected in fall 1983 by the Center for the Study of Community Colleges (CSCC) on 5,962 students in community college districts in Los Angeles, California; St. Louis, Missouri; and Miami-Dade,…

  3. Fostering Enterprise: The Innovation and Skills Nexus--Research Readings

    ERIC Educational Resources Information Center

    Curtin, Penelope, Ed.; Stanwick, John, Ed.; Beddie, Francesca, Ed.

    2011-01-01

    This book of readings on innovation was commissioned by the Department of Education, Employment and Workplace Relations (DEEWR) and looks at the relationship between skills, innovation and industry. In November 2010, the National Centre for Vocational Education Research (NCVER) held a forum in Sydney on the relationship between innovation and…

  4. Teaching Movable "Du": Guidelines for Developing Enrhythmic Reading Skills

    ERIC Educational Resources Information Center

    Dalby, Bruce

    2015-01-01

    Reading music notation with fluency is a complex skill requiring well-founded instruction by the music teacher and diligent practice on the part of the learner. The task is complicated by the fact that there are multiple ways to notate a given rhythm. Beginning music students typically have their first encounter with enrhythmic notation when they…

  5. Reading interventions with behavioral and social skill outcomes: a synthesis of research.

    PubMed

    Roberts, Garrett J; Solis, Michael; Ciullo, Stephen; McKenna, John W; Vaughn, Sharon

    2015-01-01

    Research findings have suggested that reading deficits and problem behaviors are positively related. This synthesis investigated how reading interventions impact behavioral/social skill outcomes by reviewing studies that included (a) a reading intervention without behavioral/social skill components, (b) behavioral/social skill dependent variables, and (c) students in Grades K-12. Fifteen articles were evaluated by the type of reading intervention, associations between positive reading effects and behavioral/social skill outcomes, and The What Works Clearinghouse (WWC) determinants of study ratings. Findings suggested that reading interventions tended to have positive reading outcomes, while behavioral/social skill outcomes were small or negative. Research did not suggest an association between improved reading and behavioral performance, regardless of the WWC study determinants rating. Implications include reading instruction may not be sufficient to improve behavioral and social skill outcomes. Additional research is warranted to investigate the long-term impact of reading on behavioral and social skill outcomes.

  6. Reading Interventions With Behavioral and Social Skill Outcomes: A Synthesis of Research

    PubMed Central

    Roberts, Garrett J.; Solis, Michael; Ciullo, Stephen; McKenna, John W.; Vaughn, Sharon

    2015-01-01

    Research findings have suggested that reading deficits and problem behaviors are positively related. This synthesis investigated how reading interventions impact behavioral/social skill outcomes by reviewing studies that included (a) a reading intervention without behavioral/social skill components, (b) behavioral/social skill dependent variables, and (c) students in Grades K-12. Fifteen articles were evaluated by the type of reading intervention, associations between positive reading effects and behavioral/social skill outcomes, and The What Works Clearinghouse (WWC) determinants of study ratings. Findings suggested that reading interventions tended to have positive reading outcomes, while behavioral/social skill outcomes were small or negative. Research did not suggest an association between improved reading and behavioral performance, regardless of the WWC study determinants rating. Implications include reading instruction may not be sufficient to improve behavioral and social skill outcomes. Additional research is warranted to investigate the long-term impact of reading on behavioral and social skill outcomes. PMID:25548392

  7. Relationships between Time-Management Skills, Facebook Interpersonal Skills and Academic Achievement among Junior High School Students

    ERIC Educational Resources Information Center

    Tsai, Hsien-Chang; Liu, Shih-Hsiung

    2015-01-01

    Effective time-management skills and interpersonal interactions with familiar friends for learning matters on Facebook are desired characteristics for adolescents attempting to improve their academic achievements. This study identifies the relationships between time-management skills and Facebook interpersonal skills with the academic achievement…

  8. The Effects of Irlen Colored Lenses on Students' Specific Reading Skills and Their Perception of Ability: A 12-Month Validity Study.

    ERIC Educational Resources Information Center

    Robinson, Gregory L. W.; Conway, Robert N. F.

    1990-01-01

    The study examined the effectiveness of the use of nonoptical tinted (Irlen) lenses with 44 children (ages 9-16) with reading disabilities. Evaluation after 6 and 12 months indicated a significant improvement in attitude to school and to basic academic skills. Reading comprehension and accuracy, but not rate, were also significantly improved.…

  9. Academic Orientation and Warmth in Mothers and Fathers of Preschoolers: Effects of Academic Skills and Self-Perceptions of Competence.

    ERIC Educational Resources Information Center

    Richman, Elizabeth R.; Rescorla, Leslie

    1995-01-01

    Examined the relationship of parental attitudes and parental warmth to child academic skills and self-perceptions of competence. Suggests that although parental warmth was not significantly correlated with parental attitudes about early academics, and neither academic attitudes nor warmth predicted child achievement on an Academic Skills…

  10. A survey of reading, writing, and oral communication skills in North American veterinary medical colleges.

    PubMed

    Hendrix, C M; Thompson, I K; Mann, C J

    2001-01-01

    In the 1989 report by the Pew National Veterinary Education Program (PNVEP), communication skills topped the list of characteristics the veterinary graduate should possess in order to function effectively in the twenty-first century. To determine the reading, writing, and oral communication requirements and opportunities in veterinary curricula in the US and Canada, and to determine the perceived communication tasks that might be commonly required of practicing veterinarians in the next century, we sent a 15-item communications skills questionnaire to the academic deans of the 31 veterinary curricula in the US and Canada. The results reinforce the importance of communication skills in veterinary medicine, as detailed by the PNVEP over 10 years ago. Based on the responses to our questionnaire and on our own experiences with veterinary medical students, we make several recommendations to enhance communication instruction in veterinary medical curricula.

  11. The Effects of Fast ForWord Language on the Phonemic Awareness and Reading Skills of School-Age Children with Language Impairments and Poor Reading Skills

    ERIC Educational Resources Information Center

    Loeb, Diane Frome; Gillam, Ronald B.; Hoffman, LaVae; Brandel, Jayne; Marquis, Janet

    2009-01-01

    Purpose: To examine the efficacy of Fast ForWord Language (FFW-L) and 2 other interventions for improving the phonemic awareness and reading skills of children with specific language impairment with concurrent poor reading skills. Method: A total of 103 children (age 6;0 to 8;11 [years;months]) with language impairment and poor reading skills…

  12. Some normative data on lip-reading skills (L)

    PubMed Central

    Altieri, Nicholas A.; Pisoni, David B.; Townsend, James T.

    2011-01-01

    The ability to obtain reliable phonetic information from a talker’s face during speech perception is an important skill. However, lip-reading abilities vary considerably across individuals. There is currently a lack of normative data on lip-reading abilities in young normal-hearing listeners. This letter describes results obtained from a visual-only sentence recognition experiment using CUNY sentences and provides the mean number of words correct and the standard deviation for different sentence lengths. Additionally, the method for calculating T-scores is provided to facilitate the conversion between raw and standardized scores. This metric can be utilized by clinicians and researchers in lip-reading studies. This statistic provides a useful benchmark for determining whether an individual’s lip-reading score falls within the normal range, or whether it is above or below this range. PMID:21786870

  13. Relationships among reading skills of adults with low literacy.

    PubMed

    Sabatini, John P; Sawaki, Yasuyo; Shore, Jane R; Scarborough, Hollis S

    2010-01-01

    In this study, confirmatory factor analyses were used to examine the interrelationships among latent factors of the simple view model of reading comprehension (word recognition and language comprehension) and hypothesized additional factors (vocabulary and reading fluency) in a sample of 476 adult learners with low literacy levels. The results provided evidence for reliable distinctions between word recognition, fluency, language comprehension, and vocabulary skills as components of reading. Even so, the data did not support the hypothesis that the simple view needs to be expanded to include vocabulary or fluency factors, as has been posited in a few prior studies of younger and more able readers. Rather, word recognition and language comprehension alone were found to account adequately for variation in reading comprehension in adults with low literacy.

  14. Focus on Reading Skills--A Report on the 1977 TESOL Convention

    ERIC Educational Resources Information Center

    Kelly, Peter

    1977-01-01

    A summary of presentations on the teaching of reading skills in English to speakers of other languages. Topics included the focus on different kinds of skills, use of discourse analysis, and reading as realization of an underlying communicative process. (AMH)

  15. A Comparison of Perceptual Motor Skill with Auditory Comprehension as Correlates of Word Recognition, Oral Reading, and Silent Reading.

    ERIC Educational Resources Information Center

    Tillman, Chester E.

    A study was conducted to examine the relationship of perceptual motor skills as measured by the Bender Visual Motor Gestalt Test to word recognition, oral reading, and silent reading. In addition, perceptual motor skill and auditory comprehension were compared as correlates of the three reading variables. Subjects were 60 primary grade students in…

  16. The Effects of Children's Reading Skills and Interest on Teacher Perceptions of Children's Skills and Individualized Support

    ERIC Educational Resources Information Center

    Kikas, Eve; Silinskas, Gintautas; Soodla, Piret

    2015-01-01

    This study examined the effects of children's reading skills and interest in reading-related tasks on teacher perceptions of children's literacy skills (reading and spelling) and the respective individualized support for children during the first two years of formal schooling. The participants were 334 children and their classroom teachers.…

  17. The Effect of the Juvenile Fiction on the Reading Skills of Junior High School Students

    ERIC Educational Resources Information Center

    Turkyilmaz, Mustafa

    2013-01-01

    The main purpose of this study is to define the effect of the juvenile fiction on secondary school students' reading skills. In the study; 6th grade students', reading juvenile fiction, attitudes to reading, reading speed, comprehension ability of what's read are examined. The group of students reading juvenile fiction is compared…

  18. Effects of three interventions on the reading skills of children with reading disabilities in grade 2.

    PubMed

    Gustafson, Stefan; Fälth, Linda; Svensson, Idor; Tjus, Tomas; Heimann, Mikael

    2011-01-01

    In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs (n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered.

  19. The Impact of a Student's Lack of Social Skills on Their Academic Skills in High School

    ERIC Educational Resources Information Center

    Eleby, Calvin, Jr.

    2009-01-01

    "The major problems facing the world today can be solved only if we improve our understanding of human behavior" (Schlinger, 2005, pg. 48) and how it affects our educational experience in high school. The purpose of this study was to explore and examine to what extent there exists a relationship between social and academic study skills and its…

  20. What Is the Reading Component Skill Profile of Adolescent Struggling Readers in Urban Schools?

    ERIC Educational Resources Information Center

    Hock, Michael F.; Brasseur, Irma F.; Deshler, Donald D.; Catts, Hugh W.; Marquis, Janet G.; Mark, Caroline A.; Stribling, Jean Wu

    2009-01-01

    The purpose of this descriptive study was to examine the component reading skills of adolescent struggling readers attending urban high schools. Specifically, 11 measures of reading skills were administered to 345 adolescent readers to gain a research-based perspective on the reading skill profile of this population. Participants were assessed in…

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

    ERIC Educational Resources Information Center

    Druyor, Peggy S.

    2012-01-01

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

  2. Improving Early Reading Skills for Beginning Readers Using an Online Programme as Supplementary Instruction

    ERIC Educational Resources Information Center

    Tyler, Emily Jehanne; Hughes, John Carl; Beverley, Michael; Hastings, Richard Patrick

    2015-01-01

    Many children fail to acquire basic reading skills. The current evidence base for supplementary reading instruction indicates that explicit, systematic and intensive instruction in the early years for children considered to be "at-risk" of reading difficulties can have significant and preventative effects on reading skills. However,…

  3. Contribution of Discourse and Morphosyntax Skills to Reading Comprehension in Chinese Dyslexic and Typically Developing Children

    ERIC Educational Resources Information Center

    Chik, Pakey Pui-man; Ho, Connie Suk-han; Yeung, Pui-sze; Wong, Yau-kai; Chan, David Wai-ock; Chung, Kevin Kien-hoa; Lo, Lap-yan

    2012-01-01

    This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic…

  4. Understanding Oral Reading Fluency among Adults with Low Literacy: Dominance Analysis of Contributing Component Skills

    ERIC Educational Resources Information Center

    Mellard, Daryl F.; Anthony, Jason L.; Woods, Kari L.

    2012-01-01

    This study extends the literature on the component skills involved in oral reading fluency. Dominance analysis was applied to assess the relative importance of seven reading-related component skills in the prediction of the oral reading fluency of 272 adult literacy learners. The best predictors of oral reading fluency when text difficulty was…

  5. Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory.

    PubMed

    Ziegler, Johannes C; Goswami, Usha

    2005-01-01

    The development of reading depends on phonological awareness across all languages so far studied. Languages vary in the consistency with which phonology is represented in orthography. This results in developmental differences in the grain size of lexical representations and accompanying differences in developmental reading strategies and the manifestation of dyslexia across orthographies. Differences in lexical representations and reading across languages leave developmental "footprints" in the adult lexicon. The lexical organization and processing strategies that are characteristic of skilled reading in different orthographies are affected by different developmental constraints in different writing systems. The authors develop a novel theoretical framework to explain these cross-language data, which they label a psycholinguistic grain size theory of reading and its development.

  6. The Proper Name as Starting Point for Basic Reading Skills

    ERIC Educational Resources Information Center

    Both-de Vries, Anna C.; Bus, Adriana G.

    2010-01-01

    Does alphabetic-phonetic writing start with the proper name and how does the name affect reading and writing skills? Sixty 4- to 5 1/2-year-old children from middle SES families with Dutch as their first language wrote their proper name and named letters. For each child we created unique sets of words with and without the child's first letter of…

  7. Effect of Formal Study Skills Training on Sixth Grade Reading Achievement.

    ERIC Educational Resources Information Center

    Udziela, Theresa

    A study examined whether sixth grade students taught formal study skills would obtain significantly higher reading achievement than those not taught these skills. Study skills can be broken down into ten or more skill areas including: study habits, time management, test taking, lecture notetaking, reading comprehension, vocabulary, test anxiety,…

  8. Reading a Note, Reading a Mind: Children's Notating Skills and Understanding of Mind

    ERIC Educational Resources Information Center

    Leyva, Diana; Hopson, Sarah; Nichols, Ashley

    2012-01-01

    Are children's understanding of mental states (understanding of mind) related to their notating skills, that is, their ability to produce and read written marks to convey information about objects and number? Fifty-three preschoolers and kindergarteners were presented with a dictation task where they produced some written marks and were later…

  9. The Effect of the Cherry Hill Study Skills Program on Eighth Grade Students' Reading Comprehension and Study Skills.

    ERIC Educational Resources Information Center

    La Marca, Marilyn Tierney

    A study was conducted to determine the effects of the "Cherry Hill Study Skills Program" on eighth grade students' reading comprehension and study skills. The "Cherry Hill Study Skills Program" is a process oriented course dealing with the sequential development of nine specific skills deemed essential to the retrieval and retention of information…

  10. The Association between Academic Self-Beliefs and Reading Achievement among Children at Risk of Reading Failure

    ERIC Educational Resources Information Center

    Fives, Allyn; Russell, Dan; Kearns, Norean; Lyons, Rena; Eaton, Patricia; Canavan, John; Devaney, Carmel; O'Brien, Aoife

    2014-01-01

    This paper investigates whether children's academic self-beliefs are associated with reading achievement and whether the relationship is modified by gender and/or age. Data were collected from children at risk of reading failure, that is, emergent readers (6- to 8-year-olds) in socioeconomically disadvantaged areas reading at a level below…

  11. Predicting English Word Reading Skills for Spanish-Speaking Students in First Grade

    PubMed Central

    Páez, Mariela; Rinaldi, Claudia

    2010-01-01

    This article describes the word reading skills in English and Spanish for a sample of 244 Spanish-speaking, English-learning (hence, bilingual) students in first grade and presents a predictive model for English word reading skills. The children in the study were assessed at the end of kindergarten and first grade, respectively. Data were gathered with 3 subtests of the Woodcock Language Proficiency Battery and a researcher-developed phonological awareness task. Results showed that, on average, children's English word reading skills were similar to monolingual norms whereas their Spanish word reading skills averaged 1 SD below the mean. English vocabulary, English phonological awareness, and Spanish word reading skills in kindergarten were found to be significant predictors of English word reading skills in first grade. Educational implications for screening language and reading skills and promising areas for targeted instruction for this population are discussed. PMID:20396623

  12. The Effects of Beginning Reading Instruction in the "Horizons" Reading Program on the Reading Skills of Third and Fourth Graders

    ERIC Educational Resources Information Center

    Tobin, Kevin G.

    2004-01-01

    This study is a follow-up on a previous study of the effects of 2 beginning reading programs implemented in 1st grade. In the previous study, 40 1st-grade students who were matched based on their Concepts About Print Test (Clay, 1979) and Phonological Segmentation Fluency from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good &…

  13. The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills.

    PubMed

    Zucker, Tricia A; Cabell, Sonia Q; Justice, Laura M; Pentimonti, Jill M; Kaderavek, Joan N

    2013-08-01

    In this study, we examined the longitudinal relations between frequency and features of reading experiences within the preschool classroom to children's language and literacy outcomes in kindergarten and 1st grade. Frequency refers to the number of shared reading sessions conducted each week as measured by teachers' written reading logs recorded across the academic year. Features refers to teachers' extratextual talk about literal, inferential, or print or phonological topics as assessed by analysis of 6 videotaped readings of narrative and informational texts collected across the preschool year. Participants were 28 preschool teachers and 178 children. The children were largely at risk and randomly selected from among those in each classroom to complete longitudinal assessments. In preschool, results showed that the frequency of classroom shared reading was positively and significantly related to children's receptive vocabulary growth, as was the inclusion of extratextual conversations around the text; only extratextual conversations related to children's preschool literacy growth. There was no evidence of differential influences of these experiences for children; that is, the relationship between frequency or features and children's language and literacy development was not moderated by children's initial skill level. Longitudinally, extratextual talk during preschool shared reading remained associated with children's vocabulary skills through kindergarten, with trends toward significance extending to 1st grade literacy skills. The frequency of preschool shared reading was not a significant predictor of longitudinal outcomes.

  14. Theory to Practice: Cultivating Academic Language Proficiency in Developmental Reading Classrooms

    ERIC Educational Resources Information Center

    Neal, Heather N.

    2015-01-01

    Academic language plays a key role in reading comprehension, disciplinary thinking, and overall academic success. However, many approaches to teaching academic language, such as a focus on academic vocabulary, overlook other language features that can pose challenges for students. Systemic Functional Linguistics (SFL), arguably one of the three…

  15. Verbal and Academic Skills in Children with Early-Onset Type 1 Diabetes

    ERIC Educational Resources Information Center

    Hannonen, Riitta; Komulainen, Jorma; Eklund, Kenneth; Tolvanen, Asko; Riikonen, Raili; Ahonen, Timo

    2010-01-01

    Aim: Basic verbal and academic skills can be adversely affected by early-onset diabetes, although these skills have been studied less than other cognitive functions. This study aimed to explore the mechanism of learning deficits in children with diabetes by assessing basic verbal and academic skills in children with early-onset diabetes and in…

  16. Black deaf individuals' reading skills: influence of ASL, culture, family characteristics, reading experience, and education.

    PubMed

    Myers, Candace; Clark, M Diane; Musyoka, Millicent M; Anderson, Melissa L; Gilbert, Gizelle L; Agyen, Selina; Hauser, Peter C

    2010-01-01

    Previous research on the reading abilities of Deaf individuals from various cultural groups suggests that Black Deaf and Hispanic Deaf individuals lag behind their White Deaf peers. The present study compared the reading skills of Black Deaf and White Deaf individuals, investigating the influence of American Sign Language (ASL), culture, family characteristics, reading experience, and education. (The descriptor Black is used throughout the present article, as Black Deaf individuals prefer this term to African American. For purposes of parallel construction, the term White is used instead of European American.) It was found that Black Deaf study participants scored lower on measures of both reading and ASL. These findings provide implications for possible interventions at the primary, secondary, and college levels of education. PMID:21305979

  17. Black deaf individuals' reading skills: influence of ASL, culture, family characteristics, reading experience, and education.

    PubMed

    Myers, Candace; Clark, M Diane; Musyoka, Millicent M; Anderson, Melissa L; Gilbert, Gizelle L; Agyen, Selina; Hauser, Peter C

    2010-01-01

    Previous research on the reading abilities of Deaf individuals from various cultural groups suggests that Black Deaf and Hispanic Deaf individuals lag behind their White Deaf peers. The present study compared the reading skills of Black Deaf and White Deaf individuals, investigating the influence of American Sign Language (ASL), culture, family characteristics, reading experience, and education. (The descriptor Black is used throughout the present article, as Black Deaf individuals prefer this term to African American. For purposes of parallel construction, the term White is used instead of European American.) It was found that Black Deaf study participants scored lower on measures of both reading and ASL. These findings provide implications for possible interventions at the primary, secondary, and college levels of education.

  18. The Effects of Syllable-Awareness Skills on the Word-Reading Performances of Students Reading in a Transparent Orthography

    ERIC Educational Resources Information Center

    Güldenoglu, Birkan

    2016-01-01

    The present study investigates the effects of syllable awareness on the word-reading process of students reading in a highly transparent orthography (Turkish). The participants were 90 second graders belonging to one of two distinct levels of syllable-awareness skills (50 with poor syllable-awareness skills and 40 with proficient…

  19. Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress toward Graduation

    ERIC Educational Resources Information Center

    Davis, Alan; Solberg, V. Scott; de Baca, Christine; Gore, Taryn Hargrove

    2014-01-01

    This study evaluated the degree to which a range of social emotional learning skills--academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress--could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban…

  20. Relations among musical skills, phonological processing, and early reading ability in preschool children.

    PubMed

    Anvari, Sima H; Trainor, Laurel J; Woodside, Jennifer; Levy, Betty Ann

    2002-10-01

    We examined the relations among phonological awareness, music perception skills, and early reading skills in a population of 100 4- and 5-year-old children. Music skills were found to correlate significantly with both phonological awareness and reading development. Regression analyses indicated that music perception skills contributed unique variance in predicting reading ability, even when variance due to phonological awareness and other cognitive abilities (math, digit span, and vocabulary) had been accounted for. Thus, music perception appears to tap auditory mechanisms related to reading that only partially overlap with those related to phonological awareness, suggesting that both linguistic and nonlinguistic general auditory mechanisms are involved in reading.

  1. An Exploration of Academic Reading Proficiency at the University Level: A Cross-Sectional Study of 848 Undergraduates

    ERIC Educational Resources Information Center

    Gorzycki, Meg; Howard, Pamela; Allen, Diane; Desa, Geoffrey; Rosegard, Erik

    2016-01-01

    Academic reading proficiently is characterized by the ability to perform cognitive tasks associated with interpreting text. Researchers developed an externally validated Informal Academic Reading Proficiency Test to gauge undergraduates' academic reading proficiency. A cross-sectional study of 23 classes completed the reading test in 2014. This…

  2. The genetic and environmental etiologies of the relations between cognitive skills and components of reading ability.

    PubMed

    Christopher, Micaela E; Keenan, Janice M; Hulslander, Jacqueline; DeFries, John C; Miyake, Akira; Wadsworth, Sally J; Willcutt, Erik; Pennington, Bruce; Olson, Richard K

    2016-04-01

    Although previous research has shown cognitive skills to be important predictors of reading ability in children, the respective roles for genetic and environmental influences on these relations is an open question. The present study explored the genetic and environmental etiologies underlying the relations between selected executive functions and cognitive abilities (working memory, inhibition, processing speed, and naming speed) with 3 components of reading ability (word reading, reading comprehension, and listening comprehension). Twin pairs drawn from the Colorado Front Range (n = 676; 224 monozygotic pairs; 452 dizygotic pairs) between the ages of 8 and 16 (M = 11.11) were assessed on multiple measures of each cognitive and reading-related skill. Each cognitive and reading-related skill was modeled as a latent variable, and behavioral genetic analyses estimated the portions of phenotypic variance on each latent variable due to genetic, shared environmental, and nonshared environmental influences. The covariance between the cognitive skills and reading-related skills was driven primarily by genetic influences. The cognitive skills also shared large amounts of genetic variance, as did the reading-related skills. The common cognitive genetic variance was highly correlated with the common reading genetic variance, suggesting that genetic influences involved in general cognitive processing are also important for reading ability. Skill-specific genetic variance in working memory and processing speed also predicted components of reading ability. Taken together, the present study supports a genetic association between children's cognitive ability and reading ability.

  3. The Development of a String Sight-Reading Pitch Skill Hierarchy

    ERIC Educational Resources Information Center

    Alexander, Michael L.; Henry, Michele L.

    2012-01-01

    This study was designed to determine a pitch skill hierarchy for string sight-reading, to determine the effects of key on string sight-reading achievement, and to determine the validity of a tonal pattern system as a measurement of melodic sight-reading skill for string players. High school string students (n = 94) obtained a mean score of 27.28…

  4. Family History, Self-Perceptions, Attitudes and Cognitive Abilities Are Associated with Early Adolescent Reading Skills

    ERIC Educational Resources Information Center

    Conlon, Elizabeth G.; Zimmer-Gembeck, Melanie J.; Creed, Peter A.; Tucker, Melinda

    2006-01-01

    This study evaluated a model of reading skills among early adolescents (N=174). Measures of family history, achievement, cognitive processes and self-perceptions of abilities were obtained. Significant relationships were found between family history and children's single-word reading skills, spelling, reading comprehension, orthographic processing…

  5. Exploration of Reading Interest and Emergent Literacy Skills of Children with Down Syndrome

    ERIC Educational Resources Information Center

    Ricci, Leila A.

    2011-01-01

    This study examined the reading interest and emergent literacy skills of 31 children with Down syndrome (DS) ages 7 to 13. Parents completed questionnaires on their children's interest in reading, home literacy environments, and parental beliefs about reading. Children were then assessed on their cognitive and emergent literacy skills.…

  6. The Interaction of Reading Skills and Science Content Knowledge when Teaching Struggling Secondary Students

    ERIC Educational Resources Information Center

    Carnine, Linda; Carnine, Douglas

    2004-01-01

    Science content area texts are difficult for most middle school students, particularly whose reading skills are below grade level. This article describes an innovative approach to integrating the teaching of middle school science content and reading skills to increase levels of student success with content area textbooks. For reading instruction,…

  7. The genetic and environmental etiologies of the relations between cognitive skills and components of reading ability.

    PubMed

    Christopher, Micaela E; Keenan, Janice M; Hulslander, Jacqueline; DeFries, John C; Miyake, Akira; Wadsworth, Sally J; Willcutt, Erik; Pennington, Bruce; Olson, Richard K

    2016-04-01

    Although previous research has shown cognitive skills to be important predictors of reading ability in children, the respective roles for genetic and environmental influences on these relations is an open question. The present study explored the genetic and environmental etiologies underlying the relations between selected executive functions and cognitive abilities (working memory, inhibition, processing speed, and naming speed) with 3 components of reading ability (word reading, reading comprehension, and listening comprehension). Twin pairs drawn from the Colorado Front Range (n = 676; 224 monozygotic pairs; 452 dizygotic pairs) between the ages of 8 and 16 (M = 11.11) were assessed on multiple measures of each cognitive and reading-related skill. Each cognitive and reading-related skill was modeled as a latent variable, and behavioral genetic analyses estimated the portions of phenotypic variance on each latent variable due to genetic, shared environmental, and nonshared environmental influences. The covariance between the cognitive skills and reading-related skills was driven primarily by genetic influences. The cognitive skills also shared large amounts of genetic variance, as did the reading-related skills. The common cognitive genetic variance was highly correlated with the common reading genetic variance, suggesting that genetic influences involved in general cognitive processing are also important for reading ability. Skill-specific genetic variance in working memory and processing speed also predicted components of reading ability. Taken together, the present study supports a genetic association between children's cognitive ability and reading ability. PMID:26974208

  8. An Analysis of Three Theories of the Relationships Among Reading Comprehension Skills.

    ERIC Educational Resources Information Center

    Chapman, Carita A.

    The focus in this analysis is on three theories of the relationships among reading comprehension skills primarily relating to the skills used in reading, not to the process or to the instructional procedures used for reading, as differentiated by Robinson. Consideration is given to three factors: (1) the existing need for theories and models in…

  9. Developing Literary Reading Skills through Creative Writing in German as a Second Language

    ERIC Educational Resources Information Center

    Urlaub, Per

    2011-01-01

    Literary reading skills in a second language (L2) are essential for student success at the advanced levels of collegiate language instruction. This article introduces an instructional approach that fosters the development of L2 literary reading skills through creative writing activities. First, the article identifies those skills that language…

  10. Reading and Spelling Chinese among Beginning Readers: What Skills Make a Difference?

    ERIC Educational Resources Information Center

    Yeung, Pui-sze; Ho, Connie Suk-han; Chik, Pakey Pui-man; Lo, Lap-yan; Luan, Hui; Chan, David Wai-ock; Chung, Kevin Kien-hoa

    2011-01-01

    The contributions of six important reading-related skills (phonological awareness, rapid naming, orthographic skills, morphological awareness, listening comprehension, and syntactic skills) to Chinese word and text reading were examined among 290 Chinese first graders in Hong Kong. Rapid naming, but not phonological awareness, was a significant…

  11. Improving the Reading Comprehension Skills of Unmotivated Fifth Grade Students through Literature-Based Instruction.

    ERIC Educational Resources Information Center

    Kunze, Caroline Ryan

    A practicum was developed to improve the inferential comprehension, the textual and functional skills, and the overall attitudes toward reading of fifth-grade students. A target group of six students in a private school who were deficient in these skills was established. The practicum contained basic strategies for improving reading skills and…

  12. Relations between Early Reading and Writing Skills among Spanish-Speaking Language Minority Children

    ERIC Educational Resources Information Center

    Goodrich, J. Marc; Farrington, Amber L.; Lonigan, Christopher J.

    2016-01-01

    Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children's Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language)…

  13. PATHWAYS: An Adult Pre-GED Reading Skills Workbook. Level II.

    ERIC Educational Resources Information Center

    Lovett, Ollie M.

    Written to prepare the American Indian student entering a General Educational Development (GED) program, the Pre-GED Level II reading skills student workbook of the PATHWAYS Curriculum provides lessons that will teach skills needed to pass the reading and writing sections of the GED examination, along with writing skills for seeking employment.…

  14. PATHWAYS: An Adult Pre-GED Reading Skills Workbook. Level 1.

    ERIC Educational Resources Information Center

    Lovett, Ollie M.

    Written to prepare the American Indian student entering a General Educational Development (GED) program, the Pre-GED Level I reading skills student workbook of the PATHWAYS Curriculum provides lessons that will teach skills needed to pass the reading and writing sections of the GED examination, along with writing skills for seeking employment. The…

  15. A Formative Study Investigating the Acquisition of Early Reading Skills among High School English Language Learners Beginning to Read English

    ERIC Educational Resources Information Center

    Bell, Athene Cooper

    2012-01-01

    A formative design experiment methodology was employed to investigate the acquisition of early reading skills for high school English language learners (ELLs) beginning to read English. A fundamental challenge facing high school ELLs entering schools in the United States for the first time is learning how to read. While there is considerable…

  16. Reading and Reading-Related Skills in Children Using Cochlear Implants: Prospects for the Influence of Cued Speech

    ERIC Educational Resources Information Center

    Bouton, Sophie; Bertoncini, Josiane; Serniclaes, Willy; Cole, Pascale

    2011-01-01

    We assessed the reading and reading-related skills (phonemic awareness and phonological short-term memory) of deaf children fitted with cochlear implants (CI), either exposed to cued speech early (before 2 years old) (CS+) or never (CS-). Their performance was compared to that of 2 hearing control groups, 1 matched for reading level (RL), and 1…

  17. The Role of Oral Language and Reading in the Transfer of Skills from Spanish to English Reading.

    ERIC Educational Resources Information Center

    Lopez-Emslie, Julia Rosa

    A study to determine the role of oral language and reading skills in the transfer from two years of reading in Spanish to reading in English had as subjects 191 fourth grade students in a bilingual education program. Students were tested and classified as efficient and non-efficient readers. It was found that: (1) there is a relationship between…

  18. The Relations between Children's Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample

    ERIC Educational Resources Information Center

    Goff, Deborah A.; Pratt, Chris; Ong, Ben

    2005-01-01

    The primary aim of the current study was to identify the strongest independent predictors of reading comprehension using word reading, language and memory variables in a normal sample of 180 children in grades 3-5, with a range of word reading skills. It was hypothesized that orthographic processing, receptive vocabulary and verbal working memory…

  19. Effects of tutoring in phonological and early reading skills on students at risk for reading disabilities.

    PubMed

    Vadasy, P F; Jenkins, J R; Pool, K

    2000-01-01

    This study examined the effectiveness of nonprofessional tutors in a phonologically based reading treatment similar to those in which successful reading outcomes have been demonstrated. Participants were 23 first graders at risk for learning disability who received intensive one-to-one tutoring from noncertified tutors for 30 minutes, 4 days a week, for one school year. Tutoring included instruction in phonological skills, letter-sound correspondence, explicit decoding, rime analysis, writing, spelling, and reading phonetically controlled text. At year end, tutored students significantly outperformed untutored control students on measures of reading, spelling, and decoding. Effect sizes ranged from .42 to 1.24. Treatment effects diminished at follow-up at the end of second grade, although tutored students continued to significantly outperform untutored students in decoding and spelling. Findings suggest that phonologically based reading instruction for first graders at risk for learning disability can be delivered by nonteacher tutors. Our discussion addresses the character of reading outcomes associated with tutoring, individual differences in response to treatment, and the infrastructure required for nonprofessional tutoring programs. PMID:15495399

  20. Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis.

    PubMed

    Tighe, Elizabeth L; Schatschneider, Christopher

    2016-07-01

    The current study employed a meta-analytic approach to investigate the relative importance of component reading skills to reading comprehension in struggling adult readers. A total of 10 component skills were consistently identified across 16 independent studies and 2,707 participants. Random effects models generated 76 predictor-reading comprehension effect sizes among the 10 constructs. The results indicated that six of the component skills exhibited strong relationships with reading comprehension (average rs ≥ .50): morphological awareness, language comprehension, fluency, oral vocabulary knowledge, real word decoding, and working memory. Three of the component skills yielded moderate relationships with reading comprehension (average rs ≥ .30 and < .50): pseudoword decoding, orthographic knowledge, and phonological awareness. Rapid automatized naming (RAN) was the only component skill that was weakly related to reading comprehension (r = .15). Morphological awareness was a significantly stronger correlate of reading comprehension than phonological awareness and RAN. This study provides the first attempt at a systematic synthesis of the recent research investigating the reading skills of adults with low literacy skills, a historically understudied population. Directions for future research, the relation of our results to the children's literature, and the implications for researchers and adult basic education programs are discussed.

  1. Effects of Reading Skill and CaSe MiXiNg on Nonword Reading in German

    ERIC Educational Resources Information Center

    Schroeder, Sascha

    2013-01-01

    Many low-skill readers have problems with visual word recognition. In particular, low-skill readers show a substantial nonword reading deficit that is attributed to deficits in sub-lexical processing. In this study, I examined whether the nonword deficits of German 14-year-old low-skill readers were associated with inefficient use of multi-letter…

  2. Learning to Read in Arabic: Reading, Syntactic, Orthographic and Working Memory Skills in Normally Achieving and Poor Arabic Readers.

    ERIC Educational Resources Information Center

    Abu-Rabia, Salim

    1995-01-01

    Examines relationships between phonological skills and reading in 143 Arab children in Arab villages of central Israel. Finds that a word recognition test was highly correlated with phonological skills, semantic processing, syntactic knowledge, and short-term memory, and that poor readers significantly lagged in skill development. Discusses…

  3. Psychological and demographic correlates of early academic skill development among American Indian and Alaska Native youth: a growth modeling study.

    PubMed

    Marks, Amy Kerivan; Coll, Cynthia García

    2007-05-01

    Research regarding the development of early academic skills among American Indian and Alaska Native (AIAN) students has been very limited to date. Using a nationally representative sample of AIAN, Hispanic, African American, and White children at school entry, the authors used latent growth models to estimate the associations among poverty, low parental education, living in a rural location, as well as child attitudes toward learning and internalizing/externalizing behaviors, with mathematical and reading cognitive skill development across the 1st 4 years of school. Results indicate that AIAN children entered kindergarten with scores on both mathematical and reading cognitive tests that were comparable to their peers from other ethnic groups of color. Importantly, all children who entered kindergarten with lower cognitive skill scores also acquired skills more slowly over the next 4 years. Having a positive approach to learning at the start of kindergarten was associated with cognitive skill levels at school entry nearly 1 standard deviation above the population average. Results are discussed with reference to the shared early educational profiles observed between AIAN and other children of color. These findings provide a much-needed update regarding early academic development among AIAN children.

  4. High Reading Skills Mask Dyslexia in Gifted Children.

    PubMed

    van Viersen, Sietske; Kroesbergen, Evelyn H; Slot, Esther M; de Bree, Elise H

    2016-01-01

    This study investigated how gifted children with dyslexia might be able to mask literacy problems and the role of possible compensatory mechanisms. The sample consisted of 121 Dutch primary school children that were divided over four groups (typically developing [TD] children, children with dyslexia, gifted children, gifted children with dyslexia). The test battery included measures of literacy (reading/spelling) and cognitive abilities related to literacy and language (phonological awareness [PA], rapid automatized naming [RAN], verbal short-term memory [VSTM], working memory [WM], grammar, and vocabulary). It was hypothesized that gifted children with dyslexia would outperform children with dyslexia on literacy tests. In addition, a core-deficit model including dyslexia-related weaknesses and a compensational model involving giftedness-related strengths were tested using Bayesian statistics to explain their reading/spelling performance. Gifted children with dyslexia performed on all literacy tests in between children with dyslexia and TD children. Their cognitive profile showed signs of weaknesses in PA and RAN and strengths in VSTM, WM, and language skills. Findings indicate that phonology is a risk factor for gifted children with dyslexia, but this is moderated by other skills such as WM, grammar, and vocabulary, providing opportunities for compensation of a cognitive deficit and masking of literacy difficulties.

  5. Pleasure Reading Behavior and Attitude of Non-Academic ESL Students: A Replication Study

    ERIC Educational Resources Information Center

    Ro, Eunseok; Chen, Cheng-Ling Alice

    2014-01-01

    The present study replicated the methods and data analysis of Crawford Camiciottoli's (2001) study on second language (L2) reading behavior of academic English-as-a-foreign-language students. Using the original study's questionnaire, we investigated 60 advanced non-academic English-as-a-second-language learners' L2 reading frequency…

  6. Communicative Approach: An Alternative Method Used in Improving Students' Academic Reading Achievement

    ERIC Educational Resources Information Center

    Irmawati, Noer Doddy

    2012-01-01

    Academic reading is a difficult subject to be mastered. It is needed because most of books or references are written in English. The emphasis is on academic reading which becomes a compulsory subject that must be taught and understood in Faculty of Letters UAD Yogyakarta. Communicative approach is used and applied as an alternative method in the…

  7. Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children.

    PubMed

    Chik, Pakey Pui-man; Ho, Connie Suk-han; Yeung, Pui-sze; Wong, Yau-kai; Chan, David Wai-ock; Chung, Kevin Kien-hoa; Lo, Lap-yan

    2012-04-01

    This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic children performed significantly less well than the CA controls but similarly to RL controls in most measures. Results of multiple regression analyses showed that word-level reading-related skills like oral vocabulary and word semantics were found to be strong predictors of reading comprehension among typically developing junior graders and dyslexic readers of senior grades, whereas morphosyntax, a text-level skill, was most predictive for typically developing senior graders. It was concluded that discourse and morphosyntax skills are particularly important for reading comprehension in the non-inflectional and topic-prominent Chinese system.

  8. A school-aged child with delayed reading skills.

    PubMed

    Stein, M T; Zentall, S; Shaywitz, S E; Shaywitz, B A

    1999-10-01

    During a health supervision visit, the father of a 7.5-year-old African American second-grader asked about his son's progress in reading. He was concerned when, at a recent teacher-parent conference to review Darren's progress, the teacher remarked that Darren was not keeping up with reading skills compared with others in his class. She said that he had difficulty sounding out some words correctly. In addition, he could not recall words he had read the day before. The teacher commented that Darren was a gregarious, friendly child with better-than-average verbal communication skills. His achievement at math was age-appropriate; spelling, however, was difficult for Darren, with many deleted letters and reversals of written letters. A focused history did not reveal any risk factors for a learning problem in the prenatal or perinatal periods. Early motor, language, and social milestones were achieved on time. Darren had not experienced any head injury, loss of consciousness, or chronic medical illness. He had several friends, and his father denied any behavioral problems at home or at school. His teacher completed a DSM-IV-specific behavioral survey for attention-deficit/hyperactivity disorder (ADHD). It did not show any evidence of ADHD. Darren's father completed 1 year of college and is currently the manager of a neighborhood convenience store. His mother had a high school education; she recalled that she found it difficult to complete assignments that required reading or writing. She is employed as a waitress. Darren does not have any siblings. The pediatrician performed a complete physical examination, the results of which were normal, including visual acuity, audiometry, and a neurological examination. It was noted that Darren seemed to pause several times in response to questions or commands. On two occasions, during finger-nose testing and a request to assess tandem gait, directions required repetition. Overall, he was pleasant and seemed to enjoy the visit. His

  9. A school-aged child with delayed reading skills.

    PubMed

    Stein, M T; Zentall, S; Shaywitz, S E; Shaywitz, B A

    1999-10-01

    During a health supervision visit, the father of a 7.5-year-old African American second-grader asked about his son's progress in reading. He was concerned when, at a recent teacher-parent conference to review Darren's progress, the teacher remarked that Darren was not keeping up with reading skills compared with others in his class. She said that he had difficulty sounding out some words correctly. In addition, he could not recall words he had read the day before. The teacher commented that Darren was a gregarious, friendly child with better-than-average verbal communication skills. His achievement at math was age-appropriate; spelling, however, was difficult for Darren, with many deleted letters and reversals of written letters. A focused history did not reveal any risk factors for a learning problem in the prenatal or perinatal periods. Early motor, language, and social milestones were achieved on time. Darren had not experienced any head injury, loss of consciousness, or chronic medical illness. He had several friends, and his father denied any behavioral problems at home or at school. His teacher completed a DSM-IV-specific behavioral survey for attention-deficit/hyperactivity disorder (ADHD). It did not show any evidence of ADHD. Darren's father completed 1 year of college and is currently the manager of a neighborhood convenience store. His mother had a high school education; she recalled that she found it difficult to complete assignments that required reading or writing. She is employed as a waitress. Darren does not have any siblings. The pediatrician performed a complete physical examination, the results of which were normal, including visual acuity, audiometry, and a neurological examination. It was noted that Darren seemed to pause several times in response to questions or commands. On two occasions, during finger-nose testing and a request to assess tandem gait, directions required repetition. Overall, he was pleasant and seemed to enjoy the visit. His

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

    PubMed

    Mani, Nivedita; Huettig, Falk

    2014-10-01

    Despite the efficiency with which language users typically process spoken language, a growing body of research finds substantial individual differences in both the speed and accuracy of spoken language processing potentially attributable to participants' literacy skills. Against this background, the current study took a look at the role of word reading skill in listeners' anticipation of upcoming spoken language input in children at the cusp of learning to read; if reading skills affect predictive language processing, then children at this stage of literacy acquisition should be most susceptible to the effects of reading skills on spoken language processing. We tested 8-year-olds on their prediction of upcoming spoken language input in an eye-tracking task. Although children, like in previous studies to date, were successfully able to anticipate upcoming spoken language input, there was a strong positive correlation between children's word reading skills (but not their pseudo-word reading and meta-phonological awareness or their spoken word recognition skills) and their prediction skills. We suggest that these findings are most compatible with the notion that the process of learning orthographic representations during reading acquisition sharpens pre-existing lexical representations, which in turn also supports anticipation of upcoming spoken words. PMID:24955519

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

    PubMed

    Mani, Nivedita; Huettig, Falk

    2014-10-01

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

  12. Children's Orthographic Knowledge and Their Word Reading Skill: Testing Bidirectional Relations

    ERIC Educational Resources Information Center

    Conrad, Nicole J.; Deacon, S. Hélène

    2016-01-01

    Prominent models of word reading concur that the development of efficient word reading depends on the establishment of lexical orthographic representations in memory. In turn, word reading skills are conceptualised as supporting the development of these orthographic representations. As such, models of word reading development make clear…

  13. The Home Literacy Environment and Preschool Children's Reading Skills and Interest

    ERIC Educational Resources Information Center

    Yeo, Lay See; Ong, Winston W.; Ng, Charis M.

    2014-01-01

    Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents' reading beliefs and home literacy practices, and preschoolers' reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to…

  14. "Fifteen Minutes a Day"--A Method of Improving Reading Skills.

    ERIC Educational Resources Information Center

    Gronholm, Maj-Britt

    1990-01-01

    Describes Finland's 15-minute method for improving reading skills. Parents are asked to read aloud to their kindergarteners 15 minutes daily, and children are also encouraged to read. Notes are sent between teachers and parents so teachers can provide support. Older students are encouraged to read and listen to younger ones. (SM)

  15. A Comparison of the ISRT, NDRT, and SDRT for Use in Assessing FVCC Student Reading Skills.

    ERIC Educational Resources Information Center

    Webb, Mel

    A study was conducted at Florissant Valley Community College (FVCC) to compare three standardized tests--the Iowa Silent Reading Test (ISRT), the Nelson-Denny Reading Test (NDRT), and the Stanford Diagnostic Reading Test (SDRT)--for use in assessing student reading skills. The study population of 402 students included 216 students who agreed to…

  16. Communication on Computer. Improving Reading & Writing Skills Using a Computer. Instructor's Guide. Workplace Education. Project ALERT.

    ERIC Educational Resources Information Center

    Jarvis, Mary I.; Hale, Yulonda

    This course is designed to enhance reading and writing skills. It is tied to an interactive computer program (The New Reading Disc) that provides opportunities for reading, hearing sentences read, and writing letters and memos. Special emphasis is placed on workers' understanding of the importance of their jobs and how they fit into the total…

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

    PubMed

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

    2014-03-01

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

  18. Reading component skills of learners in adult basic education.

    PubMed

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

    2010-01-01

    The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners, including both native and nonnative English speakers, and to describe the performance of those learners on the measures. Investigation of measures of reading components is needed because available measures were neither developed for nor normed on ABE populations or with nonnative speakers of English. The study included 486 students, 334 born or educated in the United States (native) and 152 not born or educated in the United States (nonnative) but who spoke English well enough to participate in English reading classes. All students had scores on 11 measures covering five constructs: decoding, word recognition, spelling, fluency, and comprehension. Confirmatory factor analysis (CFA) was used to test three models: a two-factor model with print and meaning factors; a three-factor model that separated out a fluency factor; and a five-factor model based on the hypothesized constructs. The five-factor model fit best. In addition, the CFA model fit both native and nonnative populations equally well without modification, showing that the tests measure the same constructs with the same accuracy for both groups. Group comparisons found no difference between the native and nonnative samples on word recognition, but the native sample scored higher on fluency and comprehension and lower on decoding than did the nonnative sample. Students with self-reported learning disabilities scored lower on all reading components. Differences by age and gender were also analyzed.

  19. From "Story" to Argument: The Acquisition of Academic Writing Skills in an Open-Learning Context.

    ERIC Educational Resources Information Center

    Hoadley-Maidment, Elizabeth

    1997-01-01

    Examines the acquisition of academic writing skills by adult students studying by distance learning in the United Kingdom. Results indicate that the text-based nature of distance leaning affects both the way in which students acquire writing skills and the development of their identity as academic writers. Differences in the learning process were…

  20. How to Be Engaging: Recreational Reading and Readers' Advisory in the Academic Library

    ERIC Educational Resources Information Center

    Nicholson, Heather

    2012-01-01

    While recreational reading material was once an integral part of the academic library collection and librarians were seen as guides in reading development for students, this has not been the case in the last 50 years. Fiscal constraints have forced library professionals to make choices so that leisure reading material has not been viewed as a high…

  1. Reading Ability as a Predictor of Academic Procrastination among African American Graduate Students

    ERIC Educational Resources Information Center

    Collins, Kathleen M. T.; Onwuegbuzie, Anthony J.; Jiao, Qun G.

    2008-01-01

    The present study examined the relationship between reading ability (i.e., reading comprehension and reading vocabulary) and academic procrastination among 120 African American graduate students. A canonical correlation analysis revealed statistically significant and practically significant multivariate relationships between these two reading…

  2. Academic skills: a concise guide to grant writing.

    PubMed

    Urrutia, Raul

    2007-01-01

    We are pleased to offer another brief article for our series on Academic Skills. This series aims at providing short, concrete, and practical tips on how to conduct and improve your life in academia. Whether beginner or fully trained investigator, we share the same challenges in succeeding in our professions, challenges which schooling never prepared us for. Perhaps grant writing, the subject of this article, is the most mysterious, fear-provoking and misunderstood type of skill needed in our careers. In fact, for these reasons, some people have never dared adventure into grant writing. Yet, this activity is not only essential for running our research but also for other numerous purposes including training people, buying equipment, getting a job, and being granted tenure. The tips provided here are widely applicable if you are interested in writing a grant, regardless of your country of origin. Therefore, it is my hope that these tips increase your chances of success in grantmanship along with the satisfaction that may come from achieving all the goals that these funding aids make possible.

  3. Maternal reading skills and child mortality in Nigeria: a reassessment of why education matters.

    PubMed

    Smith-Greenaway, Emily

    2013-10-01

    Mother's formal schooling-even at the primary level-is associated with lower risk of child mortality, although the reasons why remain unclear. This study examines whether mother's reading skills help to explain the association in Nigeria. Using data from the Demographic and Health Survey, the analysis demonstrates that women's reading skills increase linearly with years of primary school; however, many women with several years of formal school are unable to read at all. The results further show that mother's reading skills help to explain the relationship between mother's formal schooling and child mortality, and that mother's reading skills are highly associated with child mortality. The study highlights the need for more data on literacy and for more research on whether and how mother's reading skills lower child mortality in other contexts.

  4. Regional amplitude of the low-frequency fluctuations at rest predicts word-reading skill.

    PubMed

    Xu, M; De Beuckelaer, A; Wang, X; Liu, L; Song, Y; Liu, J

    2015-07-01

    Individuals' reading skills are critical for their educational development, but variation in reading skills is known to be large. The present study used functional magnetic resonance imaging (fMRI) to examine the role of spontaneous brain activity at rest in individual differences in reading skills in a large sample of participants (N=263). Specifically, we correlated individuals' word-reading skill with their fractional amplitude of low-frequency fluctuation (fALFF) of the whole brain at rest and found that the fALFFs of both the bilateral precentral gyrus (PCG) and superior temporal plane (STP) were positively associated with reading skills. The fALFF-reading association observed in these two regions remained after controlling for general cognitive abilities and in-scanner head motion. A cross-validation confirmed that the individual differences in word-reading skills were reliably correlated with the fALFF values of the bilateral PCG and STP. A follow-up task-based fMRI experiment revealed that the reading-related regions overlapped with regions showing a higher response to sentences than to pseudo-sentences (strings of pseudo-words), suggesting the resting-state brain activity partly captures the characteristics of task-based brain activity. In short, our study provides one of the first pieces of evidence that links spontaneous brain activity to reading behavior and offers an easy-to-access neural marker for evaluating reading skill.

  5. Regional amplitude of the low-frequency fluctuations at rest predicts word-reading skill.

    PubMed

    Xu, M; De Beuckelaer, A; Wang, X; Liu, L; Song, Y; Liu, J

    2015-07-01

    Individuals' reading skills are critical for their educational development, but variation in reading skills is known to be large. The present study used functional magnetic resonance imaging (fMRI) to examine the role of spontaneous brain activity at rest in individual differences in reading skills in a large sample of participants (N=263). Specifically, we correlated individuals' word-reading skill with their fractional amplitude of low-frequency fluctuation (fALFF) of the whole brain at rest and found that the fALFFs of both the bilateral precentral gyrus (PCG) and superior temporal plane (STP) were positively associated with reading skills. The fALFF-reading association observed in these two regions remained after controlling for general cognitive abilities and in-scanner head motion. A cross-validation confirmed that the individual differences in word-reading skills were reliably correlated with the fALFF values of the bilateral PCG and STP. A follow-up task-based fMRI experiment revealed that the reading-related regions overlapped with regions showing a higher response to sentences than to pseudo-sentences (strings of pseudo-words), suggesting the resting-state brain activity partly captures the characteristics of task-based brain activity. In short, our study provides one of the first pieces of evidence that links spontaneous brain activity to reading behavior and offers an easy-to-access neural marker for evaluating reading skill. PMID:25896801

  6. Reading for Academic Success: Powerful Strategies for Struggling, Average, and Advanced Readers, Grades 7-12.

    ERIC Educational Resources Information Center

    Strong, Richard W.; Silver, Harvey F.; Perini, Matthew J.; Tuculescu, Gregory M.

    Students' mastery of subject matter rests heavily upon their ability to read proficiently. Likewise, a teacher's capacity to cover all the material in a course and cultivate successful learners depends largely on the students' reading skills, as these skills are inextricably linked to problem solving, critical thinking, writing, researching,…

  7. Impact of a Study Skills Course on Probationary Students' Academic Performance.

    ERIC Educational Resources Information Center

    Lipsky, Sally A.; Ender, Steven C. I.

    1990-01-01

    Second-semester college freshmen (n=354) on academic probation participating in a one-credit study skills course had statistically significant improvements in grade point average, academic hours attempted, and academic hours earned during the same semester. Differences persisted after one and two years, and retention data also favored the…

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

    ERIC Educational Resources Information Center

    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.…

  9. National Migrant Education Program: Reading Skills--English (Programa Nacional de Educacion Migrante: Destrezas de Lectura--Espanol).

    ERIC Educational Resources Information Center

    1979

    Used as an integral part of the migrant student skills system operated by the Migrant Student Record Transfer System (MSRTS), the reading skills list contains a catalog of reading skills typical of the K-12 grade range. This catalog includes a sample of the MSRTS transmittal record which permits teachers to report the reading skills being worked…

  10. The Effect of Curriculum for Developing Efficient Studying Skills on Academic Achievements and Studying Skills of Learners

    ERIC Educational Resources Information Center

    Demir, Semra; Kilinc, Mehmet; Dogan, Ali

    2012-01-01

    Purpose of this study is to examine the effect of "Development of Efficient Studying Skills Curriculum" on academic achievements and studying skills of 7th grade primary school students. In this study, pre-test post-test from experiment models and semi-experimental model with control group were preferred. The reason for the preference is…

  11. The Beat to Read: A Cross-Lingual Link between Rhythmic Regularity Perception and Reading Skill

    PubMed Central

    Bekius, Annike; Cope, Thomas E.; Grube, Manon

    2016-01-01

    This work assesses one specific aspect of the relationship between auditory rhythm cognition and language skill: regularity perception. In a group of 26 adult participants, native speakers of 11 different native languages, we demonstrate a strong and significant correlation between the ability to detect a “roughly” regular beat and rapid automatized naming (RAN) as a measure of language skill (Spearman's rho, −0.47, p < 0.01). There was no such robust relationship for the “mirror image” task of irregularity detection, i.e., the ability to detect ongoing small deviations from a regular beat. The correlation between RAN and regularity detection remained significant after partialling out performance on the irregularity detection task (rho, −0.41, p, 0.022), non-verbal IQ (rho, −0.37, p < 0.05), or musical expertise (rho, −0.31, p < 0.05). Whilst being consistent with the “shared resources model” in terms of rhythm as a common basis of language and music, evolutionarily as well as in individual development, the results also document how two related rhythm processing abilities relate differently to language skill. Specifically, the results support a universal relationship between rhythmic regularity detection and reading skill that is robust to accounting for differences in fluid intelligence and musical expertise, and transcends language-specific differences in speech rhythm.

  12. The Beat to Read: A Cross-Lingual Link between Rhythmic Regularity Perception and Reading Skill.

    PubMed

    Bekius, Annike; Cope, Thomas E; Grube, Manon

    2016-01-01

    This work assesses one specific aspect of the relationship between auditory rhythm cognition and language skill: regularity perception. In a group of 26 adult participants, native speakers of 11 different native languages, we demonstrate a strong and significant correlation between the ability to detect a "roughly" regular beat and rapid automatized naming (RAN) as a measure of language skill (Spearman's rho, -0.47, p < 0.01). There was no such robust relationship for the "mirror image" task of irregularity detection, i.e., the ability to detect ongoing small deviations from a regular beat. The correlation between RAN and regularity detection remained significant after partialling out performance on the irregularity detection task (rho, -0.41, p, 0.022), non-verbal IQ (rho, -0.37, p < 0.05), or musical expertise (rho, -0.31, p < 0.05). Whilst being consistent with the "shared resources model" in terms of rhythm as a common basis of language and music, evolutionarily as well as in individual development, the results also document how two related rhythm processing abilities relate differently to language skill. Specifically, the results support a universal relationship between rhythmic regularity detection and reading skill that is robust to accounting for differences in fluid intelligence and musical expertise, and transcends language-specific differences in speech rhythm. PMID:27630551

  13. The Beat to Read: A Cross-Lingual Link between Rhythmic Regularity Perception and Reading Skill

    PubMed Central

    Bekius, Annike; Cope, Thomas E.; Grube, Manon

    2016-01-01

    This work assesses one specific aspect of the relationship between auditory rhythm cognition and language skill: regularity perception. In a group of 26 adult participants, native speakers of 11 different native languages, we demonstrate a strong and significant correlation between the ability to detect a “roughly” regular beat and rapid automatized naming (RAN) as a measure of language skill (Spearman's rho, −0.47, p < 0.01). There was no such robust relationship for the “mirror image” task of irregularity detection, i.e., the ability to detect ongoing small deviations from a regular beat. The correlation between RAN and regularity detection remained significant after partialling out performance on the irregularity detection task (rho, −0.41, p, 0.022), non-verbal IQ (rho, −0.37, p < 0.05), or musical expertise (rho, −0.31, p < 0.05). Whilst being consistent with the “shared resources model” in terms of rhythm as a common basis of language and music, evolutionarily as well as in individual development, the results also document how two related rhythm processing abilities relate differently to language skill. Specifically, the results support a universal relationship between rhythmic regularity detection and reading skill that is robust to accounting for differences in fluid intelligence and musical expertise, and transcends language-specific differences in speech rhythm. PMID:27630551

  14. Skill learning in mirror reading: how repetition determines acquisition.

    PubMed

    Ofen-Noy, N; Dudai, Y; Karni, A

    2003-07-01

    Practice makes perfect, but the role of repetitions in skill learning is not yet fully understood. For example, given a similar number of trials on a given task, it is debated whether repeating and non-repeating items are learned by the same neural process. When one is given training with both types of items--does one learn two separate skills, or only one? Here we show, using a mirror reading task, that practice trials with trial-unique words, and practice trials with repeated words, count towards learning to a different degree. There was no interaction between the time-course of learning repeated and unique words even within the same individuals given mixed training. While repeated words were learned faster than unique words, the repetitions-dependent gains diminished with training beyond a small number of repetitions. Moreover, the gains in performance could not be accounted for solely by the number of repetitions, as assumed by power-law models of learning; rather, the passage of time was a critical factor. Finally, our results suggest that although both repeated and new words were learned by both declarative and procedural memory mechanisms, even a single repetition of specific words could lead to the establishment of a selective differential representation in memory. The results are compatible with the notion of a repetition-sensitive process, triggered by specific repeating events. This 'repetition counter' may be a critical trigger for the effective formation of procedural as well as some type of declarative memory.

  15. The use of music to enhance reading skills of second grade students and students with reading disabilities.

    PubMed

    Register, Dena; Darrow, Alice-Ann; Standley, Jayne; Swedberg, Olivia

    2007-01-01

    The purpose of the present study was to determine the efficacy of using music as a remedial strategy to enhance the reading skills of second-grade students and students who have been identified as having a specific learning disability (SLD) in reading. First, an intensive short-term music curriculum was designed to target reading comprehension and vocabulary skills at the second grade level. The curriculum was then implemented in classrooms at two public schools in the Southeast. Reading skills were evaluated pre and post curriculum intervention via the vocabulary and reading comprehension subtests of the Gates-MacGinitie Reading Test for second grade. Analysis of pre/posttest data revealed that students with a specific disability in reading improved significantly from pre to post on all three subtests: word decoding (p = .04), word knowledge (p = .01), reading comprehension (p = .01), and test total (p = .01). Paired t-tests revealed that for 2nd grade students, both treatment and control classes improved significantly from pre to post on the subtests word decoding, word knowledge, and test total. While both classes made gains from pre to post on the subtest, reading comprehension, neither improved significantly. Analysis of Covariance revealed that the treatment class made greater gains pre to post than the control class on all 3 subtests (Including reading comprehension), and significantly greater gains on the subtest, word knowledge (p = .01). PMID:17419662

  16. The use of music to enhance reading skills of second grade students and students with reading disabilities.

    PubMed

    Register, Dena; Darrow, Alice-Ann; Standley, Jayne; Swedberg, Olivia

    2007-01-01

    The purpose of the present study was to determine the efficacy of using music as a remedial strategy to enhance the reading skills of second-grade students and students who have been identified as having a specific learning disability (SLD) in reading. First, an intensive short-term music curriculum was designed to target reading comprehension and vocabulary skills at the second grade level. The curriculum was then implemented in classrooms at two public schools in the Southeast. Reading skills were evaluated pre and post curriculum intervention via the vocabulary and reading comprehension subtests of the Gates-MacGinitie Reading Test for second grade. Analysis of pre/posttest data revealed that students with a specific disability in reading improved significantly from pre to post on all three subtests: word decoding (p = .04), word knowledge (p = .01), reading comprehension (p = .01), and test total (p = .01). Paired t-tests revealed that for 2nd grade students, both treatment and control classes improved significantly from pre to post on the subtests word decoding, word knowledge, and test total. While both classes made gains from pre to post on the subtest, reading comprehension, neither improved significantly. Analysis of Covariance revealed that the treatment class made greater gains pre to post than the control class on all 3 subtests (Including reading comprehension), and significantly greater gains on the subtest, word knowledge (p = .01).

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

    PubMed

    Nevo, Einat; Breznitz, Zvia

    2014-01-01

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

  18. Phonological Awareness, Reading Skills, and Vocabulary Knowledge in Children Who Use Cochlear Implants

    ERIC Educational Resources Information Center

    Dillon, Caitlin M.; de Jong, Kenneth; Pisoni, David B.

    2012-01-01

    In hearing children, reading skills have been found to be closely related to phonological awareness. We used several standardized tests to investigate the reading and phonological awareness skills of 27 deaf school-age children who were experienced cochlear implant users. Approximately two-thirds of the children performed at or above the level of…

  19. Developmental Profiles of Task-Avoidant Behaviour and Reading Skills in Grades 1 and 2

    ERIC Educational Resources Information Center

    Magi, Katrin; Torppa, Minna; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Nurmi, Jari-Erik

    2013-01-01

    A latent profile analysis approach was used to examine the developmental profiles of task-avoidant behaviour and reading skills in Grades 1 and 2, as well as their antecedents in kindergarten. The participants in this study were 448 children. Four different developmental profiles of task-avoidant behaviour and reading skills were identified. Our…

  20. Preparing Students for Advanced Placement Spanish Literature: Content Sequencing of the Reading Skill.

    ERIC Educational Resources Information Center

    Stein, Roger D.

    1985-01-01

    Describes a reading-skill-building curriculum that prepares students to handle the reading in the Advanced Placement Spanish Literature course, a course that treats the works of Borges, Garcia Lorca, Matute, Neruda, and Unamuno. Suggests techniques and texts that aid in the teaching of these skills. (SED)

  1. Perception of Secondary School Teachers on Teaching Reading Skills in Content Areas

    ERIC Educational Resources Information Center

    Faulk, Stephen L.

    2013-01-01

    Reading is an essential skill in education and the current technologically-driven workforce, yet it is a skill that is not mastered by all. Secondary students in a school district in central Alabama have demonstrated a low mastery rate on the reading portion of a standardized test. This quantitative research study used a non-experimental…

  2. Helping Disadvantaged Children Learn to Read by Teaching Them Phoneme Identification Skills.

    ERIC Educational Resources Information Center

    Wallach, Michael A.; Wallach, Lise

    The rationale, development, and implementation of a reading program designed to teach disadvantaged children the skills prerequisite to learning to read are discussed in this paper. Of particular importance are skills in the recognition and manipulation of basic speech sounds, phonemes. The first of the program's three parts takes two and one-half…

  3. The Difficulties That Seventh Grade Students Face in Comprehensive Reading Skill for English Curricula

    ERIC Educational Resources Information Center

    Albdour, Waddah Mahmoud

    2015-01-01

    The study aims at identifying the difficulties affecting the student in the area of reading comprehension skill in English language curricula, measuring the differences in English language teachers' attitudes towards difficulties that seventh grade students face in reading comprehension skill for English language according to personal variables.…

  4. Study Habits and Attitudes of Disadvantaged Students in A College Reading and Study Skills Program.

    ERIC Educational Resources Information Center

    Phillips, George O., Sr.

    The importance of the nonintellective factors, study habits and attitudes of the learner, was investigated. Tested were the effects of different methods of reading and study skills instruction upon the study habits and attitudes of 102 disadvantaged black college freshmen enrolled in a reading and study skills course at North Carolina Central…

  5. Laubach Way to English: Workbook for Skill Book 1 (Laubach Way to Reading).

    ERIC Educational Resources Information Center

    Macero, Jeanette D.

    Designed to give adult and teenage students additional practice in listening to, speaking, reading, and writing the patterns of English presented in "Laubach Way to Reading: Skill Book 1," this workbook gives practice in 14 skill areas, all of which are important in mastering English. The workbook includes exercises on singular and plural forms of…

  6. Reading, Why Not? Literacy Skills in Children with Motor and Speech Impairments

    ERIC Educational Resources Information Center

    Ferreira, Janna; Ronnberg, Jerker; Gustafson, Stefan; Wengelin, Asa

    2007-01-01

    In this study, 12 participants with various levels of motor and speech deficits were tested to explore their reading skills in relation to letter knowledge, speech level, auditory discrimination, phonological awareness, language skills, digit span, and nonverbal IQ. Two subgroups, based on a median split of reading performance, are described: the…

  7. Profiles of Emergent Literacy Skills among Preschool Children Who Are at Risk for Academic Difficulties

    ERIC Educational Resources Information Center

    Cabell, Sonia Q.; Justice, Laura M.; Konold, Timothy R.; McGinty, Anita S.

    2011-01-01

    The purpose of this study was to explore patterns of within-group variability in the emergent literacy skills of preschoolers who are at risk for academic difficulties. We used the person-centered approach of cluster analysis to identify profiles of emergent literacy skills, taking into account both oral language and code-related skills.…

  8. Academics' Reflections on the Use of ePortfolio Documentation of Pedagogical Skills: A Pilot Study

    ERIC Educational Resources Information Center

    Sjogren, Elaine; Ragnemalm, Eva L.; Tingstrom, Pia; Uhlin, Lars; Abrandt Dahlgren, Madeleine

    2012-01-01

    Evaluation of university teachers' performativity has become a common feature of university policies. The Swedish Higher Education Ordinance states that equal attention should be paid to pedagogical skills and research skills when appointing academic staff. Hence, the definition and documentation of pedagogical skills have become increasingly…

  9. The Frequency of Parents' Reading-Related Activities at Home and Children's Reading Skills during Kindergarten and Grade 1

    ERIC Educational Resources Information Center

    Silinskas, Gintautas; Lerkkanen, Marja-Kristiina; Tolvanen, Asko; Niemi, Pekka; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

    2012-01-01

    This longitudinal study investigated the associations between the frequency of parents' reading-related activities at home and their children's reading-related skills during the transition from kindergarten to Grade 1. Longitudinal data were obtained for 1436 Finnish children (5- to 6-year-olds at baseline) and their mothers and fathers. 684 girls…

  10. Integrating Scenario-Based and Component Reading Skill Measures to Understand the Reading Behavior of Struggling Readers

    ERIC Educational Resources Information Center

    Sabatini, John P.; O'Reilly, Tenaha; Halderman, Laura K.; Bruce, Kelly

    2014-01-01

    In recent years, researchers, educators, and policy makers have called for a new generation of reading comprehension assessments (e.g., Partnership for 21st Century Skills, 2008). Advocates of this movement argue for a deeper type of reading assessment, one that captures students' ability to not only understand single texts in isolation but…

  11. Influence of Cooperative Integrated Reading and Composition Technique on Foreign Students' Reading and Writing Skills in Turkish

    ERIC Educational Resources Information Center

    Varisoglu, Behice

    2016-01-01

    The purpose of this study was to reveal whether the technique of Cooperative Integrated Reading and Composition (CIRC) in Turkish Language teaching had influence on students' skills in reading and writing. In the study, the mixed method, which included quantitative and qualitative dimensions together, was used. The study group was made up of 16…

  12. Learning to Read Changes Children's Phonological Skills: Evidence from a Latent Variable Longitudinal Study of Reading and Nonword Repetition

    ERIC Educational Resources Information Center

    Nation, Kate; Hulme, Charles

    2011-01-01

    Individual differences in nonword repetition are associated with language and literacy development, but few studies have considered the extent to which learning to read influences phonological skills as indexed by nonword repetition performance. We explored this question using a latent variable longitudinal design. Reading, oral language and…

  13. Anatomy is strategy: Skilled reading differences associated with structural connectivity differences in the reading network

    PubMed Central

    Graves, William W.; Binder, Jeffrey R.; Desai, Rutvik H.; Humphries, Colin; Stengel, Benjamin C.; Seidenberg, Mark S.

    2014-01-01

    Are there multiple ways to be a skilled reader? To address this longstanding, unresolved question, we hypothesized that individual variability in using semantic information in reading aloud would be associated with neuroanatomical variation in pathways linking semantics and phonology. Left-hemisphere regions of interest for diffusion tensor imaging analysis were defined based on fMRI results, including two regions linked with semantic processing – angular gyrus (AG) and inferior temporal sulcus (ITS) – and two linked with phonological processing – posterior superior temporal gyrus (pSTG) and posterior middle temporal gyrus (pMTG). Effects of imageability (a semantic measure) on response times varied widely among individuals and covaried with the volume of pathways through the ITS and pMTG, and through AG and pSTG, partially overlapping the inferior longitudinal fasciculus and the posterior branch of the arcuate fasciculus. These results suggest strategy differences among skilled readers associated with structural variation in the neural reading network. PMID:24735993

  14. Prediction of reading skill several years later depends on age and brain region: implications for developmental models of reading.

    PubMed

    McNorgan, Chris; Alvarez, Aubrey; Bhullar, Annum; Gayda, Jessica; Booth, James R

    2011-06-29

    We investigated whether brain activity was predictive of future reading skill and, if so, how this brain-behavior correlation informs developmental models of reading. A longitudinal study followed 26 normally developing human children ranging in age from 9 to 15 years who were initially assessed for reading skill and performed a rhyming judgment task during functional magnetic resonance imaging. Patterns of brain activation in this task predicted changes between initial and a follow-up assessment of nonword reading skill administered up to 6 years later. Brain activity in areas typically active during imaging studies of reading was found to predict future nonword reading ability, but the predictive ability of these areas depended on age. Increased activity relative to peers in neural circuits associated with phonological recoding (i.e., inferior frontal gyrus and basal ganglia) was predictive of greater gains in reading fluency in younger children, whereas increased activity relative to peers in orthographic processing circuits (i.e., fusiform gyrus) was predictive of smaller gains in fluency for older children. Interpreted within the context of a connectionist model of reading, these results suggest that younger children who are more sensitive to higher-order phonological word characteristics (e.g., coarticulations) may make greater reading proficiency gains, whereas older children who focus more on whole-word orthographic representations may make smaller proficiency gains. PMID:21715629

  15. Effects of Individual Differences in Verbal Skills on Eye-Movement Patterns during Sentence Reading

    ERIC Educational Resources Information Center

    Kuperman, Victor; Van Dyke, Julie A.

    2011-01-01

    This study is a large-scale exploration of the influence that individual reading skills exert on eye-movement behavior in sentence reading. Seventy-one non-college-bound 16-24 year-old speakers of English completed a battery of 18 verbal and cognitive skill assessments, and read a series of sentences as their eye-movements were monitored.…

  16. Efficacy of a Computer-Based Program on Acquisition of Reading Skills of Incarcerated Youth

    ERIC Educational Resources Information Center

    Shippen, Margaret E.; Morton, Rhonda Collins; Flynt, Samuel W.; Houchins, David E.; Smitherman, Tracy

    2012-01-01

    Despite the importance of literacy skill training for incarcerated youth, a very limited number of empirically based research studies have examined reading instruction in correctional facilities. The purpose of this study was to determine whether the Fast ForWord computer-assisted reading program improved the reading and spelling abilities of…

  17. Using Dialogic Reading to Enhance Emergent Literacy Skills of Young Dual Language Learners

    ERIC Educational Resources Information Center

    Huennekens, Mary Ellen; Xu, Yaoying

    2016-01-01

    This study examined the effects of an early reading intervention on preschool-age dual language learners' (DLL) early literacy skills. Instruction in phonological awareness and alphabet knowledge was embedded in interactive reading strategies, also known as dialogic reading. A single subject multiple baseline across subjects design was applied to…

  18. Basic Reading Skills in High-Functioning Swedish Children with Autism Spectrum Disorders or Attention Disorder

    ERIC Educational Resources Information Center

    Asberg, Jakob; Dahlgren, SvenOlof; Dahlgren Sandberg, Annika

    2008-01-01

    High-functioning children with autism spectrum disorders (ASD) have been reported to have an early success in reading. Children with attention disorders such as DAMP or ADHD, on the other hand, often struggle acquiring reading skills. The primary aim of the study was two-fold: (a) to compare reading performance of children with ASD, DAMP and…

  19. Word Reading and Word Spelling in French Adult Literacy Students: The Relationship with Oral Language Skills

    ERIC Educational Resources Information Center

    Eme, Elsa; Lambert, Eric; Alamargot, Denis

    2014-01-01

    We analysed word reading and spelling in French adults with low levels of literacy (A-IL). As well as examining phonological and lexical processes, we explored the relationship between literacy and oral language skills. Fifty-two adult literacy students were compared with reading level-matched pupils in Years 1-3 of primary school on reading tasks…

  20. Bridging Theory and Practice: Developing Lower-Level Skills in L2 Reading

    ERIC Educational Resources Information Center

    Kato, Shigeo

    2012-01-01

    Studies on L2 reading have provided extensive evidence for the significant contribution of lower-level processing skills in learning to read and the critical impact on the overall development of L2 reading of more accurate and fluent connections between three sub-lexical components: phonology, orthography and semantics. The broad consensus among…

  1. Improving Reading Skills in ESL Students through an Intensive Vocabulary Building Program.

    ERIC Educational Resources Information Center

    Gaudio, Vince

    This report describes a program for improving the reading skills of English-as-a-Second-Language (ESL) students. The targeted population consists of 19 ESL students, ranging in age from 7-10 years, in a western suburb of a large metropolitan city in Illinois. The problem of poor reading ability was documented through low reading scores on the STAR…

  2. The Validity and Clinical Uses of the Pepper Visual Skills for Reading Test.

    ERIC Educational Resources Information Center

    Watson, G.; And Others

    1990-01-01

    The Pepper Visual Skills for Reading Test was assessed as a measure of reading ability with meaningful text in 38 adults with macular degeneration; scores were compared with assessment made using the Gray Oral Reading Test, a previously standardized assessment. The test's validity was confirmed. (Author/JDD)

  3. The Utility of Chinese Tone Processing Skill in Detecting Children with English Reading Disabilities

    ERIC Educational Resources Information Center

    Anderson, Alida; Wang, Min

    2012-01-01

    The utility of Chinese tone processing skill in detecting children with English reading difficulties was examined through differences in a Chinese tone experimental task between a group of native English-speaking children with reading disabilities (RD) and a comparison group of children with normal reading development (NRD). General auditory…

  4. A Shared Reading Intervention with Parents to Enhance Young Children's Early Literacy Skills

    ERIC Educational Resources Information Center

    Sim, Susan S. H.; Berthelsen, Donna; Walker, Susan; Nicholson, Jan M.; Fielding-Barnsley, Ruth

    2014-01-01

    A pragmatic randomised controlled trial was used to investigate the effects of two forms of shared reading on children's language and literacy skills. Parents of 80 children in the preparatory year of school participated in an eight-week home reading intervention. Families were assigned to one of three groups: dialogic reading (DR), dialogic…

  5. The Utility of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in Predicting Reading Achievement

    ERIC Educational Resources Information Center

    Echols, Julie M. Young

    2010-01-01

    Reading proficiency is the goal of many local and national reading initiatives. A key component of these initiatives is accurate and reliable reading assessment. In this high-stakes testing arena, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) has emerged as a preferred measure for identification of students at risk for reading…

  6. Dyslexic, Delayed, Precocious or Just Normal? Word Reading Skills of Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Asberg, Jakob; Dahlgren Sandberg, Annika

    2012-01-01

    Word reading skills and reading-related language and cognitive correlates were examined in Swedish 10-15-year-olds with autism spectrum disorders (ASD). The full group with ASD did not differ statistically from an age-matched comparison group in word reading, but a poor-readers subgroup was identified who displayed severe difficulties. Normal…

  7. Genetic and Environmental Influences on the Growth of Early Reading Skills

    ERIC Educational Resources Information Center

    Petrill, Stephen A.; Hart, Sara A.; Harlaar, Nicole; Logan, Jessica; Justice, Laura M.; Schatschneider, Christopher; Thompson, Lee; DeThorne, Laura S.; Deater-Deckard, Kirby; Cutting, Laurie

    2010-01-01

    Background: Studies have suggested genetic and environmental influences on overall level of early reading whereas the larger reading literature has shown environmental influences on the rate of growth of early reading skills. This study is the first to examine the genetic and environmental influences on both initial level of performance and rate…

  8. Relationships among Cortical Thickness, Reading Skill, and Print Exposure in Adults

    ERIC Educational Resources Information Center

    Goldman, Jason G.; Manis, Frank R.

    2013-01-01

    This study investigated relationships among cortical thickness in the left-hemisphere reading network, and reading skill and experience in adult nonimpaired readers. Given the relationship between print exposure and reading, it is possible that print exposure is related to cortical structure. The pattern of correlations indicated that individuals…

  9. Repeated Reading. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2014

    2014-01-01

    "Repeated reading" is an academic practice that aims to increase oral reading fluency. "Repeated reading" can be used with students who have developed initial word reading skills but demonstrate inadequate reading fluency for their grade level. During "repeated reading," a student sits in a quiet location with a…

  10. Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training.

    PubMed

    Boonen, Anton J H; de Koning, Björn B; Jolles, Jelle; van der Schoot, Menno

    2016-01-01

    Successfully solving mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME), however, students primarily learn to apply the first of these skills (i.e., representational skills) in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded that reading comprehension skills should be given a (more) prominent role during word problem solving instruction in RME.

  11. Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training

    PubMed Central

    Boonen, Anton J. H.; de Koning, Björn B.; Jolles, Jelle; van der Schoot, Menno

    2016-01-01

    Successfully solving mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME), however, students primarily learn to apply the first of these skills (i.e., representational skills) in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded that reading comprehension skills should be given a (more) prominent role during word problem solving instruction in RME. PMID:26925012

  12. The Relationship between Field Dependent-Independent Cognitive Style and Understanding of English Text Reading and Academic Success

    PubMed Central

    Nozari, Ali Yazdanpanah; Siamian, Hasan

    2015-01-01

    Background: The learning styles are the distinctive learners’ strategies for information processing and discovering new concepts. One of the most important kinds of learning styles is the Witkin’s theory of field dependence-independence cognitive style. Objective: This study seeks to find the relationship between field dependence –independence cognitive style and English text reading comprehension, learning English as a foreign language, academic achievement and the choice of academic courses. Methods: In this study, 305 students (both girls and boys) studying at the junior level at high school in Sari were randomly selected through multistage selection who responded to Group Embedded Figures Test (GEFT). Results: The data analysis was conducted by using regression analysis which showed that FDI cognitive styles determined the changes in dependant variables of reading comprehension score, learning English and the total average with the respective values of %8.8, %9.2 and %11.6 (p <0.05). Conclusion: Regarding the findings, it can be concluded that the more field independent, the higher the reading comprehension skills and learning English and the more academic achievement will result. The results of this study can help in selecting students’ courses and also better directing the learners to improve their learning. PMID:25870530

  13. The cognitive and academic profiles of reading and mathematics learning disabilities.

    PubMed

    Compton, Donald L; Fuchs, Lynn S; Fuchs, Douglas; Lambert, Warren; Hamlett, Carol

    2012-01-01

    The purpose of this study was to examine the cognitive and academic profiles associated with learning disability (LD) in reading comprehension, word reading, applied problems, and calculations. The goal was to assess the specificity hypothesis, in which unexpected underachievement associated with LD is represented in terms of distinctive patterns of cognitive and academic strengths and weaknesses. At the start of 3rd grade, the authors assessed 684 students on five cognitive dimensions (nonverbal problem solving, processing speed, concept formation, language, and working memory), and across Grades 3 through 5, the authors assessed performance in each academic area three to four times. Based on final intercept, the authors classified students as LD or not LD in each of the four academic areas. For each of these four LD variables, they conducted multivariate cognitive profile analysis and academic profile analysis. Results, which generally supported the specificity hypothesis, are discussed in terms of the potential connections between reading and mathematics LD. PMID:21444929

  14. The cognitive and academic profiles of reading and mathematics learning disabilities.

    PubMed

    Compton, Donald L; Fuchs, Lynn S; Fuchs, Douglas; Lambert, Warren; Hamlett, Carol

    2012-01-01

    The purpose of this study was to examine the cognitive and academic profiles associated with learning disability (LD) in reading comprehension, word reading, applied problems, and calculations. The goal was to assess the specificity hypothesis, in which unexpected underachievement associated with LD is represented in terms of distinctive patterns of cognitive and academic strengths and weaknesses. At the start of 3rd grade, the authors assessed 684 students on five cognitive dimensions (nonverbal problem solving, processing speed, concept formation, language, and working memory), and across Grades 3 through 5, the authors assessed performance in each academic area three to four times. Based on final intercept, the authors classified students as LD or not LD in each of the four academic areas. For each of these four LD variables, they conducted multivariate cognitive profile analysis and academic profile analysis. Results, which generally supported the specificity hypothesis, are discussed in terms of the potential connections between reading and mathematics LD.

  15. Musical Experience, Auditory Perception and Reading-Related Skills in Children

    PubMed Central

    Banai, Karen; Ahissar, Merav

    2013-01-01

    Background The relationships between auditory processing and reading-related skills remain poorly understood despite intensive research. Here we focus on the potential role of musical experience as a confounding factor. Specifically we ask whether the pattern of correlations between auditory and reading related skills differ between children with different amounts of musical experience. Methodology/Principal Findings Third grade children with various degrees of musical experience were tested on a battery of auditory processing and reading related tasks. Very poor auditory thresholds and poor memory skills were abundant only among children with no musical education. In this population, indices of auditory processing (frequency and interval discrimination thresholds) were significantly correlated with and accounted for up to 13% of the variance in reading related skills. Among children with more than one year of musical training, auditory processing indices were better, yet reading related skills were not correlated with them. A potential interpretation for the reduction in the correlations might be that auditory and reading-related skills improve at different rates as a function of musical training. Conclusions/Significance Participants’ previous musical training, which is typically ignored in studies assessing the relations between auditory and reading related skills, should be considered. Very poor auditory and memory skills are rare among children with even a short period of musical training, suggesting musical training could have an impact on both. The lack of correlation in the musically trained population suggests that a short period of musical training does not enhance reading related skills of individuals with within-normal auditory processing skills. Further studies are required to determine whether the associations between musical training, auditory processing and memory are indeed causal or whether children with poor auditory and memory skills are less

  16. Specificity and Overlap in Skills Underpinning Reading and Arithmetical Fluency

    ERIC Educational Resources Information Center

    van Daal, Victor; van der Leij, Aryan; Ader, Herman

    2013-01-01

    The aim of this study was to examine unique and common causes of problems in reading and arithmetic fluency. 13- to 14-year-old students were placed into one of five groups: reading disabled (RD, n = 16), arithmetic disabled (AD, n = 34), reading and arithmetic disabled (RAD, n = 17), reading, arithmetic, and listening comprehension disabled…

  17. Video-games do not negatively impact adolescent academic performance in science, mathematics or reading.

    PubMed

    Drummond, Aaron; Sauer, James D

    2014-01-01

    Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA) to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and reading. Contrary to claims that increased video-gaming can impair academic performance, differences in academic performance were negligible across the relative frequencies of videogame use. Videogame use had little impact on adolescent academic achievement.

  18. Video-Games Do Not Negatively Impact Adolescent Academic Performance in Science, Mathematics or Reading

    PubMed Central

    Drummond, Aaron; Sauer, James D.

    2014-01-01

    Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA) to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and reading. Contrary to claims that increased video-gaming can impair academic performance, differences in academic performance were negligible across the relative frequencies of videogame use. Videogame use had little impact on adolescent academic achievement. PMID:24699536

  19. Demography and early academic skills of students from immigrant families: The kindergarten class of 2011.

    PubMed

    Sullivan, Amanda L; Houri, Alaa; Sadeh, Shanna

    2016-06-01

    Children from immigrant families are one of the fastest growing and most diverse groups in America's schools. This study provides a demographic portrait of immigrant children who entered kindergarten in 2010 and describes patterns and predictors of early educational outcomes of students from immigrant families. A nationally representative sample of 13,530 students who participated in the Early Childhood Longitudinal Study-Kindergarten Class of 2010-11 was analyzed. Descriptive statistics were used to estimate the sociodemographic characteristics of this population. Regression was used to examine the relations between nativity, child characteristics, and family characteristics to reading and mathematics skills in kindergarten. Approximately 27% of kindergartners in the class of 2011 came from immigrant families. These students were more racially, linguistically, and socioeconomically diverse than students from U.S.-born parents. Educational outcomes varied by parents' region of origin. Children's early academic skills were significantly related to parent's region of origin, but these relations were attenuated when child health, language, family structure, and socioeconomic status were accounted for. These results indicate the importance of considering parent nativity when examining the outcomes and needs of students from immigrant families. Because of the diversity of characteristics and outcomes of children of immigrants, researchers should consider the implications of nativity for students' experiences and needs. (PsycINFO Database Record

  20. Demography and early academic skills of students from immigrant families: The kindergarten class of 2011.

    PubMed

    Sullivan, Amanda L; Houri, Alaa; Sadeh, Shanna

    2016-06-01

    Children from immigrant families are one of the fastest growing and most diverse groups in America's schools. This study provides a demographic portrait of immigrant children who entered kindergarten in 2010 and describes patterns and predictors of early educational outcomes of students from immigrant families. A nationally representative sample of 13,530 students who participated in the Early Childhood Longitudinal Study-Kindergarten Class of 2010-11 was analyzed. Descriptive statistics were used to estimate the sociodemographic characteristics of this population. Regression was used to examine the relations between nativity, child characteristics, and family characteristics to reading and mathematics skills in kindergarten. Approximately 27% of kindergartners in the class of 2011 came from immigrant families. These students were more racially, linguistically, and socioeconomically diverse than students from U.S.-born parents. Educational outcomes varied by parents' region of origin. Children's early academic skills were significantly related to parent's region of origin, but these relations were attenuated when child health, language, family structure, and socioeconomic status were accounted for. These results indicate the importance of considering parent nativity when examining the outcomes and needs of students from immigrant families. Because of the diversity of characteristics and outcomes of children of immigrants, researchers should consider the implications of nativity for students' experiences and needs. (PsycINFO Database Record PMID:27243241

  1. Phonological awareness, reading skills, and vocabulary knowledge in children who use cochlear implants.

    PubMed

    Dillon, Caitlin M; de Jong, Kenneth; Pisoni, David B

    2012-01-01

    In hearing children, reading skills have been found to be closely related to phonological awareness. We used several standardized tests to investigate the reading and phonological awareness skills of 27 deaf school-age children who were experienced cochlear implant users. Approximately two-thirds of the children performed at or above the level of their hearing peers on the phonological awareness and reading tasks. Reading scores were found to be strongly correlated with measures of phonological awareness. These correlations remained the same when we statistically controlled for potentially confounding demographic variables such as age at testing and speech perception skills. However, these correlations decreased even after we statistically controlled for vocabulary size. This finding suggests that lexicon size is a mediating factor in the relationship between the children's phonological awareness and reading skills, a finding that has also been reported for typically developing hearing children.

  2. Phonological Awareness, Reading Skills, and Vocabulary Knowledge in Children Who Use Cochlear Implants

    PubMed Central

    Dillon, Caitlin M.; de Jong, Kenneth; Pisoni, David B.

    2012-01-01

    In hearing children, reading skills have been found to be closely related to phonological awareness. We used several standardized tests to investigate the reading and phonological awareness skills of 27 deaf school-age children who were experienced cochlear implant users. Approximately two-thirds of the children performed at or above the level of their hearing peers on the phonological awareness and reading tasks. Reading scores were found to be strongly correlated with measures of phonological awareness. These correlations remained the same when we statistically controlled for potentially confounding demographic variables such as age at testing and speech perception skills. However, these correlations decreased even after we statistically controlled for vocabulary size. This finding suggests that lexicon size is a mediating factor in the relationship between the children’s phonological awareness and reading skills, a finding that has also been reported for typically developing hearing children. PMID:22057983

  3. Clarifying Linguistic Comprehension in the Simple View of Reading: The Influence of Word-, Sentence-, and Discourse-Level Linguistic Skills on Reading Comprehension

    ERIC Educational Resources Information Center

    Santoro, Julie Kay

    2012-01-01

    There are a high number of students who struggle with reading comprehension beyond the primary grades and understanding the skills involved in successful reading comprehension continues to be a topic of investigation. The Simple View of Reading (SVR) is a viable theory of reading that suggests reading comprehension results from developing skills…

  4. Separating the influences of prereading skills on early word and nonword reading.

    PubMed

    Shapiro, Laura R; Carroll, Julia M; Solity, Jonathan E

    2013-10-01

    The essential first step for a beginning reader is to learn to match printed forms to phonological representations. For a new word, this is an effortful process where each grapheme must be translated individually (serial decoding). The role of phonological awareness in developing a decoding strategy is well known. We examined whether beginning readers recruit different skills depending on the nature of the words being read (familiar words vs. nonwords). Print knowledge, phoneme and rhyme awareness, rapid automatized naming (RAN), phonological short-term memory (STM), nonverbal reasoning, vocabulary, auditory skills, and visual attention were measured in 392 prereaders 4 and 5 years of age. Word and nonword reading were measured 9 months later. We used structural equation modeling to examine the skills-reading relationship and modeled correlations between our two reading outcomes and among all prereading skills. We found that a broad range of skills were associated with reading outcomes: early print knowledge, phonological STM, phoneme awareness and RAN. Whereas all of these skills were directly predictive of nonword reading, early print knowledge was the only direct predictor of word reading. Our findings suggest that beginning readers draw most heavily on their existing print knowledge to read familiar words.

  5. Reconsidering Academic Language in Practice: The Demands of Spanish Expository Reading and Students' Bilingual Resources

    ERIC Educational Resources Information Center

    Alvarez, Laura

    2012-01-01

    Efforts to improve educational outcomes for English learners often focus on "academic language," but unfortunately the field lacks a clear, agreed-upon definition of the concept. This article reports on a design research study that focused on students' engagement in one academic practice over several months: reading and discussing expository…

  6. Academic Language in Shared Book Reading: Parent and Teacher Input to Mono- and Bilingual Preschoolers

    ERIC Educational Resources Information Center

    Aarts, Rian; Demir-Vegter, Serpil; Kurvers, Jeanne; Henrichs, Lotte

    2016-01-01

    The current study examined academic language (AL) input of mothers and teachers to 15 monolingual Dutch and 15 bilingual Turkish-Dutch 4- to 6-year-old children and its relationships with the children's language development. At two times, shared book reading was videotaped and analyzed for academic features: lexical diversity, syntactic…

  7. Reading skill and neural processing accuracy improvement after a 3-hour intervention in preschoolers with difficulties in reading-related skills.

    PubMed

    Lovio, Riikka; Halttunen, Anu; Lyytinen, Heikki; Näätänen, Risto; Kujala, Teija

    2012-04-11

    This study aimed at determining whether an intervention game developed for strengthening phonological awareness has a remediating effect on reading skills and central auditory processing in 6-year-old preschool children with difficulties in reading-related skills. After a 3-hour training only, these children made a greater progress in reading-related skills than did their matched controls who did mathematical exercises following comparable training format. Furthermore, the results suggest that this brief intervention might be beneficial in modulating the neural basis of phonetic discrimination as an enhanced speech-elicited mismatch negativity (MMN) was seen in the intervention group, indicating improved cortical discrimination accuracy. Moreover, the amplitude increase of the vowel-elicited MMN significantly correlated with the improvement in some of the reading-skill related test scores. The results, albeit obtained with a relatively small sample, are encouraging, suggesting that reading-related skills can be improved even by a very short intervention and that the training effects are reflected in brain activity. However, studies with larger samples and different subgroups of children are needed to confirm the present results and to determine how children with different dyslexia subtypes benefit from the intervention.

  8. A meta-analysis of the reading comprehension skills of individuals on the autism spectrum.

    PubMed

    Brown, Heather M; Oram-Cardy, Janis; Johnson, Andrew

    2013-04-01

    This meta-analysis examined 36 studies comparing autism spectrum disorder (ASD) and control groups in reading comprehension. Three moderators (semantic knowledge, decoding skill, PIQ) and two text types (high vs. low social knowledge) were examined as predictors of reading comprehension in ASD. The overall standardized mean difference for reading comprehension was g = -0.7 SD. The strongest individual predictors of reading comprehension were semantic knowledge (explaining 57 % of variance) and decoding skill (explaining 55 % of variance). Individuals with ASD were significantly worse at comprehending highly social than less social texts. Having ASD alone does not predict reading comprehension deficits. Instead, individual skills, especially language ability, must be considered before one can accurately predict whether a given individual with ASD will experience difficulties in reading comprehension.

  9. The Effects of a Virtual Tutee System on Academic Reading Engagement in a College Classroom

    ERIC Educational Resources Information Center

    Park, Seung Won; Kim, ChanMin

    2016-01-01

    Poor student engagement with academic readings has been frequently reported in college classrooms. As an effort to improve college students' reading engagement, researchers have developed a virtual environment in which students take on the role of tutor and teach a virtual tutee, the virtual tutee system (VTS). This research examined the…

  10. What Effect Does Reading Academic Articles on Oral Corrective Feedback Have on ESL Teachers?

    ERIC Educational Resources Information Center

    Kamiya, Nobuhiro

    2016-01-01

    This study focuses on four teachers teaching a speaking and listening class at an intensive English program in the United States who read three academic articles on oral corrective feedback (CF). The researcher investigated their stated beliefs and classroom practices of CF as well as their responses to the readings through three classroom…

  11. Relational Effects of Reading Motivation and Academic Achievement among Adolescent Boys

    ERIC Educational Resources Information Center

    Bozack, Amanda R.; Salvaggio, Amy Nicole

    2013-01-01

    This study explores the relationship between academic achievement and reading motivation among adolescent boys. We seek to understand (1) if motivational construct scores change meaningfully over time, (2) what relationship exists between the achievement scores and reported reading motivation, and (3) if students who report higher reading…

  12. Development and Validation of the Isakson Survey of Academic Reading Attitudes (ISARA)

    ERIC Educational Resources Information Center

    Isakson, Richard L.; Isakson, Marné B.; Plummer, Kenneth J.; Chapman, Sara B.

    2016-01-01

    The literature reveals that no adequate instrument exists to measure college students' attitudes toward academic reading even though such attitudes are crucial for reading compliance and learning from text. To remedy this, the authors created and refined an attitude survey, administering it to 855 university students across four iterations. The…

  13. Quality of Parental Homework Involvement: Predictors and Reciprocal Relations with Academic Functioning in the Reading Domain

    ERIC Educational Resources Information Center

    Dumont, Hanna; Trautwein, Ulrich; Nagy, Gabriel; Nagengast, Benjamin

    2014-01-01

    This study examined predictors of the quality of parental homework involvement and reciprocal relations between the quality of parental homework involvement and students' reading achievement and academic functioning in a reading-intensive subject (German). Data from 2,830 students in nonacademic tracks and their parents who were surveyed in both…

  14. Developing Reading Comprehension and Academic Vocabulary for English Language Learners through Science Content: A Formative Experiment

    ERIC Educational Resources Information Center

    Taboada, Ana; Rutherford, Vanessa

    2011-01-01

    This formative experiment explored the extent to which two instructional frameworks that varied in the explicitness of academic vocabulary instruction, comprehension strategy instruction, and supports for student autonomy influenced reading comprehension, vocabulary acquisition, perceptions of autonomy supports, and reading engagement in…

  15. Family reading habits and academic achievement of children from polygynous, monogamous, divorced, and nondivorced families.

    PubMed

    Cherian, V I

    1994-08-01

    This study investigated the relationship between family reading habits and the academic achievement of 1021 Xhosa-speaking children whose mean age was 15.3 yr. A questionnaire was administered to identify each pupil's family status. Analysis of variance indicated positive and statistically significant main effects for the two variables on a reading habits score.

  16. Virtual Tutee System: A Potential Tool for Enhancing Academic Reading Engagement

    ERIC Educational Resources Information Center

    Park, SeungWon; Kim, ChanMin

    2014-01-01

    This article reports on evaluation studies of the Virtual Tutee System (VTS) designed to enhance students' engagement in academic reading. The VTS is a web-based peer-tutoring environment in which students teach a virtual tutee about the content in course readings that students have been assigned to learn. With the VTS, students interact with…

  17. Exploring Reading Processes in an Academic Reading Test Using Short-Answer Questions

    ERIC Educational Resources Information Center

    Weigle, Sara Cushing; Yang, WeiWei; Montee, Megan

    2013-01-01

    Integrated reading/writing tasks are becoming more common in large-scale language tests. Much of the research on these tasks has focused on writing through reading; assessing reading through writing is a less explored area. In this article we describe a reading-into-writing task that is intended to measure both reading comprehension and language…

  18. Assessing spelling in kindergarten: further comparison of scoring metrics and their relation to reading skills.

    PubMed

    Clemens, Nathan H; Oslund, Eric L; Simmons, Leslie E; Simmons, Deborah

    2014-02-01

    Early reading and spelling development share foundational skills, yet spelling assessment is underutilized in evaluating early reading. This study extended research comparing the degree to which methods for scoring spelling skills at the end of kindergarten were associated with reading skills measured at the same time as well as at the end of first grade. Five strategies for scoring spelling responses were compared: totaling the number of words spelled correctly, totaling the number of correct letter sounds, totaling the number of correct letter sequences, using a rubric for scoring invented spellings, and calculating the Spelling Sensitivity Score (Masterson & Apel, 2010b). Students (N=287) who were identified at kindergarten entry as at risk for reading difficulty and who had received supplemental reading intervention were administered a standardized spelling assessment in the spring of kindergarten, and measures of phonological awareness, decoding, word recognition, and reading fluency were administered concurrently and at the end of first grade. The five spelling scoring metrics were similar in their strong relations with factors summarizing reading subskills (phonological awareness, decoding, and word reading) on a concurrent basis. Furthermore, when predicting first-grade reading skills based on spring-of-kindergarten performance, spelling scores from all five metrics explained unique variance over the autoregressive effects of kindergarten word identification. The practical advantages of using a brief spelling assessment for early reading evaluation and the relative tradeoffs of each scoring metric are discussed.

  19. Assessing spelling in kindergarten: further comparison of scoring metrics and their relation to reading skills.

    PubMed

    Clemens, Nathan H; Oslund, Eric L; Simmons, Leslie E; Simmons, Deborah

    2014-02-01

    Early reading and spelling development share foundational skills, yet spelling assessment is underutilized in evaluating early reading. This study extended research comparing the degree to which methods for scoring spelling skills at the end of kindergarten were associated with reading skills measured at the same time as well as at the end of first grade. Five strategies for scoring spelling responses were compared: totaling the number of words spelled correctly, totaling the number of correct letter sounds, totaling the number of correct letter sequences, using a rubric for scoring invented spellings, and calculating the Spelling Sensitivity Score (Masterson & Apel, 2010b). Students (N=287) who were identified at kindergarten entry as at risk for reading difficulty and who had received supplemental reading intervention were administered a standardized spelling assessment in the spring of kindergarten, and measures of phonological awareness, decoding, word recognition, and reading fluency were administered concurrently and at the end of first grade. The five spelling scoring metrics were similar in their strong relations with factors summarizing reading subskills (phonological awareness, decoding, and word reading) on a concurrent basis. Furthermore, when predicting first-grade reading skills based on spring-of-kindergarten performance, spelling scores from all five metrics explained unique variance over the autoregressive effects of kindergarten word identification. The practical advantages of using a brief spelling assessment for early reading evaluation and the relative tradeoffs of each scoring metric are discussed. PMID:24495494

  20. Learning to Read Against All Odds: Using Precision Reading to Enhance Literacy in Students with Cognitive Impairments, Extreme Academic Deficits, and Severe Social, Emotional, and Psychiatric Problems

    ERIC Educational Resources Information Center

    Freeze, Rick; Cook, Paula

    2005-01-01

    The purpose of this study was to assess the efficacy and practicality of precision reading, a constructive reading intervention, with students with cognitive impairments, extreme academic deficits in reading, and severe social, emotional, and psychiatric problems. As precision reading had shown promise with students with low achievement, learning…

  1. The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families

    PubMed Central

    Welsh, Janet A.; Nix, Robert L.; Blair, Clancy; Bierman, Karen L.; Nelson, Keith E.

    2010-01-01

    This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific skills (emergent literacy and numeracy) across the pre-kindergarten year, and their relative contributions to kindergarten reading and math achievement. One hundred sixty-four Head Start children (44% African American or Latino; 57% female) were followed longitudinally. Path analyses revealed that working memory and attention control predicted growth in emergent literacy and numeracy skills during the pre-kindergarten year, and furthermore, that growth in these domain-general cognitive skills made unique contributions to the prediction of kindergarten math and reading achievement, controlling for growth in domain-specific skills. These findings extend research highlighting the importance of working memory and attention control for academic learning, demonstrating the effects in early childhood, prior to school entry. We discuss the implications of these findings for pre-kindergarten programs, particularly those designed to reduce the school readiness gaps associated with socio-economic disadvantage. PMID:20411025

  2. Teacher (Mis)Perceptions of Preschoolers' Academic Skills: Predictors and Associations with Longitudinal Outcomes

    ERIC Educational Resources Information Center

    Baker, Courtney N.; Tichovolsky, Marianne H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Arnold, David H.

    2015-01-01

    Preschool teachers have important impacts on children's academic outcomes, and teachers' misperceptions of children's academic skills could have negative consequences, particularly for low-income preschoolers. This study utilized data gathered from 123 preschool teachers and their 760 preschoolers from 70 low-income, racially diverse centers.…

  3. Using Socialization to Increase Academic Skills in a Pre-School Classroom

    ERIC Educational Resources Information Center

    Saunders, Ashley N.

    2010-01-01

    Recent research has shown that students who enter kindergarten with prior academic knowledge are more successful later in their school careers. Yet, pre-school teachers face the problem of limited time in a day to focus on the academic skills of students, as well as work on their basic needs. The goal of this study was to find out if students can…

  4. Responding to Technological Change: IT Skills and the Academic Teaching Profession

    ERIC Educational Resources Information Center

    Haynes, Philip; Ip, Ken; Saintas, Patrick; Stanier, Stan; Palmer, Helen; Thomas, Nicola; Reast, Gareth; Barlow, Joyce; Maillardet, Fred

    2004-01-01

    Six academics in a new university were seconded to the role of part-time learning technology support. It was necessary to have an informed view of the IT skills level of all academic teaching staff. A selfassessment questionnaire was designed based on the core competencies in the European Computer Driving Licence (ECDL). The results were used to…

  5. The World Wide Web for Academic Purposes: Old Study Skills for New?

    ERIC Educational Resources Information Center

    Slaouti, Diane

    2002-01-01

    Argues for a need to explore critical information processing skills of the World Wide Web (WWW) as part of an English for academic purposes teaching and learning context. Recognizes the potential of the WWW to bring relevant and not so relevant authentic content to academic study in a way never before possible. (Author/VWL)

  6. An Examination of the Relationship between SkillsUSA Student Contest Preparation and Academics

    ERIC Educational Resources Information Center

    Threeton, Mark D.; Pellock, Cynthia

    2010-01-01

    Career and Technical Student Organizations (CTSOs) assert they are assisting students in developing leadership, teamwork, citizenship, problem solving, communication, and academic skills for workplace success, but with limited research on their outcomes, are these empty claims? With integration of academics being a major Career and Technical…

  7. The Relation between Time Management Skills and Academic Achievement of Potential Teachers

    ERIC Educational Resources Information Center

    Cemaloglu, Necati; Filiz, Sevil

    2010-01-01

    The aim of this study is to determine the relationship between the time management skills and academic achievement of students who are potential teachers studying in faculties of education. The research was conducted in the 2007-08 academic term among 849 graduate students in the Faculty of Education at Gazi University. The "Time Management…

  8. Language, Content and Skills in the Testing of English for Academic Purposes.

    ERIC Educational Resources Information Center

    Gamaroff, R.

    1998-01-01

    A study investigated the consistency of criteria for academic English skills as applied by teachers of academic English and science lecturers in a South African historically black university. Both groups were asked to evaluate first-year students' essays on the greenhouse effect. Results indicated a wide variation in scores and judgments within…

  9. Measuring the Academic Skills of University Students: Evaluation of a Diagnostic Procedure

    ERIC Educational Resources Information Center

    Erling, Elizabeth J.; Richardson, John T. E.

    2010-01-01

    Measuring the Academic Skills of University Students is a procedure developed in the 1990s at the University of Sydney's Language Centre to identify students in need of academic writing development by assessing examples of their written work against five criteria. This paper reviews the literature relating to the development of the procedure with…

  10. Sensitivity to the acoustic correlates of lexical stress and their relationship to reading in skilled readers.

    PubMed

    Williams, Gareth J; Wood, Clare

    2012-01-01

    The role of suprasegmental information in reading processes is a growing area of interest, and sensitivity to lexical stress has been shown to explain unique variance in reading development. However, less is known about its role in skilled reading. This study aimed to investigate the acoustic features of suprasegmental information using a same/different cross-modal matching task. Sixty-four adult participants completed standardized measures of reading accuracy, reading speed, and comprehension and performed an experimental task. The experimental task required the participants to identify whether non-speech acoustic sequences matched the characteristics of written words. The findings indicated differences in responses depending on where the lexical stress was required for the word. Moreover, evidence was found to support the view that amplitude information is part of the word knowledge retrieval process in skilled reading. The findings are discussed relative to models of reading and the role of lexical stress in lexical access.

  11. Constructivist Approach: Improving Social Studies Skills Academic Achievement

    ERIC Educational Resources Information Center

    McCray, Kimeko

    2007-01-01

    This report describes a program designed to enhance social studies skills and knowledge. The target areas for enhancement are geography, economics, history, and core democratic values. The need for strengthening these skills was documented by literature, and surveys. An analysis of probable cause for lack of social studies skills revealed that…

  12. The Role of Inhibitory Functioning in Children's Reading Skills

    ERIC Educational Resources Information Center

    Booth, Josephine N.; Boyle, James M. E.

    2009-01-01

    Executive functions, including inhibition, have been implicated in children's reading ability. This study investigates whether children's performance on an inhibition task is more indicative of reading ability than a measure of another executive function, that is, planning. Fifty-three male participants were administered a reading test and tests…

  13. Using Concept Mapping to Teach Young EFL Learners Reading Skills

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  14. Reading and Study Skills Programs in Higher Education: An Evaluation of One University's Needs.

    ERIC Educational Resources Information Center

    Bedillion, Clare

    This study investigated the hypothesis that an effective program in developmental reading is generally a significant factor in the academic achievement of college students at the University of Akron. The data collected came from various sources, i.e., reports of investigations on the effectiveness of 18 well-established reading and study skills…

  15. The Component Reading and Writing Skills of At-Risk Undergraduates with Writing Difficulties

    ERIC Educational Resources Information Center

    Harrison, Gina L.

    2009-01-01

    Cognitive, word-level reading, spelling and writing measures were administered to academically at-risk undergraduates with writing difficulties to examine their literacy profiles; and performance was compared to typically-achieving writers. The at-risk students were slower and less accurate on measures of sight word reading, lexical decision,…

  16. Reading skill and word skipping: Implications for visual and linguistic accounts of word skipping.

    PubMed

    Eskenazi, Michael A; Folk, Jocelyn R

    2015-11-01

    We investigated whether high-skill readers skip more words than low-skill readers as a result of parafoveal processing differences based on reading skill. We manipulated foveal load and word length, two variables that strongly influence word skipping, and measured reading skill using the Nelson-Denny Reading Test. We found that reading skill did not influence the probability of skipping five-letter words, but low-skill readers were less likely to skip three-letter words when foveal load was high. Thus, reading skill is likely to influence word skipping when the amount of information in the parafovea falls within the word identification span. We interpret the data in the context of visual-based (extended optimal viewing position model) and linguistic based (E-Z Reader model) accounts of word skipping. The models make different predictions about how and why a word and skipped; however, the data indicate that both models should take into account the fact that different factors influence skipping rates for high- and low-skill readers. PMID:26098181

  17. "Passageless" Administration of the Nelson-Denny Reading Comprehension Test: Associations with IQ and Reading Skills

    ERIC Educational Resources Information Center

    Ready, Rebecca E.; Chaudhry, Maheen F.; Schatz, Kelly C.; Strazzullo, Sarah

    2013-01-01

    There are few tests that assess reading comprehension in adults, but these tests are needed for a comprehensive assessment of reading disorders (RD). "The Nelson-Denny Reading Test" (NDRT) has a long-passage reading comprehension component that can be used with adolescents and adults. A problem with the NDRT is that reading comprehension test…

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

    ERIC Educational Resources Information Center

    Clinton, Virginia

    2015-01-01

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

  19. Reading and reading-related skills in children using cochlear implants: prospects for the influence of cued speech.

    PubMed

    Bouton, Sophie; Bertoncini, Josiane; Serniclaes, Willy; Colé, Pascale

    2011-01-01

    We assessed the reading and reading-related skills (phonemic awareness and phonological short-term memory) of deaf children fitted with cochlear implants (CI), either exposed to cued speech early (before 2 years old) (CS+) or never (CS-). Their performance was compared to that of 2 hearing control groups, 1 matched for reading level (RL), and 1 matched for chronological age (CA). Phonemic awareness and phonological short-term memory were assessed respectively through a phonemic similarity judgment task and through a word span task measuring phonological similarity effects. To assess the use of sublexical and lexical reading procedures, children read pseudowords and irregular words aloud. Results showed that cued speech improved performance on both the phonemic awareness and the reading tasks but not on the phonological short-term memory task. In phonemic awareness and reading, CS+ children obtained accuracy and rapidity scores similar to CA controls, whereas CS- children obtained lower scores than hearing controls. Nevertheless, in phonological short-term memory task, the phonological similarity effect of both CI groups was similar. Overall, these results support the use of cued speech to improve phonemic awareness and reading skills in CI children.

  20. Cerebellar white matter pathways are associated with reading skills in children and adolescents.

    PubMed

    Travis, Katherine E; Leitner, Yael; Feldman, Heidi M; Ben-Shachar, Michal

    2015-04-01

    Reading is a critical life skill in the modern world. The neural basis of reading incorporates a distributed network of cortical areas and their white matter connections. The cerebellum has also been implicated in reading and reading disabilities. However, little is known about the contribution of cerebellar white matter pathways to major component skills of reading. We used diffusion magnetic resonance imaging (dMRI) with tractography to identify the cerebellar peduncles in a group of 9- to 17-year-old children and adolescents born full term (FT, n = 19) or preterm (PT, n = 26). In this cohort, no significant differences were found between fractional anisotropy (FA) measures of the peduncles in the PT and FT groups. FA of the cerebellar peduncles correlated significantly with measures of decoding and reading comprehension in the combined sample of FT and PT subjects. Correlations were negative in the superior and inferior cerebellar peduncles and positive in the middle cerebellar peduncle. Additional analyses revealed that FT and PT groups demonstrated similar patterns of reading associations within the left superior cerebellar peduncle, middle cerebellar peduncle, and left inferior cerebellar peduncle. Partial correlation analyses showed that distinct sub-skills of reading were associated with FA in segments of different cerebellar peduncles. Overall, the present findings are the first to document associations of microstructure of the cerebellar peduncles and the component skills of reading.

  1. "QuickSmart": A Basic Academic Skills Intervention for Middle School Students with Learning Difficulties

    ERIC Educational Resources Information Center

    Graham, Lorraine; Bellert, Anne; Thomas, Jenny; Pegg, John

    2007-01-01

    "QuickSmart" is a basic academic skills intervention designed for persistently low-achieving students in the middle years of schooling that aims to improve the automaticity of basic skills to improve higher-order processes, such as problem solving and comprehension, as measured on standardized tests. The "QuickSmart" instructional program consists…

  2. The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills

    ERIC Educational Resources Information Center

    Arnold, David H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Marshall, Nastassja A.

    2012-01-01

    This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M=55.9 months old, SD=3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better…

  3. CLAST: College-Level Academic Skills Test. Technical Report, 1982-83.

    ERIC Educational Resources Information Center

    Florida State Dept. of Education, Tallahassee.

    This technical report describes the development of the College-Level Academic Skills Test (CLAST), an instrument designed to measure Florida college students' achievement of the computation and communication skills expected by the completion of their sophomore year. Section I covers CLAST's background and purpose, the requirement that all students…

  4. Classrooms that Work: Teaching Generic Skills in Academic and Vocational Settings.

    ERIC Educational Resources Information Center

    Stasz, Cathleen; And Others

    This report documents the second of two studies on teaching and learning generic skills in high schools. It extends the earlier work by providing a model for designing classroom instruction in both academic and vocational classrooms where teaching generic skills is an instructional goal. Ethnographic field methods were used to observe, record, and…

  5. Reading and Writing Together: A Critical Component of English for Academic Purposes Teaching and Learning

    ERIC Educational Resources Information Center

    Grabe, William; Zhang, Cui

    2013-01-01

    "As Kroll (1993), among others, has pointed out, reading has traditionally been seen as a skill to be taught separately from writing, as well as something students are somehow expected to already know about when they reach the writing course, Teaching reading in a writing course may seem like an odd idea, if not an entirely unnecessary one. It may…

  6. Predicting Reading, Spelling, and Mathematical Skills: A Longitudinal Study From Kindergarten Through First Grade.

    PubMed

    Pinto, Giuliana; Bigozzi, Lucia; Tarchi, Christian; Vezzani, Claudio; Accorti Gamannossi, Beatrice

    2016-04-01

    This two-year longitudinal study contributes to the debate between the school readiness and emergent literacy approaches, individuating early markers for reading, spelling, and mathematical skills. Two hundred and two Italian children participated in this study (M age = 5.6years, SD = 0.3). In kindergarten, a wide range of children's domain-general and domain-specific skills were assessed through standardized tests. In primary school, children's reading, spelling, and mathematical competences were assessed through standardized tests. Results showed that domain-specific predictors contribute to the explanation of reading, spelling, and mathematical performances more than domain-general predictors do. Each primary school skill is mainly predicted by their respective domain-specific kindergarten skill, although some cross-domain relations exist, for example, phonological awareness contributing to both reading and mathematical performances.

  7. Predicting Reading, Spelling, and Mathematical Skills: A Longitudinal Study From Kindergarten Through First Grade.

    PubMed

    Pinto, Giuliana; Bigozzi, Lucia; Tarchi, Christian; Vezzani, Claudio; Accorti Gamannossi, Beatrice

    2016-04-01

    This two-year longitudinal study contributes to the debate between the school readiness and emergent literacy approaches, individuating early markers for reading, spelling, and mathematical skills. Two hundred and two Italian children participated in this study (M age = 5.6years, SD = 0.3). In kindergarten, a wide range of children's domain-general and domain-specific skills were assessed through standardized tests. In primary school, children's reading, spelling, and mathematical competences were assessed through standardized tests. Results showed that domain-specific predictors contribute to the explanation of reading, spelling, and mathematical performances more than domain-general predictors do. Each primary school skill is mainly predicted by their respective domain-specific kindergarten skill, although some cross-domain relations exist, for example, phonological awareness contributing to both reading and mathematical performances. PMID:27154371

  8. Relationship of Technology Skill Competencies and Reading and Math Standardized Test Scores

    ERIC Educational Resources Information Center

    Jordan, Stacie L.

    2012-01-01

    The purpose of this study was to determine if a relationship exists between technology skills and academic achievement among eighth-grade students. Previous studies investigated the relationship between the use of technology as a teaching tool and student outcomes, but none had specifically examined students' technology skill competencies…

  9. Multivariate genetic analysis of academic skills of the Queensland core skills test and IQ highlight the importance of genetic g.

    PubMed

    Wainwright, Mark A; Wright, Margaret J; Luciano, Michelle; Geffen, Gina M; Martin, Nicholas G

    2005-12-01

    This study examined the genetic and environmental relationships among 5 academic achievement skills of a standardized test of academic achievement, the Queensland Core Skills Test (QCST; Queensland Studies Authority, 2003a). QCST participants included 182 monozygotic pairs and 208 dizygotic pairs (mean 17 years +/- 0.4 standard deviation). IQ data were included in the analysis to correct for ascertainment bias. A genetic general factor explained virtually all genetic variance in the component academic skills scores, and accounted for 32% to 73% of their phenotypic variances. It also explained 56% and 42% of variation in Verbal IQ and Performance IQ respectively, suggesting that this factor is genetic g. Modest specific genetic effects were evident for achievement in mathematical problem solving and written expression. A single common factor adequately explained common environmental effects, which were also modest, and possibly due to assortative mating. The results suggest that general academic ability, derived from genetic influences and to a lesser extent common environmental influences, is the primary source of variation in component skills of the QCST.

  10. Multivariate genetic analysis of academic skills of the Queensland core skills test and IQ highlight the importance of genetic g.

    PubMed

    Wainwright, Mark A; Wright, Margaret J; Luciano, Michelle; Geffen, Gina M; Martin, Nicholas G

    2005-12-01

    This study examined the genetic and environmental relationships among 5 academic achievement skills of a standardized test of academic achievement, the Queensland Core Skills Test (QCST; Queensland Studies Authority, 2003a). QCST participants included 182 monozygotic pairs and 208 dizygotic pairs (mean 17 years +/- 0.4 standard deviation). IQ data were included in the analysis to correct for ascertainment bias. A genetic general factor explained virtually all genetic variance in the component academic skills scores, and accounted for 32% to 73% of their phenotypic variances. It also explained 56% and 42% of variation in Verbal IQ and Performance IQ respectively, suggesting that this factor is genetic g. Modest specific genetic effects were evident for achievement in mathematical problem solving and written expression. A single common factor adequately explained common environmental effects, which were also modest, and possibly due to assortative mating. The results suggest that general academic ability, derived from genetic influences and to a lesser extent common environmental influences, is the primary source of variation in component skills of the QCST. PMID:16354502

  11. Academic Survival Skills. The Career Life Assessment Skills Series, Booklet Five. A Program to Meet Adult Developmental Needs.

    ERIC Educational Resources Information Center

    Curtin, Bernadette M.; Hecklinger, Fred J.

    As part of a series on career and life planning for adults, this booklet examines strategies and academic skills that can help reentry adult students. Part I discusses factors to be considered in planning a return to school: determining the motivation for returning, choosing an appropriate educational program, investigating nontraditional methods…

  12. Effects of Multisensory Phonics-Based Training on the Word Recognition and Spelling Skills of Adolescents with Reading Disabilities

    ERIC Educational Resources Information Center

    Giess, SallyAnn; Rivers, Kenyatta O.; Kennedy, Kelly; Lombardino, Linda J.

    2012-01-01

    The purpose of this study was to explore the effectiveness of an Orton-Gillingham-based reading instruction system, the Barton Reading and Spelling System (BRSS; Barton 2000), that was used as a supplemental reading instruction program for increasing the lower-level reading skills of a group of adolescents with persistent reading problems. Nine…

  13. Computer-Assisted Metacognitive Strategies and the Reading Comprehension Skills of ESL Elementary School Students.

    ERIC Educational Resources Information Center

    Carrasquillo, Angela; Nunez, Dulcinea

    With the advent of the computer as an instructional tool many curriculum specialists have been designing software for reading instruction. However, most of the software designed to help develop reading comprehension skills does not consider the inclusion of monitoring comprehension strategies, therefore limiting the instructional potential of the…

  14. Using Newspaper Articles to Develop Students' Reading Skills in Senior High School

    ERIC Educational Resources Information Center

    Bndaka, Eleni

    2007-01-01

    The aim of this paper is to present a reading lesson which was initially designed for the students of Peiramatiko Senior High School (Experimental Senior High School) of Patras, Greece and more specifically for class A of Senior High School. The main aim of the lesson was to develop the students' reading skills using a newspaper article and help…

  15. Improving Reading Achievement Through Increased Motivation, Specific Skill Enhancement, and Practice Time for Elementary Students

    ERIC Educational Resources Information Center

    Ecklund, Britt K.; Lamon, Kathryn M.

    2008-01-01

    The action research project report began when the teacher researchers determined that students at Sites A and B struggled with reading achievement. The purpose of the project was to improve students' reading achievement through increased motivation, specific skill instruction, and additional practice time. The project involved 26 students: 17…

  16. The Relationship between Expressive Vocabulary Knowledge and Reading Skills for Adult Struggling Readers

    ERIC Educational Resources Information Center

    Hall, Ryan; Greenberg, Daphne; Laures-Gore, Jacqueline; Pae, Hye K.

    2014-01-01

    This study examined expressive vocabulary and its relationship to reading skills for 232 native English-speaking adults who read between the third- and fifth-grade levels. The Boston Naming Test (BNT) was used to measure expressive vocabulary. Participants scored lower than the normative sample of adults on all aspects of the test; they had fewer…

  17. A Meta-Analysis of the Reading Comprehension Skills of Individuals on the Autism Spectrum

    ERIC Educational Resources Information Center

    Brown, Heather M.; Oram-Cardy, Janis; Johnson, Andrew

    2013-01-01

    This meta-analysis examined 36 studies comparing autism spectrum disorder (ASD) and control groups in reading comprehension. Three moderators (semantic knowledge, decoding skill, PIQ) and two text types (high vs. low social knowledge) were examined as predictors of reading comprehension in ASD. The overall standardized mean difference for reading…

  18. The Effect of Immigrant Concentration in Schools on Native and Immigrant Children's Reading and Math Skills

    ERIC Educational Resources Information Center

    Jensen, Peter; Rasmussen, Astrid Wurtz

    2011-01-01

    Using a unique and very rich PISA dataset from Denmark, we show that the immigrant concentration in the school influences reading and math skills for both immigrant children and native children. Overall, children in schools with a high immigrant concentration score lower on reading and math test scores. The negative effects associated with…

  19. Adopting Primary Grade Reading Instruction to Individual Differences in Perceptual Skills.

    ERIC Educational Resources Information Center

    Rosner, Jerome

    Reading instruction should be modified to make it compatible with students' perceptual skills. Assessing the adequacy of a student's perception is pertinent to planning his reading instructional program--not because the teacher can then teach to a preferred modality but, rather, because it can help the teacher determine whether the student has…

  20. Group Techniques: Reading and Study Skills Services for the Average Potential College Student.

    ERIC Educational Resources Information Center

    Adams, Effie Kay

    Group teaching techniques for college students of average potential in reading and study skills services are presented. A student is first given a diagnostic battery of tests including at least one standardized reading test, a spelling test, and a listening test. The results are discussed with the student, and joint planning with the instructor or…

  1. Incorporating a Computer Assisted Reading Program into an Adult Vocational Basic Skills Lab.

    ERIC Educational Resources Information Center

    Vescial, Ann; And Others

    A computer-assisted reading program was implemented in the VESL (Vocational English as a Second Language) Center at Hacienda La Puente Adult Schools (California), which provides support services to adult special needs vocational students. The purpose of the program was to improve the technical reading skills of the vocational students. The basic…

  2. Television's Impact on Children's Reading Comprehension and Decoding Skills: A 3-Year Panel Study.

    ERIC Educational Resources Information Center

    Koolstra, Cees M.; And Others

    1997-01-01

    Explores longitudinal effects of television viewing on 1,050 Dutch children's reading comprehension, causal mechanisms that underlie these effects on reading comprehension, and longitudinal effects of television on decoding skills. Surveys children three times at one-year intervals. Suggests that television viewing inhibited development of reading…

  3. PATHWAYS: An Adult Pre-GED Reading Skills Workbook. Level III.

    ERIC Educational Resources Information Center

    Lovett, Ollie M.

    Utilizing Southwestern Indian myths, legends, poems, history, and information on religious beliefs, architecture, fine arts, music, dance, and social practices, this Pre-GED (General Educational Development) Level III reading skills workbook, part of the PATHWAYS Curriculum, provides a culture-based GED preparatory reading and writing curriculum…

  4. Reading and Related Skills in the Early School Years: Are Boys Really More Likely to Struggle?

    ERIC Educational Resources Information Center

    Limbrick, Lisa; Wheldall, Kevin; Madelaine, Alison

    2012-01-01

    This study examined whether boys and girls in the early school years differed in reading and related skills, and their rates of progress. Gender ratios were calculated to ascertain whether there were more boys than girls who struggle with different facets of reading, and whether the variability of boys' scores resulted in more boys being…

  5. English Reading Skills of Kindergarten and Grade One French Immersion Students [and] Response.

    ERIC Educational Resources Information Center

    Kendall, Janet Ross; And Others

    The reading skill development of anglophone kindergarten children in French immersion programs in Canada is the subject of the two papers included in this document. The first paper describes a study that examined the English reading ability of both kindergarten and first grade children in immersion programs and compared the results with those of…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  7. Preschool Speech, Language Skills, and Reading at 7, 9, and 10 Years: Etiology of the Relationship

    ERIC Educational Resources Information Center

    Hayiou-Thomas, Marianna E.; Harlaar, Nicole; Dale, Philip S.; Plomin, Robert

    2010-01-01

    Purpose: To examine the etiology of the relationship between preschool speech and language, and later reading skills. Method: One thousand six hundred seventy-two children from the Twins Early Development Study (B. R. Oliver & R. Plomin, 2007) were given a comprehensive speech and language assessment at 4 1/2 years. Reading was assessed at 7, 9,…

  8. The Component Skills Underlying Reading Fluency in Adolescent Readers: A Latent Variable Analysis

    ERIC Educational Resources Information Center

    Barth, Amy Elizabeth; Catts, Hugh W.; Anthony, Jason L.

    2009-01-01

    This study investigated the component skills underlying reading fluency in a heterogeneous sample of 527 eighth grade students. Based on a hypothetical measurement model and successive testing of nested models, structural equation modeling revealed that naming speed, decoding, and language were uniquely associated with reading fluency. These…

  9. Aural Skills: At the Juncture of Research in Early Reading and Music Literacy

    ERIC Educational Resources Information Center

    Hansen, Dee; Milligan, Sarah A.

    2012-01-01

    Pressure on music educators to accommodate reading initiatives in their schools continues to challenge genuine music-learning experiences. Children are taken out of music classrooms for additional reading time, although mounting research informs us of the value of music as a formidable avenue for developing crucial auditory skills needed for…

  10. Evaluating New Approaches to Teaching of Sight-Reading Skills to Advanced Pianists

    ERIC Educational Resources Information Center

    Zhukov, Katie

    2014-01-01

    This paper evaluates three teaching approaches to improving sight-reading skills against a control in a large-scale study of advanced pianists. One hundred pianists in four equal groups participated in newly developed training programmes (accompanying, rhythm, musical style and control), with pre- and post-sight-reading tests analysed using…

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

    ERIC Educational Resources Information Center

    Roy, Sylvie; Schafer, Paul-Christophe

    2015-01-01

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

  12. Lap Reading with Kindergartners: Nurturing Literacy Skills and so Much More

    ERIC Educational Resources Information Center

    Knopf, Herman T.; Brown, H. Mac

    2009-01-01

    In this article, the authors reexamine and duplicate research conducted more than 20 years ago to learn if the simple act of sharing literature with kindergarten children through a nurturing dialogic approach will support children's development of literacy skills, including a love of reading. Dialogic reading is based on: (1) child participation;…

  13. The Analysis of Reading Skills and Visual Perception Levels of First Grade Turkish Students

    ERIC Educational Resources Information Center

    Memis, Aysel; Sivri, Diler Ayvaz

    2016-01-01

    In this study, primary school first grade students' reading skills and visual perception levels were investigated. Sample of the study, which was designed with relational scanning model, consisted of 168 first grade students studying at three public primary schools in Kozlu, Zonguldak, in 2013-2014 education year. Students' reading level, reading…

  14. Cross-Lag Analysis of Longitudinal Associations between Primary School Students' Writing and Reading Skills

    ERIC Educational Resources Information Center

    Pinto, Giuliana; Bigozzi, Lucia; Tarchi, Christian; Gamannossi, Beatrice Accorti; Canneti, Laura

    2015-01-01

    The present study examined the relationship between reading (i.e., rapidity and accuracy) and writing competences (i.e., fluency, accuracy, and composition skills) of Italian children in the first and second grade. The performance of seventy-five children was longitudinally assessed over a 2-year period. Results demonstrated that reading and…

  15. Reading Skills in Children with Down Syndrome: A Meta-Analytic Review

    ERIC Educational Resources Information Center

    Naess, Kari-Anne B.; Melby-Lervag, Monica; Hulme, Charles; Lyster, Solveig-Alma Halaas

    2012-01-01

    The authors examine the reading profile in children with Down syndrome by comparing the nonword decoding skills in children with Down syndrome and typically developing children matched for word recognition level. Journal articles published before 04.05.2010 were identified by using the keyword Down* cross-referenced to "reading", "literacy",…

  16. The Neurobiological Basis of Skilled and Impaired Reading: Recent Findings and New Directions

    ERIC Educational Resources Information Center

    Sandak, Rebecca; Mencl, W. Einar; Frost, Stephen J.; Pugh, Kenneth R.

    2004-01-01

    In recent years, significant progress has been made in the study of reading and reading disability with the use of functional neuroimaging techniques. There is substantial converging evidence that skilled word recognition requires the development of a highly integrated cortical system that includes left hemisphere dorsal, ventral, and anterior…

  17. Prior Knowledge, Reading Skill, and Text Cohesion in the Comprehension of Science Texts

    ERIC Educational Resources Information Center

    Ozuru, Yasuhiro; Dempsey, Kyle; McNamara, Danielle S.

    2009-01-01

    This study examined how text features (i.e., cohesion) and individual differences (i.e., reading skill and prior knowledge) contribute to biology text comprehension. College students with low and high levels of biology knowledge read two biology texts, one of which was high in cohesion and the other low in cohesion. The two groups were similar in…

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

    ERIC Educational Resources Information Center

    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…

  19. Can Cloze Tests Really Improve Second Language Learners' Reading Comprehension Skills?

    ERIC Educational Resources Information Center

    Ren, Guanxin

    2011-01-01

    Cloze testing is a widely-used procedure to test learners' reading comprehension in learning a language, but little is known if it can really improve learners' reading comprehension skills. This paper attempts to seek answers to this question by comparing the cloze test scores of two groups of students (Experimental versus Control) undertaking…

  20. Skills needed for reading comprehension of physics texts and their relation to problem-solving ability

    NASA Astrophysics Data System (ADS)

    Koch, Adina; Eckstein, Shulamith G.

    This article reports an investigation of some of the skills needed for the critical reading of physics texts. To assess these skills a reading comprehension test was developed that combines features of errordetection and true-false-unreported tests. This test was administered to college students of physics, and the results were analyzed statistically to determine the separability of the skills and their hierarchical ranking. It was found that the skill required to comprehend texts in continuous format is of a higher level than and separable from the skill required to comprehend texts in the form of a separated list of statements. The skill required to discriminate unreported statements from the others (true and false) was found to be of a higher level than and separable from the skills required to make the other discriminations. The relation between the students' reading comprehension skills and their problem-solving ability was also investigated. Students' scores on reading comprehension of texts that require a very low problem-solving ability were found to be uncorrelated to their grades on solving problems that require a very low decoding ability. This implies that the two abilities are independent.Received: 31 August 1993; Revised: 27 July 1994;

  1. Effects of Tape-Recorded Aural Models on Sight-Reading and Performance Skills.

    ERIC Educational Resources Information Center

    Anderson, James N.

    1981-01-01

    Investigated the effect of using tape-recorded aural models for home practice on selected sight-reading and performance skills of sixth-grade clarinet students. The tape recordings had no observed effects on the selected music skills, nor did the students using them complete more music exercises, as had been hypothesized. (Author/SJL)

  2. Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading Are Moderated by Comprehension Skills

    ERIC Educational Resources Information Center

    Naumann, Johannes; Salmerón, Ladislao

    2016-01-01

    This study investigated interactive effects of navigation and offline comprehension skill on digital reading performance. As indicators of navigation, relevant page selection and irrelevant page selection were considered. In 533 Spanish high school students aged 11-17 positive effects of offline comprehension skill and relevant page selection on…

  3. PATHWAYS: An Adult Pre-GED Reading Skills Workbook. Level II. Teacher's Guide.

    ERIC Educational Resources Information Center

    Lovett, Ollie M.

    The teacher's guide for the Pre-GED (General Educational Development) Level II reading skills student workbook of the PATHWAYS Curriculum contains a concise explanation of each skill, suggested teaching strategies, answers to the exercises, and a list of available commercial materials that may be used to supplement the exercises for each lesson.…

  4. PATHWAYS: An Adult Pre-GED Reading Skills Workbook. Level 1. Teacher's Guide.

    ERIC Educational Resources Information Center

    Lovett, Ollie M.

    This document, the accompanying teacher's guide to the Pre-GED (General Educational Development) Level I reading skills student workbook of the PATHWAYS Curriculum, provides for each lesson in the student workbook a concise explanation of each skill, suggested teaching strategies, answers to the exercises, and a list of available commercial…

  5. PATHWAYS: An Adult Pre-GED Reading Skills Workbook. Level III. Teacher's Guide.

    ERIC Educational Resources Information Center

    Lovett, Ollie M.

    The teacher's guide for the Pre-GED (General Educational Development) Level III reading skills student workbook path of the PATHWAYS Curriculum contains a concise explanation of each skill, suggested teaching strategies, answers to the exercises, and a list of available commercial materials that may be used to supplement the exercises for each…

  6. The Effects of Intertextual Reading Approach on the Development of Creative Writing Skills

    ERIC Educational Resources Information Center

    Akdal, Deniz; Sahin, Ayfer

    2014-01-01

    Problem Statement: The aim of the first five years of primary school is to teach and help the students develop basic skills as stated in the Primary School Language Program and Guide. Creative thinking and intertextual reading are among these skills, and it is important to give these to the students during language courses. Purpose of Study: The…

  7. Visual Skills and Chinese Reading Acquisition: A Meta-Analysis of Correlation Evidence

    ERIC Educational Resources Information Center

    Yang, Ling-Yan; Guo, Jian-Peng; Richman, Lynn C.; Schmidt, Frank L.; Gerken, Kathryn C.; Ding, Yi

    2013-01-01

    This paper used meta-analysis to synthesize the relation between visual skills and Chinese reading acquisition based on the empirical results from 34 studies published from 1991 to 2011. We obtained 234 correlation coefficients from 64 independent samples, with a total of 5,395 participants. The meta-analysis revealed that visual skills as a…

  8. Destrezas de Lectura: Curriculo Basico. Guia para el Maestro (Reading Skills: Basic Curriculum. Teacher's Guide).

    ERIC Educational Resources Information Center

    Puerto Rico State Dept. of Education, Hato Rey. Office of Special Education.

    As part of the special education curriculum developed by the Puerto Rico Department of Public Instruction, this teacher's guide (in Spanish) presents a basic curriculum for reading skills. The curriculum is designed so that the defined skills will meet the needs of children with disabilities. The form in which teachers and other professionals will…

  9. Effectiveness of Emphasizing Reading Skills with the Language Master for Mentally Retarded Students.

    ERIC Educational Resources Information Center

    Central Arkansas Education Center, Little Rock.

    The effectiveness of using the Language Master to emphasize reading skills with 10 students (ages 7 to 13 years) in a special class for the mentally retarded was evaluated. Nine behavioral objectives were formulated in the areas of improved word recognition, improved understanding of basic concepts, and improved word attack skills. The…

  10. The Impact of Semantic and Causal Relatedness and Reading Skill on Standards of Coherence

    ERIC Educational Resources Information Center

    Todaro, Stacey; Millis, Keith; Dandotkar, Srikanth

    2010-01-01

    Readers apply their own standards of coherence while reading text. Readers with a low standard of coherence are thought to find a sparse and incomplete representation more coherent than readers who employ a higher standard. This article reports 3 experiments that examined standards of coherence imposed by skilled and less-skilled readers by having…

  11. Reading Skills in Three Orthographies: The Case of Trilingual Arabic-Hebrew-English-Speaking Arab Children.

    ERIC Educational Resources Information Center

    Abu-Rabia, Salim; Siegel, Linda S.

    2003-01-01

    Finds a significant relationship between the acquisition of word and pseudoword reading skills, working memory, and syntactic awareness skills within and across the three languages among a group of Israeli-Arab students ages 14-15 years. Notes that trilingualism of this nature seems not to have negative consequences for the development of oral…

  12. Using Computer Assisted Instruction in a Reading and Study Skills Course.

    ERIC Educational Resources Information Center

    Rauch, Margaret

    Test wiseness programs and computer assisted study skills instruction (CASSI) were found to be valuable resources for college reading and study skills instructors and students at St. Cloud State University (Minnesota). Two booklets on test wiseness cues were reorganized and used as computer programs to allow the information to be presented outside…

  13. Decoding Skills of Middle-School Students with Autism: An Evaluation of the Nonverbal Reading Approach

    ERIC Educational Resources Information Center

    Leytham, Patrick Allen

    2013-01-01

    Students diagnosed with autism demonstrate a deficit in communication skills, which affects their literacy skills. Federal legislation mandates that students with disabilities receive a free appropriate public education, be taught how to read, and have access to the general education curriculum. Students with autism are being included more in the…

  14. RAN as a Predictor of Reading Skills, and Vice Versa: Results from a Randomised Reading Intervention

    ERIC Educational Resources Information Center

    Wolff, Ulrika

    2014-01-01

    Although phonemic awareness is a well-known factor predicting early reading development, there is also evidence that Rapid Automatized Naming (RAN) is an independent factor that contributes to early reading. The aim of this study is to examine phonemic awareness and RAN as predictors of reading speed, reading comprehension and spelling for…

  15. Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association with Reading Comprehension

    ERIC Educational Resources Information Center

    Uccelli, Paola; Galloway, Emily Phillips; Barr, Christopher D.; Meneses, Alejandra; Dobbs, Christina L.

    2015-01-01

    Despite a long-standing awareness of academic language as a pedagogically relevant research area, the construct of academic-language proficiency, understood as a more comprehensive set of skills than just academic vocabulary, has remained vaguely specified. In this study, we explore a more inclusive operationalization of an academic-language…

  16. Transferability of Skills and Education and Thai Academics' Organisational Commitment

    ERIC Educational Resources Information Center

    Rungruang, Parisa; Donohue, Ross

    2007-01-01

    Few studies have examined the links between perceived transferability of education or perceived transferability of skills and organisational commitment. This paper reports on a study examining the relationships between transferability of education and transferability of skills, and the three components of organisational commitment (affective,…

  17. The Effects of the "Horizons" Reading Program and Prior Phonological Awareness Training on the Reading Skills of First Graders.

    ERIC Educational Resources Information Center

    Tobin, Kevin G.

    2003-01-01

    Evaluates the effectiveness of the "Horizons Fast Track A-B" program on first-grade students' decoding skills and oral reading fluency. Notes that two classes used "Horizons Fast Track" and two classes used a Silver, Burdett, and Ginn (SBG) curriculum. Finds that classes that received "Horizons" instruction outperformed classes with SBG…

  18. Phonological Processing Skills and Early Reading Abilities in Hong Kong Chinese Kindergarteners Learning to Read English as a Second Language

    ERIC Educational Resources Information Center

    Chow, Bonnie Wing-Yin; McBride-Chang, Catherine; Burgess, Stephen

    2005-01-01

    The present 9-month longitudinal study investigated relations between Chinese native language phonological processing skills and early Chinese and English reading abilities among 227 kindergarteners in Hong Kong. Phonological awareness, rapid automatized naming, and short-term verbal memory differed in their relations to concurrent and subsequent…

  19. The Development and Evaluation of a Reading Program Designed to Improve Specific Skills in Reading a Newspaper.

    ERIC Educational Resources Information Center

    Wardell, Patricia Murray

    The purpose of this study was to increase students' ability to locate specific information and to distinguish between facts and opinions, major ideas and minor details, and favorable and unfavorable statements in reading a newspaper. A workbook containing a minimum of ten exercises, a mastery skill sheet, and six supplementary exercises in each…

  20. Serial Rapid Naming Skills in Children with Reading Disabilities.

    ERIC Educational Resources Information Center

    Snyder, Lynn S.; Downey, Doris M.

    1995-01-01

    This study found that 30 children with reading disability (RD) performed more poorly than 30 children with normal reading achievement on tasks of serial rapid naming, verbal fluency, letter-based word retrieval, and articulatory speed. RD children had significantly longer reaction times and production durations on the serial naming task. Findings…

  1. Teacher's Directory of Reading Skill Aids and Materials.

    ERIC Educational Resources Information Center

    Dechant, Emerald

    Intended to help reading teachers match pupil needs and deficiencies with specific instructional materials, this volume contains more than 2,000 print and audiovisual instructional materials for reading instruction. Citations, which include objectives, grade level, publisher, and format, are grouped into the following sections: (1) developing the…

  2. Project Magnify: Increasing Reading Skills in Students with Low Vision

    ERIC Educational Resources Information Center

    Farmer, Jeanie; Morse, Stephen E.

    2007-01-01

    Modeled after Project PAVE (Corn et al., 2003) in Tennessee, Project Magnify is designed to test the idea that students with low vision who use individually prescribed magnification devices for reading will perform as well as or better than students with low vision who use large-print reading materials. Sixteen students with low vision were…

  3. Reading Comprehension CCA Basic Skills Curriculum. Instructor's Guide.

    ERIC Educational Resources Information Center

    Illinois Univ., Urbana. Computer-Based Education Research Lab.

    Designed and programmed by the staff of the Courseware and Curriculum Applications (CCA) Group (a unit of the Computer-Based Education Research Laboratory at the University of Illinois at Urbana-Champaign), this instructor's guide describes a computer-based reading comprehension curriculum designed for adults and adolescents who read at the…

  4. Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis

    ERIC Educational Resources Information Center

    Schatschneider, Christopher; Fletcher, Jack M.; Francis, David J.; Carlson, Coleen D.; Foorman, Barbara R.

    2004-01-01

    There is considerable focus in public policy on screening children for reading difficulties. Sixty years of research have not resolved questions of what constructs assessed in kindergarten best predict subsequent reading outcomes. This study assessed the relative importance of multiple measures obtained in a kindergarten sample for the prediction…

  5. Unlocking Reading Comprehension with Key Science Inquiry Skills

    ERIC Educational Resources Information Center

    Miller, Roxanne Greitz

    2006-01-01

    Middle school classrooms are a natural laboratory where the relationships between science, reading, and writing can be developed and strengthened to provide a foundation for students' learning and future career success. Teachers do not need to know "everything" about science and reading to raise student achievement. Rather, they need to know a few…

  6. Taxonomy of Reading Skills and Materials for Youths and Adults. A System of Prescribing for Individual Skill Deficiencies.

    ERIC Educational Resources Information Center

    Giuliano, Helen Solana; And Others

    This Taxonomy was designed to assist the instructor or reading specialist in the identification and location of specific instructional materials that can be used for remediation of skill deficiencies. The Taxonomy was developed by the White Plains Adult Education Center, and a description of the Center's program and method of integrating the…

  7. Assessing the Content and Quality of Commercially Available Reading Software Programs: Do They Have the Fundamental Structures to Promote the Development of Early Reading Skills in Children?

    ERIC Educational Resources Information Center

    Grant, Amy; Wood, Eileen; Gottardo, Alexandra; Evans, Mary Ann; Phillips, Linda; Savage, Robert

    2012-01-01

    The current study developed a taxonomy of reading skills and compared this taxonomy with skills being trained in 30 commercially available software programs designed to teach emergent literacy or literacy-specific skills for children in preschool, kindergarten, and Grade 1. Outcomes suggest that, although some skills are being trained in a…

  8. The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills.

    PubMed

    Arnold, David H; Kupersmidt, Janis B; Voegler-Lee, Mary Ellen; Marshall, Nastassja

    2012-01-01

    This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M = 55.9 months old, SD = 3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better social functioning was associated with stronger academic development. Attention problems were related to poorer academic development controlling for aggression and social skills, pointing to the importance of attention in these relations. Children's social skills were related to academic development controlling for attention and aggression problems, consistent with models suggesting that children's social strengths and difficulties are independently related to their academic development. Support was not found for the hypothesis that these relationships would be stronger in boys than in girls. Some relationships were stronger in African American than Caucasian children. Children's self-reported feelings about school moderated several relationships, consistent with the idea that positive feelings about school may be a protective factor against co-occurring academic and social problems.

  9. The Association between Preschool Children’s Social Functioning and Their Emergent Academic Skills

    PubMed Central

    Arnold, David H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Marshall, Nastassja

    2012-01-01

    This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M = 55.9 months old, SD = 3.8). Teachers reported on children’s aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better social functioning was associated with stronger academic development. Attention problems were related to poorer academic development controlling for aggression and social skills, pointing to the importance of attention in these relations. Children’s social skills were related to academic development controlling for attention and aggression problems, consistent with models suggesting that children’s social strengths and difficulties are independently related to their academic development. Support was not found for the hypothesis that these relationships would be stronger in boys than in girls. Some relationships were stronger in African American than Caucasian children. Children’s self-reported feelings about school moderated several relationships, consistent with the idea that positive feelings about school may be a protective factor against co-occurring academic and social problems. PMID:23002324

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

    ERIC Educational Resources Information Center

    Mucherah, Winnie; Herendeen, Abbey

    2013-01-01

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

  11. An Exploratory Study of the Relationship between Academic Library Work Experience and Perceptions of Leadership Skill Development Relevant to Academic Library Directorship

    ERIC Educational Resources Information Center

    Harris-Keith, Colleen Susan

    2015-01-01

    Though research into academic library director leadership has established leadership skills and qualities required for success, little research has been done to establish where in their career library directors were most likely to acquire those skills and qualities. This research project surveyed academic library directors at Carnegie-designated…

  12. Reading skills in children with Down syndrome: a meta-analytic review.

    PubMed

    Næss, Kari-Anne B; Melby-Lervåg, Monica; Hulme, Charles; Lyster, Solveig-Alma Halaas

    2012-01-01

    The authors examine the reading profile in children with Down syndrome by comparing the nonword decoding skills in children with Down syndrome and typically developing children matched for word recognition level. Journal articles published before 04.05.2010 were identified by using the keyword Down* cross-referenced to 'reading', 'literacy', 'decoding', and 'reading comprehension' were selected. A total of eight papers met the criteria for inclusion. Each study was reviewed and coded on both inclusion criteria and coding protocol before the analysis was performed. Children with Down syndrome had equivalent nonword decoding skills to typically developing children matched for word recognition level, but showed deficits on measures of two important underlying skills, vocabulary and phonological awareness. Differences in vocabulary, but not phonological awareness, were predictive of differences in nonword decoding skills. The practical and theoretical implications of these findings are discussed.

  13. Anatomical properties of the arcuate fasciculus predict phonological and reading skills in children.

    PubMed

    Yeatman, Jason D; Dougherty, Robert F; Rykhlevskaia, Elena; Sherbondy, Anthony J; Deutsch, Gayle K; Wandell, Brian A; Ben-Shachar, Michal

    2011-11-01

    For more than a century, neurologists have hypothesized that the arcuate fasciculus carries signals that are essential for language function; however, the relevance of the pathway for particular behaviors is highly controversial. The primary objective of this study was to use diffusion tensor imaging to examine the relationship between individual variation in the microstructural properties of arcuate fibers and behavioral measures of language and reading skills. A second objective was to use novel fiber-tracking methods to reassess estimates of arcuate lateralization. In a sample of 55 children, we found that measurements of diffusivity in the left arcuate correlate with phonological awareness skills and arcuate volume lateralization correlates with phonological memory and reading skills. Contrary to previous investigations that report the absence of the right arcuate in some subjects, we demonstrate that new techniques can identify the pathway in every individual. Our results provide empirical support for the role of the arcuate fasciculus in the development of reading skills.

  14. Reading skills in children with Down syndrome: a meta-analytic review.

    PubMed

    Næss, Kari-Anne B; Melby-Lervåg, Monica; Hulme, Charles; Lyster, Solveig-Alma Halaas

    2012-01-01

    The authors examine the reading profile in children with Down syndrome by comparing the nonword decoding skills in children with Down syndrome and typically developing children matched for word recognition level. Journal articles published before 04.05.2010 were identified by using the keyword Down* cross-referenced to 'reading', 'literacy', 'decoding', and 'reading comprehension' were selected. A total of eight papers met the criteria for inclusion. Each study was reviewed and coded on both inclusion criteria and coding protocol before the analysis was performed. Children with Down syndrome had equivalent nonword decoding skills to typically developing children matched for word recognition level, but showed deficits on measures of two important underlying skills, vocabulary and phonological awareness. Differences in vocabulary, but not phonological awareness, were predictive of differences in nonword decoding skills. The practical and theoretical implications of these findings are discussed. PMID:22115916

  15. Which Risk Factors Predict the Basic Reading Skills of Children at Risk for Emotional and Behavioral Disorders?

    ERIC Educational Resources Information Center

    Nelson, J. Ron; Stage, Scott; Trout, Alex; Duppong-Hurley, Kristin; Epstein, Michael H.

    2008-01-01

    Multinomial stepwise logistic regression analyses were used to establish the most robust set of risk factors that would best predict low basic reading skills (i.e., a standard score less than 85 on the Woodcock Reading Mastery Test-Revised Basic Reading Skills cluster) of kindergarten and first-grade children at risk for emotional and behavioral…

  16. Improving reading skills in students with dyslexia: the efficacy of a sublexical training with rhythmic background.

    PubMed

    Bonacina, Silvia; Cancer, Alice; Lanzi, Pier Luca; Lorusso, Maria Luisa; Antonietti, Alessandro

    2015-01-01

    The core deficit underlying developmental dyslexia (DD) has been identified in difficulties in dynamic and rapidly changing auditory information processing, which contribute to the development of impaired phonological representations for words. It has been argued that enhancing basic musical rhythm perception skills in children with DD may have a positive effect on reading abilities because music and language share common mechanisms and thus transfer effects from the former to the latter are expected to occur. A computer-assisted training, called Rhythmic Reading Training (RRT), was designed in which reading exercises are combined with rhythm background. Fourteen junior high school students with DD took part to 9 biweekly individual sessions of 30 min in which RRT was implemented. Reading improvements after the intervention period were compared with ones of a matched control group of 14 students with DD who received no intervention. Results indicated that RRT had a positive effect on both reading speed and accuracy and significant effects were found on short pseudo-words reading speed, long pseudo-words reading speed, high frequency long words reading accuracy, and text reading accuracy. No difference in rhythm perception between the intervention and control group were found. Findings suggest that rhythm facilitates the development of reading skill because of the temporal structure it imposes to word decoding. PMID:26500581

  17. Improving reading skills in students with dyslexia: the efficacy of a sublexical training with rhythmic background.

    PubMed

    Bonacina, Silvia; Cancer, Alice; Lanzi, Pier Luca; Lorusso, Maria Luisa; Antonietti, Alessandro

    2015-01-01

    The core deficit underlying developmental dyslexia (DD) has been identified in difficulties in dynamic and rapidly changing auditory information processing, which contribute to the development of impaired phonological representations for words. It has been argued that enhancing basic musical rhythm perception skills in children with DD may have a positive effect on reading abilities because music and language share common mechanisms and thus transfer effects from the former to the latter are expected to occur. A computer-assisted training, called Rhythmic Reading Training (RRT), was designed in which reading exercises are combined with rhythm background. Fourteen junior high school students with DD took part to 9 biweekly individual sessions of 30 min in which RRT was implemented. Reading improvements after the intervention period were compared with ones of a matched control group of 14 students with DD who received no intervention. Results indicated that RRT had a positive effect on both reading speed and accuracy and significant effects were found on short pseudo-words reading speed, long pseudo-words reading speed, high frequency long words reading accuracy, and text reading accuracy. No difference in rhythm perception between the intervention and control group were found. Findings suggest that rhythm facilitates the development of reading skill because of the temporal structure it imposes to word decoding.

  18. Improving reading skills in students with dyslexia: the efficacy of a sublexical training with rhythmic background

    PubMed Central

    Bonacina, Silvia; Cancer, Alice; Lanzi, Pier Luca; Lorusso, Maria Luisa; Antonietti, Alessandro

    2015-01-01

    The core deficit underlying developmental dyslexia (DD) has been identified in difficulties in dynamic and rapidly changing auditory information processing, which contribute to the development of impaired phonological representations for words. It has been argued that enhancing basic musical rhythm perception skills in children with DD may have a positive effect on reading abilities because music and language share common mechanisms and thus transfer effects from the former to the latter are expected to occur. A computer-assisted training, called Rhythmic Reading Training (RRT), was designed in which reading exercises are combined with rhythm background. Fourteen junior high school students with DD took part to 9 biweekly individual sessions of 30 min in which RRT was implemented. Reading improvements after the intervention period were compared with ones of a matched control group of 14 students with DD who received no intervention. Results indicated that RRT had a positive effect on both reading speed and accuracy and significant effects were found on short pseudo-words reading speed, long pseudo-words reading speed, high frequency long words reading accuracy, and text reading accuracy. No difference in rhythm perception between the intervention and control group were found. Findings suggest that rhythm facilitates the development of reading skill because of the temporal structure it imposes to word decoding. PMID:26500581

  19. The Relation between Elementary Students' Recreational and Academic Reading Motivation, Reading Frequency, Engagement, and Comprehension: A Self-Determination Theory Perspective

    ERIC Educational Resources Information Center

    De Naeghel, Jessie; Van Keer, Hilde; Vansteenkiste, Maarten; Rosseel, Yves

    2012-01-01

    Research indicates the need to further examine the dimensions of reading motivation. A clear theoretical basis is necessary for conceptualizing reading motivation and considering contextual differences therein. The present study develops and validates the SRQ-Reading Motivation, a questionnaire measuring recreational and academic reading…

  20. Effects of Cochlear Implants on Children's Reading and Academic Achievement

    ERIC Educational Resources Information Center

    Marschark, Marc; Rhoten, Cathy; Fabich, Megan

    2007-01-01

    This article presents a critical analysis of empirical studies assessing literacy and other domains of academic achievement among children with cochlear implants. A variety of recent studies have demonstrated benefits to hearing, language, and speech from implants, leading to assumptions that early implantation and longer periods of implant should…