Science.gov

Sample records for activities suggested readings

  1. Current Research: 2013 Summer Reading Suggestions

    ERIC Educational Resources Information Center

    Journal of College Science Teaching, 2013

    2013-01-01

    To supplement the summer reading of National Science Teachers Association (NSTA) members, the NSTA Committee on Research in Science Education suggested a list of science education research articles that were published in the journals of NSTA's affiliates in 2012. These articles covered a variety of topics that include learning about…

  2. Reading Suggestions on 1945 for Classroom Instruction

    ERIC Educational Resources Information Center

    Critchfield, James W.

    1970-01-01

    Readings are organized for teachers by these topics: World War II; The Atomic Bomb; The Cold War; American Political Personalities; and, General Events in the United States. A 7-item list is presented for high school students. (DB)

  3. What Brain Research Suggests for Teaching Reading Strategies

    ERIC Educational Resources Information Center

    Willis, Judy

    2009-01-01

    How the brain learns to read has been the subject of much neuroscience educational research. Evidence is mounting for identifiable networks of connected neurons that are particularly active during reading processes such as response to visual and auditory stimuli, relating new information to prior knowledge, long-term memory storage, comprehension,…

  4. Increasing Reading and Test Taking Skills with Hypnosis and Suggestion.

    ERIC Educational Resources Information Center

    Cole, Randy Drue

    This study investigated the effects of hypnosis on the learning of reading skills and academic skills. The general hypothesis was that hypnotic suggestions related to the curriculum of a course for improvement of academic and study skills would facilitate students' academic skill learning. Ninety-three male and female students enrolled in a course…

  5. Reading Activities of American Adults.

    ERIC Educational Resources Information Center

    Sharon, Amiel T.

    A reading activities survey as part of the Targeted Research and Development Reading Program was done by interviewing 3,504 adults, aged 16 years or older, selected by area probability sampling. Among the preliminary findings was that the most frequent type of reading is newspaper reading. Seven out of 10 people read or look at a newspaper during…

  6. Independent Activities for Accelerated Students: Individualized Reading Instruction for Students.

    ERIC Educational Resources Information Center

    Rapides Parish School Board, Alexandria, LAa.

    The teaching guide for use with accelerated elementary school students contains suggestions for independent reading activities, a list of independent reading books for beginning readers, and suggestions for creative activities. Stressed is the value of sharing enthusiasm about books to spur independent reading. Suggestions are given for talking…

  7. Florida Agricultural Migrant Right-to-Read Program: A Suggested Set of Objectives.

    ERIC Educational Resources Information Center

    Curtis, Hazen A.; Caputo, Edward M.

    This report presents a set of suggested behavioral objectives for the Florida Migrant Right-to-Read Program. Each proposed objective was considered in terms of its logical contribution to the development of reading competencies of migrant elementary school children and in terms of its relationship to the goals of the Right-to-Read Program. The…

  8. Inquiry Science and Active Reading

    ERIC Educational Resources Information Center

    Sandifer, Cody

    2011-01-01

    Pairing an inquiry lesson with a traditional reading activity creates a jarring philosophical mismatch between the interaction, deep thinking, and scientific reasoning that drives meaningful inquiry instruction and the "scan the text, copy the answers" response often obtained from elementary nonfiction readers. Realizing that there must be a…

  9. Do You Read Me? Industrial Supplement: Reading Development Activities Guide.

    ERIC Educational Resources Information Center

    Kendall, Elizabeth L.; Chenoweth, Roberta

    This activity guide is one of four supplements to be used with "Do You Read Me? Prevocational-Vocational Reading Development Activities" (ED 210 454). Each supplement deals with a different occupational category. Games, puzzles, and other activities are offered to aid in developing the word recognition, vocabulary, and comprehension skills of…

  10. Do You Read Me? Service Supplement: Reading Development Activities Guide.

    ERIC Educational Resources Information Center

    Kendall, Elizabeth L.; Chenoweth, Roberta

    This activity guide is one of four supplements to be used with "Do You Read Me? Prevocational-Vocational Reading Development Activities" (ED 210 454). Each supplement deals with a different occupational category. Games, puzzles, and other activities are offered to aid in developing the word recognition, vocabulary, and comprehension skills of…

  11. Do You Read Me? Environmental Supplement: Reading Development Activities Guide.

    ERIC Educational Resources Information Center

    Kendall, Elizabeth L.; Chenoweth, Roberta

    This activity guide is one of four supplements to be used with "Do You Read Me? Prevocational-Vocational Reading Development Activities" (ED 210 454). Each supplement deals with a different occupational category. Games, puzzles, and other activities are offered to aid in developing the word recognition, vocabulary, and comprehension skills of…

  12. Studies and Suggestions on Prewriting Activities

    ERIC Educational Resources Information Center

    Zheng, Shigao; Dai, Weiping

    2012-01-01

    This paper studies and suggests the need for writing instruction by which students can experience writing as a creative process in exploring and communicating meaning. The prewriting activities generate ideas which can encourage a free flow of thoughts and help students discover both what they want to say and how to say it on paper. Through the…

  13. White House Suggests Model Used in Reading to Elevate Math Skills

    ERIC Educational Resources Information Center

    Cavanagh, Sean

    2006-01-01

    This article discusses the Bush administration's aim to improve mathematics education through a suggested reading model. The White House is focusing on research to shape how students across the country are taught the most basic mathematical concepts. This undertaking would be modeled on the government's action toward reading, which includes the…

  14. A Validity and Reliability Update on the Informal Reading Inventory with Suggestions for Improvement.

    ERIC Educational Resources Information Center

    Klesius, Janell P.; Homan, Susan P.

    1985-01-01

    The article reviews validity and reliability studies on the informal reading inventory, a diagnostic instrument to identify reading grade-level placement and strengths and weaknesses in work recognition and comprehension. Gives suggestions to improve the validity and reliability of existing inventories and to evaluate them in newly published…

  15. Reading to deaf children who sign: a response to Williams (2012) and suggestions for future research.

    PubMed

    Andrews, Jean F

    2012-01-01

    A commentary on Williams's (2012) invited article on the use of adapted vocabulary learning interventions focuses on three areas: (a) Vocabulary interventions with storybook reading originally designed for hearing children can be adapted for deaf children. (b) Teachers are invited to reflect on how the read-aloud process in English differs from the read-aloud process in sign. (b) Teachers are asked to consider adding drawing and writing activities to reading lessons to show young deaf readers how reading and writing are reciprocal processes. The emergent literacy theory is used, as it informs and drives instructional vocabulary teaching practices for deaf children in preschool, kindergarten, and first grade. The emergent literacy theory broadly captures cognitive, social, perceptual, and linguistic understandings of how young signing deaf children acquire both English word recognition abilities and vocabulary knowledge, among other important prereading concepts. PMID:22978205

  16. Awareness of Inner Dialogues Can Alter Reading Behaviors (Open to Suggestion).

    ERIC Educational Resources Information Center

    Ortiz, Rose Katz

    1996-01-01

    Describes an activity in which students generate questions they ask themselves with regard to reading, becoming aware of their own inner dialog and thus of what they can do to be successful and what they unwittingly do to inhibit their own success. (SR)

  17. Reading Readiness Guidelines and Workshop Activities.

    ERIC Educational Resources Information Center

    South Dakota State Div. of Elementary and Secondary Education, Pierre.

    Based on the concept that readiness for reading is brought about by the nurturing of a child's physical, social, emotional, and intellectual growth, this guidebook presents reading readiness guidelines and carefully planned workshop activities designed to provide a classroom climate conducive to discovery and language development. The first…

  18. Effects of Teacher-Led Reading Teaching Activities and Student Independent Reading on Fourth Grade ELL Student Reading Comprehension

    ERIC Educational Resources Information Center

    Liu, Siping

    2012-01-01

    This dissertation study examines the effects of four teacher-led reading activities recommended by the reading teaching policy and student independent reading activity on the development of English language learners (ELL) reading proficiency at fourth grade in U.S. elementary schools. In this study, I first introduce the significance of studying…

  19. Measuring Reading Activity: An Inventory. Instructional Resource No. 4.

    ERIC Educational Resources Information Center

    Guthrie, John T.; And Others

    Noting that the amount of reading students do is related to their reading achievement, this booklet presents an instrument designed to measure the amount and breadth of students' reading in and out of school. The first part of the booklet discusses the Reading Activity Inventory (RAI) and how it differs from other reading activity measures, uses…

  20. The Effect of a Suggestion to Generate Interest in a Reading in Highly Hypnotizable People: A Promising Use in Education.

    PubMed

    Mohl, John C; Finigan, Donna M; Scharff, Lisa M

    2016-01-01

    Highly hypnotizable participants in the experimental condition were given a waking state suggestion that a reading not intended to be interesting would be fascinating and remarkable. Controls were given task motivational instructions, in which they were told to try to make it interesting. The suggestion had a major influence on participants' enjoyment of the reading, though no effect was found for reading comprehension. Qualitative interviews indicated that the suggestion had a profound impact on some, especially those most responsive to hypnosis. The lack of an effect in reading comprehension may be due to large within-group variances. Findings suggest that hypnotic suggestion, when properly employed, may have a potential use in enhancing the learning capabilities of highly hypnotizable people. PMID:26894426

  1. Active Reading Experience Questionnaire: Development and Validation of an Instrument for Studying Active Reading Activities

    ERIC Educational Resources Information Center

    Palilonis, Jennifer; Butler, Darrell

    2015-01-01

    The increasing adoption of mobile platforms and digital textbooks in university classrooms continues to have a profound impact on higher education. Advocates believe that providing students digital textbooks with built-in annotation features and interactive study tools will improve learning by facilitating active reading, a task essential to…

  2. Into the Woods: The Impact of Pre-Reading Activities.

    ERIC Educational Resources Information Center

    Patton, Lee

    While reading teachers have routinely introduced pre-reading activation strategies for decades, literature teachers are trained to become expert on what happens after reading, to be adept at follow-up, to be agile with close analysis of an already finished reading experience. As a result of a presentation by a reading specialist, a veteran…

  3. Reading to Deaf Children Who Sign: A Response to Williams (2012) and Suggestions for Future Research

    ERIC Educational Resources Information Center

    Andrews, Jean F.

    2012-01-01

    A commentary on Williams's (2012) invited article on the use of adapted vocabulary learning interventions focuses on three areas: (a) Vocabulary interventions with storybook reading originally designed for hearing children can be adapted for deaf children. (b) Teachers are invited to reflect on how the read-aloud process in English differs from…

  4. Masked Primes Activate Feature Representations in Reading Aloud

    ERIC Educational Resources Information Center

    Mousikou, Petroula; Roon, Kevin D.; Rastle, Kathleen

    2015-01-01

    Theories of reading aloud are silent about the role of subphonemic/subsegmental representations in translating print to sound. However, there is empirical evidence suggesting that feature representations are activated in speech production and visual word recognition. In the present study, we sought to determine whether masked primes activate…

  5. The Relationship between Students' Reading Orientations and Their Strategic Activity during a Collaborative Reading Task

    ERIC Educational Resources Information Center

    Davis, Dennis S.; Neitzel, Carin

    2010-01-01

    This study examined the connection between middle school students' beliefs about reading and their use of comprehension strategies during a collaborative reading activity. Seventy-one fifth- and sixth-grade students were videotaped while they worked in small groups to read and discuss short texts describing the reading habits and abilities of four…

  6. Active Reading Procedures for Moderating the Effects of Poor Highlighting

    ERIC Educational Resources Information Center

    Gier, Vicki S.; Herring, Daniel; Hudnell, Jason; Montoya, Jodi; Kreiner, David S.

    2010-01-01

    We investigated two active reading techniques intended to eliminate the negative effect on reading comprehension of preexisting, inappropriate highlighting. College students read passages in three highlighting conditions: no highlighting, appropriate highlighting, and inappropriate highlighting. In Experiment 1, 30 students read the passages while…

  7. World War II Commemoration Committee: Fact Sheet and Suggested Activities.

    ERIC Educational Resources Information Center

    Department of Defense, Washington, DC.

    This packet suggests activities and events that school districts, schools, classes, and educational organizations can conduct to commemorate World War II. Suggestions are made to include local veterans, including those in veteran's and nursing homes and hospitals, and youth at every possible opportunity. Recognition can take the form of military…

  8. Active Reading Behaviors in Tablet-Based Learning

    ERIC Educational Resources Information Center

    Palilonis, Jennifer; Bolchini, Davide

    2015-01-01

    Active reading is fundamental to learning. However, there is little understanding about whether traditional active reading frameworks sufficiently characterize how learners study multimedia tablet textbooks. This paper explores the nature of active reading in the tablet environment through a qualitative study that engaged 30 students in an active…

  9. Mothers' Reading-Related Activities at Home and Learning to Read during Kindergarten

    ERIC Educational Resources Information Center

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

    2010-01-01

    This longitudinal study investigates how the reading-related activities of mothers at home relate to the development of reading skills among their kindergarten children. A total of 1,529 children (5-to-6-year-olds) were tested on word reading twice, once at the beginning and once at the end of a kindergarten year. The mothers of the children (n =…

  10. 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…

  11. Active Reading Documents (ARDs): A Tool to Facilitate Meaningful Learning through Reading

    ERIC Educational Resources Information Center

    Dubas, Justin M.; Toledo, Santiago A.

    2015-01-01

    Presented here is a practical tool called the Active Reading Document (ARD) that can give students the necessary incentive to engage with the text/readings. By designing the tool to incrementally develop student understanding of the material through reading using Marzano's Taxonomy as a framework, the ARD offers support through scaffolding as…

  12. Reading under the Skin: Physiological Activation during Reading in Children with Dyslexia and Typical Readers

    ERIC Educational Resources Information Center

    Tobia, Valentina; Bonifacci, Paola; Ottaviani, Cristina; Borsato, Thomas; Marzocchi, Gian Marco

    2016-01-01

    The aim of this study was to investigate physiological activation during reading and control tasks in children with dyslexia and typical readers. Skin conductance response (SCR) recorded during four tasks involving reading aloud, reading silently, and describing illustrated stories aloud and silently was compared for children with dyslexia (n =…

  13. Improving Reading Rate Activities for EFL Students: Timed Reading and Repeated Oral Reading

    ERIC Educational Resources Information Center

    Chang, Anna C. -S.

    2012-01-01

    This study investigates the effect of timed reading (TR) and repeated oral reading (RR) on 35 adult students of English as a foreign language. Students in the TR (n =18) and RR (n =17) groups read 52 and 26 passages respectively over a 13-week period. Reading rates and comprehension levels were measured at three occasions: pre-intervention,…

  14. Can Waking Suggestion Be as Effective as Hypnosis in Increasing Reading Efficiency? A Consideration for Educational Application.

    ERIC Educational Resources Information Center

    Chappie, David Alexander

    The primary problem was concerned with the uses of hypnosis and waking suggestions as means of improving reading efficiency. A second problem concerned rectifying research design inadequacies related to hypnosis experiments. The procedure used pretest scores secured for rate, comprehension, and vocabulary. Subjects were placed in experimental and…

  15. Reading Aloud Activity in L2 and Cerebral Activation

    ERIC Educational Resources Information Center

    Takeuchi, Osamu; Ikeda, Maiko; Mizumoto, Atsushi

    2012-01-01

    This article explores the cerebral mechanism of reading aloud activities in L2 learners. These activities have been widely used in L2 learning and teaching, and its effect has been reported in various Asian L2 learning contexts. However, the reasons for its effectiveness have not been examined. In order to fill in this gap, two studies using a…

  16. Activity and Imagined Activity Can Enhance Young Children's Reading Comprehension

    ERIC Educational Resources Information Center

    Glenberg, Arthur M.; Gutierrez, Tiana; Levin, Joel R.; Japuntich, Sandra; Kaschak, Michael P.

    2004-01-01

    The Indexical Hypothesis suggests a new method for enhancing children's reading comprehension. Young readers may not consistently "index," or map, words to the objects the words represent. Consequently, these readers fail to derive much meaning from the text. The instructional method involves manipulating toy objects referred to in the text (e.g.,…

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

    ERIC Educational Resources Information Center

    Voorhees, Roxy

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

  18. The Relevant Factors in Promoting Reading Activities in Elementary Schools

    ERIC Educational Resources Information Center

    Huang, Han-Chen; Tsai, Yao-Hsu; Huang, Shih-Hsiang

    2015-01-01

    In order to help students absorb knowledge, schools often conduct reading activities. Thorough planning and strategies, however, are needed to insure the effect of reading promotions, and make them a deeply-rooted part of life. This study adopted the analytic hierarchy process (AHP) to discuss the relevant factors in promoting reading activities…

  19. Activity Supplement for Puedo Leer: Teacher's Guide and Use of Charts. Program for Initial Reading in Spanish for Bilingual Children.

    ERIC Educational Resources Information Center

    Lopez, Sara

    This activity supplement is intended to accompany the Puedo Leer/I Can Read Teacher's Guide for initial reading in Spanish for bilingual children. The supplement, which consists of a teacher's guide and a set of charts on card stock, provides suggestions for a wide variety of pre-reading activities and approaches, which expand on the activities…

  20. Reading under the skin: physiological activation during reading in children with dyslexia and typical readers.

    PubMed

    Tobia, Valentina; Bonifacci, Paola; Ottaviani, Cristina; Borsato, Thomas; Marzocchi, Gian Marco

    2016-07-01

    The aim of this study was to investigate physiological activation during reading and control tasks in children with dyslexia and typical readers. Skin conductance response (SCR) recorded during four tasks involving reading aloud, reading silently, and describing illustrated stories aloud and silently was compared for children with dyslexia (n = 16) and a control group of typical readers (n = 16). Children's school wellness was measured through self- and parent-proxy reports. Significantly lower SCR was found for dyslexic children in the reading-aloud task, compared to the control group, whereas all participants showed similar physiological reactions to the other experimental conditions. SCR registered during reading tasks correlated with "Child's emotional difficulties," as reported by parents. Possible interpretations of the lower activation during reading aloud in dyslexic children are discussed. PMID:26271916

  1. Suggested Activities on Sociological Health Problems: Drugs, Alcoholism, Smoking for Student Teachers.

    ERIC Educational Resources Information Center

    Samalonis, Bernice

    This is a list of recommendations for a neophyte teacher for discussions with students on drugs, alcoholism, and smoking. Included are suggested readings, suggested questions for the school's drug education coordinator, recommended readings, and New York sources of information. (Related document is SP 006 468.) (JA)

  2. 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…

  3. Phonics Activities in the Reading Curriculum.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    Much debate centers on motivating students in reading achievement. Should students feel motivated from within (intrinsic motivation), or is it better to have extrinsic motivation whereby external stimuli are used to help learners achieve optimally in reading? This paper aims to analyze the two points of view about motivating students in reading…

  4. Constructing Complexity: Using Reading Levels to Differentiate Reading Comprehension Activities

    ERIC Educational Resources Information Center

    FitzPatrick, Declan

    2008-01-01

    The author remembers a class when he asked his students to discuss in small groups how Edgar Allan Poe suggests a judgment of the main character in "The Cask of Amontillado". During their discussion it became clear to the author that the students couldn't come to consensus because they had no grasp of the narrator's explanations of his motivations…

  5. College Textbook Reading Assignments and Class Time Activity

    ERIC Educational Resources Information Center

    Aagaard, Lola; Conner, Timothy W., II; Skidmore, Ronald L.

    2010-01-01

    It has been reported (Lei, Barlett, Gorney, & Herschbach, 2010; Sikorski et al., 2002) that only a minority of college students actually read the course textbook or other assigned readings in preparation for examinations. Suggested strategies to remedy this situation include quizzes (Ruscio, 2001; Ryan, 2006), study worksheets (Aagaard &…

  6. Think Texas! Suggested Activities to Help Celebrate Our Sesquicentennial.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin.

    A packet of teaching activities helps elementary and secondary teachers commemorate the sesquicentennial of Texas' independence. Activities include listening to stories about the mockingbird, bluebonnet, and pecan tree, drawing interpretations of these stories, and using a graphics tablet, light pen, or graphics software to illustrate a Texas folk…

  7. 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;…

  8. Chemistry: Experiments, Demonstrations and Other Activities Suggested for Chemistry.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Bureau of Secondary Curriculum Development.

    This publication is a handbook used in conjunction with the course of study in chemistry developed through the New York State Education Department and The University of the State of New York. It contains experiments, demonstrations, and other activities for a chemistry course. Areas covered include the science of chemistry, the atomic structure of…

  9. Suggestions, Resources and Activities for Teaching about Japan.

    ERIC Educational Resources Information Center

    Thomas, Paul F.

    This teacher resource packet contains a total of 28 modules for teaching about Japan at the elementary and secondary level. Activities on the Japanese family appropriate for grade 1 focus on similarities and differences, family size, family needs, and family roles. Grade 2 lessons look at the school, neighborhood, roles of children in the…

  10. Neuroimaging of reading intervention: a systematic review and activation likelihood estimate meta-analysis.

    PubMed

    Barquero, Laura A; Davis, Nicole; Cutting, Laurie E

    2014-01-01

    A growing number of studies examine instructional training and brain activity. The purpose of this paper is to review the literature regarding neuroimaging of reading intervention, with a particular focus on reading difficulties (RD). To locate relevant studies, searches of peer-reviewed literature were conducted using electronic databases to search for studies from the imaging modalities of fMRI and MEG (including MSI) that explored reading intervention. Of the 96 identified studies, 22 met the inclusion criteria for descriptive analysis. A subset of these (8 fMRI experiments with post-intervention data) was subjected to activation likelihood estimate (ALE) meta-analysis to investigate differences in functional activation following reading intervention. Findings from the literature review suggest differences in functional activation of numerous brain regions associated with reading intervention, including bilateral inferior frontal, superior temporal, middle temporal, middle frontal, superior frontal, and postcentral gyri, as well as bilateral occipital cortex, inferior parietal lobules, thalami, and insulae. Findings from the meta-analysis indicate change in functional activation following reading intervention in the left thalamus, right insula/inferior frontal, left inferior frontal, right posterior cingulate, and left middle occipital gyri. Though these findings should be interpreted with caution due to the small number of studies and the disparate methodologies used, this paper is an effort to synthesize across studies and to guide future exploration of neuroimaging and reading intervention. PMID:24427278

  11. Neuroimaging of Reading Intervention: A Systematic Review and Activation Likelihood Estimate Meta-Analysis

    PubMed Central

    Barquero, Laura A.; Davis, Nicole; Cutting, Laurie E.

    2014-01-01

    A growing number of studies examine instructional training and brain activity. The purpose of this paper is to review the literature regarding neuroimaging of reading intervention, with a particular focus on reading difficulties (RD). To locate relevant studies, searches of peer-reviewed literature were conducted using electronic databases to search for studies from the imaging modalities of fMRI and MEG (including MSI) that explored reading intervention. Of the 96 identified studies, 22 met the inclusion criteria for descriptive analysis. A subset of these (8 fMRI experiments with post-intervention data) was subjected to activation likelihood estimate (ALE) meta-analysis to investigate differences in functional activation following reading intervention. Findings from the literature review suggest differences in functional activation of numerous brain regions associated with reading intervention, including bilateral inferior frontal, superior temporal, middle temporal, middle frontal, superior frontal, and postcentral gyri, as well as bilateral occipital cortex, inferior parietal lobules, thalami, and insulae. Findings from the meta-analysis indicate change in functional activation following reading intervention in the left thalamus, right insula/inferior frontal, left inferior frontal, right posterior cingulate, and left middle occipital gyri. Though these findings should be interpreted with caution due to the small number of studies and the disparate methodologies used, this paper is an effort to synthesize across studies and to guide future exploration of neuroimaging and reading intervention. PMID:24427278

  12. Should We Raise the Reading Speed Limit?

    ERIC Educational Resources Information Center

    Berliner, David; Casanova, Ursula

    1988-01-01

    A recent study of reading rates of first grade students in Israel and America indicates that increased reading speed may improve comprehension and oral reading. Based on this finding, activities to help students read faster (and better) are suggested. (JL)

  13. Neural correlates of active vision: An fMRI comparison of natural reading and scene viewing.

    PubMed

    Choi, Wonil; Henderson, John M

    2015-08-01

    Theories of eye movement control during active vision tasks such as reading and scene viewing have primarily been developed and tested using data from eye tracking and computational modeling, and little is currently known about the neurocognition of active vision. The current fMRI study was conducted to examine the nature of the cortical networks that are associated with active vision. Subjects were asked to read passages for meaning and view photographs of scenes for a later memory test. The eye movement control network comprising frontal eye field (FEF), supplementary eye fields (SEF), and intraparietal sulcus (IPS), commonly activated during single-saccade eye movement tasks, were also involved in reading and scene viewing, suggesting that a common control network is engaged when eye movements are executed. However, the activated locus of the FEF varied across the two tasks, with medial FEF more activated in scene viewing relative to passage reading and lateral FEF more activated in reading than scene viewing. The results suggest that eye movements during active vision are associated with both domain-general and domain-specific components of the eye movement control network. PMID:26026255

  14. Reading.

    ERIC Educational Resources Information Center

    Mulford, Jeremy, Ed.

    1971-01-01

    A collection of articles reflecting the underlying concern of British contributors with continuity--conceiving reading and learning as a whole throughout the school years--comprises this special issue of "English in Education." Specific topics treated are: "What Children Learn in Learning to Read" by R. Morris; "Reading without Primers" by W.…

  15. Children's Caravan: A Reading Activities Idea Book for Use with Children. A Fun with Reading Book.

    ERIC Educational Resources Information Center

    Kimball, Judith A.

    Intended for elementary school teachers and librarians, this book was designed to help in the development of reading programs for young children. Five sections are included: (1) planning ahead, which includes getting organized, making decorations, collecting "junque" (craft materials and other items needed for craft activities); (2) conducting…

  16. Using Directed Reading Thinking Activity Strategies To Teach Students Reading Comprehension Skills in Middle Grades Language Arts.

    ERIC Educational Resources Information Center

    DeFoe, Marguerite Corbitt

    This practicum was designed to use directed reading thinking activity strategies to teach reading comprehension skills to middle grades language arts students who frequently failed to make passing scores in reading comprehension exercises. The program included three specific strategies. The first strategy was to teach the students higher-order…

  17. Cross-Age Tutorial Program To Increase Reading Comprehension through the Use of High Interest Activities Involving Reading.

    ERIC Educational Resources Information Center

    Leatherwood, Prudence Lee

    A practicum used a program of high interest activities involving reading to address the problem of low reading comprehension grades and test scores of eight students in the second through fourth grades, who were an average of 1 year behind the norm in reading. The program's six units included a listening unit, computer technology unit, daily…

  18. Literature-Based Reading Activities. Second Edition.

    ERIC Educational Resources Information Center

    Yopp, Hallie Kay; Yopp, Ruth Helen

    Designed to be used with a wide variety of literature selections in classroom settings, the activities in this book are open-ended, encourage critical thinking and discussion, and serve as springboards for writing. All activities in the book have been classroom tested and many have been the subject of research. Each activity may be used at any…

  19. RIF Book of Ideas: Activities to Motivate Reading.

    ERIC Educational Resources Information Center

    Smithsonian Institution, Washington, DC. National Reading is Fun-damental Program.

    Readily adaptable to classrooms, youth service organizations, and other groups that serve young people, the motivation activities in this book were set up for Reading is Fundamental projects and field tested by the organization's volunteers. Following an introduction to the characteristics of a good motivational activity and some guidelines for…

  20. Towards Responsive Teaching and Learning of the "Odyssey": Suggested Lesson Plans and Activities.

    ERIC Educational Resources Information Center

    Seranis, Panos

    This booklet presents lesson plans and activities that were used in a study exploring the reader response patterns produced by Year 12 students from three different schools to the teaching of classical literature in translation. The emphasis is placed on their reading and reacting to the Homeric "Odyssey." Lesson plans and activities using reader…

  1. Quasars and Active Galaxies: A Reading List.

    ERIC Educational Resources Information Center

    Fraknoi, Andrew

    1988-01-01

    Contains the annotated bibliographies of introductory books and sections of books, recent introductory articles, more advanced articles, and more advanced books dealing with quasars and active galaxies. (CW)

  2. The BDNF Val66Met Polymorphism Influences Reading Ability and Patterns of Neural Activation in Children.

    PubMed

    Jasińska, Kaja K; Molfese, Peter J; Kornilov, Sergey A; Mencl, W Einar; Frost, Stephen J; Lee, Maria; Pugh, Kenneth R; Grigorenko, Elena L; Landi, Nicole

    2016-01-01

    Understanding how genes impact the brain's functional activation for learning and cognition during development remains limited. We asked whether a common genetic variant in the BDNF gene (the Val66Met polymorphism) modulates neural activation in the young brain during a critical period for the emergence and maturation of the neural circuitry for reading. In animal models, the bdnf variation has been shown to be associated with the structure and function of the developing brain and in humans it has been associated with multiple aspects of cognition, particularly memory, which are relevant for the development of skilled reading. Yet, little is known about the impact of the Val66Met polymorphism on functional brain activation in development, either in animal models or in humans. Here, we examined whether the BDNF Val66Met polymorphism (dbSNP rs6265) is associated with children's (age 6-10) neural activation patterns during a reading task (n = 81) using functional magnetic resonance imaging (fMRI), genotyping, and standardized behavioral assessments of cognitive and reading development. Children homozygous for the Val allele at the SNP rs6265 of the BDNF gene outperformed Met allele carriers on reading comprehension and phonological memory, tasks that have a strong memory component. Consistent with these behavioral findings, Met allele carriers showed greater activation in reading-related brain regions including the fusiform gyrus, the left inferior frontal gyrus and left superior temporal gyrus as well as greater activation in the hippocampus during a word and pseudoword reading task. Increased engagement of memory and spoken language regions for Met allele carriers relative to Val/Val homozygotes during reading suggests that Met carriers have to exert greater effort required to retrieve phonological codes. PMID:27551971

  3. Quantity, Quality, and Variety of Pupil Responses during an Open-Communication Structured Group Directed Reading-Thinking Activity and a Closed Communication Structured Group Directed Reading Activity.

    ERIC Educational Resources Information Center

    Petre, Richard M.

    The quality, quantity, and variety of pupil responses while using two different group directed reading activities, the Directed Reading Activity (DRA), and the Directed Reading-Thinking Activity (DRTA) were investigated in this study. The subjects, all fourth graders in two nearby communities, were grouped into above-grade-level, at-grade-level,…

  4. The Use of Multiple Slate Devices to Support Active Reading Activities

    ERIC Educational Resources Information Center

    Chen, Nicholas Yen-Cherng

    2012-01-01

    Reading activities in the classroom and workplace occur predominantly on paper. Since existing electronic devices do not support these reading activities as well as paper, users have difficulty taking full advantage of the affordances of electronic documents. This dissertation makes three main contributions toward supporting active reading…

  5. Relationships between Reading Activities and Language Use.

    ERIC Educational Resources Information Center

    Gordon, Sandra L.; Van Dongen, Richard

    1988-01-01

    Noting that the ways children encounter and use print in the classroom can be examined as surface and organizing content of curriculum, this article provides descriptions of innovative uses of print in the kindergarten and elementary school classroom. Curriculum "surface content" includes activities, use of classroom space, display, and materials…

  6. Brain Activity with Reading Sentences and Emoticons

    NASA Astrophysics Data System (ADS)

    Yuasa, Masahide; Saito, Keiichi; Mukawa, Naoki

    In this paper, we describe a person's brain activity when he/she sees an emoticon at the end of a sentence. An emoticon consists of some characters that resemble the human face and expresses a sender's emotion. With the help of a computer network, we use e-mail, messenger, avatars and so on, in order to convey what we wish to, to a receiver. Moreover, we send an emotional expression by using an emoticon at the end of a sentence. In this research, we investigate the effect of an emoticon as nonverbal information, using an fMRI study. The experimental results show that the right and left inferior frontal gyrus were activated and we detect a sentence with an emoticon as the verbal and nonverval information.

  7. Teaching Reading.

    ERIC Educational Resources Information Center

    Ricketts, Mary

    1980-01-01

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

  8. The BDNF Val66Met Polymorphism Influences Reading Ability and Patterns of Neural Activation in Children

    PubMed Central

    Jasińska, Kaja K.; Molfese, Peter J.; Kornilov, Sergey A.; Mencl, W. Einar; Frost, Stephen J.; Lee, Maria; Pugh, Kenneth R.; Grigorenko, Elena L.; Landi, Nicole

    2016-01-01

    Understanding how genes impact the brain’s functional activation for learning and cognition during development remains limited. We asked whether a common genetic variant in the BDNF gene (the Val66Met polymorphism) modulates neural activation in the young brain during a critical period for the emergence and maturation of the neural circuitry for reading. In animal models, the bdnf variation has been shown to be associated with the structure and function of the developing brain and in humans it has been associated with multiple aspects of cognition, particularly memory, which are relevant for the development of skilled reading. Yet, little is known about the impact of the Val66Met polymorphism on functional brain activation in development, either in animal models or in humans. Here, we examined whether the BDNF Val66Met polymorphism (dbSNP rs6265) is associated with children’s (age 6–10) neural activation patterns during a reading task (n = 81) using functional magnetic resonance imaging (fMRI), genotyping, and standardized behavioral assessments of cognitive and reading development. Children homozygous for the Val allele at the SNP rs6265 of the BDNF gene outperformed Met allele carriers on reading comprehension and phonological memory, tasks that have a strong memory component. Consistent with these behavioral findings, Met allele carriers showed greater activation in reading–related brain regions including the fusiform gyrus, the left inferior frontal gyrus and left superior temporal gyrus as well as greater activation in the hippocampus during a word and pseudoword reading task. Increased engagement of memory and spoken language regions for Met allele carriers relative to Val/Val homozygotes during reading suggests that Met carriers have to exert greater effort required to retrieve phonological codes. PMID:27551971

  9. Executive control modulates cross-language lexical activation during L2 reading: evidence from eye movements.

    PubMed

    Pivneva, Irina; Mercier, Julie; Titone, Debra

    2014-05-01

    Models of bilingual reading such as Bilingual Interactive Activation Plus (Dijkstra & van Heuven, 2002) do not predict a central role for domain-general executive control during bilingual reading, in contrast with bilingual models from other domains, such as production (e.g., the Inhibitory Control Model; Green, 1998). We thus investigated whether individual differences among bilinguals in domain-general executive control modulate cross-language activation during L2 sentence reading, over and above other factors such as L2 proficiency. Fifty French-English bilinguals read L2-English sentences while their eye movements were recorded, and they subsequently completed a battery of executive control and L2 proficiency tasks. High- and low-constraint sentences contained interlingual homographs (chat = "casual conversation" in English, "a cat" in French), cognates (piano in English and French), or L2-specific control words. The results showed that greater executive control among bilinguals but not L2 proficiency reduced cross-language activation in terms of interlingual homograph interference. In contrast, increased L2 proficiency but not executive control reduced cross-language activation in terms of cognate facilitation. These results suggest that models of bilingual reading must incorporate mechanisms by which domain-general executive control can alter the earliest stages of bilingual lexical activation. PMID:24446754

  10. Promoting Active Participation in Book Reading for Preschoolers with Autism Spectrum Disorder: A Preliminary Study

    ERIC Educational Resources Information Center

    Fleury, Veronica P.; Miramontez, Shane Herriott; Hudson, Roxanne F.; Schwartz, Ilene S.

    2014-01-01

    A common literacy practice in early childhood classrooms is reading aloud to children. Little is known, however, about the quality of engagement in shared reading activities for young children with Autism Spectrum Disorders (ASD). Dialogic reading is one method of shared reading in which adults encourage children to actively participate in the…

  11. The Effect of a Suggested Multisensory Phonics Program on Developing Kindergarten Pre-Service Teachers' EFL Reading Accuracy and Phonemic Awareness

    ERIC Educational Resources Information Center

    Ghoneim, Nahed Mohammed Mahmoud; Elghotmy, Heba Elsayed Abdelsalam

    2015-01-01

    The current study investigates the effect of a suggested multisensory phonics program on developing kindergarten pre-service teachers' EFL reading accuracy and phonemic awareness. A total of 40 fourth year kindergarten pre-service teachers, Faculty of Education, participated in the study that involved one group experimental design. Pre-post tests…

  12. Approaches for Sustaining and Building Management and Leadership Capability in VET Providers: Literature Review on Leadership and Suggested Reading List. Support Document

    ERIC Educational Resources Information Center

    Callan, Victor; Mitchell, John; Clayton, Berwyn; Smith, Larry

    2007-01-01

    This document provides a literature review and a list of suggested reading in support of "Approaches for Sustaining and Building Management and Leadership Capacity in Vocational Education and Training Providers" (ED499670), which examines the existing and potential strategies for sustaining and building greater levels of management and leadership…

  13. Automatic activation of phonology in silent reading is parallel: evidence from beginning and skilled readers.

    PubMed

    Alario, F-Xavier; De Cara, Bruno; Ziegler, Johannes C

    2007-07-01

    The picture-word interference paradigm was used to shed new light on the debate concerning slow serial versus fast parallel activation of phonology in silent reading. Prereaders, beginning readers (Grades 1-4), and adults named pictures that had words printed on them. Words and pictures shared phonology either at the beginnings of words (e.g., DOLL-DOG) or at the ends of words (e.g., FOG-DOG). The results showed that phonological overlap between primes and targets facilitated picture naming. This facilitatory effect was present even in beginning readers. More important, from Grade 1 onward, end-related facilitation always was as strong as beginning-related facilitation. This result suggests that, from the beginning of reading, the implicit and automatic activation of phonological codes during silent reading is not serial but rather parallel. PMID:17399735

  14. Areas activated during naturalistic reading comprehension overlap topological visual, auditory, and somatotomotor maps.

    PubMed

    Sood, Mariam R; Sereno, Martin I

    2016-08-01

    Cortical mapping techniques using fMRI have been instrumental in identifying the boundaries of topological (neighbor-preserving) maps in early sensory areas. The presence of topological maps beyond early sensory areas raises the possibility that they might play a significant role in other cognitive systems, and that topological mapping might help to delineate areas involved in higher cognitive processes. In this study, we combine surface-based visual, auditory, and somatomotor mapping methods with a naturalistic reading comprehension task in the same group of subjects to provide a qualitative and quantitative assessment of the cortical overlap between sensory-motor maps in all major sensory modalities, and reading processing regions. Our results suggest that cortical activation during naturalistic reading comprehension overlaps more extensively with topological sensory-motor maps than has been heretofore appreciated. Reading activation in regions adjacent to occipital lobe and inferior parietal lobe almost completely overlaps visual maps, whereas a significant portion of frontal activation for reading in dorsolateral and ventral prefrontal cortex overlaps both visual and auditory maps. Even classical language regions in superior temporal cortex are partially overlapped by topological visual and auditory maps. By contrast, the main overlap with somatomotor maps is restricted to a small region on the anterior bank of the central sulcus near the border between the face and hand representations of M-I. Hum Brain Mapp 37:2784-2810, 2016. © 2016 The Authors Human Brain Mapping Published by Wiley Periodicals, Inc. PMID:27061771

  15. Areas activated during naturalistic reading comprehension overlap topological visual, auditory, and somatotomotor maps

    PubMed Central

    2016-01-01

    Abstract Cortical mapping techniques using fMRI have been instrumental in identifying the boundaries of topological (neighbor‐preserving) maps in early sensory areas. The presence of topological maps beyond early sensory areas raises the possibility that they might play a significant role in other cognitive systems, and that topological mapping might help to delineate areas involved in higher cognitive processes. In this study, we combine surface‐based visual, auditory, and somatomotor mapping methods with a naturalistic reading comprehension task in the same group of subjects to provide a qualitative and quantitative assessment of the cortical overlap between sensory‐motor maps in all major sensory modalities, and reading processing regions. Our results suggest that cortical activation during naturalistic reading comprehension overlaps more extensively with topological sensory‐motor maps than has been heretofore appreciated. Reading activation in regions adjacent to occipital lobe and inferior parietal lobe almost completely overlaps visual maps, whereas a significant portion of frontal activation for reading in dorsolateral and ventral prefrontal cortex overlaps both visual and auditory maps. Even classical language regions in superior temporal cortex are partially overlapped by topological visual and auditory maps. By contrast, the main overlap with somatomotor maps is restricted to a small region on the anterior bank of the central sulcus near the border between the face and hand representations of M‐I. Hum Brain Mapp 37:2784–2810, 2016. © 2016 The Authors Human Brain Mapping Published by Wiley Periodicals, Inc. PMID:27061771

  16. Read Alouds and Beyond: The Effects of Read Aloud Extension Activities on Vocabulary in Head Start Classrooms

    ERIC Educational Resources Information Center

    Silverman, Rebecca; Crandell, Jennifer DiBara; Carlis, Lydia

    2013-01-01

    A study was conducted in 26 Head Start classrooms with 264 children to compare the effect of a read aloud plus extension activities intervention over a control group to the effect of a read aloud only intervention over a control group on preschool children's vocabulary. Children were assessed before and after the intervention on target vocabulary…

  17. Shared vs. specific brain activation changes in dyslexia after training of phonology, attention, or reading.

    PubMed

    Heim, Stefan; Pape-Neumann, Julia; van Ermingen-Marbach, Muna; Brinkhaus, Moti; Grande, Marion

    2015-07-01

    Whereas the neurobiological basis of developmental dyslexia has received substantial attention, only little is known about the processes in the brain during remediation. This holds in particular in light of recent findings on cognitive subtypes of dyslexia which suggest interactions between individual profiles, training methods, and also the task in the scanner. Therefore, we trained three groups of German dyslexic primary school children in the domains of phonology, attention, or visual word recognition. We compared neurofunctional changes after 4 weeks of training in these groups to those in untrained normal readers in a reading task and in a task of visual attention. The overall reading improvement in the dyslexic children was comparable over groups. It was accompanied by substantial increase of the activation level in the visual word form area (VWFA) during a reading task inside the scanner. Moreover, there were activation increases that were unique for each training group in the reading task. In contrast, when children performed the visual attention task, shared training effects were found in the left inferior frontal sulcus and gyrus, which varied in amplitude between the groups. Overall, the data reveal that different remediation programmes matched to individual profiles of dyslexia may improve reading ability and commonly affect the VWFA in dyslexia as a shared part of otherwise distinct networks. PMID:24802381

  18. Manual of Suggested Activities for the Development of Sound Localization Skills.

    ERIC Educational Resources Information Center

    Brothers, Roy J.; Huff, Roger A.

    The manual is intended to provide teachers of young blind children with activities to develop sound localization skills. Both group and individual activities are suggested for the following four categories: activities in which both child and sound are stationary, activities in which the child is stationary but the sound is moving, activities in…

  19. Note Launchers: Promoting Active Reading of Mathematics Textbooks

    ERIC Educational Resources Information Center

    Helms, Josh W.; Helms, Kimberly Turner

    2010-01-01

    Note launchers, an instructor-designed reading guide, model how to select, decide, and focus upon what textbook material is important to learn. Reading guides are specially-designed study aids that can steer students through difficult parts of assigned readings (Bean, 1996) while encouraging advance preparation. As an example of a reading guide,…

  20. The Role of Parents in Adolescents' Reading Motivation and Activity

    ERIC Educational Resources Information Center

    Klauda, Susan Lutz

    2009-01-01

    Parent support for reading is one of the many elements that may play a role in the development and sustainment of children's reading motivation; to date, however, research has focused much more on the role that parents play in their preschool and primary-grade children's reading than in their older children's reading. Thus, this paper examines the…

  1. Can Reading Questions Foster Active Learning? A Study of Six College Courses

    ERIC Educational Resources Information Center

    Koontz, T. M.; Plank, K. M.

    2011-01-01

    Many instructors strive to encourage student reading outside of class and active learning in class. One pedagogical tool, structured reading questions, can help do both. Using examples from question sets across six courses, the authors illustrate how reading questions can help students achieve the six active-learning principles described by…

  2. Home for the Holidays... Reading Together.

    ERIC Educational Resources Information Center

    Department of Education, Washington, DC. Office of the Secretary.

    Noting that reading well is at the heart of all learning, this guide suggests reading activities that will prevent a decline in children's reading skills over winter vacation, and the guide encourages parents to spend time with their children through these activities. The guide provides links to the following suggested reading lists: the American…

  3. Relationship between Computer-Based Reading Activities and Reading Achievements among Hong Kong and U.S. Students: A Comparative Study Using PIRLS 2011 Data

    ERIC Educational Resources Information Center

    Li, Dan; Wang, Jian

    2014-01-01

    Reading for personal interest and acquiring and using information using various reading processes are important parts of reading literacy that students need to develop in order to progress successfully through their schooling and fully function in the information society. Computer assisted reading instructional activities are assumed useful in…

  4. Intensive instruction affects brain magnetic activity associated with oral word reading in children with persistent reading disabilities.

    PubMed

    Simos, Panagiotis G; Fletcher, Jack M; Sarkari, Shirin; Billingsley-Marshall, Rebecca; Denton, Carolyn A; Papanicolaou, Andrew C

    2007-01-01

    Fifteen children ages 7 to 9 years who had persistent reading difficulties despite adequate instruction were provided with intensive tutorial interventions. The interventions targeted deficient phonological processing and decoding skills for 8 weeks (2 hours per day) followed by an 8-week, 1-hour-per-day intervention that focused on the development of reading fluency skills. Spatiotemporal brain activation profiles were obtained at baseline and after each 8-week intervention program using magnetoencephalography during the performance of an oral sight-word reading task. Changes in brain activity were found in the posterior part of the middle temporal gyrus (Brodmann's Area [BA] 21: increased degree of activity and reduced onset latency), the lateral occipitotemporal region (BA 19/37: decreased onset latency of activation), and the premotor cortex (increased onset latency). Overall changes associated with the intervention were primarily normalizing, as indicated by (a) increased activity in a region that is typically involved in lexical--semantic processing (BA 21) and (b) a shift in the relative timing of regional activity in temporal and frontal cortices to a pattern typically seen in unimpaired readers. These findings extend previous results in demonstrating significant changes in the spatiotemporal profile of activation associated with word reading in response to reading remediation. PMID:17274546

  5. Microcomputer Activities Which Encourage the Reading-Writing Connection.

    ERIC Educational Resources Information Center

    Balajthy, Ernest

    Many reading teachers, cognizant of the creative opportunities for skill development allowed by new reading-writing software, are choosing to use microcomputers in their classrooms full-time. Adventure story creation programs capitalize on reading-writing integration by allowing children, with appropriate assistance, to create their own…

  6. Brain Activity of Regular and Dyslexic Readers while Reading Hebrew as Compared to English Sentences

    ERIC Educational Resources Information Center

    Breznitz, Zvia; Oren, Revital; Shaul, Shelley

    2004-01-01

    The aim of the present study was to examine differences among "regular" and dyslexic adult bilingual readers when processing reading and reading related skills in their first (L1 Hebrew) and second (L2 English) languages. Brain activity during reading Hebrew and English unexpected sentence endings was also studied. Behavioral and…

  7. How Pupils with Severe Visual Impairment Describe Coping with Reading Activities in the Norwegian Inclusive School

    ERIC Educational Resources Information Center

    Vik, Astrid Kristin; Lassen, Liv M.

    2010-01-01

    This article explores how 11 pupils with severe visual impairment cope with reading activities in inclusive Norwegian schools. All pupils received instruction in braille and print, and used an audio-text format. Having multiple reading options provided possibilities for pupils to achieve reading skills, but also generated stress. Theories of…

  8. High physical activity in young children suggests positive effects by altering autoantigen-induced immune activity.

    PubMed

    Carlsson, E; Ludvigsson, J; Huus, K; Faresjö, M

    2016-04-01

    Physical activity in children is associated with several positive health outcomes such as decreased cardiovascular risk factors, improved lung function, enhanced motor skill development, healthier body composition, and also improved defense against inflammatory diseases. We examined how high physical activity vs a sedentary lifestyle in young children influences the immune response with focus on autoimmunity. Peripheral blood mononuclear cells, collected from 55 5-year-old children with either high physical activity (n = 14), average physical activity (n = 27), or low physical activity (n = 14), from the All Babies In Southeast Sweden (ABIS) cohort, were stimulated with antigens (tetanus toxoid and beta-lactoglobulin) and autoantigens (GAD65 , insulin, HSP60, and IA-2). Immune markers (cytokines and chemokines), C-peptide and proinsulin were analyzed. Children with high physical activity showed decreased immune activity toward the autoantigens GAD65 (IL-5, P < 0.05), HSP60 and IA-2 (IL-10, P < 0.05) and also low spontaneous pro-inflammatory immune activity (IL-6, IL-13, IFN-γ, TNF-α, and CCL2 (P < 0.05)) compared with children with an average or low physical activity. High physical activity in young children seems to have positive effects on the immune system by altering autoantigen-induced immune activity. PMID:25892449

  9. Acquisition of Mathematical Language: Suggestions and Activities for English Language Learners

    ERIC Educational Resources Information Center

    Cirillo, Michelle; Bruna, Katherine Richardson; Herbel-Eisenmann, Beth

    2010-01-01

    In this article, we describe aspects of mathematical language that could be problematic to English-language learners, provide recommendations for teaching English-language learners, and suggest activities intended to foster language development in mathematics. (Contains 1 figure.)

  10. Effect of Word and Syllable Frequency on Activation During Lexical Decision and Reading Aloud

    PubMed Central

    Carreiras, Manuel; Mechelli, Andrea; Price, Cathy J

    2006-01-01

    This functional MRI (fMRI) study investigated the effect of lexical and syllable frequency on visual word processing during lexical decision and reading aloud. Previous research has shown a dissociation of syllable and word frequency effects in Spanish using behavioral and electrophysiological measures, suggesting that sublexical (syllabic) representations are computed and mediate the firing of lexical candidates. Here, we characterize the neuroanatomical basis of these lexical and sublexical manipulations and their dependence on task. During lexical decision, words with low vs. high lexical frequency increased activation in left frontal, anterior cingulate, supplemental motor area (SMA), and pre-SMA regions; while words with high vs. low syllable frequency increased activation in a left anterior inferior temporal region. In contrast, when the words were read aloud those with low vs. high syllable frequency increased activation in the left anterior insula, with no other significant effects. On the basis of the neuroanatomy, we propose that the contrasting effects of syllable frequency during lexical decision and reading aloud reflect two different cognitive processes in visual word processing. Specifically, words with high-frequency syllables may increase lexical competition in the inferior temporal lobe while facilitating articulatory planning in the left anterior insula. Hum Brain Mapp, 2006. © 2006 Wiley-Liss, Inc. PMID:16628608

  11. Reading Faster

    ERIC Educational Resources Information Center

    Nation, Paul

    2009-01-01

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

  12. Elevating Baseline Activation Does Not Facilitate Reading of Unattended Words

    NASA Technical Reports Server (NTRS)

    Lien, Mei-Ching; Kouchi, Scott; Ruthruff, Eric; Lachter, Joel B.

    2009-01-01

    Previous studies have disagreed the extent to which people extract meaning from words presented outside the focus of spatial attention. The present study, examined a possible explanation for such discrepancies, inspired by attenuation theory: unattended words can be read more automatically when they have a high baseline level of activation (e.g., due to frequent repetition or due to being expected in a given context). We presented a brief prime word in lowercase, followed by a target word in uppercase. Participants indicated whether the target word belonged to a particular category (e.g., "sport"). When we drew attention to the prime word using a visual cue, the prime produced substantial priming effects on target responses (i.e., faster responses when the prime and target words were identical or from the same category than when they belonged to different categories). When prime words were not attended, however, they produced no priming effects. This finding replicated even when there were only 4 words, each repeated 160 times during the experiment. Even with a very high baseline level of activation, it appears that very little word processing is possible without spatial attention.

  13. Rethinking Middle School Reading Instruction: A Basic Literacy Activity

    ERIC Educational Resources Information Center

    Blanton, William E.; Wood, Karen D.; Taylor, D. Bruce

    2007-01-01

    Research on subject matter instruction across the 20th century (e.g., Stevens, 1912; Bellack, 1966; Hoetker & Ahlbrand; 1969; Gall, 1970; Langer, 1999; Mehan, 1979; Nystrand, 1997;) reveals a preponderance of teacher-directed lecture, recitation, and round-robin reading of text in place of instruction that focuses on reading-to-learn, thinking,…

  14. Teaching Students to Read the Primary Literature Using POGIL Activities

    ERIC Educational Resources Information Center

    Murray, Tracey Arnold

    2014-01-01

    The ability to read, interpret, and evaluate articles in the primary literature are important skills that science majors will use in graduate school and professional life. Because of this, it is important that students are not only exposed to the primary literature in undergraduate education, but also taught how to read and interpret these…

  15. SI for Kids Library Reading Team. Ideas and Activities. 1992 Summer Reading Program.

    ERIC Educational Resources Information Center

    Fischer, Barbara H.

    This manual contains information and materials for the Virginia Summer Reading Program. The "SI for Kids" ("Sports Illustrated for Kids") theme builds on the interest of youngsters in the Olympic games and affords wide interpretation at the local level. Some libraries may focus on sporting events and record setting achievements, others on…

  16. The Contribution of Early Home Literacy Activities to First Grade Reading and Writing Achievements in Arabic

    ERIC Educational Resources Information Center

    Aram, Dorit; Korat, Ofra; Hassunah-Arafat, Safieh

    2013-01-01

    This longitudinal study assessed the literacy development of native Arabic-speaking children from kindergarten to the end of first grade, focusing on the role of home literacy activities (mother-child shared book reading and joint writing). The contribution of these activities in kindergarten to children's reading and writing at the end of…

  17. "Walking the Walk" with Teacher Education Candidates: Strategies for Promoting Active Engagement with Assigned Readings

    ERIC Educational Resources Information Center

    L'Allier, Susan K.; Elish-Piper, Laurie

    2007-01-01

    Teacher educators can use active engagement strategies to help teacher candidates interact meaningfully with assigned readings for literacy methods courses. This approach to active engagement with required readings helps teacher candidates learn the content, concepts, and processes from text, and enables them to experience as learners the…

  18. A SUPPLEMENT TO THE INVENTORY OF PROJECTS AND ACTIVITIES IN READING AND ENGLISH.

    ERIC Educational Resources Information Center

    BABYLON, SALLY; HAYES, ALFRED S.

    A SUPPLEMENT TO THE INVENTORY OF PROJECTS AND ACTIVITIES IN READING AND ENGLISH PUBLISHED IN FEBRUARY 1966 IS PRESENTED. A NEW TOPICAL INDEX WAS ADDED WHICH SHOULD INCREASE THE USEFULNESS OF THE SUPPLEMENT. PROGRAMS, PROJECTS, AND ACTIVITIES DESIGNED TO EVALUATE AND TO IMPROVE THE TEACHING OF READING AND ENGLISH IN SCHOOLS AND COLLEGES ARE…

  19. Comparing Effects of Different Writing Activities on Reading Comprehension: A Meta-Analysis

    ERIC Educational Resources Information Center

    Hebert, Michael; Simpson, Amy; Graham, Steve

    2013-01-01

    The purposes of this review were to determine: (1) if different writing activities were more effective than others in improving students' reading comprehension, and (2) if obtained differences among writing activities was related to how reading comprehension was measured? Meta-analysis was used to examine these questions across studies involving…

  20. The Effect of Project-Based Activities on Intermediate EFL Students' Reading Comprehension Ability

    ERIC Educational Resources Information Center

    Shiraz, Mona Poorverdi; Larsari, Ebrahim Ezati

    2014-01-01

    The present study investigates the relationship between the use of Project-based activities and intermediate EFL students' reading comprehension. The study addresses the questions of whether students' reading comprehension differs after implementing Project-based activities, and whether different projects lead to different degrees of reading…

  1. Suggestions for Designing Learning Activity Packets, Instructional Systems, and Other Self Instructional Strategies.

    ERIC Educational Resources Information Center

    Midgley, Thomas Keith

    These guidelines for writing a learning activity packet (LAP) include a rationale for self instruction; suggested format for writing a LAP; analysis of the LAP format item by item; general instructions for writing a LAP; examples of performance objectives; affective domain attitudinal objectives; and student/teacher contracts for learning;…

  2. Tractography Activation Patterns in Dorsolateral Prefrontal Cortex Suggest Better Clinical Responses in OCD DBS

    PubMed Central

    Hartmann, Christian J.; Lujan, J. Luis; Chaturvedi, Ashutosh; Goodman, Wayne K.; Okun, Michael S.; McIntyre, Cameron C.; Haq, Ihtsham U.

    2016-01-01

    Background: Medication resistant obsessive-compulsive disorder (OCD) patients can be successfully treated with Deep Brain Stimulation (DBS) which targets the anterior limb of the internal capsule (ALIC) and the nucleus accumbens (NA). Growing evidence suggests that in patients who respond to DBS, axonal fiber bundles surrounding the electrode are activated, but it is currently unknown which discrete pathways are critical for optimal benefit. Our aim was to identify axonal pathways mediating clinical effects of ALIC-NA DBS. Methods: We created computational models of ALIC-NA DBS to simulate the activation of fiber tracts and to identify connected cerebral regions. The pattern of activated axons and their cortical targets was investigated in six OCD patients who underwent ALIC-NA DBS. Results: Modulation of the right anterior middle frontal gyrus (dorsolateral prefrontal cortex) was associated with an excellent response. In contrast, non-responders showed high activation in the orbital part of the right inferior frontal gyrus (lateral orbitofrontal cortex/anterior ventrolateral prefrontal cortex). Factor analysis followed by step-wise linear regression indicated that YBOCS improvement was inversely associated with factors that were predominantly determined by gray matter activation results. Discussion: Our findings support the hypothesis that optimal therapeutic results are associated with the activation of distinct fiber pathways. This suggests that in DBS for OCD, focused stimulation of specific fiber pathways, which would allow for stimulation with lower amplitudes, may be superior to activation of a wide array of pathways, typically associated with higher stimulation amplitudes. PMID:26834544

  3. Detecting actively translated open reading frames in ribosome profiling data.

    PubMed

    Calviello, Lorenzo; Mukherjee, Neelanjan; Wyler, Emanuel; Zauber, Henrik; Hirsekorn, Antje; Selbach, Matthias; Landthaler, Markus; Obermayer, Benedikt; Ohler, Uwe

    2016-02-01

    RNA-sequencing protocols can quantify gene expression regulation from transcription to protein synthesis. Ribosome profiling (Ribo-seq) maps the positions of translating ribosomes over the entire transcriptome. We have developed RiboTaper (available at https://ohlerlab.mdc-berlin.de/software/), a rigorous statistical approach that identifies translated regions on the basis of the characteristic three-nucleotide periodicity of Ribo-seq data. We used RiboTaper with deep Ribo-seq data from HEK293 cells to derive an extensive map of translation that covered open reading frame (ORF) annotations for more than 11,000 protein-coding genes. We also found distinct ribosomal signatures for several hundred upstream ORFs and ORFs in annotated noncoding genes (ncORFs). Mass spectrometry data confirmed that RiboTaper achieved excellent coverage of the cellular proteome. Although dozens of novel peptide products were validated in this manner, few of the currently annotated long noncoding RNAs appeared to encode stable polypeptides. RiboTaper is a powerful method for comprehensive de novo identification of actively used ORFs from Ribo-seq data. PMID:26657557

  4. Changes in cerebellar activity and inter-hemispheric coherence accompany improved reading performance following Quadrato Motor Training.

    PubMed

    Ben-Soussan, Tal Dotan; Avirame, Keren; Glicksohn, Joseph; Goldstein, Abraham; Harpaz, Yuval; Ben-Shachar, Michal

    2014-01-01

    Dyslexia is a multifactorial reading deficit that involves multiple brain systems. Among other theories, it has been suggested that cerebellar dysfunction may be involved in dyslexia. This theory has been supported by findings from anatomical and functional imaging. A possible rationale for cerebellar involvement in dyslexia could lie in the cerebellum's role as an oscillator, producing synchronized activity within neuronal networks including sensorimotor networks critical for reading. If these findings are causally related to dyslexia, a training regimen that enhances cerebellar oscillatory activity should improve reading performance. We examined the cognitive and neural effects of Quadrato Motor Training (QMT), a structured sensorimotor training program that involves sequencing of motor responses based on verbal commands. Twenty-two adult Hebrew readers (12 dyslexics and 10 controls) were recruited for the study. Using Magnetoencephalography (MEG), we measured changes in alpha power and coherence following QMT in a within-subject design. Reading performance was assessed pre- and post-training using a comprehensive battery of behavioral tests. Our results demonstrate improved performance on a speeded reading task following one month of intensive QMT in both the dyslexic and control groups. Dyslexic participants, but not controls, showed significant increase in cerebellar oscillatory alpha power following training. In addition, across both time points, inter-hemispheric alpha coherence was higher in the dyslexic group compared to the control group. In conclusion, the current findings suggest that the combination of motor and language training embedded in QMT increases cerebellar oscillatory activity in dyslexics and improves reading performance. These results support the hypothesis that the cerebellum plays a role in skilled reading, and begin to unravel the underlying mechanisms that mediate cerebellar contribution in cognitive and neuronal augmentation. PMID

  5. Changes in cerebellar activity and inter-hemispheric coherence accompany improved reading performance following Quadrato Motor Training

    PubMed Central

    Ben-Soussan, Tal Dotan; Avirame, Keren; Glicksohn, Joseph; Goldstein, Abraham; Harpaz, Yuval; Ben-Shachar, Michal

    2014-01-01

    Dyslexia is a multifactorial reading deficit that involves multiple brain systems. Among other theories, it has been suggested that cerebellar dysfunction may be involved in dyslexia. This theory has been supported by findings from anatomical and functional imaging. A possible rationale for cerebellar involvement in dyslexia could lie in the cerebellum’s role as an oscillator, producing synchronized activity within neuronal networks including sensorimotor networks critical for reading. If these findings are causally related to dyslexia, a training regimen that enhances cerebellar oscillatory activity should improve reading performance. We examined the cognitive and neural effects of Quadrato Motor Training (QMT), a structured sensorimotor training program that involves sequencing of motor responses based on verbal commands. Twenty-two adult Hebrew readers (12 dyslexics and 10 controls) were recruited for the study. Using Magnetoencephalography (MEG), we measured changes in alpha power and coherence following QMT in a within-subject design. Reading performance was assessed pre- and post-training using a comprehensive battery of behavioral tests. Our results demonstrate improved performance on a speeded reading task following one month of intensive QMT in both the dyslexic and control groups. Dyslexic participants, but not controls, showed significant increase in cerebellar oscillatory alpha power following training. In addition, across both time points, inter-hemispheric alpha coherence was higher in the dyslexic group compared to the control group. In conclusion, the current findings suggest that the combination of motor and language training embedded in QMT increases cerebellar oscillatory activity in dyslexics and improves reading performance. These results support the hypothesis that the cerebellum plays a role in skilled reading, and begin to unravel the underlying mechanisms that mediate cerebellar contribution in cognitive and neuronal augmentation. PMID

  6. Does reading keep you thin? Leisure activities, cultural tastes, and body weight in comparative perspective

    PubMed Central

    Pampel, Fred C.

    2011-01-01

    While sedentary leisure-time activities such as reading, going to movies, attending cultural events, attending sporting events, watching TV, listening to music, and socializing with friends would seem to contribute to excess weight, a perspective focusing on SES differences in cultural tastes suggests the opposite, that some sedentary activities are associated with lower rather than higher body weight. This study aims to test theories of cultural distinction by examining relationships between leisure-time activities and body weight. Using 2007 data on 17 nations from the International Social Survey Program, the analysis estimates relationships between the body mass index and varied leisure-time activities while controlling for SES, physical activities, and sociodemographic variables. Net of controls for SES and physical activities, participation time in cultural activities is associated with lower rather than higher body weight, particularly in high-income nations. The results suggest that both cultural activities and body weight reflect forms of distinction that separate SES-based lifestyles. PMID:21707664

  7. Open to Suggestion.

    ERIC Educational Resources Information Center

    Journal of Reading, 1987

    1987-01-01

    Recounts the use of: (1) a game of reading trivia to review a unit in reading, (2) a reading-related art activity that emphasized the importance of following directions, and (3) the assignment of a research paper in a remedial curriculum. (NKA)

  8. Auditory Short-Term Memory Activation during Score Reading

    PubMed Central

    Simoens, Veerle L.; Tervaniemi, Mari

    2013-01-01

    Performing music on the basis of reading a score requires reading ahead of what is being played in order to anticipate the necessary actions to produce the notes. Score reading thus not only involves the decoding of a visual score and the comparison to the auditory feedback, but also short-term storage of the musical information due to the delay of the auditory feedback during reading ahead. This study investigates the mechanisms of encoding of musical information in short-term memory during such a complicated procedure. There were three parts in this study. First, professional musicians participated in an electroencephalographic (EEG) experiment to study the slow wave potentials during a time interval of short-term memory storage in a situation that requires cross-modal translation and short-term storage of visual material to be compared with delayed auditory material, as it is the case in music score reading. This delayed visual-to-auditory matching task was compared with delayed visual-visual and auditory-auditory matching tasks in terms of EEG topography and voltage amplitudes. Second, an additional behavioural experiment was performed to determine which type of distractor would be the most interfering with the score reading-like task. Third, the self-reported strategies of the participants were also analyzed. All three parts of this study point towards the same conclusion according to which during music score reading, the musician most likely first translates the visual score into an auditory cue, probably starting around 700 or 1300 ms, ready for storage and delayed comparison with the auditory feedback. PMID:23326487

  9. Auditory short-term memory activation during score reading.

    PubMed

    Simoens, Veerle L; Tervaniemi, Mari

    2013-01-01

    Performing music on the basis of reading a score requires reading ahead of what is being played in order to anticipate the necessary actions to produce the notes. Score reading thus not only involves the decoding of a visual score and the comparison to the auditory feedback, but also short-term storage of the musical information due to the delay of the auditory feedback during reading ahead. This study investigates the mechanisms of encoding of musical information in short-term memory during such a complicated procedure. There were three parts in this study. First, professional musicians participated in an electroencephalographic (EEG) experiment to study the slow wave potentials during a time interval of short-term memory storage in a situation that requires cross-modal translation and short-term storage of visual material to be compared with delayed auditory material, as it is the case in music score reading. This delayed visual-to-auditory matching task was compared with delayed visual-visual and auditory-auditory matching tasks in terms of EEG topography and voltage amplitudes. Second, an additional behavioural experiment was performed to determine which type of distractor would be the most interfering with the score reading-like task. Third, the self-reported strategies of the participants were also analyzed. All three parts of this study point towards the same conclusion according to which during music score reading, the musician most likely first translates the visual score into an auditory cue, probably starting around 700 or 1300 ms, ready for storage and delayed comparison with the auditory feedback. PMID:23326487

  10. A Trade-Off between Somatosensory and Auditory Related Brain Activity during Object Naming But Not Reading

    PubMed Central

    Hope, Thomas M.H.; Prejawa, Susan; Parker Jones, ‘Ōiwi; Vitkovitch, Melanie; Price, Cathy J.

    2015-01-01

    The parietal operculum, particularly the cytoarchitectonic area OP1 of the secondary somatosensory area (SII), is involved in somatosensory feedback. Using fMRI with 58 human subjects, we investigated task-dependent differences in SII/OP1 activity during three familiar speech production tasks: object naming, reading and repeatedly saying “1-2-3.” Bilateral SII/OP1 was significantly suppressed (relative to rest) during object naming, to a lesser extent when repeatedly saying “1-2-3” and not at all during reading. These results cannot be explained by task difficulty but the contrasting difference between naming and reading illustrates how the demands on somatosensory activity change with task, even when motor output (i.e., production of object names) is matched. To investigate what determined SII/OP1 deactivation during object naming, we searched the whole brain for areas where activity increased as that in SII/OP1 decreased. This across subject covariance analysis revealed a region in the right superior temporal sulcus (STS) that lies within the auditory cortex, and is activated by auditory feedback during speech production. The tradeoff between activity in SII/OP1 and STS was not observed during reading, which showed significantly more activation than naming in both SII/OP1 and STS bilaterally. These findings suggest that, although object naming is more error prone than reading, subjects can afford to rely more or less on somatosensory or auditory feedback during naming. In contrast, fast and efficient error-free reading places more consistent demands on both types of feedback, perhaps because of the potential for increased competition between lexical and sublexical codes at the articulatory level. PMID:25788691

  11. Reading Games. Contemporary Classroom Series.

    ERIC Educational Resources Information Center

    Tiedt, Iris M.

    The reading games presented in this book involve listening, speaking, writing, and reading and can help students to develop positive attitudes toward working with words to increase their vocabularies, and to be motivated to read. The book describes a variety of activities designed to stimulate student curiosity and suggests ways of using these…

  12. Coaching Reading Buddies for Success

    ERIC Educational Resources Information Center

    Theurer, Joan Leikam; Schmidt, Kathy Burson

    2008-01-01

    Reading buddies have been used by teachers for many years. The practice and benefits of having older students reading with younger students on a regular basis has been well documented. This article provides suggestions for teachers as they begin a reading buddy program and includes ideas for meaningful follow-up activities that will help keep…

  13. Metabolic brain activity suggestive of persistent pain in a rat model of neuropathic pain

    PubMed Central

    Thompson, Scott J; Millecamps, Magali; Aliaga, Antonio; Seminowicz, David A; Low, Lucie A; Bedell, Barry J; Stone, Laura S; Schweinhardt, Petra; Bushnell, M Catherine

    2014-01-01

    Persistent pain is a central characteristic of neuropathic pain conditions in humans. Knowing whether rodent models of neuropathic pain produce persistent pain is therefore crucial to their translational applicability. We investigated the Spared Nerve Injury (SNI) model of neuropathic pain and the formalin pain model in rats using Positron Emission Tomography (PET) with the metabolic tracer [18F]fluorodeoxyglucose (FDG) to determine if there is ongoing brain activity suggestive of persistent pain. For the formalin model, under brief anesthesia we injected one hindpaw with 5% formalin and the FDG tracer into a tail vein. We then allowed the animals to awaken and observed pain behavior for 30 min during the FDG uptake period. The rat was then anesthetized and placed in the scanner for static image acquisition, which took place between minutes 45 and 75 post-tracer injection. A single reference rat brain magnetic resonance image (MRI) was used to align the PET images with the Paxinos and Watson rat brain atlas. Increased glucose metabolism was observed in the somatosensory region associated with the injection site (S1 hindlimb contralateral), S1 jaw/upper lip and cingulate cortex. Decreases were observed in the prelimbic cortex and hippocampus. Second, SNI rats were scanned 3 weeks post-surgery using the same scanning paradigm, and region-of-interest analyses revealed increased metabolic activity in the contralateral S1 hindlimb. Finally, a second cohort of SNI rats were scanned while anesthetized during the tracer uptake period, and the S1 hindlimb increase was not observed. Increased brain activity in the somatosensory cortex of SNI rats resembled the activity produced with the injection of formalin, suggesting that the SNI model may produce persistent pain. The lack of increased activity in S1 hindlimb with general anesthetic demonstrates that this effect can be blocked, as well as highlights the importance of investigating brain activity in awake and behaving

  14. The Effects of the Directed Reading-Thinking Activity on EFL Students' Referential and Inferential Comprehension

    ERIC Educational Resources Information Center

    El-Koumy, Abdel Salam Abdel Khalek

    2006-01-01

    A study investigated the effects of the Directed Reading Thinking Activity on Egyptian first-year secondary stage EFL students' referential and inferential reading comprehension. The study utilized a pretest-posttest control group experimental design. The subjects consisted of 72 first-year secondary students in Menouf Secondary School for Boys at…

  15. The Main Sources of Intersubject Variability in Neuronal Activation for Reading Aloud

    ERIC Educational Resources Information Center

    Kherif, Ferath; Josse, Goulven; Seghier, Mohamed L.; Price, Cathy J.

    2009-01-01

    The aim of this study was to find the most prominent source of intersubject variability in neuronal activation for reading familiar words aloud. To this end, we collected functional imaging data from a large sample of subjects (n = 76) with different demographic characteristics such as handedness, sex, and age, while reading. The…

  16. Executive Control Modulates Cross-Language Lexical Activation during L2 Reading: Evidence from Eye Movements

    ERIC Educational Resources Information Center

    Pivneva, Irina; Mercier, Julie; Titone, Debra

    2014-01-01

    Models of bilingual reading such as Bilingual Interactive Activation Plus (Dijkstra & van Heuven, 2002) do not predict a central role for domain-general executive control during bilingual reading, in contrast with bilingual models from other domains, such as production (e.g., the Inhibitory Control Model; Green, 1998). We thus investigated…

  17. Those Voices in Your Head: Activation of Auditory Images during Reading

    ERIC Educational Resources Information Center

    Kurby, Christopher A.; Magliano, Joseph P.; Rapp, David N.

    2009-01-01

    "Auditory imagery experiences" (AIEs) occur when readers simulate character voices while reading. This project assessed how familiarity with voice and narrative contexts influences activation of AIEs. Participants listened to dialogs between two characters. Participants then read scripts with the characters, half that had been previously listened…

  18. Parents' Perceptions of Home Reading Activities: Comparing Children with and without Learning Disability

    ERIC Educational Resources Information Center

    Johnson, Ensa; Bornman, Juan; Alant, Erna

    2010-01-01

    The early reading process can be viewed as triadic, encompassing the child, the parents and the environment. We examine the impact of each of these three components on children's participation in home reading activities as perceived by their parents. The results obtained from a questionnaire completed by parents of Grade 1 children, with and…

  19. Preschool Children's Use of Thematic Vocabulary during Dialogic Reading and Activity-Based Intervention

    ERIC Educational Resources Information Center

    Rahn, Naomi L.; Coogle, Christan Grygas; Storie, Sloan

    2016-01-01

    An adapted alternating treatments design was used to compare the expressive use of thematic vocabulary by three preschool children with developmental delays during Dialogic Reading, a shared book reading intervention, and Activity-Based Intervention, a naturalistic play-based teaching method. The design was replicated across two early childhood…

  20. Computational Investigations of Trichoderma Reesei Cel7A Suggest New Routes for Enzyme Activity Improvements

    SciTech Connect

    Beckham, G. T.; Payne, C. M.; Bu, L.; Taylor, C. B.; McCabe, C.; Chu, J. W.; Himmel, M. E.; Crowley, M. F.

    2012-01-01

    The Trichoderma reesei Family 7 cellulase (Cel7A) is a key industrial enzyme in the production of biofuels from lignocellulosic biomass. It is a multi-modular enzyme with a Family 1 carbohydrate-binding module, a flexible O-glycosylated linker, and a large catalytic domain. We have used simulation to elucidate new functions for the 3 sub-domains, which suggests new routes to increase the activity of this central enzyme. These findings include new roles for glycosylation, which we have shown can be used to tune the binding affinity. We have also examined the structures of the catalytically-active complex of Cel7A and its non-processive counterpart, Cel7B, engaged on cellulose, which suggests allosteric mechanisms involved in chain binding when these cellulases are complexed on cellulose. Our computational results also suggest that product inhibition varies significantly between Cel7A and Cel7B, and we offer a molecular-level explanation for this observation. Finally, we discuss simulations of the absolute and relative binding free energy of cellulose ligands and various mutations along the CD tunnel, which will affect processivity and the ability of Cel7A (and related enzymes) to digest cellulose. These results highlight new considerations in protein engineering for processive and non-processive cellulases for production of lignocellulosic biofuels.

  1. The structure of the PERK kinase domain suggests the mechanism for its activation

    SciTech Connect

    Cui, Wenjun; Li, Jingzhi; Ron, David; Sha, Bingdong

    2011-05-01

    The endoplasmic reticulum-localized transmembrane kinase PERK is one of three major ER stress transducers. The crystal structure of PERK’s kinase domain has been determined to 2.8 Å resolution. The endoplasmic reticulum (ER) unfolded protein response (UPR) is comprised of several intracellular signaling pathways that alleviate ER stress. The ER-localized transmembrane kinase PERK is one of three major ER stress transducers. Oligomerization of PERK’s N-terminal ER luminal domain by ER stress promotes PERK trans-autophosphorylation of the C-terminal cytoplasmic kinase domain at multiple residues including Thr980 on the kinase activation loop. Activated PERK phosphorylates Ser51 of the α-subunit of translation initiation factor 2 (eIF2α), which inhibits initiation of protein synthesis and reduces the load of unfolded proteins entering the ER. The crystal structure of PERK’s kinase domain has been determined to 2.8 Å resolution. The structure resembles the back-to-back dimer observed in the related eIF2α kinase PKR. Phosphorylation of Thr980 stabilizes both the activation loop and helix αG in the C-terminal lobe, preparing the latter for eIF2α binding. The structure suggests conservation in the mode of activation of eIF2α kinases and is consistent with a ‘line-up’ model for PERK activation triggered by oligomerization of its luminal domain.

  2. The structure of the PERK kinase domain suggests the mechanism for its activation

    SciTech Connect

    Cui, Wenjun; Li, Jingzhi; Ron, David; Sha, Bingdong

    2012-08-31

    The endoplasmic reticulum (ER) unfolded protein response (UPR) is comprised of several intracellular signaling pathways that alleviate ER stress. The ER-localized transmembrane kinase PERK is one of three major ER stress transducers. Oligomerization of PERK's N-terminal ER luminal domain by ER stress promotes PERK trans-autophosphorylation of the C-terminal cytoplasmic kinase domain at multiple residues including Thr980 on the kinase activation loop. Activated PERK phosphorylates Ser51 of the {alpha}-subunit of translation initiation factor 2 (eIF2{alpha}), which inhibits initiation of protein synthesis and reduces the load of unfolded proteins entering the ER. The crystal structure of PERK's kinase domain has been determined to 2.8 {angstrom} resolution. The structure resembles the back-to-back dimer observed in the related eIF2{alpha} kinase PKR. Phosphorylation of Thr980 stabilizes both the activation loop and helix {alpha}G in the C-terminal lobe, preparing the latter for eIF2{alpha} binding. The structure suggests conservation in the mode of activation of eIF2{alpha} kinases and is consistent with a 'line-up' model for PERK activation triggered by oligomerization of its luminal domain.

  3. The structure of the PERK kinase domain suggests the mechanism for its activation

    PubMed Central

    Cui, Wenjun; Li, Jingzhi; Ron, David; Sha, Bingdong

    2011-01-01

    The endoplasmic reticulum (ER) unfolded protein response (UPR) is comprised of several intracellular signaling pathways that alleviate ER stress. The ER-localized transmembrane kinase PERK is one of three major ER stress transducers. Oligomerization of PERK’s N-terminal ER luminal domain by ER stress promotes PERK trans-autophosphorylation of the C-terminal cytoplasmic kinase domain at multiple residues including Thr980 on the kinase activation loop. Activated PERK phosphorylates Ser51 of the α-subunit of translation initiation factor 2 (eIF2α), which inhibits initiation of protein synthesis and reduces the load of unfolded proteins entering the ER. The crystal structure of PERK’s kinase domain has been determined to 2.8 Å resolution. The structure resembles the back-to-back dimer observed in the related eIF2α kinase PKR. Phosphorylation of Thr980 stabilizes both the activation loop and helix αG in the C-terminal lobe, preparing the latter for eIF2α binding. The structure suggests conservation in the mode of activation of eIF2α kinases and is consistent with a ‘line-up’ model for PERK activation triggered by oligomerization of its luminal domain. PMID:21543844

  4. How silent is silent reading? Intracerebral evidence for top-down activation of temporal voice areas during reading.

    PubMed

    Perrone-Bertolotti, Marcela; Kujala, Jan; Vidal, Juan R; Hamame, Carlos M; Ossandon, Tomas; Bertrand, Olivier; Minotti, Lorella; Kahane, Philippe; Jerbi, Karim; Lachaux, Jean-Philippe

    2012-12-01

    As you might experience it while reading this sentence, silent reading often involves an imagery speech component: we can hear our own "inner voice" pronouncing words mentally. Recent functional magnetic resonance imaging studies have associated that component with increased metabolic activity in the auditory cortex, including voice-selective areas. It remains to be determined, however, whether this activation arises automatically from early bottom-up visual inputs or whether it depends on late top-down control processes modulated by task demands. To answer this question, we collaborated with four epileptic human patients recorded with intracranial electrodes in the auditory cortex for therapeutic purposes, and measured high-frequency (50-150 Hz) "gamma" activity as a proxy of population level spiking activity. Temporal voice-selective areas (TVAs) were identified with an auditory localizer task and monitored as participants viewed words flashed on screen. We compared neural responses depending on whether words were attended or ignored and found a significant increase of neural activity in response to words, strongly enhanced by attention. In one of the patients, we could record that response at 800 ms in TVAs, but also at 700 ms in the primary auditory cortex and at 300 ms in the ventral occipital temporal cortex. Furthermore, single-trial analysis revealed a considerable jitter between activation peaks in visual and auditory cortices. Altogether, our results demonstrate that the multimodal mental experience of reading is in fact a heterogeneous complex of asynchronous neural responses, and that auditory and visual modalities often process distinct temporal frames of our environment at the same time. PMID:23223279

  5. The Reading Habits of Church Active Mormon Women.

    ERIC Educational Resources Information Center

    Appleton, Marianne; Cranney, A. Garr

    Data from 149 female members of the Church of Jesus Christ of Latter Day Saints (LDS) were used to construct a composite of the reading habits and their relation to other characterisitics of this group. The typical respondent was a married woman between 26 and 40 years old who had attended college but remained at home to care for children under…

  6. College Textbook Reading Assignments and Class Time Activity

    ERIC Educational Resources Information Center

    Aagaard, Lola; Conner, Timothy W., II.; Skidmore, Ronald L.

    2014-01-01

    A convenient cluster sample of 105 undergraduate students at a regional university in the midsouth completed a survey regarding their use of college textbooks, what strategies might increase the likelihood of their reading textbook assignments, and their preference for how class time was used. Descriptive analysis was conducted on the results and…

  7. Parafoveal Lexical Activation Depends on Skilled Reading Proficiency

    ERIC Educational Resources Information Center

    Veldre, Aaron; Andrews, Sally

    2015-01-01

    The boundary paradigm was used to investigate individual differences in the extraction of lexical information from the parafovea in sentence reading. The preview of a target word was manipulated so that it was identical (e.g., "sped"), a higher frequency orthographic neighbor ("seed"), a nonword neighbor ("sted"), or…

  8. Suggested improvements to the standard filter paper assay used to measure cellulase activity.

    PubMed

    Coward-Kelly, Guillermo; Aiello-Mazzari, Cateryna; Kim, Sehoon; Granda, Cesar; Holtzapple, Mark

    2003-06-20

    Two suggestions can be found in the literature to improve the reproducibility of the Mandels' filter paper assay: add supplemental cellobiase and increase the boiling time for color development. Here we provide data that strongly supports adding supplemental cellobiase. Adding supplemental cellobiase increased assay response by 56%. Cellulases from different sources have different cellobiase activities, which would cause significant variation in the assay response. There is no need for additional boiling time-5 minutes is sufficient. For maximum reproducibility, it is essential that the water bath vigorously boil so that temperature excursions are minimized. PMID:12673775

  9. Individual differences in FFA activity suggest independent processing at different spatial scales.

    PubMed

    Gauthier, Isabel; Curby, Kim M; Skudlarski, Pawel; Epstein, Russell A

    2005-06-01

    The brain processes images at different spatial scales, but it is unclear how far into the visual stream different scales remain segregated. Using functional magnetic resonance imaging, we found evidence that BOLD activity in the fusiform face area (FFA) reflects computations based on separate spatial frequency inputs. When subjects perform different tasks (attend location vs. identity; attend whole vs. parts) or the same task with different stimuli (upright or inverted) with high- and low-pass images of cars and faces, individual differences in the FFA in one condition are correlated with those in the other condition. However, FFA activity in response to low-pass stimuli is independent of its response to high-pass stimuli. These results suggest that spatial scales are not integrated before the FFA and that processing in this area could support the flexible use of different sources of information present in broad-pass images. PMID:16180628

  10. Shipwreck rates and tree rings suggest reduced North Atlantic tropical cyclone activity during the Maunder Minimum.

    NASA Astrophysics Data System (ADS)

    Harley, G. L.; Trouet, V.; Dominguez Delmas, M.

    2014-12-01

    The observational record of North Atlantic TCs is too short to inform our understanding of decadal-scale climatic controls on TC regimes. We combined two new annual-resolution proxies of Atlantic storm activity to extend the observational TC record back to the 16th Century. A tree-growth suppression chronology (1707-2010 CE) from the Florida Keys, U.S.A. captures 91% of observed North Atlantic TCs (1850-2010 CE) and shares significant peak events with a documentary time series of Spanish shipwrecks in the Caribbean (1495-1820). Decadal-scale shipwreck rates were lowest during the Maunder Minimum (ca. 1645-1715), indicating that cooler Atlantic sea surface temperatures (SSTs) during this period reduced Caribbean TC activity. Our results support global-scale climate proxy data and suggest that cooler tropical Atlantic SSTs and a generally negative mode of the North Atlantic Oscillation during the Little Ice Age reduced TC frequency.

  11. Paraprofessionals and Reading.

    ERIC Educational Resources Information Center

    Vick, Marian L.

    This pamphlet suggests guidelines to follow for the selection, training, and supervision of paraprofessionals and volunteers in teaching reading and reading-related activities. The contents include: criteria by which paraprofessionals should be selected (emotional stability, ability to relate well to people, ethics, and formal and informal…

  12. Fractal analysis reveals subclasses of neurons and suggests an explanation of their spontaneous activity.

    PubMed

    Favela, Luis H; Coey, Charles A; Griff, Edwin R; Richardson, Michael J

    2016-07-28

    The present work used fractal time series analysis (detrended fluctuation analysis; DFA) to examine the spontaneous activity of single neurons in an anesthetized animal model, specifically, the mitral cells in the rat main olfactory bulb. DFA bolstered previous research in suggesting two subclasses of mitral cells. Although there was no difference in the fractal scaling of the interspike interval series at the shorter timescales, there was a significant difference at longer timescales. Neurons in Group B exhibited fractal, power-law scaled interspike intervals, whereas neurons in Group A exhibited random variation. These results raise questions about the role of these different cells within the olfactory bulb and potential explanations of their dynamics. Specifically, self-organized criticality has been proposed as an explanation of fractal scaling in many natural systems, including neural systems. However, this theory is based on certain assumptions that do not clearly hold in the case of spontaneous neural activity, which likely reflects intrinsic cell dynamics rather than activity driven by external stimulation. Moreover, it is unclear how self-organized criticality might account for the random dynamics observed in Group A, and how these random dynamics might serve some functional role when embedded in the typical activity of the olfactory bulb. These theoretical considerations provide direction for additional experimental work. PMID:27189719

  13. Helping Your Child to Read.

    ERIC Educational Resources Information Center

    Foust, Betty Jean

    This booklet provides suggestions for parents in helping their children to learn how to read. The first section provides 34 suggestions and activities for parents to use with preschool children, such as reciting nursery rhymes, reading aloud, respecting the child's mood, and playing listening games. The second section offers 25 suggestions and…

  14. An active loudness model suggesting tinnitus as increased central noise and hyperacusis as increased nonlinear gain

    PubMed Central

    Zeng, Fan-Gang

    2012-01-01

    The present study uses a systems engineering approach to delineate the relationship between tinnitus and hyperacusis as a result of either hearing loss in the ear or an imbalanced state in the brain. Specifically examined is the input–output function, or loudness growth as a function of intensity in both normal and pathological conditions. Tinnitus reduces the output dynamic range by raising the floor, while hyperacusis reduces the input dynamic range by lowering the ceiling or sound tolerance level. Tinnitus does not necessarily steepen the loudness growth function but hyperacusis always does. An active loudness model that consists of an expansion stage following a compression stage can account for these key properties in tinnitus and hyperacusis loudness functions. The active loudness model suggests that tinnitus is a result of increased central noise, while hyperacusis is due to increased nonlinear gain. The active loudness model also generates specific predictions on loudness growth in tinnitus, hyperacusis, hearing loss or any combinations of the three conditions. These predictions need to be verified by experimental data and have explicit implications for treatment of tinnitus and hyperacusis. PMID:22641191

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

    ERIC Educational Resources Information Center

    Kameenui, Edward J.; Simmons, Deborah C.

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

  16. McIntosh active-region class similarities and suggestions for mergers

    NASA Technical Reports Server (NTRS)

    Bornmann, P. L.; Kalmbach, D.; Kulhanek, D.

    1994-01-01

    McIntosh active-region classifications reported during a five-year period were examined to determine similarities among the classes. Two methods were used extensively to determine these similarities. The number of transitions among classes were used to determine the most frequent transitions out of each class, and the alternative classes reported for the same region by different sites were used to establish which classes were neighboring classes. These transition frequencies and neighboring classes were used to identify classes that could be eliminated or merged with other classes. Class similarities were used to investigate the relative importance of several pairs of decisions that occur within a single McIntosh parameter. In particular, the redundancy of parameters in some classes was examined, and the class similarities were used to identify which of these parameters could be eliminated. Infrequently reported classes were also considered, and suggestions for mergers were made when similarities between classes could be identified.

  17. The structures of the kinase domain and UBA domain of MPK38 suggest the activation mechanism for kinase activity.

    PubMed

    Cho, Yong-Soon; Yoo, Jiho; Park, Soomin; Cho, Hyun-Soo

    2014-02-01

    Murine protein serine/threonine kinase 38 (MPK38) is the murine orthologue of human maternal embryonic leucine-zipper kinase (MELK), which belongs to the SNF1/AMPK family. MELK is considered to be a promising drug target for anticancer therapy because overexpression and hyperactivation of MELK is correlated with several human cancers. Activation of MPK38 requires the extended sequence (ExS) containing the ubiquitin-associated (UBA) linker and UBA domain and phosphorylation of the activation loop. However, the activation mechanism of MPK38 is unknown. This paper reports the crystal structure of MPK38 (T167E), which mimics a phosphorylated state of the activation loop, in complex with AMP-PNP. In the MPK38 structure, the UBA linker forces an inward movement of the αC helix. Phosphorylation of the activation loop then induces movement of the activation loop towards the C-lobe and results in interlobar cleft closure. These processes generate a fully active state of MPK38. This structure suggests that MPK38 has a similar molecular mechanism regulating activation as in other kinases of the SNF1/AMPK family. PMID:24531485

  18. Three-dimensional Reconstruction of Tarantula Myosin Filaments Suggests How Phosphorylation May Regulate Myosin Activity

    PubMed Central

    Alamo, Lorenzo; Wriggers, Willy; Pinto, Antonio; Bártoli, Fulvia; Salazar, Leiría; Zhao, Fa-Qing; Craig, Roger; Padrón, Raúl

    2008-01-01

    Summary Muscle contraction involves the interaction of the myosin heads of the thick filaments with actin subunits of the thin filaments. Relaxation occurs when this interaction is blocked by molecular switches on these filaments. In many muscles, myosin-linked regulation involves phosphorylation of the myosin regulatory light chains (RLC). Electron microscopy of vertebrate smooth muscle myosin molecules (regulated by phosphorylation) has provided insight into the relaxed structure, revealing that myosin is switched off by intramolecular interactions between its two heads, the free-head and the blocked head. Three-dimensional reconstruction of frozen-hydrated specimens reveals that this asymmetric head interaction is also present in native thick filaments of tarantula striated muscle. Our goal here has been to elucidate the structural features of the tarantula filament involved in phosphorylation-based regulation. A new reconstruction reveals intra- and intermolecular myosin interactions in addition to those seen previously. To help interpret the interactions, we sequenced the tarantula RLC, and fitted to the reconstruction an atomic model of the myosin head that included the predicted RLC atomic structure and an S2 crystal structure. The fitting suggests an intramolecular interaction between the cardiomyopathy loop of the free-head and its own S2 and two intermolecular interactions—between the cardio-loop of the free head and the ELC of the blocked head, and between the Leu-305 - Gln-327 “interaction loop” (loop I) of the free-head and the N-terminal fragment of the RLC of the blocked-head. These interactions, added to those previously described, would help to switch off the thick filament. Molecular dynamics simulations suggest how phosphorylation could increase the helical content of the RLC N-terminus, weakening these interactions, thus releasing both heads and activating the thick filament. PMID:18951904

  19. Amygdala activation during reading of emotional adjectives—an advantage for pleasant content

    PubMed Central

    Herbert, Cornelia; Ethofer, Thomas; Anders, Silke; Junghofer, Markus; Wildgruber, Dirk; Grodd, Wolfgang

    2009-01-01

    This event-related functional magnetic resonance imaging (fMRI) study investigated brain activity elicited by emotional adjectives during silent reading without specific processing instructions. Fifteen healthy volunteers were asked to read a set of randomly presented high-arousing emotional (pleasant and unpleasant) and low-arousing neutral adjectives. Silent reading of emotional in contrast to neutral adjectives evoked enhanced activations in visual, limbic and prefrontal brain regions. In particular, reading pleasant adjectives produced a more robust activation pattern in the left amygdala and the left extrastriate visual cortex than did reading unpleasant or neutral adjectives. Moreover, extrastriate visual cortex and amygdala activity were significantly correlated during reading of pleasant adjectives. Furthermore, pleasant adjectives were better remembered than unpleasant and neutral adjectives in a surprise free recall test conducted after scanning. Thus, visual processing was biased towards pleasant words and involved the amygdala, underscoring recent theoretical views of a general role of the human amygdala in relevance detection for both pleasant and unpleasant stimuli. Results indicate preferential processing of pleasant information in healthy young adults and can be accounted for within the framework of appraisal theory. PMID:19015080

  20. Those voices in your head: activation of auditory images during reading.

    PubMed

    Kurby, Christopher A; Magliano, Joseph P; Rapp, David N

    2009-09-01

    Auditory imagery experiences (AIEs) occur when readers simulate character voices while reading. This project assessed how familiarity with voice and narrative contexts influences activation of AIEs. Participants listened to dialogs between two characters. Participants then read scripts with the characters, half that had been previously listened to and half that were new. During reading, participants were interrupted with an auditory recognition task, with probes presented in voices that either matched or mismatched the character associated with the current line of dialog. Faster responses to matching than mismatching voices were consistently obtained for familiar scripts, providing evidence for AIEs. Transfer to unfamiliar scripts only occurred after extended experience with character voices. These findings define factors that influence activation of speaker voice during reading, with implications for understanding the nature of linguistic representations across presentation modalities. PMID:19540472

  1. Those Voices in your Head: Activation of Auditory Images During Reading

    PubMed Central

    Kurby, Christopher A.; Magliano, Joseph P.; Rapp, David N.

    2009-01-01

    Auditory imagery experiences (AIEs) occur when readers simulate character voices while reading. This project assessed how familiarity with voice and narrative contexts influences activation of AIEs. Participants listened to dialogs between two characters. Participants then read scripts with the characters, half that had been previously listened to and half that were new. During reading, participants were interrupted with an auditory recognition task, with probes presented in voices that either matched or mismatched the character associated with the current line of dialog. Faster responses to matching than mismatching voices were consistently obtained for familiar scripts, providing evidence for AIEs. Transfer to unfamiliar scripts only occurred after extended experience with character voices. These findings define factors that influence activation of speaker voice during reading, with implications for understanding the nature of linguistic representations across presentation modalities. PMID:19540472

  2. Head movements suggest canal and otolith projections are activated during galvanic vestibular stimulation.

    PubMed

    Kim, J

    2013-12-01

    Three-dimensional changes in the angular orientation of the head were monitored during galvanic vestibular stimulation (GVS) delivered through electrodes implanted bilaterally in the tensor tympani muscle of the guinea-pig middle ear. Bilateral GVS was delivered by passing current between both ears with the anode situated in one ear and the cathode in the other ear. Unilateral GVS was also delivered between one ear and an indifferent electrode on the skull. Constant-current stimulation caused the head to tilt predominantly within the roll and yaw planes toward an ear stimulated with anodal current and away from an ear stimulated with cathodal current. No significant head tilt in the pitch plane was observed with either bilateral or unilateral GVS. Bilateral GVS was found to induce significantly greater roll head tilt (RHT) and yaw head tilt (YHT) than the same intensity of unilateral anodal or cathodal GVS, but not the sum of responses induced by the two polarities of unilateral GVS. Significant asymmetries were observed in the responses of YHT and RHT for unilateral anodal and cathodal GVS; unilateral cathodal stimulation generated greater head deviation compared with the same intensity of unilateral anodal stimulation. These asymmetric responses are consistent with activation of irregularly discharging afferents, which have been shown previously to exhibit asymmetric responses for anodal and cathodal GVS (Kim and Curthoys, 2004). Together with the observations of previous guinea-pig studies, the results suggest that head movements induced by GVS may be mediated by irregularly discharging afferents innervating the otoliths, and possibly the horizontal semicircular canals. PMID:24021920

  3. Using Technology and Creative Reading Activities to Increase Pleasure Reading among High School Students in Resource Classes.

    ERIC Educational Resources Information Center

    Barrett, Katherine B.

    This applied dissertation was designed to encourage resource students to read more books for pleasure. Resource students in the writer's high school did not read many books for pleasure. Students had short attention spans and found it difficult to finish school assignments without encouragement. They also found reading difficult and often said…

  4. Reading the Rocks. A Fall Activity Packet for Fifth Grade.

    ERIC Educational Resources Information Center

    Jackson Community Coll., MI. Dahlem Environmental Education Center.

    This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on various geological…

  5. Elementary School Recess: Selected Readings, Games, and Activities for Teachers and Parents.

    ERIC Educational Resources Information Center

    Clements, Rhonda L., Ed.

    Based upon the principle that all children have a right to play and to experience the benefits of recess, this book assists elementary school teachers and parents in offering children in preschool through Grade 6 appropriate recess games and activities and provides a variety of readings that support the need for recess activities. The book is…

  6. The Changing Surface of Saturn's Titan: Cassini Observations Suggest Active Cryovolcanism

    NASA Astrophysics Data System (ADS)

    Nelson, R. M.

    2008-12-01

    conclude that the VIMS instrument has found two instances in which selected regions on Titan's surface became unusually reflective and remained reflective on time scales of days to months. In both cases the area of reflectance variability is large (~100000 sq km), larger than either Loki or the Big Island of Hawaii. This is a strong evidence for currently active surface processes on Titan. Pre-Cassini, Titan was thought of as a pre-biotic earth that was frozen in time. Cassini VIMS and SAR observations combined suggest that Titan is the present day is not frozen solid, and is instead an episodically changing or evolving world. References: [1] Nelson R. M. et al, LPSC 2007 , Europlanets 2007, AGU 2007, EGU 2008, Accepted in Icarus 2008. [2] Lopes et al (this meeting), Stofan et al. Icarus 185, 443-456, 2007. Lopes et al. Icarus 186, 395- 412, 2007. Kirk et al., DPS 2007. Acknowledgement: This work done at JPL under contract with NASA

  7. Adapting Physical Activities to Promote Overall Health and Development: Suggestions for Interventionists and Families

    ERIC Educational Resources Information Center

    Menear, Kristi Sayers; Davis, Laura

    2007-01-01

    Early movement successes for young children are related to performing activities of daily living without assistance or with minimum assistance, recreational opportunities, and overall health wellness, growth, and development. As children are provided with frequent opportunities to participate in everyday fun and engaging physical activities, they…

  8. Greater Intermanual Transfer in the Elderly Suggests Age-Related Bilateral Motor Cortex Activation Is Compensatory

    PubMed Central

    Graziadio, Sara; Nazarpour, Kianoush; Gretenkord, Sabine; Jackson, Andrew; Eyre, Janet A.

    2015-01-01

    ABSTRACT. Hemispheric lateralization of movement control diminishes with age; whether this is compensatory or maladaptive is debated. The authors hypothesized that if compensatory, bilateral activation would lead to greater intermanual transfer in older subjects learning tasks that activate the cortex unilaterally in young adults. They studied 10 young and 14 older subjects, learning a unimanual visuomotor task comprising a feedforward phase, where there is unilateral cortical activation in young adults, and a feedback phase, which activates the cortex bilaterally in both age groups. Increased intermanual transfer was demonstrated in older subjects during feedforward learning, with no difference between groups during feedback learning. This finding is consistent with bilateral cortical activation being compensatory to maintain performance despite declining computational efficiency in neural networks. PMID:25575222

  9. Genetic analysis of response regulator activation in bacterial chemotaxis suggests an intermolecular mechanism

    PubMed Central

    Re, Sandra Da; Tolstykh, Tatiana; Wolanin, Peter M.; Stock, Jeffry B.

    2002-01-01

    Response regulator proteins of two-component systems are usually activated by phosphorylation. The phosphorylated response regulator protein CheY∼P mediates the chemotaxis response in Escherichia coli. We performed random mutagenesis and selected CheY mutants that are constitutively active in the absence of phosphorylation. Although a single amino acid substitution can lead to constitutive activation, no single DNA base change can effect such a transition. Numerous different sets of mutations that activate in synergy were selected in several different combinations. These mutations were all located on the side of CheY defined by α4, β5, α5, and α1. Our findings argue against the two-state hypothesis for response regulator activation. We propose an alternative intermolecular mechanism that involves a dynamic interplay between response regulators and their effector targets. PMID:12381847

  10. Emergent Literacy in Kindergarten: A Review of the Research and Related Suggested Activities and Learning Strategies.

    ERIC Educational Resources Information Center

    Robinson, Violet B.; Ross, Gretchen; Neal, Harriet C.

    Educators are placing increasing emphasis on developing literacy requirements for young children. This book reviews research on emergent literacy among preschool and kindergarten children and provides suggestions for kindergarten teachers to create instructional programs that enhance children's literacy learning and to avoid developmentally…

  11. Comment on Birgegard and Sohlberg's (1999) suggestions for research in subliminal psychodynamic activation.

    PubMed

    Fudin, R

    2000-06-01

    Methodological changes in subliminal psychodynamic activation experiments based on the assumption that multiletter messages can be encoded automatically (Birgegard & Sohlberg, 1999) are questioned. Their contention that partial experimental messages and appropriate nonsense anagram controls (Fudin, 1986) need not be presented in every experiment is supported, with a reservation. If the difference between responses to the complete message and its control is significant in the predicted direction, then Fudin's procedure should be used. A nonsignificant difference between the response to each partial message and its control is needed to support the assumption of proponents of subliminal psychodynamic activation that successful outcomes are effected by the encoding of the meaning of a complete message. Experiments in subliminal psychodynamic activation can be improved if their methodologies take into account variables that may operate when subliminal stimuli are presented and encoded. PMID:10883752

  12. Improving Reading Comprehension by Using Media Literacy Activities.

    ERIC Educational Resources Information Center

    Hobbs, Renee

    2001-01-01

    Argues that media literacy activities in the English language arts classroom can promote the strategies of reflective thinking, self-monitoring, close observation, and visualization. Shows how one seventh-grade teacher develops students' understanding of character development by using a film excerpt, a graphic organizer for developing…

  13. Reading, Writing, and Revolution: Facilitating Social Activism in First Grade

    ERIC Educational Resources Information Center

    Silva, Janelle M.

    2016-01-01

    This article examines how teachers can develop a sense of social activism in students through critical multiculturalism. Drawing upon data from a nine-month participant observation study of a first-grade public charter school classroom in central California, this article highlights how teachers can integrate critical multiculturalism within an…

  14. Treasury Dept. Suggests Plan to Limit Colleges' Tax Exemption for Business Activities.

    ERIC Educational Resources Information Center

    Jaschik, Scott

    1987-01-01

    Revisions of federal tax law governing the business operations of nonprofit institutions would no longer define a business activity as "related" to the organization's primary mission, and thus tax exempt, solely because it is operated for the convenience of members or students. (MSE)

  15. Hazardous Waste Environmental Education Resource Kit for Manitoba Teachers: Suggested Activities K-12.

    ERIC Educational Resources Information Center

    Downey-Franchuk, Andrea J.

    Society has become increasingly aware of the harmful effects that the disposal of chemical waste products have on the environment and human health. Public information is central to the development of a responsible waste management plan. The activities contained in this guide are organized in sequence from kindergarten to grade 12, and provide…

  16. Decoding and disrupting left midfusiform gyrus activity during word reading.

    PubMed

    Hirshorn, Elizabeth A; Li, Yuanning; Ward, Michael J; Richardson, R Mark; Fiez, Julie A; Ghuman, Avniel Singh

    2016-07-19

    The nature of the visual representation for words has been fiercely debated for over 150 y. We used direct brain stimulation, pre- and postsurgical behavioral measures, and intracranial electroencephalography to provide support for, and elaborate upon, the visual word form hypothesis. This hypothesis states that activity in the left midfusiform gyrus (lmFG) reflects visually organized information about words and word parts. In patients with electrodes placed directly in their lmFG, we found that disrupting lmFG activity through stimulation, and later surgical resection in one of the patients, led to impaired perception of whole words and letters. Furthermore, using machine-learning methods to analyze the electrophysiological data from these electrodes, we found that information contained in early lmFG activity was consistent with an orthographic similarity space. Finally, the lmFG contributed to at least two distinguishable stages of word processing, an early stage that reflects gist-level visual representation sensitive to orthographic statistics, and a later stage that reflects more precise representation sufficient for the individuation of orthographic word forms. These results provide strong support for the visual word form hypothesis and demonstrate that across time the lmFG is involved in multiple stages of orthographic representation. PMID:27325763

  17. Decoding and disrupting left midfusiform gyrus activity during word reading

    PubMed Central

    Hirshorn, Elizabeth A.; Ward, Michael J.; Fiez, Julie A.; Ghuman, Avniel Singh

    2016-01-01

    The nature of the visual representation for words has been fiercely debated for over 150 y. We used direct brain stimulation, pre- and postsurgical behavioral measures, and intracranial electroencephalography to provide support for, and elaborate upon, the visual word form hypothesis. This hypothesis states that activity in the left midfusiform gyrus (lmFG) reflects visually organized information about words and word parts. In patients with electrodes placed directly in their lmFG, we found that disrupting lmFG activity through stimulation, and later surgical resection in one of the patients, led to impaired perception of whole words and letters. Furthermore, using machine-learning methods to analyze the electrophysiological data from these electrodes, we found that information contained in early lmFG activity was consistent with an orthographic similarity space. Finally, the lmFG contributed to at least two distinguishable stages of word processing, an early stage that reflects gist-level visual representation sensitive to orthographic statistics, and a later stage that reflects more precise representation sufficient for the individuation of orthographic word forms. These results provide strong support for the visual word form hypothesis and demonstrate that across time the lmFG is involved in multiple stages of orthographic representation. PMID:27325763

  18. Literature Links: Thematic Units Linking Read-Alouds and Computer Activities

    ERIC Educational Resources Information Center

    Labbo, Linda D.; Love, Mary Susan; Park Prior, Miri; Hubbard, Betty P.; Ryan, Tammy

    2006-01-01

    This book gives the reader ideas for providing primary-grade students with literacy learning opportunities that integrate conventional literacies, such as phonics and comprehension, with new literacies, such as multimedia composition and hyperlink navigation. The reader will find a variety of linked activities, including reading children's books,…

  19. Reading-Related Literacy Activities of American Adults: Time Spent, Task Types, and Cognitive Skills Used

    ERIC Educational Resources Information Center

    White, Sheida; Chen, Jing; Forsyth, Barbara

    2010-01-01

    This article presents data on the types and duration of reading-related activities reported by a volunteer sample of 400 adults (demographically similar to the U.S. adult population age 20 and older in terms of race, ethnicity, education, and working status) in the 2005 Real-World Tasks Study. This diary study revealed that adults spent, on…

  20. The Activation of Phonological Representations by Bilinguals while Reading Silently: Evidence from Interlingual Homophones

    ERIC Educational Resources Information Center

    Haigh, Corinne A.; Jared, Debra

    2007-01-01

    These experiments investigated whether bilinguals activate phonological representations from both of their languages when reading silently in one. The critical stimuli were interlingual homophones (e.g., sank in English and cinq in French). French-English and English-French bilinguals completed an English lexical decision task. Decisions made by…

  1. Automatic Activation of Phonology in Silent Reading Is Parallel: Evidence from Beginning and Skilled Readers

    ERIC Educational Resources Information Center

    Alario, F.-Xavier; De Cara, Bruno; Ziegler, Johannes C.

    2007-01-01

    The picture-word interference paradigm was used to shed new light on the debate concerning slow serial versus fast parallel activation of phonology in silent reading. Prereaders, beginning readers (Grades 1-4), and adults named pictures that had words printed on them. Words and pictures shared phonology either at the beginnings of words (e.g.,…

  2. Using Multimedia Vocabulary Annotations in L2 Reading and Listening Activities

    ERIC Educational Resources Information Center

    Jing Xu

    2010-01-01

    This paper reviews the role of multimedia vocabulary annotation (MVA) in facilitating second language (L2) reading and listening activities. It examines the multimedia learning and multimedia language learning theories that underlie the MVA research, synthesizes the findings on MVA in the last decade, and identifies three underresearched areas on…

  3. Understanding the Divergent Influences of Reading Activities on the Comprehension of Short Stories

    ERIC Educational Resources Information Center

    Erten, Ismail Hakki; Karakas, Müge

    2007-01-01

    This study aims at understanding how the use of different reading activities affects readers' comprehension of short stories. Forty-seven students with an advanced level of English proficiency participated in the study where a quasi-experimental research design was pursued. The experimental and control groups of students completed different sets…

  4. Stochastic Fusion Simulations and Experiments Suggest Passive and Active Roles of Hemagglutinin during Membrane Fusion

    PubMed Central

    Lee, Donald W.; Thapar, Vikram; Clancy, Paulette; Daniel, Susan

    2014-01-01

    Influenza enters the host cell cytoplasm by fusing the viral and host membrane together. Fusion is mediated by hemagglutinin (HA) trimers that undergo conformational change when acidified in the endosome. It is currently debated how many HA trimers, w, and how many conformationally changed HA trimers, q, are minimally required for fusion. Conclusions vary because there are three common approaches for determining w and q from fusion data. One approach correlates the fusion rate with the fraction of fusogenic HA trimers and leads to the conclusion that one HA trimer is required for fusion. A second approach correlates the fusion rate with the total concentration of fusogenic HA trimers and indicates that more than one HA trimer is required. A third approach applies statistical models to fusion rate data obtained at a single HA density to establish w or q and suggests that more than one HA trimer is required. In this work, all three approaches are investigated through stochastic fusion simulations and experiments to elucidate the roles of HA and its ability to bend the target membrane during fusion. We find that the apparent discrepancies among the results from the various approaches may be resolved if nonfusogenic HA participates in fusion through interactions with a fusogenic HA. Our results, based on H3 and H1 serotypes, suggest that three adjacent HA trimers and one conformationally changed HA trimer are minimally required to induce membrane fusion (w = 3 and q = 1). PMID:24559987

  5. Structures of human Bruton's tyrosine kinase in active and inactive conformations suggest a mechanism of activation for TEC family kinases

    SciTech Connect

    Marcotte, Douglas J.; Liu, Yu-Ting; Arduini, Robert M.; Hession, Catherine A.; Miatkowski, Konrad; Wildes, Craig P.; Cullen, Patrick F.; Hong, Victor; Hopkins, Brian T.; Mertsching, Elisabeth; Jenkins, Tracy J.; Romanowski, Michael J.; Baker, Darren P.; Silvian, Laura F.

    2010-11-15

    Bruton's tyrosine kinase (BTK), a member of the TEC family of kinases, plays a crucial role in B-cell maturation and mast cell activation. Although the structures of the unphosphorylated mouse BTK kinase domain and the unphosphorylated and phosphorylated kinase domains of human ITK are known, understanding the kinase selectivity profiles of BTK inhibitors has been hampered by the lack of availability of a high resolution, ligand-bound BTK structure. Here, we report the crystal structures of the human BTK kinase domain bound to either Dasatinib (BMS-354825) at 1.9 {angstrom} resolution or to 4-amino-5-(4-phenoxyphenyl)-7H-pyrrolospyrimidin- 7-yl-cyclopentane at 1.6 {angstrom} resolution. This data provides information relevant to the development of small molecule inhibitors targeting BTK and the TEC family of nonreceptor tyrosine kinases. Analysis of the structural differences between the TEC and Src families of kinases near the Trp-Glu-Ile motif in the N-terminal region of the kinase domain suggests a mechanism of regulation of the TEC family members.

  6. Characterization of cell death inducing Phytophthora capsici CRN effectors suggests diverse activities in the host nucleus

    PubMed Central

    Stam, Remco; Howden, Andrew J. M.; Delgado-Cerezo, Magdalena; M. M. Amaro, Tiago M.; Motion, Graham B.; Pham, Jasmine; Huitema, Edgar

    2013-01-01

    Plant-Microbe interactions are complex associations that feature recognition of Pathogen Associated Molecular Patterns by the plant immune system and dampening of subsequent responses by pathogen encoded secreted effectors. With large effector repertoires now identified in a range of sequenced microbial genomes, much attention centers on understanding their roles in immunity or disease. These studies not only allow identification of pathogen virulence factors and strategies, they also provide an important molecular toolset suited for studying immunity in plants. The Phytophthora intracellular effector repertoire encodes a large class of proteins that translocate into host cells and exclusively target the host nucleus. Recent functional studies have implicated the CRN protein family as an important class of diverse effectors that target distinct subnuclear compartments and modify host cell signaling. Here, we characterized three necrosis inducing CRNs and show that there are differences in the levels of cell death. We show that only expression of CRN20_624 has an additive effect on PAMP induced cell death but not AVR3a induced ETI. Given their distinctive phenotypes, we assessed localization of each CRN with a set of nuclear markers and found clear differences in CRN subnuclear distribution patterns. These assays also revealed that expression of CRN83_152 leads to a distinct change in nuclear chromatin organization, suggesting a distinct series of events that leads to cell death upon over-expression. Taken together, our results suggest diverse functions carried by CRN C-termini, which can be exploited to identify novel processes that take place in the host nucleus and are required for immunity or susceptibility. PMID:24155749

  7. Brain Activity while Reading Sentences with Kanji Characters Expressing Emotions

    NASA Astrophysics Data System (ADS)

    Yuasa, Masahide; Saito, Keiichi; Mukawa, Naoki

    In this paper, we describe the brain activity associated with kanji characters expressing emotion, which are places at the end of a sentence. Japanese people use a special kanji character in brackets at the end of sentences in text messages such as those sent through e-mail and messenger tools. Such kanji characters plays a role to expresses the sender's emotion (such as fun, laughter, sadness, tears), like emoticons. It is a very simple and effective way to convey the senders' emotions and his/her thoughts to the receiver. In this research, we investigate the effects of emotional kanji characters by using an fMRI study. The experimental results show that both the right and left inferior frontal gyrus, which have been implicated on verbal and nonverbal information, were activated. We found that we detect a sentence with an emotional kanji character as the verbal and nonverval information, and a sentence with emotional kanji characters enrich communication between the sender and the reciever.

  8. Antifungal activity in thrips soldiers suggests a dual role for this caste.

    PubMed

    Turnbull, Christine; Caravan, Holly; Chapman, Thomas; Nipperess, David; Dennison, Siobhan; Schwarz, Michael; Beattie, Andrew

    2012-08-23

    The social insect soldier is perhaps the most widely known caste, because it often exhibits spectacular weapons, such as highly enlarged jaws or reinforced appendages, which are used to defend the colony against enemies ranging in size from wasps to anteaters. We examined the function of the enlarged forelimbs of soldiers (both male and female) of the eusocial, gall-inhabiting insect Kladothrips intermedius, and discovered that they have little impact on their ability to repel the specialized invading thrips Koptothrips species. While the efficacy of the enlarged forelimb appears equivocal, we show that soldiers secrete strong antifungal compounds capable of controlling the specialized insect fungal pathogen, Cordyceps bassiana. Our data suggest that these thrips soldiers have evolved in response to selection by both macro- and micro-organisms. While it is unknown whether specialized fungal pathogens have been major selective agents in the evolution of the soldier caste in general, they were probably present when sociality first evolved and may have been the primordial enemies of social insects. PMID:22496077

  9. Modelling and analysis of bacterial tracks suggest an active reorientation mechanism in Rhodobacter sphaeroides

    PubMed Central

    Rosser, Gabriel; Baker, Ruth E.; Armitage, Judith P.; Fletcher, Alexander G.

    2014-01-01

    Most free-swimming bacteria move in approximately straight lines, interspersed with random reorientation phases. A key open question concerns varying mechanisms by which reorientation occurs. We combine mathematical modelling with analysis of a large tracking dataset to study the poorly understood reorientation mechanism in the monoflagellate species Rhodobacter sphaeroides. The flagellum on this species rotates counterclockwise to propel the bacterium, periodically ceasing rotation to enable reorientation. When rotation restarts the cell body usually points in a new direction. It has been assumed that the new direction is simply the result of Brownian rotation. We consider three variants of a self-propelled particle model of bacterial motility. The first considers rotational diffusion only, corresponding to a non-chemotactic mutant strain. Two further models incorporate stochastic reorientations, describing ‘run-and-tumble’ motility. We derive expressions for key summary statistics and simulate each model using a stochastic computational algorithm. We also discuss the effect of cell geometry on rotational diffusion. Working with a previously published tracking dataset, we compare predictions of the models with data on individual stopping events in R. sphaeroides. This provides strong evidence that this species undergoes some form of active reorientation rather than simple reorientation by Brownian rotation. PMID:24872500

  10. Reading acceleration training changes brain circuitry in children with reading difficulties

    PubMed Central

    Horowitz-Kraus, Tzipi; Vannest, Jennifer J; Kadis, Darren; Cicchino, Nicole; Wang, Yingying Y; Holland, Scott K

    2014-01-01

    Introduction Dyslexia is characterized by slow, inaccurate reading. Previous studies have shown that the Reading Acceleration Program (RAP) improves reading speed and accuracy in children and adults with dyslexia and in typical readers across different orthographies. However, the effect of the RAP on the neural circuitry of reading has not been established. In the current study, we examined the effect of the RAP training on regions of interest in the neural circuitry for reading using a lexical decision task during fMRI in children with reading difficulties and typical readers. Methods Children (8–12 years old) with reading difficulties and typical readers were studied before and after 4 weeks of training with the RAP in both groups. Results In addition to improvements in oral and silent contextual reading speed, training-related gains were associated with increased activation of the left hemisphere in both children with reading difficulties and typical readers. However, only children with reading difficulties showed improvements in reading comprehension, which were associated with significant increases in right frontal lobe activation. Conclusions Our results demonstrate differential effects of the RAP on neural circuits supporting reading in both children with reading difficulties and typical readers and suggest that the intervention may stimulate use of typical neural circuits for reading and engage compensatory pathways to support reading in the developing brain of children with reading difficulties. PMID:25365797

  11. Activation of Lexical and Semantic Representations without Intention along GPC-Sublexical and Orthographic-Lexical Reading Pathways in a Stroop Paradigm

    ERIC Educational Resources Information Center

    Anton, Kathryn F.; Gould, Layla; Borowsky, Ron

    2014-01-01

    Dual route models of reading suggest there are 2 pathways for reading words: an orthographic-lexical pathway, used to read familiar regular words and exception words, and a grapheme-to-phoneme-conversion-(GPC)-sublexical pathway, used to read unfamiliar regular words, pseudohomophones (PHs), and nonwords. It is unclear, however, whether PHs…

  12. Associations between reading achievement and independent reading in early elementary school: A genetically-informative cross-lagged study

    PubMed Central

    Harlaar, Nicole; Deater-Deckard, Kirby; Thompson, Lee A.; DeThorne, Laura S.; Petrill, Stephen A.

    2013-01-01

    This study used a cross-lagged twin design to examine reading achievement and independent reading from 10 to 11 years (n = 436 twin pairs). Reading achievement at age 10 significantly predicted independent reading at age 11. The alternative path, from independent reading at age 10 to reading achievement at age 11, was not significant. Individual differences in reading achievement and independent reading at both ages were primarily due to genetic influences. Furthermore, individual differences in independent reading at age 11 partly reflected genetic influences on reading achievement at age 10. These findings suggest that genetic influences that contribute to individual differences in children’s reading abilities also influence the extent to which children actively seek out and create opportunities to read. PMID:22026450

  13. Print-specific multimodal brain activation in kindergarten improves prediction of reading skills in second grade.

    PubMed

    Bach, Silvia; Richardson, Ulla; Brandeis, Daniel; Martin, Ernst; Brem, Silvia

    2013-11-15

    Children who are poor readers usually experience troublesome school careers and consequently often suffer from secondary emotional and behavioural problems. Early identification and prediction of later reading problems thus are critical in order to start targeted interventions for those children with an elevated risk for emerging reading problems. In this study, behavioural precursors of reading were assessed in nineteen (aged 6.4 ± 0.3 years) non-reading kindergarteners before training letter-speech sound associations with a computerized game (Graphogame) for eight weeks. The training aimed to introduce the basic principles of letter-speech sound correspondences and to initialize the sensitization of specific brain areas to print. Event-related potentials (ERP) and functional magnetic resonance imaging (fMRI) data were recorded during an explicit word/symbol processing task after the training. Reading skills were assessed two years later in second grade. The focus of this study was on clarifying whether electrophysiological and fMRI data of kindergarten children significantly improve prediction of future reading skills in 2nd grade over behavioural data alone. Based on evidence from previous studies demonstrating the importance of initial print sensitivity in the left occipito-temporal visual word form system (VWFS) for learning to read, the first pronounced difference in processing words compared to symbols in the ERP, an occipito-temporal negativity (N1: 188-281 ms) along with the corresponding functional activation in the left occipito-temporal VWFS were defined as potential predictors. ERP and fMRI data in kindergarteners significantly improved the prediction of reading skills in 2nd grade over behavioural data alone. Together with the behavioural measures they explained up to 88% of the variance. An additional discriminant analysis revealed a remarkably high accuracy in classifying normal (n=11) and poor readers (n=6). Due to the key limitation of the study

  14. Neural activation in speech production and reading aloud in native and non-native languages.

    PubMed

    Berken, Jonathan A; Gracco, Vincent L; Chen, Jen-Kai; Soles, Jennika; Watkins, Kate E; Baum, Shari; Callahan, Megan; Klein, Denise

    2015-05-15

    We used fMRI to investigate neural activation in reading aloud in bilinguals differing in age of acquisition. Three groups were compared: French-English bilinguals who acquired two languages from birth (simultaneous), French-English bilinguals who learned their L2 after the age of 5 years (sequential), and English-speaking monolinguals. While the bilingual groups contrasted in age of acquisition, they were matched for language proficiency, although sequential bilinguals produced speech with a less native-like accent in their L2 than in their L1. Simultaneous bilinguals activated similar brain regions to an equivalent degree when reading in their two languages. In contrast, sequential bilinguals more strongly activated areas related to speech-motor control and orthographic to phonological mapping, the left inferior frontal gyrus, left premotor cortex, and left fusiform gyrus, when reading aloud in L2 compared to L1. In addition, the activity in these regions showed a significant positive correlation with age of acquisition. The results provide evidence for the engagement of overlapping neural substrates for processing two languages when acquired in native context from birth. However, it appears that the maturation of certain brain regions for both speech production and phonological encoding is limited by a sensitive period for L2 acquisition regardless of language proficiency. PMID:25776210

  15. Can cognitive models explain brain activation during word and pseudoword reading? A meta-analysis of 36 neuroimaging studies.

    PubMed

    Taylor, J S H; Rastle, Kathleen; Davis, Matthew H

    2013-07-01

    Reading in many alphabetic writing systems depends on both item-specific knowledge used to read irregular words (sew, yacht) and generative spelling-sound knowledge used to read pseudowords (tew, yash). Research into the neural basis of these abilities has been directed largely by cognitive accounts proposed by the dual-route cascaded and triangle models of reading. We develop a framework that enables predictions for neural activity to be derived from cognitive models of reading using 2 principles: (a) the extent to which a model component or brain region is engaged by a stimulus and (b) how much effort is exerted in processing that stimulus. To evaluate the derived predictions, we conducted a meta-analysis of 36 neuroimaging studies of reading using the quantitative activation likelihood estimation technique. Reliable clusters of activity are localized during word versus pseudoword and irregular versus regular word reading and demonstrate a great deal of convergence between the functional organization of the reading system put forward by cognitive models and the neural systems activated during reading tasks. Specifically, left-hemisphere activation clusters are revealed reflecting orthographic analysis (occipitotemporal cortex), lexical and/or semantic processing (anterior fusiform, middle temporal gyrus), spelling-sound conversion (inferior parietal cortex), and phonological output resolution (inferior frontal gyrus). Our framework and results establish that cognitive models of reading are relevant for interpreting neuroimaging studies and that neuroscientific studies can provide data relevant for advancing cognitive models. This article thus provides a firm empirical foundation from which to improve integration between cognitive and neural accounts of the reading process. PMID:23046391

  16. Dynamic brain architectures in local brain activity and functional network efficiency associate with efficient reading in bilinguals.

    PubMed

    Feng, Gangyi; Chen, Hsuan-Chih; Zhu, Zude; He, Yong; Wang, Suiping

    2015-10-01

    The human brain is organized as a dynamic network, in which both regional brain activity and inter-regional connectivity support high-level cognitive processes, such as reading. However, it is still largely unknown how the functional brain network organizes to enable fast and effortless reading processing in the native language (L1) but not in a non-proficient second language (L2), and whether the mechanisms underlying local activity are associated with connectivity dynamics in large-scale brain networks. In the present study, we combined activation-based and multivariate graph-theory analysis with functional magnetic resonance imaging data to address these questions. Chinese-English unbalanced bilinguals read narratives for comprehension in Chinese (L1) and in English (L2). Compared with L2, reading in L1 evoked greater brain activation and recruited a more globally efficient but less clustered network organization. Regions with both increased network efficiency and enhanced brain activation in L1 reading were mostly located in the fronto-temporal reading-related network (RN), whereas regions with decreased global network efficiency, increased clustering, and more deactivation in L2 reading were identified in the default mode network (DMN). Moreover, functional network efficiency was closely associated with local brain activation, and such associations were also modulated by reading efficiency in the two languages. Our results demonstrate that an economical and integrative brain network topology is associated with efficient reading, and further reveal a dynamic association between network efficiency and local activation for both RN and DMN. These findings underscore the importance of considering interregional connectivity when interpreting local BOLD signal changes in bilingual reading. PMID:26095088

  17. Activation of lexical and semantic representations without intention along GPC-sublexical and orthographic-lexical reading pathways in a Stroop paradigm.

    PubMed

    Anton, Kathryn F; Gould, Layla; Borowsky, Ron

    2014-05-01

    Dual route models of reading suggest there are 2 pathways for reading words: an orthographic-lexical pathway, used to read familiar regular words and exception words, and a grapheme-to-phoneme-conversion-(GPC)-sublexical pathway, used to read unfamiliar regular words, pseudohomophones (PHs), and nonwords. It is unclear, however, whether PHs activate lexical and semantic representations without intention in the GPC-sublexical pathway to the same extent as words along the orthographic-lexical pathway. The present study explored this by introducing a novel condition, color pseudohomophone associates (CPHAs; e.g., "skigh"), in 3 experiments using the Stroop paradigm. Experiment 1 examined 4 types of stimuli: color words (CWs), color word associates (CWAs), color PHs (CPHs), and color PH associates (CPHAs), in a mixed list context. Significant Stroop effects were found for all 4 types of stimuli. To ensure the robustness of this effect, Experiment 2 was conducted using pure list contexts whereby participants received only word stimuli (e.g., CWs, CWAs) or only PH stimuli (e.g., CPHs, CPHAs). The results replicated those of Experiment 1, suggesting that CPHAs activate lexical and semantic representations without intention in the GPC-sublexical pathway. Experiment 3 added 2 novel conditions: color exception word associates (which can only be pronounced correctly using the orthographic-lexical pathway) to compare the effects obtained with color exception PH associates (which rely on the GPC-sublexical pathway for correct pronunciation). Stroop effects of similar magnitude were found for both types of stimuli, suggesting lexical and semantic representations are accessed without intention in either reading pathway to a similar degree. Implications for models of reading are discussed. PMID:24294918

  18. Sixth-Grade Boys' Perceived Benefits of and Barriers to Physical Activity and Suggestions for Increasing Physical Activity

    ERIC Educational Resources Information Center

    Robbins, Lorraine B.; Talley, Henry C.; Wu, Tsu-Yin; Wilbur, JoEllen

    2010-01-01

    Interventions are needed to reduce the high overweight prevalence noted among boys in early high school. Because decreased physical activity (PA) is a factor for weight gain and a decline in boys' PA occurs across the middle school years, a need exists to intervene, as soon as boys reach middle school, to help them get adequate PA. The purpose of…

  19. Children Can Love Reading.

    ERIC Educational Resources Information Center

    Zibart, Rosemary

    1980-01-01

    Describes the Reading Is Fundamental Program (RIF), whose reading motivation concept is simple: young people who get the opportunity to freely choose and to own books may begin to experience reading as a pleasurable activity. (Author/LLS)

  20. Does the Reading of Different Orthographies Produce Distinct Brain Activity Patterns? An ERP Study

    PubMed Central

    Bar-Kochva, Irit; Breznitz, Zvia

    2012-01-01

    Orthographies vary in the degree of transparency of spelling-sound correspondence. These range from shallow orthographies with transparent grapheme-phoneme relations, to deep orthographies, in which these relations are opaque. Only a few studies have examined whether orthographic depth is reflected in brain activity. In these studies a between-language design was applied, making it difficult to isolate the aspect of orthographic depth. In the present work this question was examined using a within-subject-and-language investigation. The participants were speakers of Hebrew, as they are skilled in reading two forms of script transcribing the same oral language. One form is the shallow pointed script (with diacritics), and the other is the deep unpointed script (without diacritics). Event-related potentials (ERPs) were recorded while skilled readers carried out a lexical decision task in the two forms of script. A visual non-orthographic task controlled for the visual difference between the scripts (resulting from the addition of diacritics to the pointed script only). At an early visual-perceptual stage of processing (∼165 ms after target onset), the pointed script evoked larger amplitudes with longer latencies than the unpointed script at occipital-temporal sites. However, these effects were not restricted to orthographic processing, and may therefore have reflected, at least in part, the visual load imposed by the diacritics. Nevertheless, the results implied that distinct orthographic processing may have also contributed to these effects. At later stages (∼340 ms after target onset) the unpointed script elicited larger amplitudes than the pointed one with earlier latencies. As this latency has been linked to orthographic-linguistic processing and to the classification of stimuli, it is suggested that these differences are associated with distinct lexical processing of a shallow and a deep orthography. PMID:22615746

  1. Small Schools Reading Curriculum, K-3: Reading, Language Arts, Mathematics, Science, Social Studies. Scope, Objectives, Activities, Resources, Monitoring Procedures.

    ERIC Educational Resources Information Center

    Hartl, David, Ed.; And Others

    Designed to assist teachers in small schools with the improvement of curriculum and instruction and to help smaller districts which do not have curriculum personnel to comply with Washington's Student Learning Objectives (SLO) Law, this guide contains reading curriculum materials for grades K-3. The objectives listed are correlated to the Goals…

  2. Small Schools Reading Curriculum, 7-8: Reading, Language Arts, Mathematics, Science, Social Studies. Scope, Objectives, Activities, Resources, Monitoring Procedures.

    ERIC Educational Resources Information Center

    Hartl, David, Ed.; And Others

    Designed to assist teachers in small schools with the improvement of curriculum and instruction and to help smaller districts which do not have curriculum personnel to comply with Washington's Student Learning Objectives (SLO) Law, this guide contains reading curriculum materials for grades 7 and 8. The objectives listed are correlated to the…

  3. Small Schools Reading Curriculum, 4-6: Reading, Language Arts, Mathematics, Science, Social Studies. Scope, Objectives, Activities, Resources, Monitoring Procedures.

    ERIC Educational Resources Information Center

    Hartl, David, Ed.; And Others

    Designed to assist teachers in small schools with the improvement of curriculum and instruction and to help smaller districts which do not have curriculum personnel to comply with Washington's Student Learning Objectives (SLO) Law, this guide contains reading curriculum materials for grades 4-6. The objectives listed are correlated to the Goals…

  4. Intensive Instruction Affects Brain Magnetic Activity Associated with Oral Word Reading in Children with Persistent Reading Disabilities

    ERIC Educational Resources Information Center

    Simos, Panagiotis G.; Fletcher, Jack M.; Sarkari, Shirin; Billingsley-Marshall, Rebecca; Denton, Carolyn A.; Papanicolaou, Andrew C.

    2007-01-01

    Fifteen children ages 7 to 9 years who had persistent reading difficulties despite adequate instruction were provided with intensive tutorial interventions. The interventions targeted deficient phonological processing and decoding skills for 8 weeks (2 hours per day) followed by an 8-week, 1-hour-per-day intervention that focused on the…

  5. Reading Consultant's Handbook.

    ERIC Educational Resources Information Center

    Bourgeois, Penny, Comp.; And Others

    This handbook contains brief essays concerning aspects of reading and reading skills, activities designed to promote those skills, and biographies of reading specialists. The first section of the handbook discusses reading readiness, word recognition, word analysis, word meaning, comprehension, and content area reading. After discussion of each…

  6. Varicella-Zoster Virus Open Reading Frame 48 Encodes an Active Nuclease

    PubMed Central

    Mueller, Niklaus H.; Gilden, Don

    2013-01-01

    Based on a DNA sequence and relative genomic position similar to those other herpesviruses, varicella-zoster virus (VZV) open reading frame 48 (ORF48) is predicted to encode an alkaline nuclease. Here we report the cloning, expression, purification, and characterization of recombinant VZV ORF48 protein and a VZV ORF48 point mutation (T172P). Protein encoded by wild-type ORF48, but not mutant protein, displayed both endo- and exonuclease activity, identifying ORF48 as a potential therapeutic target in VZV disease since efficient viral replication requires viral nuclease activity. PMID:23966396

  7. Neural activity tied to reading predicts individual differences in extended-text comprehension

    PubMed Central

    Mossbridge, Julia A.; Grabowecky, Marcia; Paller, Ken A.; Suzuki, Satoru

    2013-01-01

    Reading comprehension depends on neural processes supporting the access, understanding, and storage of words over time. Examinations of the neural activity correlated with reading have contributed to our understanding of reading comprehension, especially for the comprehension of sentences and short passages. However, the neural activity associated with comprehending an extended text is not well-understood. Here we describe a current-source-density (CSD) index that predicts individual differences in the comprehension of an extended text. The index is the difference in CSD-transformed event-related potentials (ERPs) to a target word between two conditions: a comprehension condition with words from a story presented in their original order, and a scrambled condition with the same words presented in a randomized order. In both conditions participants responded to the target word, and in the comprehension condition they also tried to follow the story in preparation for a comprehension test. We reasoned that the spatiotemporal pattern of difference-CSDs would reflect comprehension-related processes beyond word-level processing. We used a pattern-classification method to identify the component of the difference-CSDs that accurately (88%) discriminated good from poor comprehenders. The critical CSD index was focused at a frontal-midline scalp site, occurred 400–500 ms after target-word onset, and was strongly correlated with comprehension performance. Behavioral data indicated that group differences in effort or motor preparation could not explain these results. Further, our CSD index appears to be distinct from the well-known P300 and N400 components, and CSD transformation seems to be crucial for distinguishing good from poor comprehenders using our experimental paradigm. Once our CSD index is fully characterized, this neural signature of individual differences in extended-text comprehension may aid the diagnosis and remediation of reading comprehension deficits. PMID

  8. Neural activity tied to reading predicts individual differences in extended-text comprehension.

    PubMed

    Mossbridge, Julia A; Grabowecky, Marcia; Paller, Ken A; Suzuki, Satoru

    2013-01-01

    Reading comprehension depends on neural processes supporting the access, understanding, and storage of words over time. Examinations of the neural activity correlated with reading have contributed to our understanding of reading comprehension, especially for the comprehension of sentences and short passages. However, the neural activity associated with comprehending an extended text is not well-understood. Here we describe a current-source-density (CSD) index that predicts individual differences in the comprehension of an extended text. The index is the difference in CSD-transformed event-related potentials (ERPs) to a target word between two conditions: a comprehension condition with words from a story presented in their original order, and a scrambled condition with the same words presented in a randomized order. In both conditions participants responded to the target word, and in the comprehension condition they also tried to follow the story in preparation for a comprehension test. We reasoned that the spatiotemporal pattern of difference-CSDs would reflect comprehension-related processes beyond word-level processing. We used a pattern-classification method to identify the component of the difference-CSDs that accurately (88%) discriminated good from poor comprehenders. The critical CSD index was focused at a frontal-midline scalp site, occurred 400-500 ms after target-word onset, and was strongly correlated with comprehension performance. Behavioral data indicated that group differences in effort or motor preparation could not explain these results. Further, our CSD index appears to be distinct from the well-known P300 and N400 components, and CSD transformation seems to be crucial for distinguishing good from poor comprehenders using our experimental paradigm. Once our CSD index is fully characterized, this neural signature of individual differences in extended-text comprehension may aid the diagnosis and remediation of reading comprehension deficits. PMID

  9. Interruptions disrupt reading comprehension.

    PubMed

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

    2015-06-01

    Previous research suggests that being interrupted while reading a text does not disrupt the later recognition or recall of information from that text. This research is used as support for Ericsson and Kintsch's (1995) long-term working memory (LT-WM) theory, which posits that disruptions while reading (e.g., interruptions) do not impair subsequent text comprehension. However, to fully comprehend a text, individuals may need to do more than recognize or recall information that has been presented in the text at a later time. Reading comprehension often requires individuals to connect and synthesize information across a text (e.g., successfully identifying complex topics such as themes and tones) and not just make a familiarity-based decision (i.e., recognition). The goal for this study was to determine whether interruptions while reading disrupt reading comprehension when the questions assessing comprehension require participants to connect and synthesize information across the passage. In Experiment 1, interruptions disrupted reading comprehension. In Experiment 2, interruptions disrupted reading comprehension but not recognition of information from the text. In Experiment 3, the addition of a 15-s time-out prior to the interruption successfully removed these negative effects. These data suggest that the time it takes to process the information needed to successfully comprehend text when reading is greater than that required for recognition. Any interference (e.g., an interruption) that occurs during the comprehension process may disrupt reading comprehension. This evidence supports the need for transient activation of information in working memory for successful text comprehension and does not support LT-WM theory. PMID:25867225

  10. Activation of Vago by interferon regulatory factor (IRF) suggests an interferon system-like antiviral mechanism in shrimp

    PubMed Central

    Li, Chaozheng; Li, Haoyang; Chen, Yixiao; Chen, Yonggui; Wang, Sheng; Weng, Shao-Ping; Xu, Xiaopeng; He, Jianguo

    2015-01-01

    There is a debate on whether invertebrates possess an antiviral immunity similar to the interferon (IFN) system of vertebrates. The Vago gene from arthropods encodes a viral-activated secreted peptide that restricts virus infection through activating the JAK-STAT pathway and is considered to be a cytokine functionally similar to IFN. In this study, the first crustacean IFN regulatory factor (IRF)-like gene was identified in Pacific white shrimp, Litopenaeus vannamei. The L. vannamei IRF showed similar protein nature to mammalian IRFs and could be activated during virus infection. As a transcriptional regulatory factor, L. vannamei IRF could activate the IFN-stimulated response element (ISRE)-containing promoter to regulate the expression of mammalian type I IFNs and initiate an antiviral state in mammalian cells. More importantly, IRF could bind the 5′-untranslated region of L. vannamei Vago4 gene and activate its transcription, suggesting that shrimp Vago may be induced in a similar manner to that of IFNs and supporting the opinion that Vago might function as an IFN-like molecule in invertebrates. These suggested that shrimp might possess an IRF-Vago-JAK/STAT regulatory axis, which is similar to the IRF-IFN-JAK/STAT axis of vertebrates, indicating that invertebrates might possess an IFN system-like antiviral mechanism. PMID:26459861

  11. How a Small Change in Retinal Leads to G-Protein Activation: Initial Events Suggested by Molecular Dynamics Calculations

    PubMed Central

    Crozier, Paul S.; Stevens, Mark J.; Woolf, Thomas B.

    2010-01-01

    Rhodopsin is the prototypical G-protein coupled receptor, coupling light activation with high efficiency to signaling molecules. The dark-state X-ray structures of the protein provide a starting point for consideration of the relaxation from initial light activation to conformational changes that may lead to signaling. In this study we create an energetically unstable retinal in the light activated state and then use molecular dynamics simulations to examine the types of compensation, relaxation, and conformational changes that occur following the cis–trans light activation. The results suggest that changes occur throughout the protein, with changes in the orientation of Helices 5 and 6, a closer interaction between Ala 169 on Helix 4 and retinal, and a shift in the Schiff base counterion that also reflects changes in sidechain interactions with the retinal. Taken together, the simulation is suggestive of the types of changes that lead from local conformational change to light-activated signaling in this prototypical system. PMID:17109408

  12. Changes in cortical activation during mirror reading before and after training: an fMRI study of procedural learning.

    PubMed

    Kassubek, J; Schmidtke, K; Kimmig, H; Lücking, C H; Greenlee, M W

    2001-01-01

    The neural correlates of procedural learning were studied using functional magnetic resonance imaging (fMRI) and the mirror reading paradigm. The aim of the study was to investigate a presumed learning-related change of activation in cortical areas that are involved in the performance of a nonmotor skill. Changes in cortical blood oxygenation contrast were recorded in 10 healthy subjects while they alternatively read visually presented single mirror script words and normal script words. Responses in naive subjects were compared to those acquired after training of mirror script reading. The acquisition volume included the motor and premotor cortex, the parietal lobe and the occipital lobe including its inferior aspects. Striate and extrastriate visual areas, associative parietal cortex and the premotor cortex were bilaterally active during normal and mirror script reading. Significantly stronger activation during mirror reading was seen in BA7 and 40 (parietal associative cortex) and in BA6 (corresponding to the frontal eye fields). Simultaneous eye movement recordings indicated that activation in BA6 was related to processing components other than saccade frequency. After training, BA6 and BA7 exhibited a decrease of activation during mirror reading that significantly exceeded nonspecific changes observed in the normal script control condition. The present findings confirm the hypothesis of practice-related decrease of activation in task-related cortical areas during nonmotor procedural learning. PMID:11167046

  13. Transcriptional read-through is not sufficient to induce an epigenetic switch in the silencing activity of Polycomb response elements

    PubMed Central

    Erokhin, Maksim; Elizar’ev, Pavel; Parshikov, Aleksander; Schedl, Paul; Georgiev, Pavel; Chetverina, Darya

    2015-01-01

    In Drosophila, Polycomb (PcG) and Trithorax (TrxG) group proteins are assembled on Polycomb response elements (PREs) to maintain tissue and stage-specific patterns of gene expression. Critical to coordinating gene expression with the process of differentiation, the activity of PREs can be switched “on” and “off.” When on, the PRE imposes a silenced state on the genes in the same domain that is stably inherited through multiple rounds of cell division. When the PRE is switched off, the domain is in a state permissive for gene expression that can be stably inherited. Previous studies have suggested that a burst of transcription through a PRE sequence displaces PcG proteins and provides a universal mechanism for inducing a heritable switch in PRE activity from on to off; however, the evidence favoring this model is indirect. Here, we have directly tested the transcriptional read-through mechanism. Contrary to previous suggestions, we show that transcription through the PRE is not sufficient for inducing an epigenetic switch in PRE activity. In fact, even high levels of continuous transcription through a PRE fails to dislodge the PcG proteins, nor does it remove repressive histone marks. Our results indicate that other mechanisms involving adjacent DNA regulatory elements must be implicated in heritable switch of PRE activity. PMID:26504232

  14. Augmenting Paper-Based Reading Activity with Direct Access to Digital Materials and Scaffolded Questioning

    ERIC Educational Resources Information Center

    Chen, Nian-Shing; Teng, Daniel Chia-En; Lee, Cheng-Han; Kinshuk

    2011-01-01

    Comprehension is the goal of reading. However, students often encounter reading difficulties due to the lack of background knowledge and proper reading strategy. Unfortunately, print text provides very limited assistance to one's reading comprehension through its static knowledge representations such as symbols, charts, and graphs. Integrating…

  15. Early Activity in Broca's Area During Reading Reflects Fast Access to Articulatory Codes From Print.

    PubMed

    Klein, Michael; Grainger, Jonathan; Wheat, Katherine L; Millman, Rebecca E; Simpson, Michael I G; Hansen, Peter C; Cornelissen, Piers L

    2015-07-01

    Prior evidence for early activity in Broca's area during reading may reflect fast access to articulatory codes in left inferior frontal gyrus pars opercularis (LIFGpo). We put this hypothesis to test using a benchmark for articulatory involvement in reading known as the masked onset priming effect (MOPE). In masked onset priming, briefly presented pronounceable strings of letters that share an initial phoneme with subsequently presented target words (e.g., gilp-GAME) facilitate word naming responses compared with unrelated primes (dilp-GAME). Crucially, these priming effects only occur when the task requires articulation (naming), and not when it requires lexical decisions. A standard explanation of masked onset priming is that it reflects fast computation of articulatory output codes from letter representations. We therefore predicted 1) that activity in left IFG pars opercularis would be modulated by masked onset priming, 2) that priming-related modulation in LIFGpo would immediately follow activity in occipital cortex, and 3) that this modulation would be greater for naming than for lexical decision. These predictions were confirmed in a magnetoencephalography (MEG) priming study. MOPEs emerged in left IFG at ∼100 ms posttarget onset, and the priming effects were more sustained when the task involved articulation. PMID:24448559

  16. Comparative Analysis of the Flax Immune Receptors L6 and L7 Suggests an Equilibrium-Based Switch Activation Model.

    PubMed

    Bernoux, Maud; Burdett, Hayden; Williams, Simon J; Zhang, Xiaoxiao; Chen, Chunhong; Newell, Kim; Lawrence, Gregory J; Kobe, Bostjan; Ellis, Jeffrey G; Anderson, Peter A; Dodds, Peter N

    2016-01-01

    NOD-like receptors (NLRs) are central components of the plant immune system. L6 is a Toll/interleukin-1 receptor (TIR) domain-containing NLR from flax (Linum usitatissimum) conferring immunity to the flax rust fungus. Comparison of L6 to the weaker allele L7 identified two polymorphic regions in the TIR and the nucleotide binding (NB) domains that regulate both effector ligand-dependent and -independent cell death signaling as well as nucleotide binding to the receptor. This suggests that a negative functional interaction between the TIR and NB domains holds L7 in an inactive/ADP-bound state more tightly than L6, hence decreasing its capacity to adopt the active/ATP-bound state and explaining its weaker activity in planta. L6 and L7 variants with a more stable ADP-bound state failed to bind to AvrL567 in yeast two-hybrid assays, while binding was detected to the signaling active variants. This contrasts with current models predicting that effectors bind to inactive receptors to trigger activation. Based on the correlation between nucleotide binding, effector interaction, and immune signaling properties of L6/L7 variants, we propose that NLRs exist in an equilibrium between ON and OFF states and that effector binding to the ON state stabilizes this conformation, thereby shifting the equilibrium toward the active form of the receptor to trigger defense signaling. PMID:26744216

  17. [Spatio-Temporal Bioelectrical Brain Activity Organization during Reading Syntagmatic and Paradigmatic Collocations by Students with Different Foreign Language Proficiency].

    PubMed

    Sokolova, L V; Cherkasova, A S

    2015-01-01

    Texts or words/pseudowords are often used as stimuli for human verbal activity research. Our study pays attention to decoding processes of grammatical constructions consisted of two-three words--collocations. Russian and English collocation sets without any narrative were presented to Russian-speaking students with different English language skill. Stimulus material had two types of collocations: paradigmatic and syntagmatic. 30 students (average age--20.4 ± 0.22) took part in the study, they were divided into two equal groups depending on their English language skill (linguists/nonlinguists). During reading brain bioelectrical activity of cortex has been registered from 12 electrodes in alfa-, beta-, theta-bands. Coherent function reflecting cooperation of different cortical areas during reading collocations has been analyzed. Increase of interhemispheric and diagonal connections while reading collocations in different languages in the group of students with low knowledge of foreign language testifies of importance of functional cooperation between the hemispheres. It has been found out that brain bioelectrical activity of students with good foreign language knowledge during reading of all collocation types in Russian and English is characterized by economization of nervous substrate resources compared to nonlinguists. Selective activation of certain cortical areas has also been observed (depending on the grammatical construction type) in nonlinguists group that is probably related to special decoding system which processes presented stimuli. Reading Russian paradigmatic constructions by nonlinguists entailed increase between left cortical areas, reading of English syntagmatic collocations--between right ones. PMID:26859985

  18. Expression of essential B cell genes and immunoglobulin isotypes suggests active development and gene recombination during equine gestation.

    PubMed

    Tallmadge, Rebecca L; McLaughlin, Kristin; Secor, Erica; Ruano, Diana; Matychak, Mary Beth; Flaminio, M Julia B F

    2009-09-01

    Many features of the equine immune system develop during fetal life, yet the naïve or immature immune state of the neonate renders the foal uniquely susceptible to particular pathogens. RT-PCR and immunohistochemical experiments investigated the progressive expression of developmental B cell markers and immunoglobulins in lymphoid tissues from equine fetus, pre-suckle neonate, foal, and adult horses. Serum IgM, IgG isotype, and IgA concentrations were also quantified in pre-suckle foals and adult horses. The expression of essential B cell genes suggests active development and gene recombination during equine gestation, including immunoglobulin isotype switching. The corresponding production of IgM and IgG proteins is detectable in a limited scale at birth. Although the equine neonate humoral response seems competent, B cell activation factors derived from antigen presenting cells and T cells may control critical developmental regulation and immunoglobulin production during the initial months of life. PMID:19442687

  19. High adenylyl cyclase activity and in vivo cAMP fluctuations in corals suggest central physiological role.

    PubMed

    Barott, K L; Helman, Y; Haramaty, L; Barron, M E; Hess, K C; Buck, J; Levin, L R; Tresguerres, M

    2013-01-01

    Corals are an ecologically and evolutionarily significant group, providing the framework for coral reef biodiversity while representing one of the most basal of metazoan phyla. However, little is known about fundamental signaling pathways in corals. Here we investigate the dynamics of cAMP, a conserved signaling molecule that can regulate virtually every physiological process. Bioinformatics revealed corals have both transmembrane and soluble adenylyl cyclases (AC). Endogenous cAMP levels in live corals followed a potential diel cycle, as they were higher during the day compared to the middle of the night. Coral homogenates exhibited some of the highest cAMP production rates ever to be recorded in any organism; this activity was inhibited by calcium ions and stimulated by bicarbonate. In contrast, zooxanthellae or mucus had >1000-fold lower AC activity. These results suggest that cAMP is an important regulator of coral physiology, especially in response to light, acid/base disturbances and inorganic carbon levels. PMID:23459251

  20. Identification and characterization of Kaposi's sarcoma-associated herpesvirus open reading frame 11 promotor activation

    SciTech Connect

    Chen, Lei

    2008-01-01

    Open reading frame 11 (ORF11) of Kaposi's sarcoma-associated herpesvirus belongs to a herpesviral homologous protein family shared by some members of the gamma- herpesvirus subfamily. Little is known about this ORF11 homologous protein family. We have characterized an unknown open reading frame, ORF11, located adjacent and in the opposite orientation to a well-characterized viral IL-6 gene. Northern blot analysis reveals that ORF11 is expressed during the KSHV lytic cycle with delayed-early transcription kinetics. We have determined the 5{prime} and 3{prime} untranslated region of the unspliced ORF11 transcript and identified both the transcription start site and the transcription termination site. Core promoter region, representing ORF11 promoter activity, was mapped to a 159nt fragment 5{prime} most proximal to the transcription start site. A functional TATA box was identified in the core promoter region. Interestingly, we found that ORF11 transcriptional activation is not responsive to Rta, the KSHV lytic switch protein. We also discovered that part of the ORF11 promoter region, the 209nt fragment upstream of the transcription start site, was repressed by phorbol esters. Our data help to understand transcription regulation of ORF11 and to elucidate roles of ORF11 in KSHV pathogenesis and life cycle.

  1. New Ways in Teaching Reading. New Ways in TESOL Series: Innovative Classroom Techniques.

    ERIC Educational Resources Information Center

    Day, Richard R., Ed.

    This book is a collection of classroom activities, exercises, and suggestions for reading instruction, contributed by teachers who have used them in English-as-a-Second-Language (ESL) classes. It is organized in three major sections: extensive reading (reading a great deal of comprehensible material); intensive reading (focusing on specific skills…

  2. Role of Transcriptional Read-Through in PRE Activity in Drosophila melanogaster

    PubMed Central

    Elizar’ev, P. V.; Lomaev, D. V.; Chetverina, D. A.; Georgiev, P. G.; Erokhin, M. M.

    2016-01-01

    Maintenance of the individual patterns of gene expression in different cell types is required for the differentiation and development of multicellular organisms. Expression of many genes is controlled by Polycomb (PcG) and Trithorax (TrxG) group proteins that act through association with chromatin. PcG/TrxG are assembled on the DNA sequences termed PREs (Polycomb Response Elements), the activity of which can be modulated and switched from repression to activation. In this study, we analyzed the influence of transcriptional read-through on PRE activity switch mediated by the yeast activator GAL4. We show that a transcription terminator inserted between the promoter and PRE doesn’t prevent switching of PRE activity from repression to activation. We demonstrate that, independently of PRE orientation, high levels of transcription fail to dislodge PcG/TrxG proteins from PRE in the absence of a terminator. Thus, transcription is not the main factor required for PRE activity switch. PMID:27446595

  3. Visual cortex activity predicts subjective experience after reading books with colored letters.

    PubMed

    Colizoli, Olympia; Murre, Jaap M J; Scholte, H Steven; van Es, Daniel M; Knapen, Tomas; Rouw, Romke

    2016-07-29

    One of the most astonishing properties of synesthesia is that the evoked concurrent experiences are perceptual. Is it possible to acquire similar effects after learning cross-modal associations that resemble synesthetic mappings? In this study, we examine whether brain activation in early visual areas can be directly related to letter-color associations acquired by training. Non-synesthetes read specially prepared books with colored letters for several weeks and were scanned using functional magnetic resonance imaging. If the acquired letter-color associations were visual in nature, then brain activation in visual cortex while viewing the trained black letters (compared to untrained black letters) should predict the strength of the associations, the quality of the color experience, or the vividness of visual mental imagery. Results showed that training-related activation of area V4 was correlated with differences in reported subjective color experience. Trainees who were classified as having stronger 'associator' types of color experiences also had more negative activation for trained compared to untrained achromatic letters in area V4. In contrast, the strength of the acquired associations (measured as the Stroop effect) was not reliably reflected in visual cortex activity. The reported vividness of visual mental imagery was related to veridical color activation in early visual cortex, but not to the acquired color associations. We show for the first time that subjective experience related to a synesthesia-training paradigm was reflected in visual brain activation. PMID:26162617

  4. Activation of HER3 Interferes with Antitumor Effects of Axl Receptor Tyrosine Kinase Inhibitors: Suggestion of Combination Therapy1

    PubMed Central

    Torka, Robert; Pénzes, Kinga; Gusenbauer, Simone; Baumann, Christine; Szabadkai, István; Őrfi, Lászlȯ; Kéri, György; Ullrich, Axel

    2014-01-01

    The Axl receptor tyrosine kinase (RTK) has been established as a strong candidate for targeted therapy of cancer. However, the benefits of targeted therapies are limited due to acquired resistance and activation of alternative RTKs. Therefore, we asked if cancer cells are able to overcome targeted Axl therapies. Here, we demonstrate that inhibition of Axl by short interfering RNA or the tyrosine kinase inhibitor (TKI) BMS777607 induces the expression of human epidermal growth factor receptor 3 (HER3) and the neuregulin 1(NRG1)–dependent phosphorylation of HER3 in MDA-MB231 and Ovcar8 cells. Moreover, analysis of 20 Axl-expressing cancer cell lines of different tissue origin indicates a low basal phosphorylation of RAC-α serine/threonine-protein kinase (AKT) as a general requirement for HER3 activation on Axl inhibition. Consequently, phosphorylation of AKT arises as an independent biomarker for Axl treatment. Additionally, we introduce phosphorylation of HER3 as an independent pharmacodynamic biomarker for monitoring of anti-Axl therapy response. Inhibition of cell viability by BMS777607 could be rescued by NRG1-dependent activation of HER3, suggesting an escape mechanism by tumor microenvironment. The Axl-TKI MPCD84111 simultaneously blocked Axl and HER2/3 signaling and thereby prohibited HER3 feedback activation. Furthermore, dual inhibition of Axl and HER2/3 using BMS777607 and lapatinib led to a significant inhibition of cell viability in Axl-expressing MDA-MB231 and Ovcar8 cells. Therefore, we conclude that, in patient cohorts with expression of Axl and low basal activity of AKT, a combined inhibition of Axl and HER2/3 kinase would be beneficial to overcome acquired resistance to Axl-targeted therapies. PMID:24862757

  5. Reading as active sensing: a computational model of gaze planning in word recognition.

    PubMed

    Ferro, Marcello; Ognibene, Dimitri; Pezzulo, Giovanni; Pirrelli, Vito

    2010-01-01

    WE OFFER A COMPUTATIONAL MODEL OF GAZE PLANNING DURING READING THAT CONSISTS OF TWO MAIN COMPONENTS: a lexical representation network, acquiring lexical representations from input texts (a subset of the Italian CHILDES database), and a gaze planner, designed to recognize written words by mapping strings of characters onto lexical representations. The model implements an active sensing strategy that selects which characters of the input string are to be fixated, depending on the predictions dynamically made by the lexical representation network. We analyze the developmental trajectory of the system in performing the word recognition task as a function of both increasing lexical competence, and correspondingly increasing lexical prediction ability. We conclude by discussing how our approach can be scaled up in the context of an active sensing strategy applied to a robotic setting. PMID:20577589

  6. The Reading of Older Americans Who View Learning as a Lifelong Activity.

    ERIC Educational Resources Information Center

    Ngandu, Kathleen M.

    A study examined the reading behavior of 101 older adults enrolled in a summer "elderhostel" program offered by a small eastern college. Each subject responded to a questionnaire concerning reading habits, interests, attitudes, and motivations. Results showed that the older adults had a wide range of reading interests, including mysteries,…

  7. A novel fMRI paradigm suggests that pedaling-related brain activation is altered after stroke

    PubMed Central

    Promjunyakul, Nutta-on; Schmit, Brian D.; Schindler-Ivens, Sheila M.

    2015-01-01

    regions were examined separately, reduced brain activation volume reached statistical significance in BA6 [p = 0.04; 4,350 (2,347) μL stroke; 6,938 (3,134) μL control] and cerebellum [p = 0.001; 4,591 (1,757) μL stroke; 8,381 (2,835) μL control]. Regardless of whether activated regions were examined together or separately, there were no significant between-group differences in brain activation intensity [p = 0.17; 1.30 (0.25)% stroke; 1.16 (0.20)% control]. Reduced volume in the stroke group was not observed during lower limb tapping and could not be fully attributed to differences in head motion or movement rate. There was a tendency for pedaling-related brain activation volume to increase with increasing work performed by the paretic limb during pedaling (p = 0.08, r = 0.525). Hence, the results of this study provide two original and important contributions. First, we demonstrated that pedaling can be used with fMRI to examine brain activation associated with lower limb movement in people with stroke. Unlike previous lower limb movements examined with fMRI, pedaling involves continuous, reciprocal, multijoint movement of both limbs. In this respect, pedaling has many characteristics of functional lower limb movements, such as walking. Thus, the importance of our contribution lies in the establishment of a novel paradigm that can be used to understand how the brain adapts to stroke to produce functional lower limb movements. Second, preliminary observations suggest that brain activation volume is reduced during pedaling post-stroke. Reduced brain activation volume may be due to anatomic, physiology, and/or behavioral differences between groups, but methodological issues cannot be excluded. Importantly, brain action volume post-stroke was both task-dependent and mutable, which suggests that it could be modified through rehabilitation. Future work will explore these possibilities. PMID:26089789

  8. Open Your Cupboards to Learning Center Games: Activities for Reinforcing Math and Reading Skills for Teacher and Parent Involvement.

    ERIC Educational Resources Information Center

    Langham, Martha A.; Peterson, Nancy M.

    This book has been developed to furnish teachers and parents with ideas for activities and games which aid children in the transition from oral language to printed language for reading and math. These games are designed to provide children with activities and experiences that increase vocabularies and make them useful in communication, language…

  9. Individual Differences in Skilled Adult Readers Reveal Dissociable Patterns of Neural Activity Associated with Component Processes of Reading

    ERIC Educational Resources Information Center

    Welcome, Suzanne E.; Joanisse, Marc F.

    2012-01-01

    We used fMRI to examine patterns of brain activity associated with component processes of visual word recognition and their relationships to individual differences in reading skill. We manipulated both the judgments adults made on written stimuli and the characteristics of the stimuli. Phonological processing led to activation in left inferior…

  10. Comparison of the White-Nose Syndrome Agent Pseudogymnoascus destructans to Cave-Dwelling Relatives Suggests Reduced Saprotrophic Enzyme Activity

    PubMed Central

    Reynolds, Hannah T.; Barton, Hazel A.

    2014-01-01

    White-nose Syndrome (WNS) is an emerging infectious mycosis that has impacted multiple species of North American bats since its initial discovery in 2006, yet the physiology of the causal agent, the psychrophilic fungus Pseudogymnoascus destructans ( = Geomyces destructans), is not well understood. We investigated the ability of P. destructans to secrete enzymes that could permit environmental growth or affect pathogenesis and compared enzyme activity across several Pseudogymnoascus species isolated from both hibernating bats and cave sediments. We found that P. destructans produced enzymes that could be beneficial in either a pathogenic or saprotrophic context, such as lipases, hemolysins, and urease, as well as chitinase and cellulases, which could aid in saprotrophic growth. The WNS pathogen showed significantly lower activity for urease and endoglucanase compared to con-generic species (Pseudogymnoascus), which may indicate a shift in selective pressure to the detriment of P. destructans’ saprotrophic ability. Based on the positive function of multiple saprotrophic enzymes, the causal agent of White-nose Syndrome shows potential for environmental growth on a variety of substrates found in caves, albeit at a reduced level compared to environmental strains. Our data suggest that if P. destructans emerged as an opportunistic infection from an environmental source, co-evolution with its host may have led to a reduced capacity for saprotrophic growth. PMID:24466096

  11. Comparison of the white-nose syndrome agent Pseudogymnoascus destructans to cave-dwelling relatives suggests reduced saprotrophic enzyme activity.

    PubMed

    Reynolds, Hannah T; Barton, Hazel A

    2014-01-01

    White-nose Syndrome (WNS) is an emerging infectious mycosis that has impacted multiple species of North American bats since its initial discovery in 2006, yet the physiology of the causal agent, the psychrophilic fungus Pseudogymnoascus destructans ( = Geomyces destructans), is not well understood. We investigated the ability of P. destructans to secrete enzymes that could permit environmental growth or affect pathogenesis and compared enzyme activity across several Pseudogymnoascus species isolated from both hibernating bats and cave sediments. We found that P. destructans produced enzymes that could be beneficial in either a pathogenic or saprotrophic context, such as lipases, hemolysins, and urease, as well as chitinase and cellulases, which could aid in saprotrophic growth. The WNS pathogen showed significantly lower activity for urease and endoglucanase compared to con-generic species (Pseudogymnoascus), which may indicate a shift in selective pressure to the detriment of P. destructans' saprotrophic ability. Based on the positive function of multiple saprotrophic enzymes, the causal agent of White-nose Syndrome shows potential for environmental growth on a variety of substrates found in caves, albeit at a reduced level compared to environmental strains. Our data suggest that if P. destructans emerged as an opportunistic infection from an environmental source, co-evolution with its host may have led to a reduced capacity for saprotrophic growth. PMID:24466096

  12. Case report: a prototypical experience of 'poltergeist' activity, conspicuous quantitative electroencephalographic patterns, and sLORETA profiles - suggestions for intervention.

    PubMed

    Roll, William G; Saroka, Kevin S; Mulligan, Bryce P; Hunter, Mathew D; Dotta, Blake T; Gang, Noa; Scott, Mandy A; St-Pierre, Linda S; Persinger, Michael A

    2012-01-01

    People who report objects moving in their presence, unusual sounds, glows around other people, and multiple sensed presences but do not meet the criteria for psychiatric disorders have been shown to exhibit electrical anomalies over the right temporal lobes. This article reports the striking quantitative electroencephalography, sLORETA results, and experimental elicitation of similar subjective experiences in a middle-aged woman who has been distressed by these classic phenomena that began after a head injury. She exhibited a chronic electrical anomaly over the right temporoinsular region. The rotation of a small pinwheel near her while she 'concentrated' upon it was associated with increased coherence between the left and right temporal lobes and concurrent activation of the left prefrontal region. The occurrence of the unusual phenomena and marked 'sadness' was associated with increased geomagnetic activity; she reported a similar mood when these variations were simulated experimentally. Our quantitative measurements suggest people displaying these experiences and possible anomalous energies can be viewed clinically and potentially treated. PMID:22229671

  13. Increased expression and activity of nuclear cathepsin L in cancer cells suggests a novel mechanism of cell transformation.

    PubMed

    Goulet, Brigitte; Sansregret, Laurent; Leduy, Lam; Bogyo, Matthew; Weber, Ekkehard; Chauhan, Shyam S; Nepveu, Alain

    2007-09-01

    It is generally accepted that the role of cathepsin L in cancer involves its activities outside the cells once it has been secreted. However, cathepsin L isoforms that are devoid of a signal peptide were recently shown to be present in the nucleus where they proteolytically process the CCAAT-displacement protein/cut homeobox (CDP/Cux) transcription factor. A role for nuclear cathepsin L in cell proliferation could be inferred from the observation that the CDP/Cux processed isoform can accelerate entry into S phase. Here, we report that in many transformed cells the proteolytic processing of CDP/Cux is augmented and correlates with increased cysteine protease expression and activity in the nucleus. Taking advantage of an antibody that recognizes the prodomain of human cathepsin L, we showed that human cells express short cathepsin L species that do not contain a signal peptide, do not transit through the endoplasmic reticulum, are not glycosylated, and localize to the nucleus. We also showed that transformation by the ras oncogene causes rapid increases both in the production of short nuclear cathepsin L isoforms and in the processing of CDP/Cux. Using a cell-based assay, we showed that a cell-permeable inhibitor of cysteine proteases is able to delay the progression into S phase and the proliferation in soft agar of ras-transformed cells, whereas the non-cell-permeable inhibitor had no effect. Taken together, these results suggest that the role of cathepsin L in cancer might not be limited to its extracellular activities but may also involve its processing function in the nucleus. PMID:17855659

  14. Reading a Suspenseful Literary Text Activates Brain Areas Related to Social Cognition and Predictive Inference

    PubMed Central

    Lehne, Moritz; Engel, Philipp; Rohrmeier, Martin; Menninghaus, Winfried; Jacobs, Arthur M.; Koelsch, Stefan

    2015-01-01

    Stories can elicit powerful emotions. A key emotional response to narrative plots (e.g., novels, movies, etc.) is suspense. Suspense appears to build on basic aspects of human cognition such as processes of expectation, anticipation, and prediction. However, the neural processes underlying emotional experiences of suspense have not been previously investigated. We acquired functional magnetic resonance imaging (fMRI) data while participants read a suspenseful literary text (E.T.A. Hoffmann's “The Sandman”) subdivided into short text passages. Individual ratings of experienced suspense obtained after each text passage were found to be related to activation in the medial frontal cortex, bilateral frontal regions (along the inferior frontal sulcus), lateral premotor cortex, as well as posterior temporal and temporo-parietal areas. The results indicate that the emotional experience of suspense depends on brain areas associated with social cognition and predictive inference. PMID:25946306

  15. Multiple sclerosis: a role for astroglia in active demyelination suggested by class II MHC expression and ultrastructural study.

    PubMed

    Lee, S C; Moore, G R; Golenwsky, G; Raine, C S

    1990-03-01

    Central nervous system (CNS) tissue was studied by immunocytochemistry and electron microscopy from three cases of multiple sclerosis (MS) in which evidence of ongoing myelin breakdown could be documented. The study focussed upon the role of glial cells in the pathogenesis of demyelination. In acute MS, demyelination involved the vesicular dissolution of myelin from intact axons and a paucity of fibrillary astrogliosis. Foamy macrophages, many of them probably derived from transformed and recently proliferated microglia, contained recognizable myelin debris and lipid droplets and were abundant throughout the lesions. These cells formed the major phagocytic population and stained positively for class II major histocompatibility complex antigens (HLA-DR; Ia). In acute MS lesions, rounded astrocytes were encountered which possessed membrane-bound compartments enclosing phagocytosed fragments of myelin basic protein-positive debris. Despite the superficial resemblance of these cells to foamy macrophages, the presence of intermediate filaments, glycogen granules and diffuse glial fibrillary acidic protein positivity supported an astroglial identity. Astrocyte processes were involved in myelin removal and invested recently demyelinated axons. Hypertrophic fibrous astrocytes were common in chronic active lesions, were capable of myelin degradation and on occasion, contained myelin debris attached to clathrin-coated pits. These astrocytes were sometimes Ia+. Oligodendrocytes were depleted from the center of active lesions but were numerous at the lesion margin, suggesting survival and proliferation. They stained positively for myelin-associated glycoprotein, a marker for immature oligodendrocytes. However, they were invariably Ia-. The findings confirm and further support a role for the astrocyte as both an antigen presenting cell and a phagocyte in the CNS during MS. PMID:2307980

  16. Subcaste differences in neural activation suggest a prosocial role for oxytocin in eusocial naked mole-rats.

    PubMed

    Hathaway, Georgia A; Faykoo-Martinez, Mariela; Peragine, Deane E; Mooney, Skyler J; Holmes, Melissa M

    2016-03-01

    The neuropeptide oxytocin (OT) influences prosocial behavior(s), aggression, and stress responsiveness, and these diverse effects are regulated in a species- and context-specific manner. The naked mole-rat (Heterocephalus glaber) is a unique species with which to study context-dependent effects of OT, exhibiting a strict social hierarchy with behavioral specialization within the subordinate caste: soldiers are aggressive and defend colonies against unfamiliar conspecifics while workers are prosocial and contribute to in-colony behaviors such as pup care. To determine if OT is involved in subcaste-specific behaviors, we compared behavioral responses between workers and soldiers of both sexes during a modified resident/intruder paradigm, and quantified activation of OT neurons in the hypothalamic paraventricular nucleus (PVN) and supraoptic nucleus (SON) using the immediate-early-gene marker c-fos co-localized with OT neurons. Resident workers and soldiers were age-matched with unfamiliar worker stimulus animals as intruders, and encounters were videorecorded and scored for aggressive behaviors. Colony-matched controls were left in their home colony for the duration of the encounters. Brains were extracted and cell counts were conducted for OT immunoreactive (ir), c-fos-ir, and percentage of OT-c-fos double-labeled cells. Results indicate that resident workers were less aggressive but showed greater OT neural activity than soldiers. Furthermore, a linear model including social treatment, cortisol, and subcaste revealed that subcaste was the only significant predictor of OT-c-fos double-labeled cells in the PVN. These data suggest that in naked mole-rats OT promotes prosocial behaviors rather than aggression and that even within subordinates status exerts robust effects on brain and behavior. PMID:26718226

  17. Teaching Reading

    ERIC Educational Resources Information Center

    Day, Richard R.

    2013-01-01

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

  18. Activation of the Left Inferior Frontal Gyrus in the First 200 ms of Reading: Evidence from Magnetoencephalography (MEG)

    PubMed Central

    Cornelissen, Piers L.; Kringelbach, Morten L.; Ellis, Andrew W.; Whitney, Carol; Holliday, Ian E.; Hansen, Peter C.

    2009-01-01

    Background It is well established that the left inferior frontal gyrus plays a key role in the cerebral cortical network that supports reading and visual word recognition. Less clear is when in time this contribution begins. We used magnetoencephalography (MEG), which has both good spatial and excellent temporal resolution, to address this question. Methodology/Principal Findings MEG data were recorded during a passive viewing paradigm, chosen to emphasize the stimulus-driven component of the cortical response, in which right-handed participants were presented words, consonant strings, and unfamiliar faces to central vision. Time-frequency analyses showed a left-lateralized inferior frontal gyrus (pars opercularis) response to words between 100–250 ms in the beta frequency band that was significantly stronger than the response to consonant strings or faces. The left inferior frontal gyrus response to words peaked at ∼130 ms. This response was significantly later in time than the left middle occipital gyrus, which peaked at ∼115 ms, but not significantly different from the peak response in the left mid fusiform gyrus, which peaked at ∼140 ms, at a location coincident with the fMRI–defined visual word form area (VWFA). Significant responses were also detected to words in other parts of the reading network, including the anterior middle temporal gyrus, the left posterior middle temporal gyrus, the angular and supramarginal gyri, and the left superior temporal gyrus. Conclusions/Significance These findings suggest very early interactions between the vision and language domains during visual word recognition, with speech motor areas being activated at the same time as the orthographic word-form is being resolved within the fusiform gyrus. This challenges the conventional view of a temporally serial processing sequence for visual word recognition in which letter forms are initially decoded, interact with their phonological and semantic representations, and only

  19. Simulation suggests that rapid activation of social distancing can arrest epidemic development due to a novel strain of influenza

    PubMed Central

    Kelso, Joel K; Milne, George J; Kelly, Heath

    2009-01-01

    Background Social distancing interventions such as school closure and prohibition of public gatherings are present in pandemic influenza preparedness plans. Predicting the effectiveness of intervention strategies in a pandemic is difficult. In the absence of other evidence, computer simulation can be used to help policy makers plan for a potential future influenza pandemic. We conducted simulations of a small community to determine the magnitude and timing of activation that would be necessary for social distancing interventions to arrest a future pandemic. Methods We used a detailed, individual-based model of a real community with a population of approximately 30,000. We simulated the effect of four social distancing interventions: school closure, increased isolation of symptomatic individuals in their household, workplace nonattendance, and reduction of contact in the wider community. We simulated each of the intervention measures in isolation and in several combinations; and examined the effect of delays in the activation of interventions on the final and daily attack rates. Results For an epidemic with an R0 value of 1.5, a combination of all four social distancing measures could reduce the final attack rate from 33% to below 10% if introduced within 6 weeks from the introduction of the first case. In contrast, for an R0 of 2.5 these measures must be introduced within 2 weeks of the first case to achieve a similar reduction; delays of 2, 3 and 4 weeks resulted in final attack rates of 7%, 21% and 45% respectively. For an R0 of 3.5 the combination of all four measures could reduce the final attack rate from 73% to 16%, but only if introduced without delay; delays of 1, 2 or 3 weeks resulted in final attack rates of 19%, 35% or 63% respectively. For the higher R0 values no single measure has a significant impact on attack rates. Conclusion Our results suggest a critical role of social distancing in the potential control of a future pandemic and indicate that such

  20. Assessing Motivation to Read.

    ERIC Educational Resources Information Center

    Gambrell, Linda B.; And Others

    1996-01-01

    Describes the Motivation to Read Profile (MRP), which assesses children's self-concepts as readers and the value they see in reading. Discusses its development and offers suggestions for its use with elementary students. Includes the MRP. (SR)

  1. Crystal Structures of the Response Regulator DosR From Mycobacterium Tuberculosis Suggest a Helix Rearrangement Mechanism for Phosphorylation Activation

    SciTech Connect

    Wisedchaisri, G.; Wu, M.; Sherman, D.R.; Hol, W.G.J.

    2009-05-26

    The response regulator DosR is essential for promoting long-term survival of Mycobacterium tuberculosis under low oxygen conditions in a dormant state and may be responsible for latent tuberculosis in one-third of the world's population. Here, we report crystal structures of full-length unphosphorylated DosR at 2.2 {angstrom} resolution and its C-terminal DNA-binding domain at 1.7 {angstrom} resolution. The full-length DosR structure reveals several features never seen before in other response regulators. The N-terminal domain of the full-length DosR structure has an unexpected ({beta}{alpha}){sub 4} topology instead of the canonical ({beta}{alpha}){sub 5} fold observed in other response regulators. The linker region adopts a unique conformation that contains two helices forming a four-helix bundle with two helices from another subunit, resulting in dimer formation. The C-terminal domain in the full-length DosR structure displays a novel location of helix {alpha}10, which allows Gln199 to interact with the catalytic Asp54 residue of the N-terminal domain. In contrast, the structure of the DosR C-terminal domain alone displays a remarkable unstructured conformation for helix {alpha}10 residues, different from the well-defined helical conformations in all other known structures, indicating considerable flexibility within the C-terminal domain. Our structures suggest a mode of DosR activation by phosphorylation via a helix rearrangement mechanism.

  2. A Comparison of Word Learning in 3-Year-Old Children At-Risk for Language and Literacy Difficulties in Two Conditions: Dialogic Reading and Activity-Based Intervention

    ERIC Educational Resources Information Center

    Rahn, Naomi L.

    2013-01-01

    Existing research suggests a need for an intervention that can accelerate vocabulary acquisition for young children at-risk due to poverty. An adapted alternating treatments design was used to examine the effects of Dialogic Reading and Activity-Based Intervention (ABI) on participants' production of target words. Participants were three…

  3. The Neural Correlates of Reading Fluency Deficits in Children

    PubMed Central

    Langer, Nicolas; Benjamin, Christopher; Minas, Jennifer; Gaab, Nadine

    2015-01-01

    Multiple studies have shown that individuals with a reading disability (RD) demonstrate deficits in posterior left-hemispheric brain regions during reading-related tasks. These studies mainly focused on reading sub-skills, and it remains debated whether such dysfunction is apparent during more ecologically valid reading skills, such as reading fluency. In this fMRI study, reading fluency was systematically varied to characterize neural correlates of reading fluency in 30 children with (RD) and without (typical developing children, TYP) a RD. Sentences were presented at constrained, comfortable, and accelerated speeds, which were determined based on individual reading speed. Behaviorally, RD children displayed decreased performance in several reading-related tasks. Using fMRI, we demonstrated that both TYP and RD children display increased activation in several components of the reading network during fluent reading. When required to read at an accelerated speed, RD children exhibited less activation in the fusiform gyrus (FG) compared with the TYP children. A region of interest analysis substantiated differences in the FG and demonstrated a relationship to behavioral reading performance. These results suggest that the FG plays a key role in fluent reading and that it can be modulated by speed. These results and their implications for remediation strategies should be considered in educational practice. PMID:24335032

  4. Parental Involvement in School Activities and Reading Literacy: Findings and Implications from PIRLS 2011 Data. Policy Brief No. 3

    ERIC Educational Resources Information Center

    Mirazchiyski, Plamen; Klemencic, Eva

    2014-01-01

    This policy brief presents evidence demonstrating a positive association between parental involvement in school activities and student performance in the Progress in International Reading Literacy Study (PIRLS) 2011. This association, which was evident in most of the 54 education systems analyzed, indicates that students enrolled in schools with…

  5. A Study To Determine the Effect of Writing Activities on Reading Comprehension on Second Grade Students at Linden School.

    ERIC Educational Resources Information Center

    Collins, Linda

    A study investigated what effect, if any, a planned program of writing activities had on reading comprehension. A group of second grade students from Linden Elementary School, West Virginia, were the subjects. Subjects were divided into a control (12 students) and an experimental (13 students) group. Both groups were given a pretest and a…

  6. Variation in antioxidant enzyme activities and nonenzyme components among cultivars of rabbiteye blueberries (Vaccinium ashei Reade) and V. ashei derivatives

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Fruit from forty-two blueberry (Vaccinium species) cultivars, including thirty-six rabbiteye rabbiteye cultivars (Vaccinium ashei Reade), three V. ashei hybrid derivatives and three northern highbush (V. corymbosum L.) standards were evaluated for antioxidant activities (AA), levels of antioxidant e...

  7. Preschoolers' Acquisition of Scientific Vocabulary through Repeated Read-Aloud Events, Retellings, and Hands-on Science Activities

    ERIC Educational Resources Information Center

    Leung, Cynthia B.

    2008-01-01

    This study explored 3- and 4-year-old children's development of scientific vocabulary from participation in repeated interactive read-aloud events and retellings of three informational picture books about light and color, followed by hands-on science activities. Thirty-two children attending a YWCA preschool were matched by age and general…

  8. T & I--Drafting, Reading the Architect's Scale. Kit No. 16. Instructor's Manual [and] Student Learning Activity Guide.

    ERIC Educational Resources Information Center

    Jones, Philip

    An instructor's manual and student activity guide on reading the architect's scale and the metric scale are provided in this set of prevocational education materials which focuses on the vocational area of trade and industry (drafting). (This set of materials is one of ninety-two prevocational education sets arranged around a cluster of seven…

  9. What makes the dorsomedial frontal cortex active during reading the mental states of others?

    PubMed

    Isoda, Masaki; Noritake, Atsushi

    2013-01-01

    The dorsomedial frontal part of the cerebral cortex is consistently activated when people read the mental states of others, such as their beliefs, desires, and intentions, the ability known as having a theory of mind (ToM) or mentalizing. This ubiquitous finding has led many researchers to conclude that the dorsomedial frontal cortex (DMFC) constitutes a core component in mentalizing networks. Despite this, it remains unclear why the DMFC becomes active during ToM tasks. We argue that key psychological and behavioral aspects in mentalizing are closely associated with DMFC functions. These include executive inhibition, distinction between self and others, prediction under uncertainty, and perception of intentions, all of which are important for predicting others' intention and behavior. We review the literature supporting this claim, ranging in fields from developmental psychology to human neuroimaging and macaque electrophysiology. Because perceiving intentions in others' actions initiates mentalizing and forms the basis of virtually all types of social interaction, the fundamental issue in social neuroscience is to determine the aspects of physical entities that make an observer perceive that they are intentional beings and to clarify the neurobiological underpinnings of the perception of intentionality in others' actions. PMID:24367287

  10. A Dramatic Approach to Reading Comprehension: Strategies and Activities for Classroom Teachers

    ERIC Educational Resources Information Center

    Kelner, Lenore Blank; Flynn, Rosalind M.

    2006-01-01

    Integration occurs when separate parts or elements are combined into a unified whole. This book focuses on classroom arts integration--equally incorporating skills in drama and reading comprehension into all lessons. Drama and reading comprehension share a multitude of authentic connections, including meaning making and interpretation. Each…

  11. Extensive Reading in the EFL Classroom: Benefits of a Face-to-Face Collaboration Activity

    ERIC Educational Resources Information Center

    Kirchhoff, Cheryl

    2015-01-01

    Extensive reading is an approach to language education that has shown great promise for foreign language learners to acquire language; however, implementation reveals difficulty in maintaining student motivation to read over long periods of time. This study investigates students' experience of face-to-face talk about books in an extensive reading…

  12. The Effect of Selected Preschool Activities on the Success of Reading Comprehension: A Turkish Experience.

    ERIC Educational Resources Information Center

    Celenk, Suleyman

    2003-01-01

    Considers how reading and writing experiences gained during the preschool period have enormous effect on children's first learning to read and write. Initiates a cross-cultural dimension to the subject matter from an empirical paradigm. Provides some evidence that emergent literacy is extensible to experiences regardless of linguistic forms. (SG)

  13. College Online Developmental Reading Instruction: Creating a Path to Independent and Active Learning

    ERIC Educational Resources Information Center

    Johnson, E. Janet

    2010-01-01

    Online courses require students to be independent readers and efficient learners. College students who need developmental reading lack these qualities; consequently, faculty do not generally view developmental reading courses as appropriate for an online format. However, an effectively designed online course based on best practices can engage less…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  15. Toddler Reading Time

    MedlinePlus

    ... Studies show that kids with active exposure to language have social and educational advantages over their peers — ... reading is one of the best exposures to language. Reading to toddlers sets the foundation for later ...

  16. Sharing Skills. Recipe for a Great Read Across America Day

    ERIC Educational Resources Information Center

    Rothberg, Marilyn

    2005-01-01

    Read Across America Day was created by the National Education Association in 1998. This column presents suggestions for classroom activities that can be used to celebrate this day. Suggestions include: (1) Making a Read Across America flag; (2) Taking pictures of staff with their favorite books; and (3) Sending out ballots asking students and…

  17. VISUAL TRAINING AND READING PERFORMANCE.

    ERIC Educational Resources Information Center

    ANAPOLLE, LOUIS

    VISUAL TRAINING IS DEFINED AS THE FIELD OF OCULAR REEDUCATION AND REHABILITATION OF THE VARIOUS VISUAL SKILLS THAT ARE OF PARAMOUNT IMPORTANCE TO SCHOOL ACHIEVEMENT, AUTOMOBILE DRIVING, OUTDOOR SPORTS ACTIVITIES, AND OCCUPATIONAL PURSUITS. A HISTORY OF ORTHOPTICS, THE SUGGESTED NAME FOR THE ENTIRE FIELD OF OCULAR REEDUCATION, IS GIVEN. READING AS…

  18. Use the ConStruct Procedure to Foster Active Reading and Learning.

    ERIC Educational Resources Information Center

    Vaughan, Joseph L., Jr.

    1982-01-01

    Describes a method to improve student comprehension of content area materials that involves three distinct readings, each followed by a progressively more detailed graphic overview of the content. (HTH)

  19. Nicotinic Activity of Arecoline, the Psychoactive Element of "Betel Nuts", Suggests a Basis for Habitual Use and Anti-Inflammatory Activity

    PubMed Central

    Papke, Roger L.; Horenstein, Nicole A.; Stokes, Clare

    2015-01-01

    Habitual chewing of "betel nut" preparations constitutes the fourth most common human self-administration of a psychoactive substance after alcohol, caffeine, and nicotine. The primary active ingredient in these preparations is arecoline, which comes from the areca nut, the key component of all such preparations. Arecoline is known to be a relatively non-selective muscarinic partial agonist, accounting for many of the overt peripheral and central nervous system effects, but not likely to account for the addictive properties of the drug. We report that arecoline has activity on select nicotinic acetylcholine receptor (nAChR) subtypes, including the two classes of nAChR most related to the addictive properties of nicotine: receptors containing α4 and β2 subunits and those which also contain α6 and β3 subunits. Arecoline is a partial agonist with about 6–10% efficacy for the α4* and α6* receptors expressed in Xenopus oocytes. Additionally, arecoline is a silent agonist of α7 nAChR; while it does not activate α7 receptors when applied alone, it produces substantial activation when co-applied with the positive allosteric modulator PNU-120696. Some α7 silent agonists are effective inhibitors of inflammation, which might account for anti-inflammatory effects of arecoline. Arecoline's activity on nAChR associated with addiction may account for the habitual use of areca nut preparations in spite of the well-documented risk to personal health associated with oral diseases and cancer. The common link between betel and tobacco suggests that partial agonist therapies with cytisine or the related compound varenicline may also be used to aid betel cessation attempts. PMID:26488401

  20. Open to Suggestion.

    ERIC Educational Resources Information Center

    Journal of Reading, 1981

    1981-01-01

    Contributors offer teaching ideas, including: using Sherlock Holmes mysteries to teach character and plot development, using materials supplied by the athletic coaches in the reading laboratory, and using individualized reading in the content areas. (AEA)

  1. Reading(s).

    ERIC Educational Resources Information Center

    Summerfield, Geoffrey; Summerfield, Judith

    Developed for college English courses, this book presents selections of poetry, short stories, and commentary intended to invite different ways of reading and interpreting literature. An introduction provides an overview of the book's content, as well as a discussion of how to read. The first section, "Entering a Language," considers the…

  2. Barriers to and Suggestions for a Healthful, Active Lifestyle as Perceived by Rural and Urban Costa Rican Adolescents

    ERIC Educational Resources Information Center

    Monge-Rojas, Rafael; Garita-Arce, Carlos; Sanchez-Lopez, Marta; Colon-Ramos, Uriyoan

    2009-01-01

    Objective: To assess the perceptions of rural and urban Costa Rican adolescents regarding which barriers and motivators affect their adoption of an active lifestyle. Design: Data were collected in focus group discussions. Participants: 108 male and female adolescents aged 12 to 18 from the 7th to 11th grades. Setting: Two urban and 1 rural high…

  3. The Effect of Individual Differences in the Inner and Outer States of ICT on Engagement in Online Reading Activities and PISA 2009 Reading Literacy: Exploring the Relationship between the Old and New Reading Literacy

    ERIC Educational Resources Information Center

    Lee, Yuan-Hsuan; Wu, Jiun-Yu

    2012-01-01

    With the prevalence of ICT, the concept of reading literacy has evolved to encompass both online reading and printed texts. This study clarifies the relationship between reading printed texts and online electronic texts from the perspective of individual differences in the inner and outer phases of ICT in a partial mediation model. We used the…

  4. Reading and Writing Connections.

    ERIC Educational Resources Information Center

    Mason, Jana M., Ed.

    This collection of papers, from a conference on reading and writing connections held at the University of Illinois in October 1986, reflects the value of demonstrating connections between reading instruction and writing. The book shows practitioners how writing can be blended with reading instruction and how writing activities can be used not just…

  5. Free Reading Is UTOPIA

    ERIC Educational Resources Information Center

    LeCrone, Nancy

    2010-01-01

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

  6. Reading to Learn

    ERIC Educational Resources Information Center

    Herman, Phillip; Wardrip, Peter

    2012-01-01

    Science teachers expect high school students to know how to read, understand, and learn from texts at the core of the curriculum. But though students learn to read in grade school, many do not know how to "read to learn" science. And science teachers are often too busy teaching science to actively help students increase their science reading…

  7. Cleavage of Chordin by Xolloid Metalloprotease Suggests a Role for Proteolytic Processing in the Regulation of Spemann Organizer Activity

    PubMed Central

    Piccolo, Stefano; Agius, Eric; Lu, Bin; Goodman, Shelley; Dale, Leslie

    2011-01-01

    Summary The Xolloid secreted metalloprotease, a tolloid-related protein, was found to cleave Chordin and Chordin/BMP-4 complexes at two specific sites in biochemical experiments. Xolloid mRNA blocks secondary axes caused by chordin, but not by noggin, follistatin, or dominant-negative BMP receptor, mRNA injection. Xolloid-treated Chordin protein was unable to antagonize BMP activity. Furthermore, Xolloid digestion released biologically active BMPs from Chordin/BMP inactive complexes. Injection of dominant-negative Xolloid mRNA indicated that the in vivo function of Xolloid is to limit the extent of Spemann’s organizer field. We propose that Xolloid regulates organizer function by a novel proteolytic mechanism involving a double inhibition pathway required to pattern the dorsoventral axis: XOLL⊣CHD⊣BMPs→BMPR PMID:9363949

  8. The complex structures of isocitrate dehydrogenase from Clostridium thermocellum and Desulfotalea psychrophila suggest a new active site locking mechanism

    PubMed Central

    Leiros, Hanna-Kirsti S.; Fedøy, Anita-Elin; Leiros, Ingar; Steen, Ida Helene

    2012-01-01

    Isocitrate dehydrogenase (IDH) catalyzes the oxidative NAD(P)+-dependent decarboxylation of isocitrate into α-ketoglutarate and CO2 and is present in organisms spanning the biological range of temperature. We have solved two crystal structures of the thermophilic Clostridium thermocellum IDH (CtIDH), a native open apo CtIDH to 2.35 Å and a quaternary complex of CtIDH with NADP+, isocitrate and Mg2+ to 2.5 Å. To compare to these a quaternary complex structure of the psychrophilic Desulfotalea psychrophila IDH (DpIDH) was also resolved to 1.93 Å. CtIDH and DpIDH showed similar global thermal stabilities with melting temperatures of 67.9 and 66.9 °C, respectively. CtIDH represents a typical thermophilic enzyme, with a large number of ionic interactions and hydrogen bonds per residue combined with stabilization of the N and C termini. CtIDH had a higher activity temperature optimum, and showed greater affinity for the substrates with an active site that was less thermolabile compared to DpIDH. The uncompensated negative surface charge and the enlarged methionine cluster in the hinge region both of which are important for cold activity in DpIDH, were absent in CtIDH. These structural comparisons revealed that prokaryotic IDHs in subfamily II have a unique locking mechanism involving Arg310, Asp251′ and Arg255 (CtIDH). These interactions lock the large domain to the small domain and direct NADP+ into the correct orientation, which together are important for NADP+ selectivity. PMID:23650595

  9. A Drosophila model of GSS syndrome suggests defects in active zones are responsible for pathogenesis of GSS syndrome

    PubMed Central

    Choi, Jin-Kyu; Jeon, Yong-Chul; Lee, Dae-Weon; Oh, Jae-Min; Lee, Hyun-Pil; Jeong, Byung-Hoon; Carp, Richard I.; Koh, Young Ho; Kim, Yong-Sun

    2010-01-01

    We have established a Drosophila model of Gerstmann–Sträussler–Scheinker (GSS) syndrome by expressing mouse prion protein (PrP) having leucine substitution at residue 101 (MoPrPP101L). Flies expressing MoPrPP101L, but not wild-type MoPrP (MoPrP3F4), showed severe defects in climbing ability and early death. Expressed MoPrPP101L in Drosophila was differentially glycosylated, localized at the synaptic terminals and mainly present as deposits in adult brains. We found that behavioral defects and early death of MoPrPP101L flies were not due to Caspase 3-dependent programmed cell death signaling. In addition, we found that Type 1 glutamatergic synaptic boutons in larval neuromuscular junctions of MoPrPP101L flies showed significantly increased numbers of satellite synaptic boutons. Furthermore, the amount of Bruchpilot and Discs large in MoPrPP101L flies was significantly reduced. Brains from scrapie-infected mice showed significantly decreased ELKS, an active zone matrix marker compared with those of age-matched control mice. Thus, altered active zone structures at the molecular level may be involved in the pathogenesis of GSS syndrome in Drosophila and scrapie-infected mice. PMID:20829230

  10. Bivalent Regions of Cytosine Methylation and H3K27 Acetylation Suggest an Active Role for DNA Methylation at Enhancers.

    PubMed

    Charlet, Jessica; Duymich, Christopher E; Lay, Fides D; Mundbjerg, Kamilla; Dalsgaard Sørensen, Karina; Liang, Gangning; Jones, Peter A

    2016-05-01

    The role of cytosine methylation in the structure and function of enhancers is not well understood. In this study, we investigate the role of DNA methylation at enhancers by comparing the epigenomes of the HCT116 cell line and its highly demethylated derivative, DKO1. Unlike promoters, a portion of regular and super- or stretch enhancers show active H3K27ac marks co-existing with extensive DNA methylation, demonstrating the unexpected presence of bivalent chromatin in both cultured and uncultured cells. Furthermore, our findings also show that bivalent regions have fewer nucleosome-depleted regions and transcription factor-binding sites than monovalent regions. Reduction of DNA methylation genetically or pharmacologically leads to a decrease of the H3K27ac mark. Thus, DNA methylation plays an unexpected dual role at enhancer regions, being anti-correlated focally at transcription factor-binding sites but positively correlated globally with the active H3K27ac mark to ensure structural enhancer integrity. PMID:27153539

  11. A Comparison of the Effects of a Program of Selected Perceptual Development Activities and a Supplementary Reading Program on Reading Achievement.

    ERIC Educational Resources Information Center

    Chase, William Neil, Jr.

    This study sought to determine if a perceptual development program would contribute more to improvement in reading than a supplementary reading program and if such a program was more beneficial for below grade level readers than for above grade level readers--defined as those students who scored one or more months below or above grade level on the…

  12. A novel method for concentration evaluation of reading behaviors with electrical activity recorded on the scalp.

    PubMed

    Lin, Chern-Sheng; Lai, Yu-Chen; Lin, Jung-Chih; Wu, Pin-Yi; Chang, Hsing-Cheng

    2014-04-01

    In this paper, a concentration evaluation of reading behaviors with electrical signal detection on the head is presented. The electrode signal is extracted by brain-computer-interface (BCI) to monitor the user's degree of concentration, where the user is reminded by sound to concentrate, or teaching staffs are reminded to help users improve reading habits, in order to facilitate the user's ability to concentrate. The digital signal processing methods, such as the Kalman Filter, Fast Fourier Transform, the Hamming window, the average value of the total energy of a frame, correlation coefficient, and novel judgment algorithm are used to obtain the corresponding parameters of concentration evaluation. Users can correct their manner of reading with reminders. The repeated test results may be expected to lie with a probability of 95%. Such model training results in better learning effect. PMID:24631218

  13. An interactive activation and competition model of person knowledge, suggested by proactive interference by traits spontaneously inferred from behaviours.

    PubMed

    Wang, Yuanbo E; Higgins, Nancy C; Uleman, James S; Michaux, Aaron; Vipond, Douglas

    2016-03-01

    People unconsciously and unintentionally make inferences about others' personality traits based on their behaviours. In this study, a classic memory phenomenon - proactive interference (PI) - is for the first time used to detect spontaneous trait inferences. PI should occur when lists of behaviour descriptions, all implying the same trait, are to be remembered. Switching to a new trait should produce 'release' from proactive interference (or RPI). Results from two experiments supported these predictions. PI and RPI effects are consistent with an interactive activation and competition model of person perception (e.g., McNeill & Burton, 2002, J. Exp. Psychol., 55A, 1141), which predicts categorical organization of social behaviours based on personality traits. Advantages of this model are discussed. PMID:26096621

  14. Early-light embryonic stimulation suggests a second route, via gene activation, to cerebral lateralization in vertebrates

    PubMed Central

    Chiandetti, Cinzia; Galliussi, Jessica; Andrew, Richard J.; Vallortigara, Giorgio

    2013-01-01

    Genetic factors determine the asymmetrical position of vertebrate embryos allowing asymmetric environmental stimulation to shape cerebral lateralization. In birds, late-light stimulation, just before hatching, on the right optic nerve triggers anatomical and functional cerebral asymmetries. However, some brain asymmetries develop in absence of embryonic light stimulation. Furthermore, early-light action affects lateralization in the transparent zebrafish embryos before their visual system is functional. Here we investigated whether another pathway intervenes in establishing brain specialization. We exposed chicks' embryos to light before their visual system was formed. We observed that such early stimulation modulates cerebral lateralization in a comparable vein of late-light stimulation on active retinal cells. Our results show that, in a higher vertebrate brain, a second route, likely affecting the genetic expression of photosensitive regions, acts before the development of a functional visual system. More than one sensitive period seems thus available to light stimulation to trigger brain lateralization. PMID:24048072

  15. Comparative modeling and molecular dynamics suggest high carboxylase activity of the Cyanobium sp. CACIAM14 RbcL protein.

    PubMed

    Siqueira, Andrei Santos; Lima, Alex Ranieri Jerônimo; Dall'Agnol, Leonardo Teixeira; de Azevedo, Juliana Simão Nina; da Silva Gonçalves Vianez, João Lídio; Gonçalves, Evonnildo Costa

    2016-03-01

    Rubisco catalyzes the first step reaction in the carbon fixation pathway, bonding atmospheric CO2/O2 to ribulose 1,5-bisphosphate; it is therefore considered one of the most important enzymes in the biosphere. Genetic modifications to increase the carboxylase activity of rubisco are a subject of great interest to agronomy and biotechnology, since this could increase the productivity of biomass in plants, algae and cyanobacteria and give better yields in crops and biofuel production. Thus, the aim of this study was to characterize in silico the catalytic domain of the rubisco large subunit (rbcL gene) of Cyanobium sp. CACIAM14, and identify target sites to improve enzyme affinity for ribulose 1,5-bisphosphate. A three-dimensional model was built using MODELLER 9.14, molecular dynamics was used to generate a 100 ns trajectory by AMBER12, and the binding free energy was calculated using MM-PBSA, MM-GBSA and SIE methods with alanine scanning. The model obtained showed characteristics of form-I rubisco, with 15 beta sheets and 19 alpha helices, and maintained the highly conserved catalytic site encompassing residues Lys175, Lys177, Lys201, Asp203, and Glu204. The binding free energy of the enzyme-substrate complexation of Cyanobium sp. CACIAM14 showed values around -10 kcal mol(-1) using the SIE method. The most important residues for the interaction with ribulose 1,5-bisphosphate were Arg295 followed by Lys334. The generated model was successfully validated, remaining stable during the whole simulation, and demonstrated characteristics of enzymes with high carboxylase activity. The binding analysis revealed candidates for directed mutagenesis sites to improve rubisco's affinity. PMID:26936271

  16. Structure of Epstein-Barr Virus Glycoprotein 42 Suggests a Mechanism for Triggering Receptor-Activated Virus Entry

    SciTech Connect

    Kirschner, Austin N.; Sorem, Jessica; Longnecker, Richard; Jardetzky, Theodore S.

    2009-05-26

    Epstein-Barr virus requires glycoproteins gH/gL, gB, and gp42 to fuse its lipid envelope with B cells. Gp42 is a type II membrane protein consisting of a flexible N-terminal region, which binds gH/gL, and a C-terminal lectin-like domain that binds to the B-cell entry receptor human leukocyte antigen (HLA) class II. Gp42 triggers membrane fusion after HLA binding, a process that requires simultaneous binding to gH/gL and a functional hydrophobic pocket in the lectin domain adjacent to the HLA binding site. Here we present the structure of gp42 in its unbound form. Comparisons to the previously determined structure of a gp42:HLA complex reveals additional N-terminal residues forming part of the gH/gL binding site and structural changes in the receptor binding domain. Although the core of the lectin domain remains similar, significant shifts in two loops and an {alpha} helix bordering the essential hydrophobic pocket suggest a structural mechanism for triggering fusion.

  17. Anthropogenic and temporal components in a complex trigger of type 1 diabetes suggest the active participation of antipyretics.

    PubMed

    Veteikis, Darijus

    2016-08-01

    Tremendous efforts in research without a conclusion on the cause of type 1 diabetes allow the presumption that there is still a blind spot in the development of T1D that is not covered by current hypotheses. The review of geographical knowledge suggests that there is a well-expressed anthropogenic element within the complex environmental trigger of T1D. On the other hand, the initiation of T1D's directed autoimmunity is temporally related to the organism's immune response, induced by entero-viruses, most expectedly. Consequently, the searched for anthropogenic environmental factor is a player temporally linked to enteroviral infections. This paper discusses the participation of antipyretic medicines, and especially paracetamol, with a whole century's history of growing sales and popularity, including indirect influence through phenacetin during the first half of the 20th century. As proposed by several independent studies, the use of pharmaceuticals to reduce fever may counteract with the protective features of the immune system and create favourable conditions for a virus to spread within the organism and damage specific tissue. A preliminary comparison of paracetamol sales with the incidence of T1D data in Lithuania and the other countries in the North-eastern Baltic region supports this hypothesis. PMID:27372871

  18. Reading Rates of Young Braille-Reading Children.

    ERIC Educational Resources Information Center

    Wormsley, D. P.

    1996-01-01

    Three tables present data from 22 braille-reading blind children, ages 6 to 12, including demographic data (such as years of braille use, IQ, age, hand movement type, and reading rate); highest and lowest reading rates, by years of braille instruction and IQ scores; and oral reading rates. The methodology used is suggested for teachers doing…

  19. Suggested management guidelines for participation in collision activities with congenital, developmental, or postinjury lesions involving the cervical spine.

    PubMed

    Torg, J S; Ramsey-Emrhein, J A

    1997-07-01

    Many conditions involving the cervical spine in the athlete require a management decision. The purpose of this paper is to present appropriate guidelines for return to collision activities in those with congenital, developmental, or post-injury lesions. Information compiled from over 1200 cervical spine lesions documented by the National Football Head & Neck Injury Registry, an extensive literature review, as well as an understanding of injury mechanisms have resulted in reasonable management guidelines. Each of the congenital, developmental, and post-traumatic conditions presented are determined to present either no contraindication, relative contraindication, or an absolute contraindication on the basis of a variety of parameters. Conditions included in the discussion are: odontoid anomalies; spina bifida occulta; atlanto-occipital fusion; Klipple-Feil anomalies; cervical canal stenosis; spear tackler's spine; and traumatic conditions of the upper, middle, and lower cervical spine, including ligamentous injuries and fractures, intervertebral disc injuries, and post-cervical spine fusion. Emphasized is the fact that the proposed guidelines should be used in the decision-making process in conjuction with other factors such as the age, experience, ability of the individual, level of participation, position played, as well as the attitude and desires of the athlete and his parents after an informed discussion of the problem with particular regard to potential risk. PMID:9247923

  20. The Universality of Symbolic Representation for Reading in Asian and Alphabetic Languages

    ERIC Educational Resources Information Center

    Bialystok, Ellen; Luk, Gigi

    2007-01-01

    Neuroimaging studies of reading have identified unique patterns of activation for individuals reading in alphabetic and Asian languages, suggesting the involvement of different processes in each. The present study investigates the extent to which a cognitive prerequisite for reading, the understanding of the symbolic function of print, is common…

  1. They're Reading the Series Books So Let's Use Them; or, Who Is Shaun Cassidy?

    ERIC Educational Resources Information Center

    Abrahamson, Richard F.

    Concerned with the need to stimulate reading pleasure for older adolescents, this document outlines a high school reading unit that capitalizes on the perennial popularity of series books such as Nancy Drew, the Hardy Boys, and Tom Swift. Suggested activities include having students reflect on their personal reading and write a fictional sketch…

  2. Tissue distribution and activity testing suggest a similar but not identical function of fetuin-B and fetuin-A.

    PubMed Central

    Denecke, Bernd; Gräber, Steffen; Schäfer, Cora; Heiss, Alexander; Wöltje, Michael; Jahnen-Dechent, Willi

    2003-01-01

    Fetuins are serum proteins with diverse functions including the regulation of osteogenesis and inhibition of unwanted mineralization. Besides the alpha2-Heremans and Schmid glycoprotein/fetuin-A, the recently identified fetuin-B is a second member of the fetuin family [Olivier, Soury, Risler, Smih, Schneider, Lochner, Jouzeau, Fey and Salier (1999) Genomics 57, 352-364; Olivier, Soury, Ruminy, Husson, Parmentier, Daveau and Salier (2000) Biochem. J. 350, 589-597], which belongs to the cystatin superfamily. We compared the expressions of fetuin-B and fetuin-A at the RNA level and established that both genes are most highly expressed in liver tissue. Like fetuin-A, fetuin-B mRNA is also highly expressed in tongue and placenta tissues. We demonstrated for the first time that fetuin-B is also expressed at the protein level in sera and several organs of mouse, rat and human. We isolated contiguous genomic clones containing both fetuin-B and fetuin-A genes, indicating that these genes are closely linked at the genome level. The close proximity of both these genes may explain our observation that fetuin-B expression was decreased in fetuin-A-deficient mice. Unlike fetuin-A, the amount of fetuin-B protein in human serum varied with gender and was higher in females than in males. Functional analysis revealed that fetuin-B, similarly to fetuin-A, is an inhibitor of basic calcium phosphate precipitation, albeit less active when compared with fetuin-A. Therefore fetuin-B may have a function that is partly overlapping, if not identical, with the function of fetuin-A. PMID:12943536

  3. The Kids' Book Club: Lively Reading and Activities for Grades 1-3.

    ERIC Educational Resources Information Center

    Webber, Desiree; Shropshire, Sandy

    Children learn to love reading by sharing quality books. Intended for children's librarians, media specialists, teachers, day care providers, and parents, this book will make it easy and fun to conduct book club meetings with little preparation time. Everything needed to start a weekly book club at school or at the library is included--detailed…

  4. Anticipation Guides: Ready-to-Use Guides & Fun Activities to Boost Reading Comprehension

    ERIC Educational Resources Information Center

    Hines, Joanne I; Vincent, Pamela J.

    2004-01-01

    Anticipation guides--work sheets that students complete before reading a book--can be invaluable tools for building prediction skills and helping students learn where to focus their attention. In this book, veteran teachers Joanne I. Hines and Pamela J. Vincent offer classroom-tested anticipation guides for a variety of trade books sure to engage…

  5. Chinese Americans Past and Present; A Collection of Chinese American Readings and Learning Activities.

    ERIC Educational Resources Information Center

    Wong, Don; Collier, Irene Dea

    This work consists of twenty reading selections, fiction and non-fiction. It is intended for use in grades 4 through 6 (9-12 year olds), and covers topics dealing with the history of the Chinese in America and contemporary Chinese American experience. These selections emphasize particularly the role the Chinese played in the development of the…

  6. Invented Spelling Activities in Small Groups and Early Spelling and Reading

    ERIC Educational Resources Information Center

    Martins, Margarida Alves; Salvador, Liliana; Albuquerque, Ana; Silva, Cristina

    2016-01-01

    Our aim was to assess the impact of an invented spelling programme conducted in small groups on children's written language acquisition in Portuguese. We expected the experimental group to have better post-test results than the control group in spelling and reading. Participants were 160 preschool-age children who were randomly divided into an…

  7. Elementary School EFL Learners' Vocabulary Learning: The Effects of Post-Reading Activities

    ERIC Educational Resources Information Center

    Atay, Derin; Kurt, Gokce

    2006-01-01

    As language learning involves the acquisition of thousands of words, teachers and learners alike would like to know how vocabulary learning can be fostered, especially in EFL settings where learners frequently acquire impoverished lexicons, despite years of formal study. Research indicates that reading is important but not sufficient for…

  8. Paired Reading: Psycholinguistics in Practice.

    ERIC Educational Resources Information Center

    Barrett, James Martin

    1987-01-01

    Contends that children need to learn phonic skills, not necessarily through early direct teaching, but through reading experience. Suggests using Paired Reading, which is validated by psycholinguistic reading theory and provides opportunities to learn to read from context and use innate syntactic and semantic knowledge. (SKC)

  9. Molecular multiproxy analysis of ancient root systems suggests strong alteration of deep subsoil organic matter by rhizomicrobial activity

    NASA Astrophysics Data System (ADS)

    Gocke, Martina; Huguet, Arnaud; Derenne, Sylvie; Kolb, Steffen; Wiesenberg, Guido L. B.

    2013-04-01

    decreasing contents of archeal GDGTs from rhizolith via rhizosphere towards root-free loess. Furthermore, the bacterial fingerprint revealed - similar to modern root systems - higher taxonomic diversity in rhizosphere compared to rhizoliths and reference loess. This argues for microorganisms benefiting from root deposits and exudates. Highest concentrations of branched GDGTs in rhizoliths suggest that their source organisms feed on root remains. Incorporation of rhizomicrobial remains as represented by RNA and GDGTs usually affected the sediment at maximum to a distance of 2-3 cm from the former root. FA contents in rhizosphere showed strong scatter and were in part depleted compared to reference loess or, especially in deeper transects, enriched. This indicates the presence of degradation products originating from former rhizosphere processes. Especially at larger depth not affected by modern pedogenic processes, portions of mainly microbial derived C16 homologues were higher in rhizosphere loess up to distances of 10 cm, revealing that the possible extension of the rhizosphere was underestimated so far. In Corg poor subsoil, the occurence of diverse rhizosphere microorganisms and degradation processes even in several centimeters distant from roots point to a strong alteration of OM, possibly contributing to carbon mineralisation.

  10. On the Practice Teaching of English Reading

    ERIC Educational Resources Information Center

    Gao, Yonghong

    2009-01-01

    The main task of practice teaching of English Reading is to train students' independent reading ability and good reading habits. Extra-curricular reading of English literature and English newspapers and magazines plays an active role in improving English reading ability. The principle of selecting reading materials, the scope of selection and the…

  11. Reading Recovery.

    ERIC Educational Resources Information Center

    Jones, Joanna R., Ed.

    1992-01-01

    This issue of the Arizona Reading Journal focuses on the theme "reading recovery" and includes the following articles: "Why Is an Inservice Programme for Reading Recovery Teachers Necessary?" (Marie M. Clay); "What Is Reading Recovery?" (Gay Su Pinnell); "Teaching a Hard To Teach Child" (Constance A. Compton); "Reading Recovery in Arizona--A…

  12. 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…

  13. Idea Sharing: The Use of Read-Share-Act to Promote Extensive Reading

    ERIC Educational Resources Information Center

    Charumanee, Nisakorn

    2014-01-01

    Nisakorn Charumanee believes that a reading teacher has an active role in cultivating reading culture or reading habit and in activating students to "want" to read. One way to do this is to integrate extensive reading into the classroom (Day and Bamford, 1998; Bamford and Day, 2004) where extensive reading can be enhanced if the teacher…

  14. Reading difficulties in Albanian.

    PubMed

    Avdyli, Rrezarta; Cuetos, Fernando

    2012-10-01

    Albanian is an Indo-European language with a shallow orthography, in which there is an absolute correspondence between graphemes and phonemes. We aimed to know reading strategies used by Albanian disabled children during word and pseudoword reading. A pool of 114 Kosovar reading disabled children matched with 150 normal readers aged 6 to 11 years old were tested. They had to read 120 stimuli varied in lexicality, frequency, and length. The results in terms of reading accuracy as well as in reading times show that both groups were affected by lexicality and length effects. In both groups, length and lexicality effects were significantly modulated by school year being greater in early grades and later diminish in length and just the opposite in lexicality. However, the reading difficulties group was less accurate and slower than the control group across all school grades. Analyses of the error patterns showed that phonological errors, when the letter replacement leading to new nonwords, are the most common error type in both groups, although as grade rises, visual errors and lexicalizations increased more in the control group than the reading difficulties group. These findings suggest that Albanian normal children use both routes (lexical and sublexical) from the beginning of reading despite of the complete regularity of Albanian, while children with reading difficulties start using sublexical reading and the lexical reading takes more time to acquire, but finally both routes are functional. PMID:22739980

  15. Excusing Elementary School Students from Regular Classroom Activities for the Study of Instrumental Music: The Effect on Sixth-Grade Reading, Language, and Mathematics Achievement.

    ERIC Educational Resources Information Center

    Kvet, Edward J.

    1985-01-01

    No significant difference was found in sixth-grade reading, language, and mathematics achievement between students who were excused from regular classroom activities for the study of instrumental music and students not studying instrumental music. (Author/RM)

  16. Use TV to Improve Your Child's Reading Skills.

    ERIC Educational Resources Information Center

    Criscuolo, Nicholas

    1986-01-01

    Suggestions are provided for parents of ways in which they can use the television to encourage and improve their child's reading. Activities include: discussing television characters; watching television specials geared for the child's age; and researching favorite television stars. (CB)

  17. Focus on Reading. New Edition.

    ERIC Educational Resources Information Center

    Hood, Susan; Solomon, Nicky; Burns, Anne

    The handbook is designed as an introductory text on reading instruction for teachers of English as a Second Language. The first chapter explores the nature of reading through a series of activities that help identify the kind of knowledge one draws on and the strategies one uses in reading. Chapter 2 reviews key theories of reading that have…

  18. Trailblazers, Stargazers. Program Guide for the Texas Reading Club, 1988.

    ERIC Educational Resources Information Center

    Noe, Marie

    This guide outlines the suggested program for 1988 for the Texas Reading Club, an activity sponsored cooperatively by local libraries and the Texas State Library to encourage children and their parents to read and use the library. The general theme, "Trailblazers, Stargazers," focuses on people who do new things, go new places, experiment,…

  19. Translation of the mRNA of the maize transcriptional activator Opaque-2 is inhibited by upstream open reading frames present in the leader sequence.

    PubMed Central

    Lohmer, S; Maddaloni, M; Motto, M; Salamini, F; Thompson, R D

    1993-01-01

    The protein encoded by the Opaque-2 (O2) gene is a transcription factor, translated from an mRNA that possesses an unusually long 5' leader sequence containing three upstream open reading frames (uORFs). The efficiency of translation of O2 mRNA has been tested in vivo by a transient assay in which the level of activation of the b32 promoter, a natural target of O2 protein, is measured. We show that uORF-less O2 alleles possess a higher transactivation value than the wild-type allele and that the reduction in transactivation due to the uORFs is a cis-dominant effect. The data presented indicate that both uORF1 and uORF2 are involved in the reducing effect and suggest that both are likely to be translated. PMID:8439744

  20. Genes for Reading and Spelling

    ERIC Educational Resources Information Center

    Bates, Timothy C.

    2006-01-01

    This article reviews research on the behavioral and molecular genetics of reading and, where available, spelling. Recent research is summarized, suggesting that reading and spelling appear to share a common genetic basis, and that dyslexia lies on a genetic continuum with normal variance in reading skill. Research also suggests that while many of…

  1. Optically readout write once read many memory with single active organic layer

    NASA Astrophysics Data System (ADS)

    Nguyen, Viet Cuong; Lee, Pooi See

    2016-01-01

    An optically readable write once read many memory (WORM) in Ag/Poly[2-methoxy-5-(2-ethylhexyloxy)-1,4-phenylenevinylene] (MEH PPV)/ITO is demonstrated in this work. Utilising characteristics of the organic light emitting diode structure of Ag/MEH PPV/ITO and electrochemical metallization of Ag, a WORM with light emitting capability can be realised. The simple fabrication process and multifunction capability of the device can be useful for future wearable optoelectronics and photomemory applications, where fast and parallel readout can be achieved by photons.

  2. Career Education: Learning with a Purpose. Secondary Guide-Vol. 5. Mathematics and Career Clusters, Mathematics Related Activity Suggestions, Field Trip Sites and Guest Speakers.

    ERIC Educational Resources Information Center

    Atkinson, Marilyn; And Others

    The guide offers a compilation of teacher-developed career education materials which may be integrated with secondary level curriculum in mathematics. Suggested activities and ideas present the following units based on career clusters as they relate to mathematics: construction, communications and media, hospitality and recreation, public service,…

  3. Reading Comics

    ERIC Educational Resources Information Center

    Tilley, Carol L.

    2008-01-01

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

  4. Reading Rituals

    ERIC Educational Resources Information Center

    Manzo, Kathleen Kennedy

    2007-01-01

    The Ogden, Utah schools have used the mandates of the federal Reading First grant program to transform reading instruction and student achievement in low-performing schools. Reading First was approved by Congress in 2001 under the No Child Left Behind Act to bring scientifically based reading methods and materials to struggling schools. The $1…

  5. Mechanism of Activation for Transcription Factor PhoB Suggested by Different Modes of Dimerization in the Inactive and Active States

    PubMed Central

    Bachhawat, Priti; Swapna, GVT; Stock, Ann M

    2013-01-01

    Summary Response regulators (RRs), which undergo phosphorylation/dephosphorylation at aspartate residues, are highly prevalent in bacterial signal transduction. RRs typically contain an N-terminal receiver domain that regulates the activities of a C-terminal DNA-binding domain in a phosphorylation-dependent manner. We present crystallography and solution NMR data for the receiver domain of Escherichia coli PhoB, which show distinct two-fold symmetric dimers in the inactive and active states, providing the first such pair within the OmpR/PhoB subfamily, the largest group of RRs. These structures together with the previously determined structure of the C-terminal domain of PhoB bound to DNA, define the conformation of the active transcription factor, and provide a model for the mechanism of activation in this subfamily. In the active state, the receiver domains dimerize with two-fold rotational symmetry using their α4-β5-α5 faces, while the effector domains bind to DNA direct repeats with tandem symmetry, implying a loss of intramolecular interactions. PMID:16154092

  6. R.E.A.D.Y.: Read, Educate and Develop Youth. Reading Plan for Michigan: Parent Information for Infants, Toddlers, and Preschoolers. Learning Begins at Birth. [Kit with Videotape and Audiotape].

    ERIC Educational Resources Information Center

    Michigan Association for the Education of Young Children, East Lansing.

    Noting the important role that parents can play in preparing their child to learn to read, the Read, Educate and Develop Youth (READY) Reading Plan for Michigan provides kits to parents of infants, toddlers, and preschoolers. The kits contain suggestions for age-appropriate activities parents can do with their children to help them learn. In…

  7. Books for Summer Reading.

    ERIC Educational Resources Information Center

    Phi Delta Kappan, 1996

    1996-01-01

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

  8. Entrepreneurship Education: Supplementary Readings.

    ERIC Educational Resources Information Center

    Scanlan, Thomas J.; And Others

    This third volume in the Entrepreneurship Education curriculum materials includes readings and suggested additional resources which complement the instructional strategies contained in the first two volumes. Three sections are included in the guide: critical incidents, readings in entrepreneurial skills, and management skill area resources.…

  9. CRITICAL READING DEVELOPS EARLY.

    ERIC Educational Resources Information Center

    LEE, DORRIS; AND OTHERS

    THIS ISSUE OF THE READING AIDS SERIES PRESENTS A DISCUSSION OF THE POTENTIAL FOR CRITICAL READING AMONG YOUNG CHILDREN AND HOW IT CAN BE DEVELOPED. IT OFFERS SUGGESTIONS FOR THE MAXIMUM DEVELOPMENT OF THINKING SKILLS AND ATTITUDES OF INQUIRY AND EVALUATION. SOME OF THE TOPICS DISCUSSED ARE -- (1) THE DEVELOPMENT OF PERCEPTS, CONCEPTS, AND COMMON…

  10. Anything but Reading

    ERIC Educational Resources Information Center

    Krashen, Stephen

    2009-01-01

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

  11. A Read-Aloud for Science (Read It Aloud).

    ERIC Educational Resources Information Center

    Richardson, Judy S.; Breen, Margaret

    1996-01-01

    Recommends a young adult read-aloud selection for science classes on endangered species. Describes listening, writing, discussing, investigating, and debating activities capitalizing on this read-aloud. (SR)

  12. Anti-Inflammation Activities of Mycosporine-Like Amino Acids (MAAs) in Response to UV Radiation Suggest Potential Anti-Skin Aging Activity

    PubMed Central

    Suh, Sung-Suk; Hwang, Jinik; Park, Mirye; Seo, Hyo Hyun; Kim, Hyoung-Shik; Lee, Jeong Hun; Moh, Sang Hyun; Lee, Taek-Kyun

    2014-01-01

    Certain photosynthetic marine organisms have evolved mechanisms to counteract UV-radiation by synthesizing UV-absorbing compounds, such as mycosporine-like amino acids (MAAs). In this study, MAAs were separated from the extracts of marine green alga Chlamydomonas hedleyi using HPLC and were identified as porphyra-334, shinorine, and mycosporine-glycine (mycosporine-Gly), based on their retention times and maximum absorption wavelengths. Furthermore, their structures were confirmed by triple quadrupole MS/MS. Their roles as UV-absorbing compounds were investigated in the human fibroblast cell line HaCaT by analyzing the expression levels of genes associated with antioxidant activity, inflammation, and skin aging in response to UV irradiation. The mycosporine-Gly extract, but not the other MAAs, had strong antioxidant activity in the 2,2-diphenyl-1-picryhydrazyl (DPPH) assay. Furthermore, treatment with mycosporine-Gly resulted in a significant decrease in COX-2 mRNA levels, which are typically increased in response to inflammation in the skin, in a concentration-dependent manner. Additionally, in the presence of MAAs, the UV-suppressed genes, procollagen C proteinase enhancer (PCOLCE) and elastin, which are related to skin aging, had increased expression levels equal to those in UV-mock treated cells. Interestingly, the increased expression of involucrin after UV exposure was suppressed by treatment with the MAAs mycosporine-Gly and shinorine, but not porphyra-334. This is the first report investigating the biological activities of microalgae-derived MAAs in human cells. PMID:25317535

  13. Characterization of human paraoxonase 1 variants suggest that His residues at 115 and 134 positions are not always needed for the lactonase/arylesterase activities of the enzyme

    PubMed Central

    Bajaj, Priyanka; Tripathy, Rajan K; Aggarwal, Geetika; Pande, Abhay H

    2013-01-01

    Human paraoxonase 1 (h-PON1) hydrolyzes variety of substrates and the hydrolytic activities of enzyme can be broadly grouped into three categories; arylesterase, phosphotriesterase, and lactonase. Current models of the catalytic mechanism of h-PON1 suggest that catalytic residues H115 and H134 mediate the lactonase and arylesterase activities of the enzyme. H-PON1 is a strong candidate for the development of catalytic bioscavenger for organophosphate poisoning in humans. Recently, Gupta et al. (Nat. Chem. Biol. 2011. 7, 120) identified amino acid substitutions that significantly increased the activity of chimeric-PON1 variant (4E9) against some organophosphate nerve agents. In this study we have examined the effect of these (L69G/S111T/H115W/H134R/R192K/F222S/T332S) and other substitutions (H115W/H134R and H115W/H134R/R192K) on the hydrolytic activities of recombinant h-PON1 (rh-PON1) variants. Our results show that the substitutions resulted in a significant increase in the organophosphatase activity of all the three variants of rh-PON1 enzyme while had a variable effect on the lactonase/arylesterase activities. The results suggest that H residues at positions 115 and 134 are not always needed for the lactonase/arylesterase activities of h-PON1 and force a reconsideration of the current model(s) of the catalytic mechanism of h-PON1. PMID:24123308

  14. State Efforts to Promote Reading and Literary Activities in Communities. NGA Center for Best Practices Issue Brief

    ERIC Educational Resources Information Center

    National Governors Association, 2006

    2006-01-01

    Rates of reading in the United States have been declining for at least two decades, with the steepest decline occurring among young adults. Fewer than half of adults read literature--poetry, plays, short stories or novels--in their leisure time. At the current rate of decline, literary reading will virtually disappear in the next half-century. Few…

  15. Now Johnny CAN Learn To Read.

    ERIC Educational Resources Information Center

    Wilsted, Joy

    "Now Johnny CAN Learn to Read" is an easy-to-read book intended for anyone involved in helping others learn to read. An initial section of the book focuses on how to make reading a socially stimulating, successful activity. In this section, viewpoints are shared from a child and a parent, and a reading specialist tells of the successes which…

  16. Television and Reading.

    ERIC Educational Resources Information Center

    Shaughnessy, Michael F.

    While the influence of television on reading has only been minimally researched, it is obvious that the more television watching children do, the less time is spent on reading. Over 10 years, the cumulative effects of television viewing can be devastating. Watching television is a passive, receptive activity. Children also watch MTV, rent movies,…

  17. Teaching Reading and Writing.

    ERIC Educational Resources Information Center

    Manning, Maryann; Manning, Gary

    1996-01-01

    Introduces Earth Day. Encourages the use of reading, writing, and theme immersion to increase student participation in such activities. Provides information on several organizations which students can obtain concerning environmental awareness. Recommends reading materials that can be obtained in hard copy as well as on the Internet. (MOK)

  18. 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…

  19. Developing Reading Fluency: A Study of Extensive Reading in EFL

    ERIC Educational Resources Information Center

    Iwahori, Yurika

    2008-01-01

    Due to the great interest of practitioners on reading fluency in first language (L1) and second language (L2) English classroom settings, fluency has become a hot topic. A number of studies have suggested that an extensive reading (ER) program can lead to improvement of L2 learners' reading rate; however, studies about high school students are…

  20. Speed Reading Courses and Their Effect on Reading Authentic Texts: A Preliminary Investigation

    ERIC Educational Resources Information Center

    Macalister, John

    2010-01-01

    Fluent reading is essential for successful comprehension. One dimension of reading fluency is reading rate, or reading speed. Because of the importance of reading fluency, fluency development activities should be incorporated into classroom practice. One activity that meets the fluency development conditions proposed by Nation (2007) is speed…

  1. Using Web-Based Activities to Promote Reading: An Exploratory Study with Teenagers (Uso de actividades en la red para promover la lectura: un estudio exploratorio con adolescentes)

    ERIC Educational Resources Information Center

    Rátiva Velandia, Marlén; Pedreros Torres, Andrés Leonardo; Núñez Alí, Mónica

    2012-01-01

    It is considered valuable to take advantage of web activities to improve and qualify the English teaching and learning processes, especially in the promotion of reading comprehension. In this article we share the process and results of a study that focused on some activities based on web materials that were designed and used with 10th grade…

  2. Japanese and English Sentence Reading Comprehension and Writing Systems: An fMRI Study of First and Second Language Effects on Brain Activation

    ERIC Educational Resources Information Center

    Buchweitz, Augusto; Mason, Robert A.; Hasegawa, Mihoko; Just, Marcel A.

    2009-01-01

    Functional magnetic resonance imaging (fMRI) was used to compare brain activation from native Japanese (L1) readers reading hiragana (syllabic) and kanji (logographic) sentences, and English as a second language (L2). Kanji showed more activation than hiragana in right-hemisphere occipito-temporal lobe areas associated with visuospatial…

  3. Scientific Encounters of the Mysterious Sea. Reading Activities That Explore the Mysterious Creatures of the Deep Blue Sea. Grades 4-7.

    ERIC Educational Resources Information Center

    Embry, Lynn

    This activity book presents reading activities for grades 4-7 exploring the mysterious creatures of the deep sea. The creatures include: angel sharks; argonauts; barberfish; comb jelly; croakers; electric rays; flying fish; giganturid; lantern fish; narwhals; northern basket starfish; ocean sunfish; Portuguese man-of-war; sea cucumbers; sea…

  4. Learning to read shapes the activation of neural lexical representations in the speech recognition pathway.

    PubMed

    Schild, Ulrike; Röder, Brigitte; Friedrich, Claudia K

    2011-04-01

    It has been demonstrated that written and spoken language processing are tightly linked. Here we focus on the development of this relationship at the time children start reading and writing. We hypothesize that the newly acquired knowledge about graphemes shapes lexical access in neural spoken word recognition. A group of preliterate children (six years old) and two groups of beginning readers (six and eight years old) were tested in a spoken word identification task. Using word onset priming we compared behavioural and neural facilitation for target words in identical prime-target pairs (e.g., mon-monster) and in prime target pairs that varied in the first speech sound (e.g., non-monster, Variation condition). In both groups of beginning readers priming was less effective in the Variation condition than in the Identity condition. This was indexed by less behavioural facilitation and enhanced P350 amplitudes in the event related potentials (ERPs). In the group of preliterate children, by contrast, both conditions did not differ. Together these results reveal that lexical access in beginning readers is based on more acoustic detail than lexical access in preliterate children. The results are discussed in the light of bidirectional speech and print interactions in readers. PMID:22436438

  5. Responding to the Novel: Reading, Writing, and Research.

    ERIC Educational Resources Information Center

    Polette, Nancy

    1991-01-01

    Discusses approaches to novel studies for children and youth and provides a fully developed novel study based on "The Wolves of Willoughby Chase" by Joan Aiken. Prereading activities are described, a booktalk is provided, prereading journal suggestions are given, postreading activities are described, and related reading titles are suggested. (LRW)

  6. Neurological Aspects of Reading Disability.

    ERIC Educational Resources Information Center

    Nelson, Louis R.

    The author, a neurologist, looks at the nature of reading disabilities. He suggests that many reading disabilities are the result of normal constitutional differences and that the term "minimal brain dysfunction" is rarely appropriate and does not help the remediation process. Noted are various theories which relate neurology and reading ability.…

  7. How to Read Your Newspaper.

    ERIC Educational Resources Information Center

    Hawaii Newspaper Agency, Inc., Honolulu.

    One of a series prepared by the Hawaii Newspaper Agency, this teaching guide offers suggestions on how to teach students to read the newspaper. The booklet presents a rationale for teaching students to read the newspaper, stresses the importance of creating the right classroom environment for teaching students to read the newspaper, defines what…

  8. Reading and the English Teacher.

    ERIC Educational Resources Information Center

    Matthews, Dorothy, Ed.

    1977-01-01

    In this issue, articles deal with various aspects of the relationship between reading and the English teacher. Titles include "Literary Humor" by Wilmer Lamar and "200 Adolescent Novels Worth Reading" by Ken Donelson; both suggest reading materials. Practical teaching tips are provided in "Comprehension Is Comprehension, Is . . ." by Jerry Walker,…

  9. Seven Ways Children Will Love Reading.

    ERIC Educational Resources Information Center

    Johnson, Patricia M.

    2002-01-01

    Offers ideas for teaching young readers to appreciate books. Suggests creating activities, such as reading contests, book theater, book reviews with a twist, character essays, and game shows. Intended as a starting point to help inspire Catholic educators to come up with more ideas of their own. (NB)

  10. Multicultural Reading

    ERIC Educational Resources Information Center

    Veltze, Linda

    2004-01-01

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

  11. Functional conservation of Drosophila FTZ-F1 and its mammalian homologs suggests ligand-independent regulation of NR5A family transcriptional activity.

    PubMed

    Lu, Yong; Anderson, W Ray; Zhang, Hua; Feng, Siqian; Pick, Leslie

    2013-05-01

    Drosophila Ftz-F1 is an orphan nuclear receptor required for segmentation and metamorphosis. Its mammalian orthologs, SF-1 and LRH-1, function in sexual development and homeostasis, and have been implicated in stem cell pluripotency maintenance and tumorigenesis. These NR5A family members bind DNA as monomers and strongly activate transcription. However, controversy exists as to whether their activity is regulated by ligand-binding. Structural evidence suggested that SF-1 and human LRH-1 bind regulatory ligands, but mouse LRH-1 and Drosophila FTZ-F1 are active in the absence of ligand. We found that Dm-Ftz-F1 and mLRH-1, thought not to bind ligand, or mSF-1 and hLRH-1, predicted to bind ligand, each efficiently rescued the defects of Drosophila ftz-f1 mutants. Further, each correctly activated expression of a Dm-Ftz-F1 target gene in Drosophila embryos. The functional equivalence of ftz-f1 orthologs in these sensitive in vivo assays argues against specific activating ligands for NR5A family members. PMID:23340581

  12. Var Gene promoter activation in clonal Plasmodium falciparum isolates follows a hierarchy and suggests a conserved switching program that is independent of genetic background.

    PubMed

    Enderes, Corinna; Kombila, Davy; Dal-Bianco, Matthias; Dzikowski, Ron; Kremsner, Peter; Frank, Matthias

    2011-11-15

    Antigenic variation of Plasmodium falciparum is mediated by a mutually exclusive expression mechanism that limits expression to an individual member of the multicopy var gene family. This process determines the antigenic and adhesive phenotype of the infected red blood cell. Previously, we showed that var gene switching is influenced by chromosomal position. Here, we address whether var gene transcription follows a general conserved pattern in long-term laboratory parasites and in recently culture-adapted field parasites. Activation of the var gene family was monitored in biological replicates in each parasite isolate every 3-5 generations for up to 3 months. We used transgenic parasites carrying a drug-selectable marker at a defined var locus to characterize var gene activation after the exclusive expression of the transgene. Transgenic parasites exhibited a repeatable hierarchy of var gene activation and a fluctuating transcriptional activity of the transgenic var locus. Transcriptional profiling of wild-type laboratory and field parasites showed a universal bias toward transcription of UpsC var genes and a fluctuating transcriptional activity of the dominant var promoter. The data suggest the existence of an intrinsic var gene transcription program that is independent of genetic background. PMID:21926380

  13. Residues in the alternative reading frame tumor suppressor that influence its stability and p53-independent activities

    SciTech Connect

    Tommaso, Anne di; Hagen, Jussara; Tompkins, Van; Muniz, Viviane; Dudakovic, Amel; Kitzis, Alain; Ladeveze, Veronique; Quelle, Dawn E.

    2009-04-15

    The Alternative Reading Frame (ARF) protein suppresses tumorigenesis through p53-dependent and p53-independent pathways. Most of ARF's anti-proliferative activity is conferred by sequences in its first exon. Previous work showed specific amino acid changes occurred in that region during primate evolution, so we programmed those changes into human p14ARF to assay their functional impact. Two human p14ARF residues (Ala{sup 14} and Thr{sup 31}) were found to destabilize the protein while two others (Val{sup 24} and Ala{sup 41}) promoted more efficient p53 stabilization and activation. Despite those effects, all modified p14ARF forms displayed robust p53-dependent anti-proliferative activity demonstrating there are no significant biological differences in p53-mediated growth suppression associated with simian versus human p14ARF residues. In contrast, p53-independent p14ARF function was considerably altered by several residue changes. Val{sup 24} was required for p53-independent growth suppression whereas multiple residues (Val{sup 24}, Thr{sup 31}, Ala{sup 41} and His{sup 60}) enabled p14ARF to block or reverse the inherent chromosomal instability of p53-null MEFs. Together, these data pinpoint specific residues outside of established p14ARF functional domains that influence its expression and signaling activities. Most intriguingly, this work reveals a novel and direct role for p14ARF in the p53-independent maintenance of genomic stability.

  14. Resident-Assisted Montessori Programming (RAMP): use of a small group reading activity run by persons with dementia in adult day health care and long-term care settings.

    PubMed

    Skrajner, Michael J; Camp, Cameron J

    2007-01-01

    Six persons in the early to middle stages of dementia ("leaders") were trained in Resident-Assisted Montessori Programming (RAMP) to lead a reading activity for 22 persons with more advanced dementia ("participants") in an adult day health center (ADHC) and a special care unit (SCU) in a skilled nursing facility. Researchers assessed the leaders' abilities to learn and follow the procedures of leading a group, as well as their satisfaction with their roles. In addition, participants' engagement and affect were measured, both during standard activities programming and during client-led activities. Results of this study suggest that persons with dementia can indeed successfully lead small group activities, if several important prerequisites are met. Furthermore, the engagement and affect of participants was more positive in client-led activities than in standard activities programming. PMID:17533999

  15. Iowa City Reads! The Reading Event Worth Shouting About.

    ERIC Educational Resources Information Center

    Donham van Deusen, Jean; Langhorne, Mary Jo

    1997-01-01

    Describes the Community Reading Month (CRM) initiative in Iowa City, Iowa; its goals are to promote the value of reading and to build a sense of community. Topics include the development of CRM, increased reading scores of Iowa City's elementary school students, activities for people of all ages, and planning and evaluation. (AEF)

  16. Tutoring Reading--Valued Youth as Reading Helpers

    ERIC Educational Resources Information Center

    Garcia, Juanita C.

    2004-01-01

    The teacher wondered how her group of middle school tutors would react to reading predictable children's books to their elementary "tutees." Would they enjoy the books or would they think they were too mature to do the activities in the lesson? She wondered if the tutors would enjoy being read to as she modeled the dramatic reading of a children's…

  17. Reading, Risk, and Reality: College Students and Reading for Pleasure

    ERIC Educational Resources Information Center

    Gilbert, Julie; Fister, Barbara

    2011-01-01

    News reports and well-publicized government studies have led to a popular perception that reading is an endangered activity, particularly among youth. In this study we surveyed college students, librarians, and college writing instructors about students' attitudes toward reading for pleasure, examine barriers to voluntary reading among college…

  18. Crystal structure of type I 3-dehydroquinate dehydratase of Aquifex aeolicus suggests closing of active site flap is not essential for enzyme action.

    PubMed

    Devi, Aribam Swarmistha; Ebihara, Akio; Kuramitsu, Seiki; Yokoyama, Shigeyuki; Kumarevel, Thirumananseri; Ponnuraj, Karthe

    2013-03-01

    Structural analyses of enzymes involved in biosynthetic pathways that are present in micro-organisms, but absent from mammals (for example Shikimate pathway) are important in developing anti-microbial drugs. Crystal structure of the Shikimate pathway enzyme, type I 3-dehydroquinate dehydratase (3-DHQase) from the hyperthermophilic bacterium Aquifex aeolicus was solved both as an apo form and in complex with a ligand. The complex structure revealed an interesting structural difference when compared to other ligand-bound type I 3-DHQases suggesting that closure of the active site loop is not essential for catalysis. This provides new insights into the catalytic mechanism of type I 3-DHQases. PMID:23396056

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

    ERIC Educational Resources Information Center

    Dalton, Russell W.

    2009-01-01

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

  20. Genes Upregulated in Winter Wheat (Triticum aestivum L.) during Mild Freezing and Subsequent Thawing Suggest Sequential Activation of Multiple Response Mechanisms

    PubMed Central

    Skinner, Daniel Z.

    2015-01-01

    Exposing fully cold-acclimated wheat plants to a mild freeze-thaw cycle of −3°C for 24h followed by +3°C for 24 or 48h results in dramatically improved tolerance of subsequent exposure to sub-freezing temperatures. Gene enrichment analysis of crown tissue from plants collected before or after the −3°C freeze or after thawing at +3°C for 24 or 48h revealed that many biological processes and molecular functions were activated during the freeze-thaw cycle in an increasing cascade of responses such that over 150 processes or functions were significantly enhanced by the end of the 48 h, post-freeze thaw. Nearly 2,000 individual genes were upregulated more than 2-fold over the 72 h course of freezing and thawing, but more than 70% of these genes were upregulated during only one of the time periods examined, suggesting a series of genes and gene functions were involved in activation of the processes that led to enhanced freezing tolerance. This series of functions appeared to include extensive cell signaling, activation of stress response mechanisms and the phenylpropanoid biosynthetic pathway, extensive modification of secondary metabolites, and physical restructuring of cell membranes. By identifying plant lines that are especially able to activate these multiple mechanisms it may be possible to develop lines with enhanced winterhardiness. PMID:26173115

  1. Activation of anthocyanin biosynthesis in Gerbera hybrida (Asteraceae) suggests conserved protein-protein and protein-promoter interactions between the anciently diverged monocots and eudicots.

    PubMed

    Elomaa, Paula; Uimari, Anne; Mehto, Merja; Albert, Victor A; Laitinen, Roosa A E; Teeri, Teemu H

    2003-12-01

    We have identified an R2R3-type MYB factor, GMYB10, from Gerbera hybrida (Asteraceae) that shares high sequence homology to and is phylogenetically grouped together with the previously characterized regulators of anthocyanin pigmentation in petunia (Petunia hybrida) and Arabidopsis. GMYB10 is able to induce anthocyanin pigmentation in transgenic tobacco (Nicotiana tabacum), especially in vegetative parts and anthers. In G. hybrida, GMYB10 is involved in activation of anthocyanin biosynthesis in leaves, floral stems, and flowers. In flowers, its expression is restricted to petal epidermal cell layers in correlation with the anthocyanin accumulation pattern. We have shown, using yeast (Saccharomyces cerevisiae) two-hybrid assay, that GMYB10 interacts with the previously isolated bHLH factor GMYC1. Particle bombardment analysis was used to show that GMYB10 is required for activation of a late anthocyanin biosynthetic gene promoter, PGDFR2. cis-Analysis of the target PGDFR2 revealed a sequence element with a key role in activation by GMYB10/GMYC1. This element shares high homology with the anthocyanin regulatory elements characterized in maize (Zea mays) anthocyanin promoters, suggesting that the regulatory mechanisms involved in activation of anthocyanin biosynthesis have been conserved for over 125 million years not only at the level of transcriptional regulators but also at the level of the biosynthetic gene promoters. PMID:14605235

  2. Activation of Anthocyanin Biosynthesis in Gerbera hybrida (Asteraceae) Suggests Conserved Protein-Protein and Protein-Promoter Interactions between the Anciently Diverged Monocots and Eudicots1

    PubMed Central

    Elomaa, Paula; Uimari, Anne; Mehto, Merja; Albert, Victor A.; Laitinen, Roosa A.E.; Teeri, Teemu H.

    2003-01-01

    We have identified an R2R3-type MYB factor, GMYB10, from Gerbera hybrida (Asteraceae) that shares high sequence homology to and is phylogenetically grouped together with the previously characterized regulators of anthocyanin pigmentation in petunia (Petunia hybrida) and Arabidopsis. GMYB10 is able to induce anthocyanin pigmentation in transgenic tobacco (Nicotiana tabacum), especially in vegetative parts and anthers. In G. hybrida, GMYB10 is involved in activation of anthocyanin biosynthesis in leaves, floral stems, and flowers. In flowers, its expression is restricted to petal epidermal cell layers in correlation with the anthocyanin accumulation pattern. We have shown, using yeast (Saccharomyces cerevisiae) two-hybrid assay, that GMYB10 interacts with the previously isolated bHLH factor GMYC1. Particle bombardment analysis was used to show that GMYB10 is required for activation of a late anthocyanin biosynthetic gene promoter, PGDFR2. cis-Analysis of the target PGDFR2 revealed a sequence element with a key role in activation by GMYB10/GMYC1. This element shares high homology with the anthocyanin regulatory elements characterized in maize (Zea mays) anthocyanin promoters, suggesting that the regulatory mechanisms involved in activation of anthocyanin biosynthesis have been conserved for over 125 million years not only at the level of transcriptional regulators but also at the level of the biosynthetic gene promoters. PMID:14605235

  3. Hypnosis, suggestion, and suggestibility: an integrative model.

    PubMed

    Lynn, Steven Jay; Laurence, Jean-Roch; Kirsch, Irving

    2015-01-01

    This article elucidates an integrative model of hypnosis that integrates social, cultural, cognitive, and neurophysiological variables at play both in and out of hypnosis and considers their dynamic interaction as determinants of the multifaceted experience of hypnosis. The roles of these variables are examined in the induction and suggestion stages of hypnosis, including how they are related to the experience of involuntariness, one of the hallmarks of hypnosis. It is suggested that studies of the modification of hypnotic suggestibility; cognitive flexibility; response sets and expectancies; the default-mode network; and the search for the neurophysiological correlates of hypnosis, more broadly, in conjunction with research on social psychological variables, hold much promise to further understanding of hypnosis. PMID:25928681

  4. To read or not to read: a neurophysiological study.

    PubMed

    Mares, Inês; Custodio, Pedro; Fonseca, José; Bentes, Carla; Guerreiro, Manuela; Guimarães, Nuno; Pavão Martins, Isabel

    2015-01-01

    Pure alexia (PA) has been associated with visual deficits or a failure to activate the visual word form area (VWFA). We report a patient with pure alexia due to posterior cortical atrophy, in whom event-related potentials revealed a delay in the P100 component and an absent N170 compared with controls. Furthermore, there was a tendency for a larger delay in P100 latencies associated with incorrectly read words. This suggests that some cases of PA might result from deficits in visual perception, signaled by the P100 early potential which could lead to an inability to consistently activate the VWFA, marked by the absent N170. PMID:25700186

  5. Reading, Writing, and Running.

    ERIC Educational Resources Information Center

    Detherage, Jim

    1980-01-01

    Describes an English course that capitalizes on the popularity of running, integrating running with reading and writing activities. Notes the positive results of this interdisciplinary approach. Provides samples of student writings. (RL)

  6. Reading the Future

    ERIC Educational Resources Information Center

    Marturano, Arlene

    1976-01-01

    A learning activity is described in which the children become involved in dialogs with the Earth and its resources, and in turn the eye reads the surroundings and becomes more skilled at observation. (EB)

  7. The "Enigma" Reading Program.

    ERIC Educational Resources Information Center

    Sachs, Frances Greenberg; Banas, Norma

    1985-01-01

    Approaches are discussed for constructing and implementing the ENIGMA (Engineering Individual Growth Through Manipulative Associations) reading program, a language-based activity using teacher-made puzzles and stories in a manipulative-associative manner. (CL)

  8. Teaching Reading: Research into Practice

    ERIC Educational Resources Information Center

    Macalister, John

    2014-01-01

    In pre-service and in-service language teacher education, and in curriculum-related projects in second and foreign language settings, a recurrent issue is the failure to relate the teaching of reading to reading as a meaning-making activity. In this paper, I will consider what current research on second language (L2) reading has actually succeeded…

  9. Suggested Involvement of PP1/PP2A Activity and De Novo Gene Expression in Anhydrobiotic Survival in a Tardigrade, Hypsibius dujardini, by Chemical Genetic Approach

    PubMed Central

    Kondo, Koyuki; Kubo, Takeo; Kunieda, Takekazu

    2015-01-01

    Upon desiccation, some tardigrades enter an ametabolic dehydrated state called anhydrobiosis and can survive a desiccated environment in this state. For successful transition to anhydrobiosis, some anhydrobiotic tardigrades require pre-incubation under high humidity conditions, a process called preconditioning, prior to exposure to severe desiccation. Although tardigrades are thought to prepare for transition to anhydrobiosis during preconditioning, the molecular mechanisms governing such processes remain unknown. In this study, we used chemical genetic approaches to elucidate the regulatory mechanisms of anhydrobiosis in the anhydrobiotic tardigrade, Hypsibius dujardini. We first demonstrated that inhibition of transcription or translation drastically impaired anhydrobiotic survival, suggesting that de novo gene expression is required for successful transition to anhydrobiosis in this tardigrade. We then screened 81 chemicals and identified 5 chemicals that significantly impaired anhydrobiotic survival after severe desiccation, in contrast to little or no effect on survival after high humidity exposure only. In particular, cantharidic acid, a selective inhibitor of protein phosphatase (PP) 1 and PP2A, exhibited the most profound inhibitory effects. Another PP1/PP2A inhibitor, okadaic acid, also significantly and specifically impaired anhydrobiotic survival, suggesting that PP1/PP2A activity plays an important role for anhydrobiosis in this species. This is, to our knowledge, the first report of the required activities of signaling molecules for desiccation tolerance in tardigrades. The identified inhibitory chemicals could provide novel clues to elucidate the regulatory mechanisms underlying anhydrobiosis in tardigrades. PMID:26690982

  10. Reading, Writing, and Thinking about Disability Issues: Five Activities for the Classroom

    ERIC Educational Resources Information Center

    Kennedy, Tammie M.; Menten, Tracey

    2010-01-01

    In this article, the authors share five practical teaching activities for introducing disability into the secondary English curriculum that also address NCTE/IRA objectives for the English language arts. They have used these lessons to help students better analyze the language/rhetoric of disability, understand how disability is represented in…

  11. Indiana Reading Diagnostic Assessment: Resource & Intervention Guide, First Grade. Additional Activities and Assessments

    ERIC Educational Resources Information Center

    Indiana Department of Education, 2006

    2006-01-01

    The materials included in this manual are organized according to the Indiana Grade 1 Academic Standards for English/Language Arts. In each section teachers will find: (1) Indiana Grade 1 Academic Standards for English/Language Arts; (2) Assessments: diagnostic/practice pages for skill areas, checklists, and rubrics; (3) Classroom Activities:…

  12. How Curriculum Leaders Can Involve the Right Brain in Active Reading and Writing Development.

    ERIC Educational Resources Information Center

    Sinatra, Richard; Stahl-Gemake, Josephine

    Curriculum leaders, program specialists, and teachers can intentionally arouse the activation of one hemisphere of the brain over the other through the use of right brain strategies in language learning. While most functions of the left hemisphere are concerned with convergent production (getting the right answer), functions of the right…

  13. Phonological and Semantic Activation in Reading Two-Kanji Compound Words.

    ERIC Educational Resources Information Center

    Morita, Aiko; Matsuda, Fumiko

    2000-01-01

    Examined whether phonological information was activated automatically in processing two kanji compound words. In one experiment, participants judged whether pairs of words were homophones, while others judged whether pairs were synonyms. In the second, participants were asked to make one of the two judgments, as in experiment one. Findings support…

  14. Reading Clinic: A Word-Building Activity to Boost Decoding Skills.

    ERIC Educational Resources Information Center

    Cunningham, Patricia

    1997-01-01

    Presents word building activities to boost elementary students' decoding skills. Building Toward a Secret Word helps K-3 students learn decoding skills by building words from the letters in one secret word. Sort Words, Transfer Sounds has students in grades 1-3 use sounds from words they know to figure out new words that rhyme. (SM)

  15. Readings and Activities for Character Education: A Resource Guide for Teachers and Students.

    ERIC Educational Resources Information Center

    Brooks, Diane L.

    This resource guide, for teachers and students in the upper elementary and middle school grades, has been developed in response to the nationwide interest in asking schools to play an active role in preparing students to become informed and responsible citizens. The guide is divided into seven sections, one for each character trait: Caring, Civic…

  16. Impact of Activity-Based Mathematics Instruction on Students with Different Prior Knowledge and Reading Abilities

    ERIC Educational Resources Information Center

    Yüksel, Ismail

    2014-01-01

    The aim of this paper is to examine the impact of activity-based mathematics instruction on mathematics performance and investigate those factors, which contribute to the mathematics performance of a sample of children aged between 10 and 12 years. The study was designed to consider the impact of prior knowledge, self-regulation, prior attitude,…

  17. Teacher Language Scaffolds the Development of Independent Strategic Reading Activities and Metacognitive Awareness in Emergent Readers

    ERIC Educational Resources Information Center

    Lee, Polly A.; Schmitt, Maribeth Cassidy

    2014-01-01

    This study investigated the influence of teacher language related to a specific network of strategies for problem solving, self-monitoring, and self-correcting on (a) the development and use of independent strategic activities and (b) metacognitive awareness variables in emergent readers. Descriptive analyses of 120 individual lessons conducted…

  18. Clonality Analysis of Immunoglobulin Gene Rearrangement by Next-Generation Sequencing in Endemic Burkitt Lymphoma Suggests Antigen Drive Activation of BCR as Opposed to Sporadic Burkitt Lymphoma

    PubMed Central

    Amato, Teresa; Abate, Francesco; Piccaluga, Pierpaolo; Iacono, Michele; Fallerini, Chiara; Renieri, Alessandra; De Falco, Giulia; Ambrosio, Maria Raffaella; Mourmouras, Vaselious; Ogwang, Martin; Calbi, Valeria; Rabadan, Roul; Hummel, Michael; Pileri, Stefano; Bellan, Cristiana

    2016-01-01

    Objectives: Recent studies using next-generation sequencing (NGS) analysis disclosed the importance of the intrinsic activation of the B-cell receptor (BCR) pathway in the pathogenesis of sporadic Burkitt lymphoma (sBL) due to mutations of TCF3/ID3 genes. Since no definitive data are available on the genetic landscape of endemic Burkitt (eBL), we first assessed the mutation frequency of TCF3/ID3 in eBL compared with sBL and subsequently the somatic hypermutation status of the BCR to answer whether an extrinsic activation of BCR signaling could also be demonstrated in Burkitt lymphoma. Methods: We assessed the mutations of TCF3/ID3 by RNAseq and the BCR status by NGS analysis of the immunoglobulin genes (IGs). Results: We detected mutations of TCF3/ID3 in about 30% of the eBL cases. This rate is significantly lower than that detected in sBL (64%). The NGS analysis of IGs revealed intraclonal diversity, suggesting an active targeted somatic hypermutation process in eBL compared with sBL. Conclusions: These findings support the view that the antigenic pressure plays a key role in the pathogenetic pathways of eBL, which may be partially distinct from those driving sBL development. PMID:26712879

  19. Neural correlates of fixation duration in natural reading: Evidence from fixation-related fMRI.

    PubMed

    Henderson, John M; Choi, Wonil; Luke, Steven G; Desai, Rutvik H

    2015-10-01

    A key assumption of current theories of natural reading is that fixation duration reflects underlying attentional, language, and cognitive processes associated with text comprehension. The neurocognitive correlates of this relationship are currently unknown. To investigate this relationship, we compared neural activation associated with fixation duration in passage reading and a pseudo-reading control condition. The results showed that fixation duration was associated with activation in oculomotor and language areas during text reading. Fixation duration during pseudo-reading, on the other hand, showed greater involvement of frontal control regions, suggesting flexibility and task dependency of the eye movement network. Consistent with current models, these results provide support for the hypothesis that fixation duration in reading reflects attentional engagement and language processing. The results also demonstrate that fixation-related fMRI provides a method for investigating the neurocognitive bases of natural reading. PMID:26151101

  20. Reading Attitude as a Mediator between Contextual Factors and Reading Behavior

    ERIC Educational Resources Information Center

    Lim, Hyo Jin; Bong, Mimi; Woo, Yeon-Kyung

    2015-01-01

    Background: Among the factors known to influence reading development and performance, attitude toward reading is shown to be particularly critical for developing learners. Reading attitude (McKenna, 1994; McKenna et al., 1995) enhances independent reading, levels of engagement in classroom reading activities, and the amount and variety of topics…

  1. The Relationship between Reading Proficiency and Reading Strategy Use: A Study of Adult ESL Learners

    ERIC Educational Resources Information Center

    Huang, Jiuhan; Nisbet, Deanna

    2014-01-01

    This article explores the relationship between reading strategy use and reading proficiency among 121 adult ESL learners. Reading strategy use was measured by the SORS, and reading proficiency was determined by the CASAS Reading Test and BEST Literacy Test. Findings of the study reveal that (a) adult ESL learners are active strategies users; (b)…

  2. Engaging Struggling Early Readers to Promote Reading Success: A Pilot Study of Reading by Design

    ERIC Educational Resources Information Center

    Mendez, Linda M. Raffaele; Pelzmann, Catherine A.; Frank, Michael J.

    2016-01-01

    In this study, we piloted a Tier 2 intervention designed to improve reading skills among struggling early readers using an intervention that included SRA Reading Mastery, listening-while-reading activities, strategies to increase motivation and engagement in reading, and parent involvement in reading homework. The study included 6 students in…

  3. Inhibition of Beta Interferon Induction by Severe Acute Respiratory Syndrome Coronavirus Suggests a Two-Step Model for Activation of Interferon Regulatory Factor 3

    PubMed Central

    Spiegel, Martin; Pichlmair, Andreas; Martínez-Sobrido, Luis; Cros, Jerome; García-Sastre, Adolfo; Haller, Otto; Weber, Friedemann

    2005-01-01

    Severe acute respiratory syndrome (SARS) is caused by a novel coronavirus termed SARS-CoV. We and others have previously shown that the replication of SARS-CoV can be suppressed by exogenously added interferon (IFN), a cytokine which is normally synthesized by cells as a reaction to virus infection. Here, we demonstrate that SARS-CoV escapes IFN-mediated growth inhibition by preventing the induction of IFN-β. In SARS-CoV-infected cells, no endogenous IFN-β transcripts and no IFN-β promoter activity were detected. Nevertheless, the transcription factor interferon regulatory factor 3 (IRF-3), which is essential for IFN-β promoter activity, was transported from the cytoplasm to the nucleus early after infection with SARS-CoV. However, at a later time point in infection, IRF-3 was again localized in the cytoplasm. By contrast, IRF-3 remained in the nucleus of cells infected with the IFN-inducing control virus Bunyamwera delNSs. Other signs of IRF-3 activation such as hyperphosphorylation, homodimer formation, and recruitment of the coactivator CREB-binding protein (CBP) were found late after infection with the control virus but not with SARS-CoV. Our data suggest that nuclear transport of IRF-3 is an immediate-early reaction to virus infection and may precede its hyperphosphorylation, homodimer formation, and binding to CBP. In order to escape activation of the IFN system, SARS-CoV appears to block a step after the early nuclear transport of IRF-3. PMID:15681410

  4. Read, Play, and Learn! Storybook Activities for Young Children. The Transdisciplinary Play-Based Curriculum. Collection 1: Modules 1-8.

    ERIC Educational Resources Information Center

    Linder, Toni W.

    Read, Play, and Learn is a play-based curriculum designed to promote growth across all of the areas of development important to a young child. With a school-year's worth of ready-to-use lessons or modules, the curriculum provides story-related activities centered around themes such as enjoying seasonal festivities, sharing emotions, making…

  5. The Development and Evaluation of an Achievement Test for Measuring the Efficacy of Task-Based Writing Activities to Enhance Iranian EFL Learners' Reading Comprehension

    ERIC Educational Resources Information Center

    Nejad, Ferdows Mohsen; Khosravian, Fereshteh

    2014-01-01

    The present study examined the reliability of an achievement test to measure the efficacy of task-based writing activities to improve Iranian EFL learners' reading comprehension at the intermediate level in a private language institute in Ilam, Iran, namely Alefba language institute. To achieve the goal, the techniques for evaluating reliability…

  6. Read, Play, and Learn! Storybook Activities for Young Children. The Transdisciplinary Play-Based Curriculum. Collection 2: Modules 9-16.

    ERIC Educational Resources Information Center

    Linder, Toni W.

    Read, Play, and Learn is a play-based curriculum designed to promote growth across all of the areas of development important to a young child. With a school-year's worth of ready-to-use lessons or modules, the curriculum provides story-related activities centered around themes such as enjoying seasonal festivities, sharing emotions, making…

  7. Understanding the Active Ingredients in an Effective Preschool Vocabulary Intervention: An Exploratory Study of Teacher and Child Talk during Book Reading

    ERIC Educational Resources Information Center

    Wasik, Barbara A.; Hindman, Annemarie H.

    2014-01-01

    Research Findings: In order to identify the active ingredients in an effective professional development intervention focused on enhancing preschool vocabulary instruction, this study examines the frequency with which teachers and children discussed theme-related vocabulary words during shared book reading. Head Start teachers received 1 year of…

  8. Effects of At-Home Reading Activities and Parental Involvement on Classroom Communication Arts Assessments: Focus on the High School Level

    ERIC Educational Resources Information Center

    Edwards, George

    2010-01-01

    This dissertation was written collaboratively by Cynthia Warren, Linetta Carter, and George Edwards with the exception of chapter 4 which is the individual effort of the aforementioned researchers. The purpose of this study was to explore the effects of at-home reading activities and parental involvement on classroom communication arts assessments…

  9. The Effects of Word Walls and Word Wall Activities on the Reading Fluency of First Grade Students

    ERIC Educational Resources Information Center

    Jasmine, Joanne; Schiesl, Pamela

    2009-01-01

    Reading fluency is the ability to read orally with speed and efficiency, including word recognition, decoding, and comprehension (Chard & Pikulski, 2005). Able readers achieve fluency as they recognize words with speed and build upon them to aid in comprehension (Pumfrey & Elliott, 1990). One way to help students achieve fluency is through the use…

  10. A Comparison of Vanadate to a 2'-5' Linkage at the Active Site of a Small Ribozyme Suggests a Role for Water in Transition-State Stabilization

    SciTech Connect

    Torelli, A.T.; Krucinska, J.; Wedekind, J.E.

    2009-06-04

    The potential for water to participate in RNA catalyzed reactions has been the topic of several recent studies. Here, we report crystals of a minimal, hinged hairpin ribozyme in complex with the transition-state analog vanadate at 2.05 A resolution. Waters are present in the active site and are discussed in light of existing views of catalytic strategies employed by the hairpin ribozyme. A second structure harboring a 2',5'-phosphodiester linkage at the site of cleavage was also solved at 2.35 A resolution and corroborates the assignment of active site waters in the structure containing vanadate. A comparison of the two structures reveals that the 2',5' structure adopts a conformation that resembles the reaction intermediate in terms of (1) the positioning of its nonbridging oxygens and (2) the covalent attachment of the 2'-O nucleophile with the scissile G+1 phosphorus. The 2',5'-linked structure was then overlaid with scissile bonds of other small ribozymes including the glmS metabolite-sensing riboswitch and the hammerhead ribozyme, and suggests the potential of the 2',5' linkage to elicit a reaction-intermediate conformation without the need to form metalloenzyme complexes. The hairpin ribozyme structures presented here also suggest how water molecules bound at each of the nonbridging oxygens of G+1 may electrostatically stabilize the transition state in a manner that supplements nucleobase functional groups. Such coordination has not been reported for small ribozymes, but is consistent with the structures of protein enzymes. Overall, this work establishes significant parallels between the RNA and protein enzyme worlds.

  11. Active and passive biomonitoring suggest metabolic adaptation in blue mussels (Mytilus spp.) chronically exposed to a moderate contamination in Brest harbor (France).

    PubMed

    Lacroix, Camille; Richard, Gaëlle; Seguineau, Catherine; Guyomarch, Julien; Moraga, Dario; Auffret, Michel

    2015-05-01

    Brest harbor (Bay of Brest, Brittany, France) has a severe past of anthropogenic chemical contamination, but inputs tended to decrease, indicating a reassessment of its ecotoxicological status should be carried out. Here, native and caged mussels (Mytilus spp.) were used in combination to evaluate biological effects of chronic chemical contamination in Brest harbor. Polycyclic aromatic hydrocarbon (PAH) contamination was measured in mussel tissues as a proxy of harbor and urban pollution. Biochemical biomarkers of xenobiotic biotransformation, antioxidant defenses, generation of reducing equivalents, energy metabolism and oxidative damage were studied in both gills and digestive glands of native and caged mussels. In particular, activities of glutathione-S-transferase (GST), superoxide dismutase (SOD), catalase (CAT), glutathione peroxidase (GPx), glutathione reductase (GR), NADP-dependent isocitrate dehydrogenase (IDP), pyruvate kinase (PK) and phosphoenolpyruvate carboxykinase (PEPCK) were measured and lipid peroxidation was assessed by malondialdehyde (MDA) quantification. In addition, a condition index was calculated to assess the overall health of the mussels. Moderate PAH contamination was detected in digestive glands of both native and caged individuals from the exposed site. Modulations of biomarkers were detected in digestive glands of native harbor mussels indicating the presence of a chemical pressure. In particular, results suggested increased biotransformation (GST), antioxidant defenses (CAT), NADPH generation (IDP) and gluconeogenesis (PEPCK), which could represent a coordinated response against chemically-induced cellular stress. Lipid peroxidation assessment and condition index indicated an absence of acute stress in the same mussels suggesting metabolic changes could, at least partially, offset the negative effects of contamination. In caged mussels, only GR was found modulated compared to non-exposed mussels but significant differences in

  12. The Effects of a Dog Reading Visitation Program on Academic Engagement Behavior in Three Elementary Students with Emotional and Behavioral Disabilities: A Single Case Design

    ERIC Educational Resources Information Center

    Bassette, Laura A.; Taber-Doughty, Teresa

    2013-01-01

    Background: Children with emotional and behavioral disabilities (EBD) struggle with behavioral problems during reading activities in school. One way to address these concerns may be through dog reading programs which are increasing in popularity in schools and libraries. Preliminary anecdotal research suggests dog reading programs may improve…

  13. Metal-induced conformational changes in ZneB suggest an active role of membrane fusion proteins in efflux resistance systems.

    PubMed

    De Angelis, Fabien; Lee, John K; O'Connell, Joseph D; Miercke, Larry J W; Verschueren, Koen H; Srinivasan, Vasundara; Bauvois, Cédric; Govaerts, Cédric; Robbins, Rebecca A; Ruysschaert, Jean-Marie; Stroud, Robert M; Vandenbussche, Guy

    2010-06-15

    Resistance nodulation cell division (RND)-based efflux complexes mediate multidrug and heavy-metal resistance in many Gram-negative bacteria. Efflux of toxic compounds is driven by membrane proton/substrate antiporters (RND protein) in the plasma membrane, linked by a membrane fusion protein (MFP) to an outer-membrane protein. The three-component complex forms an efflux system that spans the entire cell envelope. The MFP is required for the assembly of this complex and is proposed to play an important active role in substrate efflux. To better understand the role of MFPs in RND-driven efflux systems, we chose ZneB, the MFP component of the ZneCAB heavy-metal efflux system from Cupriavidus metallidurans CH34. ZneB is shown to be highly specific for Zn(2+) alone. The crystal structure of ZneB to 2.8 A resolution defines the basis for metal ion binding in the coordination site at a flexible interface between the beta-barrel and membrane proximal domains. The conformational differences observed between the crystal structures of metal-bound and apo forms are monitored in solution by spectroscopy and chromatography. The structural rearrangements between the two states suggest an active role in substrate efflux through metal binding and release. PMID:20534468

  14. Paperless Braille Reading: A Preliminary Research Report.

    ERIC Educational Resources Information Center

    Bourgeois, M.; Ashcroft, S. C.

    The study involving three blind elementary school, six blind high school, and four blind college students was designed to establish oral reading rates and oral reading error rates for Ss reading conventional braille volumes and brailled materials with the Digi-cassette, an electronic braille reading and writing machine. Data suggested several…

  15. Three Readings of D. Butin's Commentary.

    ERIC Educational Resources Information Center

    Kumashiro, Kevin K.

    2002-01-01

    Critiques a commentary on an article that examined the "posts" perspectives (poststructuralism, postmodernism, and postcolonialism) in furthering an anti-oppressive education in the core disciplines, exploring three different ways to read the commentary (reading with insistence, reading for resistance, and reading beyond), and suggesting that each…

  16. Something Rotten in the State of Reading.

    ERIC Educational Resources Information Center

    Makins, Virginia

    1978-01-01

    A schools council study concludes that: secondary students are not being taught to read thoughtfully, texts and worksheets are too difficult, insufficient time is allotted to silent reading, and reading comprehension should not be taught as a discrete skill. The SRA Reading Laboratories are suggested as one tactic for improvement. (SJL)

  17. Seniors' Perspectives about Academic Reading

    ERIC Educational Resources Information Center

    Hooley, Diana S.; Tysseling, Lee Ann; Ray, Beverly

    2013-01-01

    Reports show that the reading proficiency scores for 17-year-olds have stagnated over the past several decades. In this study, the authors explored older students' academic reading perceptions that might suggest links to proficiency. What do high school seniors really think about class reading? Do they understand what they read? How do they…

  18. New Thinking on Read-Aloud.

    ERIC Educational Resources Information Center

    Reutzel, D. Ray

    2001-01-01

    New research shows that certain conditions surrounding read-alouds will ensure the greatest benefits. Suggestions for getting the most out of reading aloud include: engage students' interests; make sure the books are at the right difficulty level; spend an appropriate amount of time on reading aloud; offer a range of materials to read aloud; and…

  19. "Daddy, Read to Me": Fathers Helping Their Young Children Learn to Read.

    ERIC Educational Resources Information Center

    Ortiz, Robert W.; McCarty, Laurie L.

    1997-01-01

    Reports that not much is known about the role of fathers' involvement in their children's early reading development. Provides background information concerning research into fathers' involvement in early literacy development. Offers various suggestions on encouraging fathers to become involved with their children's early literacy activities. (PA)

  20. Open to Suggestion.

    ERIC Educational Resources Information Center

    Journal of Reading, 1987

    1987-01-01

    Offers (1) suggestions for improving college students' study skills; (2) a system for keeping track of parent, teacher, and community contacts; (3) suggestions for motivating students using tic tac toe; (4) suggestions for using etymology to improve word retention; (5) a word search grid; and (6) suggestions for using postcards in remedial reading…

  1. 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

  2. Small Schools Science Curriculum, K-3: Reading, Language Arts, Mathematics, Science, Social Studies. Scope, Objectives, Activities, Resources, Monitoring Procedures.

    ERIC Educational Resources Information Center

    Hartl, David, Ed.; And Others

    Learning objectives and suggested activities, monitoring procedures and resources for the Washington K-3 Small Schools Science Curriculum are based on the rationale that "young children need the opportunity to observe, classify, predict, test ideas again and again in a variety of contexts, ask questions, explain, discuss ideas, fail, and succeed.…

  3. Read Arizona.

    ERIC Educational Resources Information Center

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

    This manual, designed to help public libraries in Arizona to plan their summer reading programs for children, celebrates the 25th anniversary of the Arizona Reading Program. The material in the manual is prepared for libraries to adapt for their own uses. Chapters of the manual include: (1) Introductory Materials; (2) Goals, Objectives and…

  4. Required Reading

    ERIC Educational Resources Information Center

    Janko, Edmund

    2002-01-01

    In this article, the author insists that those seeking public office prove their literary mettle. As an English teacher, he does have a litmus test for all public officials, judges and senators included--a reading litmus test. He would require that all candidates and nominees have read and reflected on a nucleus of works whose ideas and insights…

  5. Reading Lab.

    ERIC Educational Resources Information Center

    Burt, Lorna

    This guide is intended for use in conducting a reading lab for a broad group of workers ranging from nonreaders to persons reading at a fifth-grade level. Presented first is a course overview that includes the following: information on the course's targeted population, student selection process, and demographics; strategies for adult remediation;…

  6. Repeated Reading.

    ERIC Educational Resources Information Center

    Moyer, Sandra B.

    1982-01-01

    The article reviews research on the use of multiple oral rereading (MOR) with reading disabled students. MOR uses daily practice on a selection of little difficulty. Its effectiveness in increasing fluency (accuracy and speed) is examined, and the role of redundancy in three types of reading models is analyzed. (CL)

  7. Against Readings

    ERIC Educational Resources Information Center

    Edmundson, Mark

    2009-01-01

    Edmundson states that if he could make one wish for the members of his profession, college and university professors of literature, he would wish that for one year, two, three, or five, they would give up readings. By "a reading," he means the application of an analytical vocabulary to describe and (usually) to judge a work of literary art.…

  8. Reading Aloud

    ERIC Educational Resources Information Center

    Delo, Lynda

    2008-01-01

    Many resources are available to elementary teachers who wish to support science learning with literature. Unfortunately, somewhere between middle school and high school, the emphasis on using literature to teach science content--particularly the exercise of reading aloud--has all but disappeared. However, the practice of reading aloud is helpful…

  9. Reading Programs.

    ERIC Educational Resources Information Center

    Au, Kathryn

    2001-01-01

    Notes that a major issue in literacy instruction today is whether commercial reading programs emphasizing phonemic awareness and phonics are more effective than teacher-designed programs that focus on literature-based reading and process writing with integrated skill instruction. Reviews two books that address this controversy. Presents seven…

  10. Reading Remixed

    ERIC Educational Resources Information Center

    Valenza, Joyce Kasman; Stephens, Wendy

    2012-01-01

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

  11. Why Should I Read?--A Cross-Cultural Investigation into Adolescents' Reading Socialisation and Reading Attitude

    ERIC Educational Resources Information Center

    Broeder, Peter; Stokmans, Mia

    2013-01-01

    While reading behaviour of adolescents is a frequent object of research, most studies in this field are restricted to a single country. This study investigates reading as a leisure-time activity across social groups from three regions differing in reading tradition as well as in the facilities available for reading. The authors analyse the reading…

  12. Structural studies of the carbon monoxide complex of [NiFe]hydrogenase from Desulfovibrio vulgaris Miyazaki F: suggestion for the initial activation site for dihydrogen.

    PubMed

    Ogata, Hideaki; Mizoguchi, Yasutaka; Mizuno, Nobuhiro; Miki, Kunio; Adachi, Shin-ichi; Yasuoka, Noritake; Yagi, Tatsuhiko; Yamauchi, Osamu; Hirota, Shun; Higuchi, Yoshiki

    2002-10-01

    The carbon monoxide complex of [NiFe]hydrogenase from Desulfovibrio vulgaris Miyazaki F has been characterized by X-ray crystallography and absorption and resonance Raman spectroscopy. Nine crystal structures of the [NiFe]hydrogenase in the CO-bound and CO-liberated forms were determined at 1.2-1.4 A resolution. The exogenously added CO was assigned to be bound to the Ni atom at the Ni-Fe active site. The CO was not replaced with H(2) in the dark at 100 K, but was liberated by illumination with a strong white light. The Ni-C distances and Ni-C-O angles were about 1.77 A and 160 degrees, respectively, except for one case (1.72 A and 135 degrees ), in which an additional electron density peak between the CO and Sgamma(Cys546) was recognized. Distinct changes were observed in the electron density distribution of the Ni and Sgamma(Cys546) atoms between the CO-bound and CO-liberated structures for all the crystals tested. The novel structural features found near the Ni and Sgamma(Cys546) atoms suggest that these two atoms at the Ni-Fe active site play a role during the initial H(2)-binding process. Anaerobic addition of CO to dithionite-reduced [NiFe]hydrogenase led to a new absorption band at about 470 nm ( approximately 3000 M(-1)cm(-1)). Resonance Raman spectra (excitation at 476.5 nm) of the CO complex revealed CO-isotope-sensitive bands at 375/393 and 430 cm(-1) (368 and 413 cm(-1) for (13)C(18)O). The frequencies and relative intensities of the CO-related Raman bands indicated that the exogenous CO is bound to the Ni atom with a bent Ni-C-O structure in solution, in agreement with the refined structure determined by X-ray crystallography. PMID:12296727

  13. The Life of Suggestions

    ERIC Educational Resources Information Center

    Pearce, Cathie

    2010-01-01

    Using the notion of a suggestion, or rather charting the life of suggestions, this article considers the happenings of chance and embodiment as the "problems that got away." The life of suggestions helps us to ask how connectivities are made, how desire functions, and how "immanence" rather than "transcendence" can open up the politics and ethics…

  14. Analysis of multi-domain hypothetical proteins containing iron-sulphur clusters and fad ligands reveal rieske dioxygenase activity suggesting their plausible roles in bioremediation

    PubMed Central

    Sathyanarayanan, Nitish; Nagendra, Holenarasipur Gundurao

    2012-01-01

    ‘Conserved hypothetical’ proteins pose a challenge not just for functional genomics, but also to biology in general. As long as there are hundreds of conserved proteins with unknown function in model organisms such as Escherichia coli, Bacillus subtilis or Saccharomyces cerevisiae, any discussion towards a ‘complete’ understanding of these biological systems will remain a wishful thinking. Insilico approaches exhibit great promise towards attempts that enable appreciating the plausible roles of these hypothetical proteins. Among the majority of genomic proteins, two-thirds in unicellular organisms and more than 80% in metazoa, are multi-domain proteins, created as a result of gene duplication events. Aromatic ring-hydroxylating dioxygenases, also called Rieske dioxygenases (RDOs), are class of multi-domain proteins that catalyze the initial step in microbial aerobic degradation of many aromatic compounds. Investigations here address the computational characterization of hypothetical proteins containing Ferredoxin and Flavodoxin signatures. Consensus sequence of each class of oxidoreductase was obtained by a phylogenetic analysis, involving clustering methods based on evolutionary relationship. A synthetic sequence was developed by combining the consensus, which was used as the basis to search for their homologs via BLAST. The exercise yielded 129 multidomain hypothetical proteins containing both 2Fe-2S (Ferredoxin) and FNR (Flavodoxin) domains. In the current study, 40 proteins with N-terminus 2Fe-2S domain and C-terminus FNR domain are characterized, through homology modelling and docking exercises which suggest dioxygenase activity indicating their plausible roles in degradation of aromatic moieties. PMID:23275712

  15. Summer of Champions. The Coach's Playbook. 1980 Alabama Summer Reading Program Manual.

    ERIC Educational Resources Information Center

    Alabama Public Library Service, Montgomery.

    This handbook provides ideas and guidelines for the management and development of a children's summer reading program that uses the resources provided by the Alabama Public Library Service. Chapters offer suggestions in the areas of program planning, reading requirements and records, publicity, program activities, and program evaluation. Samples…

  16. Read the Label. English as a Second Language Initiative. Teacher's Guide.

    ERIC Educational Resources Information Center

    Council on Family Health, New York, NY.

    The teacher's guide was developed as part of an initiative by the Council on Family Health to encourage speakers of English as a second language (ESL) to read and understand the information on over-the-counter and prescription drugs. It contains classroom activities, handout materials, and suggestions for presenting lessons on label reading. It is…

  17. Language Arts: The Intricate Interplay of Reading, Writing and Speech. Harvesting the Harvesters. Book 6.

    ERIC Educational Resources Information Center

    Lawless, Ken

    The sixth in a series of 10 study units for a Migrant Educators' National Training OutReach (MENTOR) correspondence course examines the role of speech, reading, and writing in migrant education and suggests approaches to teaching reading and writing which use group activities and individualized evaluation. Designed to be used in preservice or…

  18. Reading behavior of emmetropic schoolchildren in China.

    PubMed

    Wang, Yuwen; Bao, Jinhua; Ou, Lirong; Thorn, Frank; Lu, Fan

    2013-06-28

    Knowing the actual behavior of readers will help us understand how near work influences a reader's eyes, comfort, reading efficiency, pleasure, and the ability to learn to read. We designed a methodology for reading behavior research, and investigated the reading behavior of emmetropic schoolchildren in China and factors that influence their reading. Children from grades 2 through 5 read text in an armchair, at a desk, and when reading and writing at the desk with three different font sizes. Their preferred reading distance was very near to the eyes, averaging 28.5±6.4cm in the armchair, 25.4±6.6cm at the desk and 20.6±6.5cm in the reading/writing task, and was always slightly closer for the smallest font. Second grade children averaged just a 16.3±4.1cm reading distance in the reading/writing task. Head tilt and angle of gaze were altered by reading condition and font size. Reading speed was fastest at the desk and for those with longer reading distances and, surprisingly, for the smallest font size. Reading behavior is not a fixed entity but differs with grade level and reading condition. This suggests that reading behavior can be altered through better ergonomics and text design which may reduce myopia, aesthenopia, and binocular anomalies and help children read better. PMID:23602999

  19. Suggestion and psychoanalytic technique.

    PubMed

    Levy, S T; Inderbitzin, L B

    2000-01-01

    The role of the analyst's suggestive influence on the course and outcome of psychoanalytic treatment is explored, and traditional and newer perspectives on analytic technique are contrasted. The intersubjective critique of the neutral, objective analyst in relation to suggestion is examined. The inevitable presence and need for suggestive factors in analysis, and the relationship of suggestion to transference susceptibility, are emphasized. The manner in which the analysis of suggestive factors is subsumed in transference analysis as part of traditional technique is highlighted. PMID:11059395

  20. Neural division of labor in reading is constrained by culture: A training study of reading Chinese characters

    PubMed Central

    Zhao, Jingjing; Wang, Xiaoyi; Frost, Stephen J.; Sun, Wan; Fang, Shin-Yi; Mencl, W. Einar; Pugh, Kenneth R.; Shu, Hua; Rueckl, Jay G.

    2014-01-01

    Word reading in alphabetic language involves a cortical system with multiple components whose division of labor depends on the transparency of the writing system. To gain insight about the division of labor between phonology and semantics subserving word reading in Chinese, a deep non-alphabetic writing system, fMRI was used to investigate the effects of phonological and semantic training on the cortical circuitry for oral naming of Chinese characters. In a training study, we examined whether a training task that differentially focused readers' attention on the phonological or semantic properties of a Chinese character changes the patterns of cortical activation that was evoked by that character in a subsequent naming task. Our imaging results corroborate that the cortical regions underlying reading in Chinese largely overlaps the left-hemisphere reading system responsible for reading in alphabetic languages, with some cortical regions in the left-hemisphere uniquely recruited for reading in Chinese. However, in contrast to findings from studies of English word naming, we observed considerable overlap in the neural activation patterns associated with phonological and semantic training on naming Chinese characters, which we suggest may reflect a balanced neural division of labor between phonology and semantics in Chinese character reading. The equitable division of labor for Chinese reading might be driven by the special statistical structure of the writing system, which includes equally systematic mappings in the correspondences between written forms and their pronunciations and meanings. PMID:24607883

  1. 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

  2. Reading Cooperatively or Independently? Study on ELL Student Reading Development

    ERIC Educational Resources Information Center

    Liu, Siping; Wang, Jian

    2015-01-01

    This study examines the effectiveness of cooperative reading teaching activities and independent reading activities for English language learner (ELL) students at 4th grade level. Based on simple linear regression and correlational analyses of data collected from two large data bases, PIRLS and NAEP, the study found that cooperative reading…

  3. Kid's Play. Activities for Adults and the Children They Love.

    ERIC Educational Resources Information Center

    Spanos-Hawkey, Dena, Ed.

    Intended for literacy students who want to share the pleasure of reading with the children they love, this book describes 26 easy, inexpensive activities to expose children to reading. Each activity explains the type of activity, lists materials needed, and provides instructions or suggestions for extending the activity. A suggested book list…

  4. Reading Networks at Rest

    PubMed Central

    Kelly, Clare; Shehzad, Zarrar; Penesetti, Deepak; Castellanos, F. Xavier; Milham, Michael P.

    2010-01-01

    Resting-state functional connectivity (RSFC) approaches offer a novel tool to delineate distinct functional networks in the brain. In the present functional magnetic resonance imaging (fMRI) study, we elucidated patterns of RSFC associated with 6 regions of interest selected primarily from a meta-analysis on word reading (Bolger DJ, Perfetti CA, Schneider W. 2005. Cross-cultural effect on the brain revisited: universal structures plus writing system variation. Hum Brain Mapp. 25: 92–104). In 25 native adult readers of English, patterns of positive RSFC were consistent with patterns of task-based activity and functional connectivity associated with word reading. Moreover, conjunction analyses highlighted the posterior left inferior frontal gyrus and the posterior left middle temporal gyrus (post-LMTG) as potentially important loci of functional interaction among 5 of the 6 reading networks. The significance of the post-LMTG has typically been unappreciated in task-based studies on unimpaired readers but is frequently reported to be a locus of hypoactivity in dyslexic readers and exhibits intervention-induced changes of activity in dyslexic children. Finally, patterns of negative RSFC included not only regions of the so-called default mode network but also regions involved in effortful controlled processes, which may not be required once reading becomes automatized. In conclusion, the current study supports the utility of resting-state fMRI for investigating reading networks and has direct relevance for the understanding of reading disorders such as dyslexia. PMID:20139150

  5. Reading the dyslexic brain: multiple dysfunctional routes revealed by a new meta-analysis of PET and fMRI activation studies

    PubMed Central

    Paulesu, Eraldo; Danelli, Laura; Berlingeri, Manuela

    2014-01-01

    Developmental dyslexia has been the focus of much functional anatomical research. The main trust of this work is that typical developmental dyslexics have a dysfunction of the phonological and orthography to phonology conversion systems, in which the left occipito-temporal cortex has a crucial role. It remains to be seen whether there is a systematic co-occurrence of dysfunctional patterns of different functional systems perhaps converging on the same brain regions associated with the reading deficit. Such evidence would be relevant for theories like, for example, the magnocellular/attentional or the motor/cerebellar ones, which postulate a more basic and anatomically distributed disorder in dyslexia. We addressed this issue with a meta-analysis of all the imaging literature published until September 2013 using a combination of hierarchical clustering and activation likelihood estimation methods. The clustering analysis on 2360 peaks identified 193 clusters, 92 of which proved spatially significant. Following binomial tests on the clusters, we found left hemispheric network specific for normal controls (i.e., of reduced involvement in dyslexics) including the left inferior frontal, premotor, supramarginal cortices and the left infero-temporal and fusiform regions: these were preferentially associated with reading and the visual-to-phonology processes. There was also a more dorsal left fronto-parietal network: these clusters included peaks from tasks involving phonological manipulation, but also motoric or visuo-spatial perception/attention. No cluster was identified in area V5 for no task, nor cerebellar clusters showed a reduced association with dyslexics. We conclude that the examined literature demonstrates a specific lack of activation of the left occipito-temporal cortex in dyslexia particularly for reading and reading-like behaviors and for visuo-phonological tasks. Additional deficits of motor and attentional systems relevant for reading may be associated

  6. Reading and Writing Poetry.

    ERIC Educational Resources Information Center

    Hillman, Judith

    Intended for elementary school language arts and reading teachers, this paper presents classroom activities using poetry to encourage divergent thinking and to give children the chance to play with language and to practice English language conventions in order to be effective readers and writers. The 12 activities are (1) combining poetry and…

  7. Reading, Writing and Relevance.

    ERIC Educational Resources Information Center

    Hoffman, Mary

    This monograph presents classroom activities that were designed to encourage children to read and write in a self-reliant and responsible manner. The activities were chosen for their relevance to the children involved and because the vocabulary involved was interesting, familiar, and worth remembering and using again. The topics are arranged in…

  8. Factors related to students' engaged reading in high school science classrooms

    NASA Astrophysics Data System (ADS)

    Ochoa-Angrino, Solanlly

    Using emergent motivation theory, this study analyzes the relationships between high school students' perceptions of their reading skills, task challenge, and personal control over assigned reading activities and their reading engagement (i.e., interest, enjoyment, and concentration) during science instruction. The study also examines how these relationships differ between struggling and proficient readers. Further, the study examines the association between students' experiences of conditions of anxiety, apathy, boredom or relaxation and flow on their reading engagement during science instruction. Finally, the study investigates the relationship between reading engagement and science achievement. The experience sampling method (ESM) was used with a sample of 244 high school students in grades 9--12 to measure students' perceptions of skill, challenge, and control, and their reading engagement during science instruction. Hierarchical linear modeling (HLM) was employed with repeated-measures analysis of students' momentary experiences of skill, challenge, control, and engagement during reading. Results show that when students perceive having both high reading skills and high control, they exhibit deeper reading engagement than when they perceive having both low reading skills and low control. These feelings of control were noticeably important for struggling readers as compared to proficient readers. It was also found that students experience deeper reading engagement during flow (i.e., when students perceive they have high reading skills and the reading task is highly challenging), but reading engagement decreases significantly whenever students experience conditions of anxiety or apathy when reading science materials. Finally, reading engagement was positively related to science achievement. Educational implications of the results are presented. Limitations of the study are discussed and suggestions for future research are described.

  9. Facilitating text reading in posterior cortical atrophy

    PubMed Central

    Rajdev, Kishan; Shakespeare, Timothy J.; Leff, Alexander P.; Crutch, Sebastian J.

    2015-01-01

    Objective: We report (1) the quantitative investigation of text reading in posterior cortical atrophy (PCA), and (2) the effects of 2 novel software-based reading aids that result in dramatic improvements in the reading ability of patients with PCA. Methods: Reading performance, eye movements, and fixations were assessed in patients with PCA and typical Alzheimer disease and in healthy controls (experiment 1). Two reading aids (single- and double-word) were evaluated based on the notion that reducing the spatial and oculomotor demands of text reading might support reading in PCA (experiment 2). Results: Mean reading accuracy in patients with PCA was significantly worse (57%) compared with both patients with typical Alzheimer disease (98%) and healthy controls (99%); spatial aspects of passages were the primary determinants of text reading ability in PCA. Both aids led to considerable gains in reading accuracy (PCA mean reading accuracy: single-word reading aid = 96%; individual patient improvement range: 6%–270%) and self-rated measures of reading. Data suggest a greater efficiency of fixations and eye movements under the single-word reading aid in patients with PCA. Conclusions: These findings demonstrate how neurologic characterization of a neurodegenerative syndrome (PCA) and detailed cognitive analysis of an important everyday skill (reading) can combine to yield aids capable of supporting important everyday functional abilities. Classification of evidence: This study provides Class III evidence that for patients with PCA, 2 software-based reading aids (single-word and double-word) improve reading accuracy. PMID:26138948

  10. Facilitating Engagement by Differentiating Independent Reading

    ERIC Educational Resources Information Center

    Kelley, Michelle J.; Clausen-Grace, Nicki

    2009-01-01

    The authors provide teachers with a rationale for engaging students in independent reading using a differentiated approach. By profiling types of readers, sharing observational tools, and offering teaching suggestions for each type of reader the authors give practical suggestions to facilitate reading engagement and make independent reading more…

  11. Biological development of reading circuits

    PubMed Central

    Wandell, Brian A.; Yeatman, Jason D.

    2013-01-01

    Human neuroimaging is expanding our understanding of the biological processes that are essential for healthy brain function. Methods such as diffusion weighted imaging provide insights into white matter fascicles, growth and pruning of dendritic arbors and axons, and properties of glia. This review focuses on what we have learned from diffusion imaging about these processes and the development of reading circuitry in the human brain. Understanding reading circuitry development may suggest ways to improve how we teach children to read. PMID:23312307

  12. Does E-Reading Enhance Reading Fluency?

    ERIC Educational Resources Information Center

    Akbar, Rahima S.; Taqi, Hanan A.; Dashti, Abdulmohsin A.; Sadeq, Taiba M.

    2015-01-01

    Extensive reading is reading as much as possible, for one's own pleasure, at a difficulty level at which one can read smoothly and quickly. In the domain of reading, this paper investigates the effect of extensive reading from e-books, through utilizing a number of downloadable reading application programs on the students' e-devices, as opposed to…

  13. The urease structural gene ureA in Rhizobium meliloti is preceded by an open reading frame necessary for urease activity.

    PubMed

    Miksch, G

    1994-12-01

    An open reading frame (ORF1) located upstream of the urease structural gene ureA in Rhizobium meliloti strain AK631 was cloned and characterized by DNA sequencing. Comparison of the amino acid sequence revealed partial homology with the urease accessory gene ureD of Klebsiella aerogenes and Proteus mirabilis. Mutational analysis of ORF1 showed that the gene is necessary for urease activity. Its function is still unknown. PMID:7813887

  14. Analysis of Immune Response Markers in Jorge Lobo's Disease Lesions Suggests the Occurrence of Mixed T Helper Responses with the Dominance of Regulatory T Cell Activity.

    PubMed

    Azevedo, Michelle de C S; Rosa, Patricia S; Soares, Cleverson T; Fachin, Luciana R V; Baptista, Ida Maria F D; Woods, William J; Garlet, Gustavo P; Trombone, Ana Paula F; Belone, Andrea de F F

    2015-01-01

    Jorge Lobo's disease (JLD) is a chronic infection that affects the skin and subcutaneous tissues. Its etiologic agent is the fungus Lacazia loboi. Lesions are classified as localized, multifocal, or disseminated, depending on their location. Early diagnosis and the surgical removal of lesions are the best therapeutic options currently available for JLD. The few studies that evaluate the immunological response of JLD patients show a predominance of Th2 response, as well as a high frequency of TGF-β and IL-10 positive cells in the lesions; however, the overall immunological status of the lesions in terms of their T cell phenotype has yet to be determined. Therefore, the objective of this study was to evaluate the pattern of Th1, Th2, Th17 and regulatory T cell (Treg) markers mRNA in JLD patients by means of real-time PCR. Biopsies of JLD lesions (N = 102) were classified according to their clinical and histopathological features and then analyzed using real-time PCR in order to determine the expression levels of TGF-β1, FoxP3, CTLA4, IKZF2, IL-10, T-bet, IFN-γ, GATA3, IL-4, IL-5, IL-13, IL-33, RORC, IL-17A, IL-17F, and IL-22 and to compare these levels to those of healthy control skin (N = 12). The results showed an increased expression of FoxP3, CTLA4, TGF-β1, IL-10, T-bet, IL-17F, and IL-17A in lesions, while GATA3 and IL-4 levels were found to be lower in diseased skin than in the control group. When the clinical forms were compared, TGF-β1 was found to be highly expressed in patients with a single localized lesion while IL-5 and IL-17A levels were higher in patients with multiple/disseminated lesions. These results demonstrate the occurrence of mixed T helper responses and suggest the dominance of regulatory T cell activity, which could inhibit Th-dependent protective responses to intracellular fungi such as L. loboi. Therefore, Tregs may play a key role in JLD pathogenesis. PMID:26700881

  15. Analysis of Immune Response Markers in Jorge Lobo's Disease Lesions Suggests the Occurrence of Mixed T Helper Responses with the Dominance of Regulatory T Cell Activity

    PubMed Central

    Azevedo, Michelle de C. S.; Rosa, Patricia S.; Soares, Cleverson T.; Fachin, Luciana R. V.; Baptista, Ida Maria F. D.; Woods, William J.; Garlet, Gustavo P.

    2015-01-01

    Jorge Lobo’s disease (JLD) is a chronic infection that affects the skin and subcutaneous tissues. Its etiologic agent is the fungus Lacazia loboi. Lesions are classified as localized, multifocal, or disseminated, depending on their location. Early diagnosis and the surgical removal of lesions are the best therapeutic options currently available for JLD. The few studies that evaluate the immunological response of JLD patients show a predominance of Th2 response, as well as a high frequency of TGF-β and IL-10 positive cells in the lesions; however, the overall immunological status of the lesions in terms of their T cell phenotype has yet to be determined. Therefore, the objective of this study was to evaluate the pattern of Th1, Th2, Th17 and regulatory T cell (Treg) markers mRNA in JLD patients by means of real-time PCR. Biopsies of JLD lesions (N = 102) were classified according to their clinical and histopathological features and then analyzed using real-time PCR in order to determine the expression levels of TGF-β1, FoxP3, CTLA4, IKZF2, IL-10, T-bet, IFN-γ, GATA3, IL-4, IL-5, IL-13, IL-33, RORC, IL-17A, IL-17F, and IL-22 and to compare these levels to those of healthy control skin (N = 12). The results showed an increased expression of FoxP3, CTLA4, TGF-β1, IL-10, T-bet, IL-17F, and IL-17A in lesions, while GATA3 and IL-4 levels were found to be lower in diseased skin than in the control group. When the clinical forms were compared, TGF-β1 was found to be highly expressed in patients with a single localized lesion while IL-5 and IL-17A levels were higher in patients with multiple/disseminated lesions. These results demonstrate the occurrence of mixed T helper responses and suggest the dominance of regulatory T cell activity, which could inhibit Th-dependent protective responses to intracellular fungi such as L. loboi. Therefore, Tregs may play a key role in JLD pathogenesis. PMID:26700881

  16. Language Basis of Reading and Reading Disabilities: Evidence from a Longitudinal Investigation.

    ERIC Educational Resources Information Center

    Catts, Hugh W.; Fey, Marc E.; Zhang, Xuyang; Tomblin, J. Bruce

    1999-01-01

    Investigates effects longitudinally of phonological processing and oral language abilities on children's reading and reading disabilities. Compares second grade good and poor readers on measures of oral language and phonological processing taken in kindergarten. Suggests that language-based theories of reading and reading disabilities must include…

  17. Hey! Somebody Read to Me! Ten Easy Ways to Include Reading Every Day. Family Ties

    ERIC Educational Resources Information Center

    Ulmen, Marie Christine

    2005-01-01

    If a child does not learn to read in the early grades, there are few opportunities for them to catch up. Therefore, the extent of a child's exposure to reading before the early school years is not only important, but critical. In this column, the author suggests ten easy ways to make reading a part of every young child's day: (1) Read and reread…

  18. The RIF Guide to Encouraging Young Readers. A Fun-filled Sourcebook of over 200 Favorite Reading Activities of Kids and Parents from Across the Country, Plus an Annotated List of Books and Resources.

    ERIC Educational Resources Information Center

    Graves, Ruth, Ed.

    Based on the notion that reading is both fun and fundamental, this book contains a stimulating array of activities that parents can use to engage their children in reading from the toddler stage through primary school. The first section provides information on how to use the guide, and some tips for encouraging young readers. The second and major…

  19. [Therapy and suggestion].

    PubMed

    Barrucand, D; Paille, F

    1986-12-01

    Therapy and suggestion are closely related. That is clear for the ancient time: primitive medicine gives a good place to the Word. In plant, animal or mineral remedies, the suggestion is clearly preponderant. Towards the end of the 19th century, the "Ecole de Nancy" sets up a real theory of the suggestion, and Bernheim, its leader, bases hypnosis, then psychotherapy on this concept. Thereafter Coué will bring up the "conscious autosuggestion". Today, despite the progress of scientific medicine, the part of suggestion is still very important in medical therapy (with or without drugs), or in chirurgical therapy; this part is also very important in psychotherapies, whatever has been said in this field. This has to be known and used consciously in the doctor-patient relation, which is always essential in the therapeutic effectiveness. PMID:3555209

  20. Motivating Students To Read Physics Content.

    ERIC Educational Resources Information Center

    Sprague, Marsha M.; Cotturone, Jennifer

    2003-01-01

    Describes effective projects that made students effectively read scientific materials in the physics content area. Suggests using trade books in science to enhance student learning of basic physics concepts and comprehension of technical reading matter. (KHR)

  1. Research Views: Time in Reading Programs.

    ERIC Educational Resources Information Center

    Guthrie, John T.

    1980-01-01

    Reviews studies from the Far West Laboratory for Educational Research and Development, drawn together by David Berliner, regarding the amount of classroom learning time spent on reading, and suggests ways to use time effectively to improve reading achievement. (DD)

  2. Reading Research in Hungary.

    ERIC Educational Resources Information Center

    Kamaras, Istvan; Nagy, Attila

    1981-01-01

    Notes that most recent reading research conducted in Hungary has focused on the formation of readers' attitudes and value judgments. Discusses studies conducted in the areas of reading psychology, children's reading, reading habits, reading motivation, and readers' responses. (FL)

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

    ERIC Educational Resources Information Center

    Allington, Richard L.

    2014-01-01

    Long overlooked, reading volume is actually central to the development of reading proficiencies, especially in the development of fluent reading proficiency. Generally no one in schools monitors the actual volume of reading that children engage in. We know that the commonly used commercial core reading programs provide only material that requires…

  4. En sus marcas--Listos--A leer! Para los cuidadores de ninos pequenos: Actividades de lenguaje para la primera infancia y ninez entre el nacimiento y los 5 anos. El reto: A leer, America! (Ready--Set--Read! For Caregivers: Early Childhood Language Activities for Children from Birth through Age Five. America Reads Challenge).

    ERIC Educational Resources Information Center

    Department of Education, Washington, DC.

    This Ready--Set--Read Kit includes an activity guide for caregivers, a 1997-98 early childhood activity calendar, and an early childhood growth chart. The activity guide presents activities and ideas that caregivers (family child care providers and the teachers, staff, and volunteers in child development programs) can use to help young children…

  5. En sus marcas--Listos--A leer! Para las familias: Actividades de lenguaje para la primera infancia y ninez entre el nacimiento y los 5 anos. El reto: A leer, America! (Ready--Set--Read! For Families: Early Childhood Language Activities for Children from Birth through Age Five. America Reads Challenge).

    ERIC Educational Resources Information Center

    Department of Education, Washington, DC.

    This Ready--Set--Read Kit includes an activity guide for families, a 1997-98 early childhood activity calendar, and an early childhood growth wallchart. The activity guide presents activities and ideas that families (adults who have nurturing relationships with a child--a mother, father, grandparent, other relative, or close friend) can use to…

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

    NASA Astrophysics Data System (ADS)

    Broeder, Peter; Stokmans, Mia

    2013-06-01

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

  7. The Influence of Personality Characteristics on Children's Intrinsic Reading Motivation

    ERIC Educational Resources Information Center

    Medford, Emma; McGeown, Sarah P.

    2012-01-01

    Research suggests that children's motivation to read is influenced by their level of reading skill and reading self-concept. However, it is possible that characteristics unrelated to reading, such as underlying personality characteristics, may also influence children's motivation to read. The current study examined the extent to which children's…

  8. Brain changes after learning to read and play music.

    PubMed

    Stewart, Lauren; Henson, Rik; Kampe, Knut; Walsh, Vincent; Turner, Robert; Frith, Uta

    2003-09-01

    Musically naive participants were scanned before and after a period of 15 weeks during which they were taught to read music and play the keyboard. When participants played melodies from musical notation after training, activation was seen in a cluster of voxels within the bilateral superior parietal cortex. A subset of these voxels were activated in a second experiment in which musical notation was present, but irrelevant for task performance. These activations suggest that music reading involves the automatic sensorimotor translation of a spatial code (written music) into a series of motor responses (keypresses). PMID:14527571

  9. READING AND WRITING STANDARD ENGLISH.

    ERIC Educational Resources Information Center

    CRAIG, MYRTLE C.

    THE PROBLEM OF HOW TO TEACH PUPILS IN THE ELEMENTARY SCHOOLS TO READ AND WRITE STANDARD ENGLISH IS DISCUSSED. THE VALUE OF ORAL LANGUAGE AS A MEANS OF ATTAINING READING AND WRITING PROFICIENCY IS SUGGESTED. SUCCESS IN THESE AREAS CAN BE ATTAINED IF (1) THE HOME LANGUAGE OF THE CHILD IS ACCEPTED, (2) THE CHILD IS OFFERED MATERIALS ON HIS LEVEL OF…

  10. Using Folklore in Teaching Reading.

    ERIC Educational Resources Information Center

    Vaupel, Carol; And Others

    Using folklore as educational material helps students to understand and appreciate their society and themselves, while developing their reading interests. This paper suggests ways in which folklore can be used in independent teaching units, as supportive material for motivation, and as recreational material in reading/language arts classes. The…

  11. Regional Cerebral Blood Flow (rCBF) in Developmental Dyslexia: Activation during Reading in a Surface and Deep Dyslexic.

    ERIC Educational Resources Information Center

    Hynd, George W.; And Others

    1987-01-01

    The exploratory study examined patterns of regional cerebral blood flow in a surface and a deep dyslexic during reading. Significant differences in gray matter blood flow were found between subjects and normal controls. Also differences existed between the surface and deep dyslexic in the distribution of cortical perfusion. (Author/DB)

  12. Flavonoid constituents and their contribution to antioxidant activity in cultivars and hybrids of rabbiteye blueberry (Vaccinium ashei Reade)

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Fruit from forty-two blueberry (Vaccinium spp.) cultivars, including thirty-six rabbiteye cultivars (Vaccinium ashei Reade), three V. ashei hybrid derivatives, and three northern highbush (V. corymbosum L.) standards were evaluated for antioxidant capacity, individual flavonoid content, and the cont...

  13. Books for Summer Reading.

    ERIC Educational Resources Information Center

    Phi Delta Kappan, 1993

    1993-01-01

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

  14. Books for Summer Reading.

    ERIC Educational Resources Information Center

    [Editors

    2001-01-01

    Teachers and education professors suggest various nonfiction and fiction books for summer reading enjoyment, from Robert Putnam's "Bowling Alone," C.A. Bowers's "Let Them Eat Data," and Larry McMurtry's "Roads: Driving America's Great Highways" to Kent Hauf's "Plainsong, J.M. Coetzee's "Disgrace," and Michael Cunningham's "The Hours." (MLH)

  15. Rystrom Reading Comprehension Test.

    ERIC Educational Resources Information Center

    Rystrom, Richard

    Designed to measure specific dimensions of reading comprehension, the items for this test are based on a comprehension model which suggests that comprehension can be defined as six different skill areas: vocabulary, syntax, item recall, item sequence, interpretation, and evaluation. The test is divided into sections to correspond to each of the…

  16. Celebrate Summer with Reading

    ERIC Educational Resources Information Center

    Texley, Juliana

    2007-01-01

    School is out and the summer is full of both official and unofficial holidays that prompt us to enjoy science and the profession of sharing it. As in past years, the reviewers and editors of "NSTA Recommends"--ready and willing to share their enthusiasm for reading with you--have been gathering suggestions for the summer. So along with your beach…

  17. Reading as Scientists

    ERIC Educational Resources Information Center

    Shanahan, Marie-Claire

    2010-01-01

    Using an adapted version of a recently published scientific article, a group of sixth graders worked together identifying conclusions, deciding on appropriate evidence, suggesting improvements for the study, and recommending further investigations for scientists. This experience provided opportunities for these students to use reading to decide on…

  18. "To Read or Not to Read": Responses to the New NEA Study

    ERIC Educational Resources Information Center

    Bauerlein, Mark; Munson, Lynne; Prehoda, Lauren; Stotsky, Sandra; Greene, Jay P.; O'Connor, Erin

    2008-01-01

    Americans are reading less; comprehension is eroding. And where reading intersects with academic achievement and participation in civic matters and cultural activities, the results are dire. Thus concludes the new National Endowment for the Arts study, "To Read or Not To Read: A Question of National Consequence". A divergent group of experts…

  19. SUPPLEMENTARY TEACHING ASSISTANCE IN READING. PROJECT STAR.

    ERIC Educational Resources Information Center

    Mobilization for Youth, Inc., New York, NY.

    THE PROCEEDINGS AT THE SECOND MEETING OF A READING CLINIC FOR PARENTS OF CULTURALLY DISADVANTAGED YOUTH IS DESCRIBED. AT THE READING CLINIC THE PARENTS WERE INTRODUCED TO SEVERAL ACTIVITIES WHICH THEIR CHILDREN MIGHT TRY AT HOME IN CONNECTION WITH NEWSPAPERS, MAGAZINES, THE TV GUIDE, AND OTHER SUCH READING MATERIALS. THE ACTIVITIES INCLUDED…

  20. 2001: A Reading Odyssey. Program Manual. Arizona Reading Program.

    ERIC Educational Resources Information Center

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

    The theme for the 2001 Arizona Reading Program is 2001: A Reading Odyssey. This manual includes creative planning and publicity ideas, activities, crafts, bibliographies, and other resources. Changes made to the program this year include: making the materials available in January; provision of multiple workshops in accessible locations and with…

  1. The Style of Reading and Reading in Style

    ERIC Educational Resources Information Center

    Zeece, Pauline Davey

    2007-01-01

    Adult read aloud book activities, including literature selections, have significant impact on children's language learning opportunities. The style in which books are orally shared with children is also important. Detailed examination of adult-child book reading conversations has demonstrated a variety of teaching and learning approaches in the…

  2. Spring Into Reading: A Parent-Child Reading Participation Program.

    ERIC Educational Resources Information Center

    Fels, Cynthia; Langston, Barbara

    Realizing the importance of parents in the educational process, several states have launched campaigns to involve parents with their children in home reading activities. Using these programs as examples, the Wentzville R-IV School District (Missouri) devised and initiated "Spring Into Reading," a plan for encouraging parental involvement in…

  3. The Magical Activation of Left Amygdala when Reading Harry Potter: An fMRI Study on How Descriptions of Supra-Natural Events Entertain and Enchant

    PubMed Central

    Hsu, Chun-Ting; Jacobs, Arthur M.; Altmann, Ulrike; Conrad, Markus

    2015-01-01

    Literature containing supra-natural, or magical events has enchanted generations of readers. When reading narratives describing such events, readers mentally simulate a text world different from the real one. The corresponding violation of world-knowledge during this simulation likely increases cognitive processing demands for ongoing discourse integration, catches readers’ attention, and might thus contribute to the pleasure and deep emotional experience associated with ludic immersive reading. In the present study, we presented participants in an MR scanner with passages selected from the Harry Potter book series, half of which described magical events, while the other half served as control condition. Passages in both conditions were closely matched for relevant psycholinguistic variables including, e.g., emotional valence and arousal, passage-wise mean word imageability and frequency, and syntactic complexity. Post-hoc ratings showed that readers considered supra-natural contents more surprising and more strongly associated with reading pleasure than control passages. In the fMRI data, we found stronger neural activation for the supra-natural than the control condition in bilateral inferior frontal gyri, bilateral inferior parietal lobules, left fusiform gyrus, and left amygdala. The increased activation in the amygdala (part of the salience and emotion processing network) appears to be associated with feelings of surprise and the reading pleasure, which supra-natural events, full of novelty and unexpectedness, brought about. The involvement of bilateral inferior frontal gyri likely reflects higher cognitive processing demand due to world knowledge violations, whereas increased attention to supra-natural events is reflected in inferior frontal gyri and inferior parietal lobules that are part of the fronto-parietal attention network. PMID:25671315

  4. The magical activation of left amygdala when reading Harry Potter: an fMRI study on how descriptions of supra-natural events entertain and enchant.

    PubMed

    Hsu, Chun-Ting; Jacobs, Arthur M; Altmann, Ulrike; Conrad, Markus

    2015-01-01

    Literature containing supra-natural, or magical events has enchanted generations of readers. When reading narratives describing such events, readers mentally simulate a text world different from the real one. The corresponding violation of world-knowledge during this simulation likely increases cognitive processing demands for ongoing discourse integration, catches readers' attention, and might thus contribute to the pleasure and deep emotional experience associated with ludic immersive reading. In the present study, we presented participants in an MR scanner with passages selected from the Harry Potter book series, half of which described magical events, while the other half served as control condition. Passages in both conditions were closely matched for relevant psycholinguistic variables including, e.g., emotional valence and arousal, passage-wise mean word imageability and frequency, and syntactic complexity. Post-hoc ratings showed that readers considered supra-natural contents more surprising and more strongly associated with reading pleasure than control passages. In the fMRI data, we found stronger neural activation for the supra-natural than the control condition in bilateral inferior frontal gyri, bilateral inferior parietal lobules, left fusiform gyrus, and left amygdala. The increased activation in the amygdala (part of the salience and emotion processing network) appears to be associated with feelings of surprise and the reading pleasure, which supra-natural events, full of novelty and unexpectedness, brought about. The involvement of bilateral inferior frontal gyri likely reflects higher cognitive processing demand due to world knowledge violations, whereas increased attention to supra-natural events is reflected in inferior frontal gyri and inferior parietal lobules that are part of the fronto-parietal attention network. PMID:25671315

  5. Turkish EFL Academicians' Problems Concerning Translation Activities and Practices, Attitudes towards the Use of Online and Printed Translation Tools, and Suggestions for Quality Translation Practice

    ERIC Educational Resources Information Center

    Zengin, Bugra; Kacar, Isil Gunseli

    2011-01-01

    This mixed method research study aimed to highlight the problems of EFL academicians concerning their current translation practices, their attitudes towards the use of various translation tools, and offer suggestions for more quality translation practices. Seventy-three EFL academicians from three Turkish universities participated in the study.…

  6. Functional anatomy of listening and reading comprehension during development.

    PubMed

    Berl, Madison M; Duke, Elizabeth S; Mayo, Jessica; Rosenberger, Lisa R; Moore, Erin N; VanMeter, John; Ratner, Nan Bernstein; Vaidya, Chandan J; Gaillard, William Davis

    2010-08-01

    Listening and reading comprehension of paragraph-length material are considered higher-order language skills fundamental to social and academic functioning. Using ecologically relevant language stimuli that were matched for difficulty according to developmental level, we analyze the effects of task, age, neuropsychological skills, and post-task performance on fMRI activation and hemispheric laterality. Areas of supramodal language processing are identified, with the most robust region being left-lateralized activation along the superior temporal sulcus. Functionally, this conjunction has a role in semantic and syntactic processing, leading us to refer to this conjunction as "comprehension cortex." Different from adults, supramodal areas for children include less extensive inferior frontal gyrus but more extensive right cerebellum and right temporal pole. Broader neuroanatomical pathways are recruited for reading, reflecting the more active processing and larger set of cognitive demands needed for reading compared to listening to stories. ROI analyses reveal that reading is a less lateralized language task than listening in inferior frontal and superior temporal areas, which likely reflects the difficulty of the task as children in this study are still developing their reading skills. For listening to stories, temporal activation is stable by age four with no correlations with age, neuropsychological skills or post-task performance. In contrast, frontal activation during listening to stories occurs more often in older children, and frontal activation is positively correlated with better performance on comprehension questions, suggesting that the activation of frontal networks may reflect greater integration and depth of story processing. PMID:20656105

  7. Increasing Reading Compliance and Metacognitive Strategies in Border Students

    ERIC Educational Resources Information Center

    Culver, Tiffany F.

    2016-01-01

    In an effort to increase reading compliance and active reading strategies, quizzes and reading guides were given to 100 participants in four psychology courses. Each participant was given four weeks of reading quizzes and four weeks of reading guides. Participants consisted of students (freshman through senior level) from two colleges along the…

  8. A Kindergartner's Emergent Strategy Use during Wordless Picture Book Reading

    ERIC Educational Resources Information Center

    Lysaker, Judith; Hopper, Elizabeth

    2015-01-01

    Decades of research in emergent reading demonstrate that children don't come to print reading as if it were a completely new activity. Emergent reading practices such as wordless book reading are often seen as precursors to the meaning making that comes later during print reading. Yet often, the specific strategies noted in children's emergent…

  9. Does Extensive Reading Promote Reading Speed?

    ERIC Educational Resources Information Center

    He, Mu

    2014-01-01

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

  10. Oral Reading Fluency in Second Language Reading

    ERIC Educational Resources Information Center

    Jeon, Eun Hee

    2012-01-01

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

  11. Reading Transformation

    ERIC Educational Resources Information Center

    Reeves, Melinda

    2006-01-01

    The parents of students who attend Decatur High School thought that there was little hope of their kids going on to college. After a year or so in Decatur's reading program, their sons and daughters were both transformed and college bound. In this article, the author describes how Decatur was able to successfully transform their students. Seven…

  12. Reading Poverty.

    ERIC Educational Resources Information Center

    Shannon, Patrick

    The central purpose of this book is to challenge current social constructions of poverty, reading education, and the putative relationship between the two. It explores how official and popular representations of poverty are bound to specific historical, social, and economic conditions of their own production. The book offers four stances of…

  13. Observing Children Learning to Read.

    ERIC Educational Resources Information Center

    Raban, Bridie; And Others

    This paper reports a technique for classroom observation of children's activities considered relevant to the acquisition of reading. It is part of a larger study conducted by the University of Bristol called the "Children Learning to Read" Project, an attempt to study the learning experiences of individual children as they occur in a variety of…

  14. The Crystal Structure of a Quercetin 2,3-Dioxygenase from Bacillus subtilis Suggests Modulation of Enzyme Activity by a Change in the Metal Ion at the Active Site(s)

    SciTech Connect

    Gopal, B.; Madan, Lalima L.; Betz, Stephen F.; Kossiakoff, Anthony A.

    2010-11-10

    Common structural motifs, such as the cupin domains, are found in enzymes performing different biochemical functions while retaining a similar active site configuration and structural scaffold. The soil bacterium Bacillus subtilis has 20 cupin genes (0.5% of the total genome) with up to 14% of its genes in the form of doublets, thus making it an attractive system for studying the effects of gene duplication. There are four bicupins in B. subtilis encoded by the genes yvrK, yoaN, yxaG, and ywfC. The gene products of yvrK and yoaN function as oxalate decarboxylases with a manganese ion at the active site(s), whereas YwfC is a bacitracin synthetase. Here we present the crystal structure of YxaG, a novel iron-containing quercetin 2,3-dioxygenase with one active site in each cupin domain. Yxag is a dimer, both in solution and in the crystal. The crystal structure shows that the coordination geometry of the Fe ion is different in the two active sites of YxaG. Replacement of the iron at the active site with other metal ions suggests modulation of enzymatic activity in accordance with the Irving-Williams observation on the stability of metal ion complexes. This observation, along with a comparison with the crystal structure of YvrK determined recently, has allowed for a detailed structure-function analysis of the active site, providing clues to the diversification of function in the bicupin family of proteins.

  15. [Focus on Reading Materials.

    ERIC Educational Resources Information Center

    Cooper, J. David, Ed.; Pringle, Dorothy A., Ed.

    1977-01-01

    This journal issue provides information for those involved in making decisions about basal readers. It includes guidelines for establishing a textbook selection committee and for examining instructional materials, a discussion of the adoption of nonsexist textbooks, and reviews of four basal reading series. Regular columns present activity ideas…

  16. Conversations on Reading.

    ERIC Educational Resources Information Center

    Fowler, Dottie; Parker, Emelie; Cuda, Suzanne

    1999-01-01

    Three highly acclaimed teachers from Virginia elementary schools reflect on how they have put research into practice to the benefit of their students, discussing their experiences in teaching reading and presenting information on how their school encourages the type of professional-development activities that provide for the careful examination of…

  17. Pattern Triggered Immunity (PTI) in Tobacco: Isolation of Activated Genes Suggests Role of the Phenylpropanoid Pathway in Inhibition of Bacterial Pathogens

    PubMed Central

    Szatmári, Ágnes; Zvara, Ágnes; Móricz, Ágnes M.; Besenyei, Eszter; Szabó, Erika; Ott, Péter G.; Puskás, László G.; Bozsó, Zoltán

    2014-01-01

    Background Pattern Triggered Immunity (PTI) or Basal Resistance (BR) is a potent, symptomless form of plant resistance. Upon inoculation of a plant with non-pathogens or pathogenicity-mutant bacteria, the induced PTI will prevent bacterial proliferation. Developed PTI is also able to protect the plant from disease or HR (Hypersensitive Response) after a challenging infection with pathogenic bacteria. Our aim was to reveal those PTI-related genes of tobacco (Nicotiana tabacum) that could possibly play a role in the protection of the plant from disease. Methodology/Principal Findings Leaves were infiltrated with Pseudomonas syringae pv. syringae hrcC- mutant bacteria to induce PTI, and samples were taken 6 and 48 hours later. Subtraction Suppressive Hybridization (SSH) resulted in 156 PTI-activated genes. A cDNA microarray was generated from the SSH clone library. Analysis of hybridization data showed that in the early (6 hpi) phase of PTI, among others, genes of peroxidases, signalling elements, heat shock proteins and secondary metabolites were upregulated, while at the late phase (48 hpi) the group of proteolysis genes was newly activated. Microarray data were verified by real time RT-PCR analysis. Almost all members of the phenyl-propanoid pathway (PPP) possibly leading to lignin biosynthesis were activated. Specific inhibition of cinnamic-acid-4-hydroxylase (C4H), rate limiting enzyme of the PPP, decreased the strength of PTI - as shown by the HR-inhibition and electrolyte leakage tests. Quantification of cinnamate and p-coumarate by thin-layer chromatography (TLC)-densitometry supported specific changes in the levels of these metabolites upon elicitation of PTI. Conclusions/Significance We believe to provide first report on PTI-related changes in the levels of these PPP metabolites. Results implicated an actual role of the upregulation of the phenylpropanoid pathway in the inhibition of bacterial pathogenic activity during PTI. PMID:25101956

  18. Structure of Membrane-active Toxin from Crab Spider Heriaeus melloteei Suggests Parallel Evolution of Sodium Channel Gating Modifiers in Araneomorphae and Mygalomorphae*

    PubMed Central

    Berkut, Antonina A.; Peigneur, Steve; Myshkin, Mikhail Yu.; Paramonov, Alexander S.; Lyukmanova, Ekaterina N.; Arseniev, Alexander S.; Grishin, Eugene V.; Tytgat, Jan; Shenkarev, Zakhar O.; Vassilevski, Alexander A.

    2015-01-01

    We present a structural and functional study of a sodium channel activation inhibitor from crab spider venom. Hm-3 is an insecticidal peptide toxin consisting of 35 amino acid residues from the spider Heriaeus melloteei (Thomisidae). We produced Hm-3 recombinantly in Escherichia coli and determined its structure by NMR spectroscopy. Typical for spider toxins, Hm-3 was found to adopt the so-called “inhibitor cystine knot” or “knottin” fold stabilized by three disulfide bonds. Its molecule is amphiphilic with a hydrophobic ridge on the surface enriched in aromatic residues and surrounded by positive charges. Correspondingly, Hm-3 binds to both neutral and negatively charged lipid vesicles. Electrophysiological studies showed that at a concentration of 1 μm Hm-3 effectively inhibited a number of mammalian and insect sodium channels. Importantly, Hm-3 shifted the dependence of channel activation to more positive voltages. Moreover, the inhibition was voltage-dependent, and strong depolarizing prepulses attenuated Hm-3 activity. The toxin is therefore concluded to represent the first sodium channel gating modifier from an araneomorph spider and features a “membrane access” mechanism of action. Its amino acid sequence and position of the hydrophobic cluster are notably different from other known gating modifiers from spider venom, all of which are described from mygalomorph species. We hypothesize parallel evolution of inhibitor cystine knot toxins from Araneomorphae and Mygalomorphae suborders. PMID:25352595

  19. The Effect of Reciprocal Teaching Plus across Three Content Areas on Reading Comprehension in Seventh and Eighth Grade Students

    ERIC Educational Resources Information Center

    Hancock, Jack William

    2012-01-01

    Evidence suggests that middle school students are spending insufficient school time in reading and writing activities, with little comprehensive literacy training from their teachers. To address that gap in practice, this quasi-experimental study addressed the impact of a 12-week treatment program on the reading comprehension and vocabulary mean…

  20. Secretion of Antonospora (Paranosema) locustae Proteins into Infected Cells Suggests an Active Role of Microsporidia in the Control of Host Programs and Metabolic Processes

    PubMed Central

    Senderskiy, Igor V.; Timofeev, Sergey A.; Seliverstova, Elena V.; Pavlova, Olga A.; Dolgikh, Viacheslav V.

    2014-01-01

    Molecular tools of the intracellular protozoan pathogens Apicomplexa and Kinetoplastida for manipulation of host cell machinery have been the focus of investigation for approximately two decades. Microsporidia, fungi-related microorganisms forming another large group of obligate intracellular parasites, are characterized by development in direct contact with host cytoplasm (the majority of species), strong minimization of cell machinery, and acquisition of unique transporters to exploit host metabolic system. All the aforementioned features are suggestive of the ability of microsporidia to modify host metabolic and regulatory pathways. Seven proteins of the microsporidium Antonospora (Paranosema) locustae with predicted signal peptides but without transmembrane domains were overexpressed in Escherichia coli. Western-blot analysis with antibodies against recombinant products showed secretion of parasite proteins from different functional categories into the infected host cell. Secretion of parasite hexokinase and α/β-hydrolase was confirmed by immunofluorescence microscopy. In addition, this method showed specific accumulation of A. locustae hexokinase in host nuclei. Expression of hexokinase, trehalase, and two leucine-rich repeat proteins without any exogenous signal peptide led to their secretion in the yeast Pichia pastoris. In contrast, α/β-hydrolase was not found in the culture medium, though a significant amount of this enzyme accumulated in the yeast membrane fraction. These results suggest that microsporidia possess a broad set of enzymes and regulatory proteins secreted into infected cells to control host metabolic processes and molecular programs. PMID:24705470

  1. Analysis of biosurfactants from industrially viable Pseudomonas strain isolated from crude oil suggests how rhamnolipids congeners affect emulsification property and antimicrobial activity

    PubMed Central

    Das, Palashpriya; Yang, Xin-Ping; Ma, Luyan Z.

    2014-01-01

    Rhamnolipid biosurfactants produced mainly by Pseudomonas sp. had been reported to possess a wide range of potential industrial application. These biosurfactants are produced as monorhamnolipid (MRL) and di-rhamnolipid (DRL) congeners. The present study deals with rhamnolipid biosurfactants produced by three bacterial isolates from crude oil. Biosurfactants produced by one of the strains (named as IMP67) was found to be very efficacious based on its critical micelle concentration value and hydrocarbon emulsification property. Strikingly, antimicrobial, and anti-biofilm potential of this biosurfactant were higher than biosurfactants produced by other two strains. Thin layer chromatography analysis and rhamnose quantification showed that the rhamnolipids of IMP67 had more MRL congeners than biosurfactants of the other two strains. Emulsification and antimicrobial actions were affected by manual change of MRL and DRL congener proportions. Increase of MRL proportion enhanced emulsification index and antimicrobial property to Gram negative bacteria. This result indicated that the ratio of MRL and DRL affected the emulsification potentials of rhamnolipids, and suggested that high emulsification potentials might enhance rhamnolipids to penetrate the cell wall of Gram negative bacteria. In line with this finding, rhamnolipids of IMP67 also reduced the MIC of some antibiotics against bacteria, suggesting their synergistic role with the antibiotics. PMID:25566212

  2. Secretion of Antonospora (Paranosema) locustae proteins into infected cells suggests an active role of microsporidia in the control of host programs and metabolic processes.

    PubMed

    Senderskiy, Igor V; Timofeev, Sergey A; Seliverstova, Elena V; Pavlova, Olga A; Dolgikh, Viacheslav V

    2014-01-01

    Molecular tools of the intracellular protozoan pathogens Apicomplexa and Kinetoplastida for manipulation of host cell machinery have been the focus of investigation for approximately two decades. Microsporidia, fungi-related microorganisms forming another large group of obligate intracellular parasites, are characterized by development in direct contact with host cytoplasm (the majority of species), strong minimization of cell machinery, and acquisition of unique transporters to exploit host metabolic system. All the aforementioned features are suggestive of the ability of microsporidia to modify host metabolic and regulatory pathways. Seven proteins of the microsporidium Antonospora (Paranosema) locustae with predicted signal peptides but without transmembrane domains were overexpressed in Escherichia coli. Western-blot analysis with antibodies against recombinant products showed secretion of parasite proteins from different functional categories into the infected host cell. Secretion of parasite hexokinase and α/β-hydrolase was confirmed by immunofluorescence microscopy. In addition, this method showed specific accumulation of A. locustae hexokinase in host nuclei. Expression of hexokinase, trehalase, and two leucine-rich repeat proteins without any exogenous signal peptide led to their secretion in the yeast Pichia pastoris. In contrast, α/β-hydrolase was not found in the culture medium, though a significant amount of this enzyme accumulated in the yeast membrane fraction. These results suggest that microsporidia possess a broad set of enzymes and regulatory proteins secreted into infected cells to control host metabolic processes and molecular programs. PMID:24705470

  3. Reading Strategies for Business Foreign Language Class.

    ERIC Educational Resources Information Center

    Rusterholz, Barbara Lomas

    Foreign language reading should be taught to students of business language because (1) it will provide skills necessary for them to keep informed about current events in their country of expertise, and (2) research suggests that development of receptive language skills can result in improvement of productive skills. Pre-reading, reading, and…

  4. Solving the Problem of Summer Reading Loss

    ERIC Educational Resources Information Center

    Kim, James S.; White, Thomas G.

    2011-01-01

    A 2008 experiment suggests that a summer books program, when combined with teacher scaffolding lessons and parent support, can significantly improve the reading achievement of low-income children. However, just giving student books to read did not improve achievement. By having teachers provide end-of-year lessons in reading comprehension and…

  5. Shelf Reading as a Collaborative Service Model

    ERIC Educational Resources Information Center

    Brown, Kevin N.; Kaspar, Wendi Arant

    2006-01-01

    Shelf reading the stacks is very often not seen as scholarly work in library circles and is therefore overlooked. However, there is a very real frustration of a patron who cannot find the material they need. There are very few studies that provide a working model for shelf reading. The authors suggest a collaborative shelf reading model based on…

  6. Parents, Teens, and Reading: A Winning Combination.

    ERIC Educational Resources Information Center

    International Reading Association, Newark, DE.

    Noting that surveys show that teens still value their parents' opinions, this booklet contains many helpful suggestions designed to get parents and their teens reading and talking together. Sections of the booklet are: "Where To Begin? Know Your Teen"; "How Can I Get My Teen To Read?"; "Give Your Teen Reasons To Read"; "Teens, Technology, and…

  7. Teaching Reading Strategies to English Language Learners.

    ERIC Educational Resources Information Center

    Jenks, Christopher J.

    This paper discusses the importance of teaching English language learners (ELLs) three reading strategies to help facilitate a productive literacy environment, suggesting that students must be taught specific reading strategies in which purpose, comprehension, and memorization are facilitated. The first section presents a pre-reading strategy,…

  8. Reading Strategies in Spanish Developmental Dyslexics

    ERIC Educational Resources Information Center

    Suarez-Coalla, Paz; Cuetos, Fernando

    2012-01-01

    Cross-linguistic studies suggest that the orthographic system determines the reading performance of dyslexic children. In opaque orthographies, the fundamental feature of developmental dyslexia is difficulty in reading accuracy, whereas slower reading speed is more common in transparent orthographies. The aim of the current study was to examine…

  9. Assign Books, and Students Will Read

    ERIC Educational Resources Information Center

    Bunge, Nancy

    2008-01-01

    After watching an instructional film informing that only 26 percent of today's college students do the reading for their courses, the author announced to a colleague that she gives reading tests; the colleague looked at her with what seemed a mixture of shock and pity. Indeed, the video in no way suggested that instructors compel students to read;…

  10. 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…

  11. Visual Literacy and Reading: Let's Take a Closer Look.

    ERIC Educational Resources Information Center

    Castle, Marrietta Walden

    Based on the notion that visual decisions play an important role in what children recognize and interpret in books and that teachers have a special responsibility to help students become visually literate, this article draws parallels between visual and verbal concepts and suggests some activities for teaching "picture reading" skills in the…

  12. Integrating Reading and Writing in EFL Composition in China.

    ERIC Educational Resources Information Center

    Hao, Xiaojing; Sivell, John

    Research suggests that the current division between reading and writing instruction for Chinese English as a Second Language (ESL) students, the lack of authentic communication that typically exists in ESL contexts, and difficulties with sequencing teaching-learning activities combine to hinder the development of writing skills. The paper suggests…

  13. Investigating an Intelligent System for Vocabulary Learning through Reading

    ERIC Educational Resources Information Center

    Stockwell, Glenn

    2013-01-01

    While learners can acquire vocabulary through extensive reading (Pigada & Schmitt, 2006), research suggests that acquisition can be more effective when supplemented with targeted vocabulary activities (e.g., Paribakht & Wesche, 1997). Problems arise, however, in determining what vocabulary learners have acquired, and what items should be…

  14. Interaction Quality during Partner Reading

    PubMed Central

    Meisinger, Elizabeth B.; Schwanenflugel, Paula J.; Bradley, Barbara A.; Stahl, Steven A.

    2009-01-01

    The influence of social relationships, positive interdependence, and teacher structure on the quality of partner reading interactions was examined. Partner reading, a scripted cooperative learning strategy, is often used in classrooms to promote the development of fluent and automatic reading skills. Forty-three pairs of second grade children were observed during partner reading sessions taking place in 12 classrooms. The degree to which the partners displayed social cooperation (instrumental support, emotional support, and conflict management) and on/off task behavior was evaluated. Children who chose their own partners showed greater social cooperation than those children whose teacher selected their partner. However, when the positive interdependence requirements of the task were not met within the pair (neither child had the skills to provide reading support or no one needed support), lower levels of on-task behavior were observed. Providing basic partner reading script instruction at the beginning of the year was associated with better social cooperation during partner reading, but providing elaborated instruction or no instruction was associated with poorer social cooperation. It is recommended that teachers provide basic script instruction and allow children to choose their own partners. Additionally, pairings of low ability children with other low ability children and high ability children with other high ability children should be avoided. Teachers may want to suggest alternate partners for children who inadvertently choose such pairings or adjust the text difficulty to the pair. Overall, partner reading seems to be an enjoyable pedagogical strategy for teaching reading fluency. PMID:19830259

  15. Learning Semantic Query Suggestions

    NASA Astrophysics Data System (ADS)

    Meij, Edgar; Bron, Marc; Hollink, Laura; Huurnink, Bouke; de Rijke, Maarten

    An important application of semantic web technology is recognizing human-defined concepts in text. Query transformation is a strategy often used in search engines to derive queries that are able to return more useful search results than the original query and most popular search engines provide facilities that let users complete, specify, or reformulate their queries. We study the problem of semantic query suggestion, a special type of query transformation based on identifying semantic concepts contained in user queries. We use a feature-based approach in conjunction with supervised machine learning, augmenting term-based features with search history-based and concept-specific features. We apply our method to the task of linking queries from real-world query logs (the transaction logs of the Netherlands Institute for Sound and Vision) to the DBpedia knowledge base. We evaluate the utility of different machine learning algorithms, features, and feature types in identifying semantic concepts using a manually developed test bed and show significant improvements over an already high baseline. The resources developed for this paper, i.e., queries, human assessments, and extracted features, are available for download.

  16. The neural substrates of natural reading: a comparison of normal and nonword text using eyetracking and fMRI

    PubMed Central

    Choi, Wonil; Desai, Rutvik H.; Henderson, John M.

    2014-01-01

    Most previous studies investigating the neural correlates of reading have presented text using serial visual presentation (SVP), which may not fully reflect the underlying processes of natural reading. In the present study, eye movements and BOLD data were collected while subjects either read normal paragraphs naturally or moved their eyes through “paragraphs” of pseudo-text (pronounceable pseudowords or consonant letter strings) in two pseudo-reading conditions. Eye movement data established that subjects were reading and scanning the stimuli normally. A conjunction fMRI analysis across natural- and pseudo-reading showed that a common eye-movement network including frontal eye fields (FEF), supplementary eye fields (SEF), and intraparietal sulci was activated, consistent with previous studies using simpler eye movement tasks. In addition, natural reading versus pseudo-reading showed different patterns of brain activation: normal reading produced activation in a well-established language network that included superior temporal gyrus/sulcus, middle temporal gyrus (MTG), angular gyrus (AG), inferior frontal gyrus, and middle frontal gyrus, whereas pseudo-reading produced activation in an attentional network that included anterior/posterior cingulate and parietal cortex. These results are consistent with results found in previous single-saccade eye movement tasks and SVP reading studies, suggesting that component processes of eye-movement control and language processing observed in past fMRI research generalize to natural reading. The results also suggest that combining eyetracking and fMRI is a suitable method for investigating the component processes of natural reading in fMRI research. PMID:25566039

  17. Processing, localization and binding activity of zonadhesin suggest a function in sperm adhesion to the zona pellucida during exocytosis of the acrosome.

    PubMed Central

    Bi, Ming; Hickox, John R; Winfrey, Virginia P; Olson, Gary E; Hardy, Daniel M

    2003-01-01

    Zonadhesin is a sperm protein that binds in a species-specific manner to the extracellular matrix ZP (zona pellucida) of the mammalian oocyte. The pig zonadhesin precursor is a 267000-Da mosaic protein with a Type I membrane topology and a large extracellular region comprising meprin/A5 antigen/mu receptor tyrosine phosphatase, mucin and five tandem von Willebrand D (VWD) domains. Multiple mature forms of zonadhesin in the sperm head differ in their avidities for the ZP. To determine the potential functions of zonadhesin forms in gamete adhesion, we characterized the processing, activation and localization of protein in pig spermatozoa. The predominant polypeptides of processed zonadhesin were M(r) 300000 (p300), 105000 (p105) and 45000 (p45). p45 and p105, comprised primarily the D1, D2-D3 domains respectively, and were N-glycosylated. p300 was heavily O-glycosylated, and spanned the meprin/A5 antigen/mu receptor tyrosine phosphatase, mucin and D0 domains. Hydrolysis of the precursor polypeptide occurred in the testis, and N-terminal sequencing of p45 and p105 identified Asp806-Pro and Asp1191-Pro in the D1 and D2 domains respectively as bonds cleaved in the protein's functional maturation. Testicular zonadhesin was extractable with non-ionic detergents, and localized to the developing outer acrosomal membrane of round and elongating spermatids. As spermatozoa transited the epididymis, most of the protein became incorporated into an extraction-resistant fraction, and the proportions of active and of multimeric zonadhesins in the cells increased. Zonadhesin localized to the perimeter of the acrosome in intact ejaculated spermatozoa and to the leading edge of acrosomal matrix overlying cells with disrupted acrosomal membranes. We conclude that the zonadhesin precursor is specifically proteolysed, glycosylated and assembled into particulate structures in the distal parts of the acrosome where it may mediate specific adhesion to the ZP during the initial stages of

  18. Activation of RNA polymerase III transcription of human Alu repetitive elements by adenovirus type 5: Requirement for the E1b 58-Kilodalton protein and the products of E4 open reading frames 3 and 6

    SciTech Connect

    Panning, B.; Smiley, J.R. )

    1993-06-01

    Alu elements are the single most abundant class of dispersed repeated sequences in the human genome, comprising 5-10% of the mass of human DNA. This report demonstrates that Ad5 infection strongly stimulates Pol III transcription of human Alu elements in HeLa and 293 cells. In contrast to the cases of Ad5-induced Pol III transcriptional activation, this process requires the E1b 58-kDa protein and the products of E4 open reading frames (ORFs) 3 and 6 in addition to the E1a 289-residue product. These findings suggest novel regulatory properties of the Ad5 E1b and E4 proteins and raise the possibility that analogous cellular trans-acting factors serve to modulate Alu expression in vivo.

  19. The active stem cell specific expression of sponge Musashi homolog EflMsiA suggests its involvement in maintaining the stem cell state.

    PubMed

    Okamoto, Kazuko; Nakatsukasa, Mikiko; Alié, Alexandre; Masuda, Yoshiki; Agata, Kiyokazu; Funayama, Noriko

    2012-01-01

    A hallmark of stem cells is the ability to sustainably generate stem cells themselves (self-renew) as well as differentiated cells. Although a full understanding of this ability will require clarifying underlying the primordial molecular and cellular mechanisms, how stem cells maintain their stem state and their population in the evolutionarily oldest extant multicellular organisms, sponges, is poorly understood. Here, we report the identification of the first stem cell-specific gene in demosponges, a homolog of Musashi (an evolutionarily conserved RNA binding protein that regulates the stem cell state in various organisms). EflMsiA, a Musashi paralog, is specifically expressed in stem cells (archeocytes) in the freshwater sponge Ephydatia fluviatilis. EflMsiA protein is localized predominantly in the nucleus, with a small fraction in the cytoplasm, in archeocytes. When archeocytes enter M-phase, EflMsiA protein diffuses into the cytoplasm, probably because of the breakdown of the nuclear membrane. In the present study, the existence of two types of M-phase archeocytes [(M)-archeocytes] was revealed by a precise analysis of the expression levels of EflMsiA mRNA and protein. In Type I (M)-archeocytes, presumably archeocytes undergoing self-renewal, the expression levels of EflMsiA mRNA and protein were high. In Type II (M)-archeocytes, presumably archeocytes committed to differentiate (committed archeocytes), the expression levels of EflMsiA mRNA and protein were about 60% and 30% lower than those in Type I (M)-archeocytes. From these results, archeocytes can be molecularly defined for the first time as EflMsiA-mRNA-expressing cells. Furthermore, these findings shed light on the mode of cell division of archeocytes and suggest that archeocytes divide symmetrically for both self-renewal and differentiation. PMID:22464976

  20. Promoting a Reading Culture in School Community: How to Engage Reading Activities Cross Curricula, Directors, Teachers, Students, Parents, Administrative Services, Local Authorities, Public Libraries and Other Partners--Relating a Project

    ERIC Educational Resources Information Center

    Martins, Ana Bela; Marques, Alexandra

    2010-01-01

    The main purpose of this paper is to present how an intensive collaboration between the National Portuguese Reading Plan and the School Libraries Network Programme plays an important role in the promotion of reading literacy as a baseline to develop all kinds of other literacy abilities and empower the role of school libraries and the…

  1. Abracadabra?? Reading Casts a Spell.

    ERIC Educational Resources Information Center

    Benoit, Robin Moore

    1981-01-01

    Discusses the planning and success of a five-day program designed to capture the interests of third, fourth, and fifth graders through reading and activities on magic. Nine fiction and 13 nonfiction sources on magic are given. (RBF)

  2. Autophagy Defects Suggested by Low Levels of Autophagy Activator MAP1S and High Levels of Autophagy Inhibitor LRPPRC Predict Poor Prognosis of Prostate Cancer Patients

    PubMed Central

    Jiang, Xianhan; Zhong, Weide; Huang, Hai; He, Huichan; Jiang, Funeng; Chen, Yanru; Yue, Fei; Zou, Jing; Li, Xun; He, Yongzhong; You, Pan; Yang, Weiqiang; Lai, Yiming; Wang, Fen; Liu, Leyuan

    2016-01-01

    MAP1S (originally named C19ORF5) is a widely distributed homolog of neuronal-specific MAP1A and MAP1B, and bridges autophagic components with microtubules and mitochondria to affect autophagosomal biogenesis and degradation. Mitochondrion-associated protein LRPPRC functions as an inhibitor for autophagy initiation to protect mitochondria from autophagy degradation. MAP1S and LRPPRC interact with each other and may collaboratively regulate autophagy although the underlying mechanism is yet unknown. Previously, we have reported that LRPPRC levels serve as a prognosis marker of patients with prostate adenocarcinomas (PCA), and that patients with high LRPPRC levels survive a shorter period after surgery than those with low levels of LRPPRC. MAP1S levels are elevated in diethylnitrosamine-induced hepatocelular carcinomas in wildtype mice and the exposed MAP1S-deficient mice develop more malignant hepatocellular carcinomas. We performed immunochemical analysis to evaluate the co-relationship among the levels of MAP1S, LRPPRC, P62, and γ-H2AX. Samples were collected from wildtype and prostate-specific PTEN-deficient mice, 111 patients with PCA who had been followed up for 10 years and 38 patients with benign prostate hyperplasia enrolled in hospitals in Guangzhou, China. The levels of MAP1S were generally elevated so the MAP1S-mediated autophagy was activated in PCA developed in either PTEN-deficient mice or patients than their respective benign tumors. The MAP1S levels among patients with PCA vary dramatically, and patients with low MAP1S levels survive a shorter period than those with high MAP1S levels. Levels of MAP1S in collaboration with levels of LRPPRC can serve as markers for prognosis of prostate cancer patients. PMID:25043940

  3. Let Animals Teach Your Students to Read.

    ERIC Educational Resources Information Center

    Soltow, Willow

    1986-01-01

    Offers a plan for organizing and implementing a schoolwide reading week entitled, "Drop Everything Else, Read" (DEER). Presents explanations and directions for eight reading activities which focus on animals. Includes materials that can be duplicated and used by students as bookmarks and certificates. (ML)

  4. Dialogic Reading. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2010

    2010-01-01

    Dialogic reading is an interactive shared picture-book reading practice designed to enhance young children's language and literacy skills. During the shared reading practice, the adult and the child switch roles so that the child learns to become the storyteller with the assistance of the adult, who functions as an active listener and questioner.…

  5. Promoting Reading and Writing in Head Start.

    ERIC Educational Resources Information Center

    Dodge, Diane Trister

    1997-01-01

    Notes Head Start's obligation to promote literacy skills; presents pertinent strategies: (1) encourage families to talk with and read to children; (2) read to children every day; (3) create a print-rich environment; and (4) infuse reading and writing activities throughout the curriculum. Discusses importance of focusing on language and literacy…

  6. Accentuating Literacy Today: A Reading Consultant's Handbook.

    ERIC Educational Resources Information Center

    Miller, Harry, Comp.; And Others

    This handbook presents brief descriptions of various aspects of reading instruction and related lesson plans and class activities. Sections of the handbook discuss readiness, word recognition, developing vocabulary skills, reading in the content area, and reading comprehension. The handbook also offers brief biographies on Emmett Betts, Guy Bond,…

  7. AWARE (Alabama Working at Reading Excellence).

    ERIC Educational Resources Information Center

    Alabama Univ., Tuscaloosa. Coll. of Education.

    The selected material from the Right-to-Read Institute consists of: (1) Goals of the Institute and Specific Objectives, (2) Alabama Working at Reading Excellence Program, (3) What is the Right to Read?, (4) Objectives, (5) Activities - Studies, (6) Inventory, (7) Recommendations, (8) Alabama Population Characteristics and (9) Sounds and Light for…

  8. Dialogic Reading. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2006

    2006-01-01

    "Dialogic Reading" is an interactive shared picture book reading practice designed to enhance young children's language and literacy skills. During the shared reading practice, the adult and the child switch roles so that the child learns to become the storyteller with the assistance of the adult, who functions as an active listener and…

  9. Wait…This Counts as Reading?

    ERIC Educational Resources Information Center

    Dempsey, Allison

    2015-01-01

    Many sixth grade students think they are telling the truth when they complain, "Reading is boring." However, they don't realize what sort of activities encompass reading. As a teacher with a few years of experience, I am finding new ways to engage reluctant readers and show them reading can take many different forms. In this essay, I…

  10. Keys to Reading among Middle School Children

    ERIC Educational Resources Information Center

    Smith, Nichole; Day, Barbara

    2013-01-01

    A recent decline in reading has become a major issue, as Americans are not reading out of necessity or as a leisure activity. In addition, a connection has been found between children's leisure reading habits and their level of academic achievement, causing even more concern. (Contains 1 table.)

  11. A suggested emergency medicine boot camp curriculum for medical students based on the mapping of Core Entrustable Professional Activities to Emergency Medicine Level 1 milestones

    PubMed Central

    Lamba, Sangeeta; Wilson, Bryan; Natal, Brenda; Nagurka, Roxanne; Anana, Michael; Sule, Harsh

    2016-01-01

    Background An increasing number of students rank Emergency Medicine (EM) as a top specialty choice, requiring medical schools to provide adequate exposure to EM. The Core Entrustable Professional Activities (EPAs) for Entering Residency by the Association of American Medical Colleges combined with the Milestone Project for EM residency training has attempted to standardize the undergraduate and graduate medical education goals. However, it remains unclear as to how the EPAs correlate to the milestones, and who owns the process of ensuring that an entering EM resident has competency at a certain minimum level. Recent trends establishing specialty-specific boot camps prepare students for residency and address the variability of skills of students coming from different medical schools. Objective Our project’s goal was therefore to perform a needs assessment to inform the design of an EM boot camp curriculum. Toward this goal, we 1) mapped the core EPAs for graduating medical students to the EM residency Level 1 milestones in order to identify the possible gaps/needs and 2) conducted a pilot procedure workshop that was designed to address some of the identified gaps/needs in procedural skills. Methods In order to inform the curriculum of an EM boot camp, we used a systematic approach to 1) identify gaps between the EPAs and EM milestones (Level 1) and 2) determine what essential and supplemental competencies/skills an incoming EM resident should ideally possess. We then piloted a 1-day, three-station advanced ABCs procedure workshop based on the identified needs. A pre-workshop test and survey assessed knowledge, preparedness, confidence, and perceived competence. A post-workshop survey evaluated the program, and a posttest combined with psychomotor skills test using three simulation cases assessed students’ skills. Results Students (n=9) reported increased confidence in the following procedures: intubation (1.5–2.1), thoracostomy (1.1–1.9), and central venous

  12. Girls, Boys and Early Reading: Parents' Gendered Views about Literacy and Children's Attitudes towards Reading

    ERIC Educational Resources Information Center

    Ozturk, Gulsah; Hill, Susan; Yates, Gregory C. R.

    2016-01-01

    This study investigated the relationship between children's attitudes towards reading and their parents' gendered views about literacy (GVL). It was assumed that parents may have GVL by favouring girls in reading activities, which could limit boys' enjoyment in reading activities. This study was conducted with 31 five-year-old children in first…

  13. A ventral visual stream reading center independent of visual experience.

    PubMed

    Reich, Lior; Szwed, Marcin; Cohen, Laurent; Amedi, Amir

    2011-03-01

    The visual word form area (VWFA) is a ventral stream visual area that develops expertise for visual reading. It is activated across writing systems and scripts and encodes letter strings irrespective of case, font, or location in the visual field with striking anatomical reproducibility across individuals. In the blind, comparable reading expertise can be achieved using Braille. This study investigated which area plays the role of the VWFA in the blind. One would expect this area to be at either parietal or bilateral occipital cortex, reflecting the tactile nature of the task and crossmodal plasticity, respectively. However, according to the metamodal theory, which suggests that brain areas are responsive to a specific representation or computation regardless of their input sensory modality, we predicted recruitment of the left-hemispheric VWFA, identically to the sighted. Using functional magnetic resonance imaging, we show that activation during Braille reading in blind individuals peaks in the VWFA, with striking anatomical consistency within and between blind and sighted. Furthermore, the VWFA is reading selective when contrasted to high-level language and low-level sensory controls. Thus, we propose that the VWFA is a metamodal reading area that develops specialization for reading regardless of visual experience. PMID:21333539

  14. Slow Reading: Reading along "Lectio" Lines

    ERIC Educational Resources Information Center

    Badley, K. Jo-Ann; Badley, Ken

    2011-01-01

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

  15. Reading Together: A Successful Reading Fluency Intervention

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  16. Pleasure Reading and Reading Rate Gains

    ERIC Educational Resources Information Center

    Beglar, David; Hunt, Alan

    2014-01-01

    This study investigated the effects of (a) the amount of pleasure reading completed, (b) the type of texts read (i.e., simplified or unsimplified books), and (c) the level of simplified texts read by 14 Japanese university students who made the largest reading rate gains over one academic year. The findings indicated that the participants who made…

  17. Playing Football without a Ball: Language, Reading and Academic Performance in a High-Poverty School

    ERIC Educational Resources Information Center

    Pretorius, Elizabeth J.; Mampuru, Deborah Maphoko

    2007-01-01

    Second language (L2) reading research suggests that there is a complex interplay between L2 proficiency, first language (L1) reading and L2 reading. However, not much is known about the effect of L1 proficiency on L1 reading, and of L1 reading on L2 reading, or vice versa, in bilingual settings when readers have few opportunities for extensive…

  18. Reading in a Root-Based-Morphology Language: The Case of Arabic.

    ERIC Educational Resources Information Center

    Abu-Rabia, S.

    2002-01-01

    Reviews the reading process in Arabic as a function of vowels and sentence context. Reviews reading accuracy and reading comprehension results in light of cross-cultural reading to develop a more comprehensive reading theory. Presents the phonology, morphology and sentence context of Arabic in two suggested reading models for poor/beginner Arabic…

  19. 25 and One-Half Simple Things You Can Do To Get Kids Reading.

    ERIC Educational Resources Information Center

    Penn, Matthew

    2000-01-01

    Suggest ways that elementary school media specialists can encourage reading. Highlights include personal attention; students reading aloud; book bibliographies; a comfortable reading corner; competition; student suggestions for titles; contests and games; teacher recommendations; booktalks; displays; and author visits. (LRW)

  20. The Effect on Reasoning, Reading and Number Performance of Computer-Presented Critical Thinking Activities in Five-Year-Old Children.

    ERIC Educational Resources Information Center

    Riding, R. J.; Powell, S. D.

    1987-01-01

    Reports on a study which investigated the possibility of improving five-year-olds' critical thinking skills in reading and mathematics by using computers. Results indicate improvement in the reading area but not in the mathematics area. (RKM)

  1. Vampiremania Sparks Developmental Readers (Open to Suggestion).

    ERIC Educational Resources Information Center

    Kaiden, Ellen Beth

    1994-01-01

    Describes how using Anne Rice's vampire novel "The Queen of the Damned" as supplementary reading in a developmental college reading course motivated students to enjoy reading and to improve their skills. (SR)

  2. Accurate reading comprehension rate as an indicator of broad reading in students in first, second, and third grades.

    PubMed

    Ciancio, Dennis; Thompson, Kelly; Schall, Megan; Skinner, Christopher; Foorman, Barbara

    2015-10-01

    The relationship between reading comprehension rate measures and broad reading skill development was examined using data from approximately 1425 students (grades 1-3). Students read 3 passages, from a pool of 30, and answered open-ended comprehension questions. Accurate reading comprehension rate (ARCR) was calculated by dividing the percentage of questions answered correctly (%QC) by seconds required to read the passage. Across all 30 passages, ARCR and its two components, %QC correct and time spent reading (1/seconds spent reading the passage), were significantly correlated with broad reading scores, with %QC resulting in the lowest correlations. Two sequential regressions supported previous findings which suggest that ARCR measures consistently produced meaningful incremental increases beyond %QC in the amount of variance explained in broad reading skill; however, ARCR produced small or no incremental increases beyond reading time. Discussion focuses on the importance of the measure of reading time embedded in brief accurate reading rate measures and directions for future research. PMID:26407836

  3. Enriching Vocabulary Development of College Students (Open to Suggestion).

    ERIC Educational Resources Information Center

    Matthews, Steve

    1992-01-01

    Describes two methods used in a college developmental reading class (which heighten awareness of what lies behind a word and encourage active involvement with language) to foster the skills necessary to become independent word learners. (SR)

  4. Journal reading patterns and preferences of pediatricians*

    PubMed Central

    Tenopir, Carol; King, Donald W.; Clarke, Michael T.; Na, Kyoungsik; Zhou, Xiang

    2007-01-01

    Purpose: To describe the journal reading patterns of pediatrician members of the American Academy of Pediatrics (AAP) and compare results to similar surveys of medical faculty and physicians. The research also explored factors that might influence changes in reading patterns in the future, such as adoption of PDA technology. Methodology: A random sample of 2,000 AAP members was drawn from the AAP membership list, with paper surveys distributed in mid-2004. Settings/Subjects: Six hundred sixty-six pediatrician AAP members participated in a survey of reading behavior, with a total of 1,351 members answering some questions about technology use. Results: The hypotheses that pediatricians read many journal articles each month, read each article on average quite quickly, read heavily from personal subscriptions, read from both print and electronic journals, and read for many purposes were all supported. Pediatricians read journal articles primarily for current awareness and most often rely on quick reading from print journals for current awareness. Reading for research, writing, and presentations are more likely from library-provided electronic journals. Discussion/Conclusion: Convenience and purpose of reading are key factors that explain reading patterns of pediatricians. Print personal subscriptions are convenient for current awareness reading, while electronic journals systems are convenient for reading for research because they provide access to a broader range of journals. Publishers and librarians must understand the purposes and patterns of reading to design appropriate journals and services. Pediatricians read many current articles very quickly and from many different locations. Pediatricians under the age of thirty-five are more likely to use PDAs, suggesting that articles delivered to a handheld device might be accepted as convenient in the future. PMID:17252067

  5. Intensive Interventions in Reading for Students with Reading Disabilities: Meaningful Impacts

    PubMed Central

    Vaughn, Sharon; Wanzek, Jeanne

    2013-01-01

    We use three data sources to build a rationale for why intensive interventions are necessary for students with pervasive reading disabilities: current data on the performance of students with disabilities on reading achievement measures over time, observation studies on students with reading disabilities in general and special education classrooms, and findings from intensive intervention studies for students with reading disabilities. Results of these data sources indicate that students with disabilities are not making progress in reading at the same rate as students without disabilities, reading instruction for students with reading disabilities is comprised of excessive amounts of low level tasks, and findings from intensive intervention studies suggest positive impacts for students with reading disabilities. We argue that students with reading disabilities require ongoing intensive interventions that are likely to require schools to change the contexts and practices for these students. PMID:24910504

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

    ERIC Educational Resources Information Center

    Zugel, Kevin

    2012-01-01

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

  7. Solving the Problem of Learning to Read: Children's Linguistic Awareness and Reading Progress.

    ERIC Educational Resources Information Center

    Abramson, Shareen

    A study investigated suggested interrelationships of linguistic awareness, cognitive ability, and reading achievement. The extent to which differences in reading achievement were related to differences in the other areas was also explored. The Linguistic Awareness in Reading Test (LARR), the Coloured Progressive Matrices (CPM), and the Stanford…

  8. Reading Rate, Readability, and Variations in Task-Induced Processing

    ERIC Educational Resources Information Center

    Coke, Esther U.

    1976-01-01

    This study explored the hypothesis that task variables account for previous findings that reading rate is unaffected by readability. The findings suggest that when appropriate reading tasks are chosen, reading rate can be used to infer underlying processes in reading. (Author/DEP)

  9. Two Studies of Reading Compliance among College Students

    ERIC Educational Resources Information Center

    Sappington, John; Kinsey, Kimberly; Munsayac, Kirk

    2002-01-01

    College students resist required reading assignments. Likewise, faculty are reluctant to quiz on reading assignments for fear of evoking disapproval. Measurement of reading compliance allows instructors to demonstrate a connection between reading preparation and subsequent success on final exams. The first study suggested that self-reports of…

  10. Beyond Cognition: Reading Motivation and Reading Comprehension

    PubMed Central

    Wigfield, Allan; Gladstone, Jessica; Turci, Lara

    2016-01-01

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

  11. Did Herbert Spencer have reading epilepsy?

    PubMed

    Raitiere, Martin N

    2011-10-01

    Herbert Spencer, the nineteenth-century philosopher, has frequently been dismissed as a "fantastical hypochondriac" (as his most recent biographer, Mark Francis, terms him). Yet he left a record in his Autobiography of symptoms that suggest a very different diagnosis. Abruptly at age 35, he found that the activity of reading, previously indulged in without difficulty, triggered paroxysmal episodes of disturbing "head-sensations" including "giddiness" (so Spencer described them); these severely curtailed his ability to carry out his philosophical studies. Of all possible explanations for such episodes, none seems as likely as reading epilepsy. Enduring preconceptions about Spencer's presumed neurosesmay have kept modern historians from appreciating that Spencer suffered from a legitimate, if esoteric, neurological malady. PMID:22003861

  12. Concept-Oriented Reading Instruction (CORI). What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2010

    2010-01-01

    "Concept-Oriented Reading Instruction" is a reading comprehension instructional program for grades 3-9 that integrates reading and science through activities and the use of science books during reading instruction. The program supplements a school's standard science and reading curricula and offers instruction in reading strategies, scientific…

  13. Ideas for Reading Learning Centers.

    ERIC Educational Resources Information Center

    International Reading Association, Newport Beach, CA. California Reading Association.

    This book offers approximately 100 reading activities for use by teachers in the learning center. The activities are divided into such categories as readiness, vocabulary, phonetic analysis, structural analysis, comprehension, creative writing and study skills. Most of the activities describe the objective, materials needed, procedure, directions,…

  14. Reading Recovery. [Fact Sheets].

    ERIC Educational Resources Information Center

    Reading Recovery Council of North America, Columbus, OH.

    This set of 10 fact sheets (each 2 to 4 pages long) addresses aspects of Reading Recovery, a program that helps children to be proficient readers and writers by the end of the first grade. It discusses the basic facts of Reading Recovery; Reading Recovery for Spanish literacy; Reading Recovery lessons; Reading Recovery professional development;…

  15. Reading Growth of Students with Disabilities in the Context of a Large-Scale Statewide Reading Reform Effort

    ERIC Educational Resources Information Center

    Sanford, Amanda Kathleen; Park, Yonghan; Baker, Scott K.

    2013-01-01

    The reading growth of 1,422 second- and third-grade students in special education was examined in the context of schools with 1 and 3 years of experience with Oregon Reading First. Findings suggested that (a) experience with Reading First was associated with greater student reading growth regardless of special education status, (b) students in…

  16. Functional Analysis of the env Open Reading Frame in Human Endogenous Retrovirus IDDMK1,222 Encoding Superantigen Activity

    PubMed Central

    Lapatschek, Matthias; Dürr, Susanne; Löwer, Roswitha; Magin, Christine; Wagner, Hermann; Miethke, Thomas

    2000-01-01

    Mice harbor a family of endogenous retroviruses, the mouse mammary tumor viruses (MMTV), which encode superantigens. These superantigens are responsible for the deletion of T cells expressing certain Vβ chains of the T-cell receptor in the thymus. Human T cells are able to recognize MMTV-encoded superantigens presented by human major histocompatibility complex class II-positive cells. Owing to this and to the similarity of the human and murine immune systems, it was speculated that human endogenous retroviruses might also code for superantigens. Recently, it was reported that a proviral clone (IDDMK1,222) of the human endogenous retrovirus family HTDV/HERV-K encodes a superantigen. The putative superantigen gene was located within the env region of the virus. Stimulated by these findings, we amplified by PCR and cloned into eucaryotic expression vectors open reading frames (ORFs) which were identical or very similar to IDDMK1,222. When we transfected these vectors into A20 cells, a murine B-cell lymphoma, we were able to demonstrate mRNA expression and protein production. However, we did not find any evidence that the ORF stimulated human or murine T cells in a Vβ-specific fashion, the most prominent feature of superantigens. PMID:10864649

  17. Reading Angles in Maps

    PubMed Central

    Izard, Véronique; O'Donnell, Evan; Spelke, Elizabeth S.

    2013-01-01

    Preschool children can navigate by simple geometric maps of the environment, but the nature of the geometric relations they use in map reading remains unclear. Here, children were tested specifically on their sensitivity to angle. Forty-eight children (age 47:15–53:30 months) were presented with fragments of geometric maps, in which angle sections appeared without any relevant length or distance information. Children were able to read these map fragments and compare 2D to 3D angles. However, this ability appeared both variable and fragile among the youngest children of the sample. These findings suggest that 4-year-old children begin to form an abstract concept of angle that applies both to 2D and 3D displays and that serves to interpret novel spatial symbols. PMID:23647223

  18. Reading angles in maps.

    PubMed

    Izard, Véronique; O'Donnell, Evan; Spelke, Elizabeth S

    2014-01-01

    Preschool children can navigate by simple geometric maps of the environment, but the nature of the geometric relations they use in map reading remains unclear. Here, children were tested specifically on their sensitivity to angle. Forty-eight children (age 47:15-53:30 months) were presented with fragments of geometric maps, in which angle sections appeared without any relevant length or distance information. Children were able to read these map fragments and compare two-dimensional to three-dimensional angles. However, this ability appeared both variable and fragile among the youngest children of the sample. These findings suggest that 4-year-old children begin to form an abstract concept of angle that applies both to two-dimensional and three-dimensional displays and that serves to interpret novel spatial symbols. PMID:23647223

  19. An Exploration of Textbook Reading Behaviors

    ERIC Educational Resources Information Center

    Juban, Rusty L.; Lopez, Tará Burnthorne

    2013-01-01

    Using data from student surveys, the authors investigated reading behaviors and attitudes regarding the perceived usefulness of an assigned text and supplemental materials. The findings suggest that even when students are satisfied with the text, they are not likely to read the text as often as suggested, nor are they likely to use the…

  20. READING POETRY IS CREATIVE TOO.

    ERIC Educational Resources Information Center

    GOODRICH, HOWARD B.

    A DISCUSSION OF THE PURPOSES AND PROBLEMS OF TEACHING POETRY TO SECONDARY SCHOOL STUDENTS IS PRESENTED. TEACHING TECHNIQUES ARE SUGGESTED. SPECIFIC SUGGESTIONS ARE GIVEN FOR PRESENTING "FOG,""THE HIGHWAYMAN," AND "THE BELLS." THIS ARTICLE APPEARS IN "JOURNAL OF READING," VOLUME 10, APRIL 1967. (RH)