Examining Predictive Validity of Oral Reading Fluency Slope in Upper Elementary Grades Using Quantile Regression.

PubMed

Cho, Eunsoo; Capin, Philip; Roberts, Greg; Vaughn, Sharon

2017-07-01

Within multitiered instructional delivery models, progress monitoring is a key mechanism for determining whether a child demonstrates an adequate response to instruction. One measure commonly used to monitor the reading progress of students is oral reading fluency (ORF). This study examined the extent to which ORF slope predicts reading comprehension outcomes for fifth-grade struggling readers ( n = 102) participating in an intensive reading intervention. Quantile regression models showed that ORF slope significantly predicted performance on a sentence-level fluency and comprehension assessment, regardless of the students' reading skills, controlling for initial ORF performance. However, ORF slope was differentially predictive of a passage-level comprehension assessment based on students' reading skills when controlling for initial ORF status. Results showed that ORF explained unique variance for struggling readers whose posttest performance was at the upper quantiles at the end of the reading intervention, but slope was not a significant predictor of passage-level comprehension for students whose reading problems were the most difficult to remediate.

Differential Ability Scales-II Prediction of Reading Performance: Global Scores Are Not Enough

ERIC Educational Resources Information Center

Elliott, Colin D.; Hale, James B.; Fiorello, Catherine A.; Dorvil, Cledicianne; Moldovan, Jaime

2010-01-01

This study investigated the effects of broad cognitive abilities derived from the Cattell-Horn-Carroll (CHC) taxonomy, together with the effect of the general factor ("g"), on Wechsler Individual Achievement Test, Second Edition (WIAT-II) reading achievement. Structural equation modeling (SEM) and commonality analyses were applied to the…

Differential gene expression in the siphonophore Nanomia bijuga (Cnidaria) assessed with multiple next-generation sequencing workflows.

PubMed

Siebert, Stefan; Robinson, Mark D; Tintori, Sophia C; Goetz, Freya; Helm, Rebecca R; Smith, Stephen A; Shaner, Nathan; Haddock, Steven H D; Dunn, Casey W

2011-01-01

We investigated differential gene expression between functionally specialized feeding polyps and swimming medusae in the siphonophore Nanomia bijuga (Cnidaria) with a hybrid long-read/short-read sequencing strategy. We assembled a set of partial gene reference sequences from long-read data (Roche 454), and generated short-read sequences from replicated tissue samples that were mapped to the references to quantify expression. We collected and compared expression data with three short-read expression workflows that differ in sample preparation, sequencing technology, and mapping tools. These workflows were Illumina mRNA-Seq, which generates sequence reads from random locations along each transcript, and two tag-based approaches, SOLiD SAGE and Helicos DGE, which generate reads from particular tag sites. Differences in expression results across workflows were mostly due to the differential impact of missing data in the partial reference sequences. When all 454-derived gene reference sequences were considered, Illumina mRNA-Seq detected more than twice as many differentially expressed (DE) reference sequences as the tag-based workflows. This discrepancy was largely due to missing tag sites in the partial reference that led to false negatives in the tag-based workflows. When only the subset of reference sequences that unambiguously have tag sites was considered, we found broad congruence across workflows, and they all identified a similar set of DE sequences. Our results are promising in several regards for gene expression studies in non-model organisms. First, we demonstrate that a hybrid long-read/short-read sequencing strategy is an effective way to collect gene expression data when an annotated genome sequence is not available. Second, our replicated sampling indicates that expression profiles are highly consistent across field-collected animals in this case. Third, the impacts of partial reference sequences on the ability to detect DE can be mitigated through workflow choice and deeper reference sequencing.

Differential Gene Expression in the Siphonophore Nanomia bijuga (Cnidaria) Assessed with Multiple Next-Generation Sequencing Workflows

PubMed Central

Siebert, Stefan; Robinson, Mark D.; Tintori, Sophia C.; Goetz, Freya; Helm, Rebecca R.; Smith, Stephen A.; Shaner, Nathan; Haddock, Steven H. D.; Dunn, Casey W.

2011-01-01

We investigated differential gene expression between functionally specialized feeding polyps and swimming medusae in the siphonophore Nanomia bijuga (Cnidaria) with a hybrid long-read/short-read sequencing strategy. We assembled a set of partial gene reference sequences from long-read data (Roche 454), and generated short-read sequences from replicated tissue samples that were mapped to the references to quantify expression. We collected and compared expression data with three short-read expression workflows that differ in sample preparation, sequencing technology, and mapping tools. These workflows were Illumina mRNA-Seq, which generates sequence reads from random locations along each transcript, and two tag-based approaches, SOLiD SAGE and Helicos DGE, which generate reads from particular tag sites. Differences in expression results across workflows were mostly due to the differential impact of missing data in the partial reference sequences. When all 454-derived gene reference sequences were considered, Illumina mRNA-Seq detected more than twice as many differentially expressed (DE) reference sequences as the tag-based workflows. This discrepancy was largely due to missing tag sites in the partial reference that led to false negatives in the tag-based workflows. When only the subset of reference sequences that unambiguously have tag sites was considered, we found broad congruence across workflows, and they all identified a similar set of DE sequences. Our results are promising in several regards for gene expression studies in non-model organisms. First, we demonstrate that a hybrid long-read/short-read sequencing strategy is an effective way to collect gene expression data when an annotated genome sequence is not available. Second, our replicated sampling indicates that expression profiles are highly consistent across field-collected animals in this case. Third, the impacts of partial reference sequences on the ability to detect DE can be mitigated through workflow choice and deeper reference sequencing. PMID:21829563

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

ERIC Educational Resources Information Center

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

2017-01-01

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

PISA Mathematics and Reading Performance Differences of Mainstream European and Turkish Immigrant Students

ERIC Educational Resources Information Center

Arikan, Serkan; van de Vijver, Fons J. R.; Yagmur, Kutlay

2017-01-01

Lower reading and mathematics performance of Turkish immigrant students as compared to mainstream European students could reflect differential learning outcomes, differential socioeconomic backgrounds of the groups, differential mainstream language proficiency, and/or test bias. Using PISA reading and mathematics scores of these groups, we…

Examination of the Self-Efficacy of Primary School Teacher Candidates towards First Reading-Writing Education

ERIC Educational Resources Information Center

Bayraktar, Hatice Vatansever

2016-01-01

The aim of this study is to examine the levels of the self-efficacy of primary school teacher candidates towards first reading-writing education and whether they differentiate by various variables. The study is prepared in accordance with the screening model. The universe of this study consists of the primary school teacher candidates who receive…

RTI & Differentiated Reading in the K-8 Classroom

ERIC Educational Resources Information Center

Bender, William N.; Waller, Laura

2011-01-01

In "RTI & Differentiated Reading in the K-8 Classroom," the authors argue that whole-group reading instruction in general education classes is no longer an appropriate learning environment. They outline three innovations that educators can integrate to dramatically improve reading instruction from kindergarten through the upper elementary…

Parafoveal magnification: visual acuity does not modulate the perceptual span in reading.

PubMed

Miellet, Sébastien; O'Donnell, Patrick J; Sereno, Sara C

2009-06-01

Models of eye guidance in reading rely on the concept of the perceptual span-the amount of information perceived during a single eye fixation, which is considered to be a consequence of visual and attentional constraints. To directly investigate attentional mechanisms underlying the perceptual span, we implemented a new reading paradigm-parafoveal magnification (PM)-that compensates for how visual acuity drops off as a function of retinal eccentricity. On each fixation and in real time, parafoveal text is magnified to equalize its perceptual impact with that of concurrent foveal text. Experiment 1 demonstrated that PM does not increase the amount of text that is processed, supporting an attentional-based account of eye movements in reading. Experiment 2 explored a contentious issue that differentiates competing models of eye movement control and showed that, even when parafoveal information is enlarged, visual attention in reading is allocated in a serial fashion from word to word.

Matching Interventions to Reading Needs: A Case for Differentiation

ERIC Educational Resources Information Center

Jones, Jill S.; Conradi, Kristin; Amendum, Steven J.

2016-01-01

The purpose of this article is to highlight the importance of providing reading interventions that are differentiated and aligned with an individual student's most foundational reading skill need. The authors present profiles of different readers and suggest three principal areas for support: decoding words, reading at an appropriate rate, and…

A Systematic Investigation of Program Differentiation within a Kindergarten Reading Intervention Study: The Importance of Accounting for Implementation across Conditions

ERIC Educational Resources Information Center

Civetelli, Christina

2012-01-01

This study examined dimensions of treatment integrity, specifically program differentiation, within the context of a kindergarten reading intervention study. The study explored the relationship between program differentiation and student outcomes. The study was conducted within the context of Project Early Reading Intervention (ERI), a four-year…

The Genetic Architecture of Oral Language, Reading Fluency, and Reading Comprehension: A Twin Study From 7 to 16 Years

PubMed Central

2017-01-01

This study examines the genetic and environmental etiology underlying the development of oral language and reading skills, and the relationship between them, over a long period of developmental time spanning middle childhood and adolescence. It focuses particularly on the differential relationship between language and two different aspects of reading: reading fluency and reading comprehension. Structural equation models were applied to language and reading data at 7, 12, and 16 years from the large-scale TEDS twin study. A series of multivariate twin models show a clear patterning of oral language with reading comprehension, as distinct from reading fluency: significant but moderate genetic overlap between oral language and reading fluency (genetic correlation rg = .46–.58 at 7, 12, and 16) contrasts with very substantial genetic overlap between oral language and reading comprehension (rg = .81–.87, at 12 and 16). This pattern is even clearer in a latent factors model, fit to the data aggregated across ages, in which a single factor representing oral language and reading comprehension is correlated with—but distinct from—a second factor representing reading fluency. A distinction between oral language and reading fluency is also apparent in different developmental trajectories: While the heritability of oral language increases over the period from 7 to 12 to 16 years (from h2 = .27 to .47 to .55), the heritability of reading fluency is high and largely stable over the same period of time (h2 = .73 to .71 to .64). PMID:28541066

The genetic architecture of oral language, reading fluency, and reading comprehension: A twin study from 7 to 16 years.

PubMed

Tosto, Maria G; Hayiou-Thomas, Marianna E; Harlaar, Nicole; Prom-Wormley, Elizabeth; Dale, Philip S; Plomin, Robert

2017-06-01

This study examines the genetic and environmental etiology underlying the development of oral language and reading skills, and the relationship between them, over a long period of developmental time spanning middle childhood and adolescence. It focuses particularly on the differential relationship between language and two different aspects of reading: reading fluency and reading comprehension. Structural equation models were applied to language and reading data at 7, 12, and 16 years from the large-scale TEDS twin study. A series of multivariate twin models show a clear patterning of oral language with reading comprehension, as distinct from reading fluency: significant but moderate genetic overlap between oral language and reading fluency (genetic correlation r g = .46-.58 at 7, 12, and 16) contrasts with very substantial genetic overlap between oral language and reading comprehension (r g = .81-.87, at 12 and 16). This pattern is even clearer in a latent factors model, fit to the data aggregated across ages, in which a single factor representing oral language and reading comprehension is correlated with-but distinct from-a second factor representing reading fluency. A distinction between oral language and reading fluency is also apparent in different developmental trajectories: While the heritability of oral language increases over the period from 7 to 12 to 16 years (from h² = .27 to .47 to .55), the heritability of reading fluency is high and largely stable over the same period of time (h² = .73 to .71 to .64). (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Teachers' and Students' Perceptions of Gender-Differentiated Reading Instruction at the High School Level

ERIC Educational Resources Information Center

Taylor, Luke N., III

2014-01-01

In a rural Alabama school district, 38.46% of the students failed the reading portion of the high school graduation examination. While the teachers in the school district were trained to differentiate instruction according to ability and gender, the impact of gender-differentiated reading instruction was unknown. The purpose of this case study was…

Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders’ Word Reading Achievement

PubMed Central

Morrison, Frederick J.; Schatschneider, Christopher; Toste, Jessica; Lundblom, Erin; Crowe, Elizabeth C; Fishman, Barry

2011-01-01

Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are child characteristic by instruction (CXI) interactions. Here we present efficacy results for a randomized control field trial of the Individualizing Student Instruction (ISI) intervention, which relies on dynamic system forecasting intervention models to recommend amounts of reading instruction for each student, taking into account CXI interactions that consider his or her vocabulary and reading skills. The study, conducted in seven schools with 25 teachers and 396 first graders, revealed that students in the ISI intervention classrooms demonstrated significantly greater reading skill gains by spring than did students in control classrooms. Plus, they were more likely to receive differentiated reading instruction based on CXI interaction guided recommended amounts than were students in control classrooms. The precision with which students received the recommended amounts of each type of literacy instruction, the distance from recommendation, also predicted reading outcomes. PMID:22229058

Changes in reading strategies in school-age children.

PubMed

Sanabria Díaz, Gretel; Torres, María del Rosario; Iglesias, Jorge; Mosquera, Raysil; Reigosa, Vivian; Santos, Elsa; Lage, Agustín; Estévez, Nancy; Galán, Lidice

2009-11-01

Learning to read is one of the most important cognitive milestones in the human social environment. One of the most accepted models explaining such process is the Double-Route Cascaded Model. It suggests the existence of two reading strategies: lexical and sublexical. In the Spanish language there are some contradictions about how these strategies are applied for reading. In addition, there are only a few studies dealing with the analysis of shifts between them, achieving a fluent reading process. In this paper we use a reading task including words and pseudowords for characterizing the cost of shifting between reading strategies in children with developmental dyslexia and normal controls. Our results suggest the presence of both strategies in these two experimental groups. In controls, both strategies become more efficient in correspondence to the increased exposition to written material. However, in children with developmental dyslexia only the lexical strategy exhibits such improvement. Their also point to a low cost for shifting between strategies in controls and a much more significant one in children with developmental dyslexia, differentiating subgroups with distinct shifting patterns.

The Substrata-Factor Theory of Reading: Differential Development of Subsystems Underlying Reading Comprehension in the First Year of Instruction.

ERIC Educational Resources Information Center

Katz, Ina; Singer, Harry

A study tested the instructional hypothesis that variation in instructional methods in the initial stages of formal reading development will differentially develop subsystems for attaining comprehension. The 91 kindergarten and first grade students in the study received their usual reading instruction plus supplementary instruction in one of four…

The Beautiful and the Ugly: Reading Ability Modulates Word Spacing Effects in Chinese Children

ERIC Educational Resources Information Center

Lin, Yu-Cheng; Lin, Pei-Ying

2017-01-01

There are no salient word spaces in Mandarin Chinese. Thus, it is unclear whether word spacing information differentially affects the reading speed of children with and without reading difficulties (RD). In the present study, native Chinese-speaking children of differential reading abilities were tested with Chinese text in un-spaced versus spaced…

The Impact of Differentiated Reading Homework Assignments on Students' Attitudes toward Homework, Motivation to Read, Interest in Reading, and Reading Achievement

ERIC Educational Resources Information Center

Hickerson, Danielle

2012-01-01

Previous research has indicated that there is no relationship between traditional homework completion and academic achievement among elementary grade students. Yet, elementary school teachers continue to utilize this practice. The purpose of this quantitative study was to investigate the relationship between nontraditional, differentiated reading…

Do Processing Patterns of Strengths and Weaknesses Predict Differential Treatment Response?

PubMed

Miciak, Jeremy; Williams, Jacob L; Taylor, W Pat; Cirino, Paul T; Fletcher, Jack M; Vaughn, Sharon

2016-08-01

No previous empirical study has investigated whether the LD identification decisions of proposed methods to operationalize processing strengths and weaknesses (PSW) approaches for LD identification are associated with differential treatment response. We investigated whether the identification decisions of the concordance/discordance model (C/DM; Hale & Fiorello, 2004) and Cross Battery Assessment approach (XBA method; Flanagan, Ortiz, & Alfonso, 2007) were consistent and whether they predicted intervention response beyond that accounted for by pretest performance on measures of reading. Psychoeducational assessments were administered at pretest to 203 4 th graders with low reading comprehension and individual results were utilized to identify students who met LD criteria according to the C/DM and XBA methods and students who did not. Resulting group status permitted an investigation of agreement for identification methods and whether group status at pretest (LD or not LD) was associated with differential treatment response to an intensive reading intervention. The LD identification decisions of the XBA and C/DM demonstrated poor agreement with one another (κ = -.10). Comparisons of posttest performance for students who met LD criteria and those who did not meet were largely null, with small effect sizes across all measures. LD status, as identified through the C/DM and XBA approaches, was not associated with differential treatment response and did not contribute educationally meaningful information about how students would respond to intensive reading intervention. These results do not support the value of cognitive assessment utilized in this way as part of the LD identification process.

Time-Based Readout of a Silicon Photomultiplier (SiPM) for Time of Flight Positron Emission Tomography (TOF-PET)

NASA Astrophysics Data System (ADS)

Powolny, F.; Auffray, E.; Brunner, S. E.; Garutti, E.; Goettlich, M.; Hillemanns, H.; Jarron, P.; Lecoq, P.; Meyer, T.; Schultz-Coulon, H. C.; Shen, W.; Williams, M. C. S.

2011-06-01

Time of flight (TOF) measurements in positron emission tomography (PET) are very challenging in terms of timing performance, and should ideally achieve less than 100 ps FWHM precision. We present a time-based differential technique to read out silicon photomultipliers (SiPMs) which has less than 20 ps FWHM electronic jitter. The novel readout is a fast front end circuit (NINO) based on a first stage differential current mode amplifier with 20 Ω input resistance. Therefore the amplifier inputs are connected differentially to the SiPM's anode and cathode ports. The leading edge of the output signal provides the time information, while the trailing edge provides the energy information. Based on a Monte Carlo photon-generation model, HSPICE simulations were run with a 3 × 3 mm2 SiPM-model, read out with a differential current amplifier. The results of these simulations are presented here and compared with experimental data obtained with a 3 × 3 × 15 mm3 LSO crystal coupled to a SiPM. The measured time coincidence precision and the limitations in the overall timing accuracy are interpreted using Monte Carlo/SPICE simulation, Poisson statistics, and geometric effects of the crystal.

Emotional balances in experimental consumer choices.

PubMed

Mengov, George; Egbert, Henrik; Pulov, Stefan; Georgiev, Kalin

2008-11-01

This paper presents an experiment, which builds a bridge over the gap between neuroscience and the analysis of economic behaviour. We apply the mathematical theory of Pavlovian conditioning, known as Recurrent Associative Gated Dipole (READ), to analyse consumer choices in a computer-based experiment. Supplier reputations, consumer satisfaction, and customer reactions are operationally defined and, together with prices, related to READ's neural dynamics. We recorded our participants' decisions with their timing, and then mapped those decisions on a sequence of events generated by the READ model. To achieve this, all constants in the differential equations were determined using simulated annealing with data from 129 people. READ predicted correctly 96% of all consumer choices in a calibration sample (n=1290), and 87% in a test sample (n=903), thus outperforming logit models. The rank correlations between self-assessed and dipole-generated consumer satisfactions were 89% in the calibration sample and 78% in the test sample, surpassing by a wide margin the best linear regression model.

Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences.

PubMed

Peterson, Robin L; Boada, Richard; McGrath, Lauren M; Willcutt, Erik G; Olson, Richard K; Pennington, Bruce F

The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years ( N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders.

Global, broad, or specific cognitive differences? Using a MIMIC model to examine differences in CHC abilities in children with learning disabilities.

PubMed

Niileksela, Christopher R; Reynolds, Matthew R

2014-01-01

This study was designed to better understand the relations between learning disabilities and different levels of latent cognitive abilities, including general intelligence (g), broad cognitive abilities, and specific abilities based on the Cattell-Horn-Carroll theory of intelligence (CHC theory). Data from the Differential Ability Scales-Second Edition (DAS-II) were used to create a multiple-indicator multiple cause model to examine the latent mean differences in cognitive abilities between children with and without learning disabilities in reading (LD reading), math (LD math), and reading and writing(LD reading and writing). Statistically significant differences were found in the g factor between the norm group and the LD groups. After controlling for differences in g, the LD reading and LD reading and writing groups showed relatively lower latent processing speed, and the LD math group showed relatively higher latent comprehension-knowledge. There were also some differences in some specific cognitive abilities, including lower scores in spatial relations and numerical facility for the LD math group, and lower scores in visual memory for the LD reading and writing group. These specific mean differences were above and beyond any differences in the latent cognitive factor means.

The influence of working memory on reading growth in subgroups of children with reading disabilities.

PubMed

Swanson, H Lee; Jerman, Olga

2007-04-01

This 3-year longitudinal study determined whether (a) subgroups of children with reading disabilities (RD) (children with RD only, children with both reading and arithmetic deficits, and low verbal IQ readers) and skilled readers varied in working memory (WM) and short-term memory (STM) growth and (b) whether growth in an executive system and/or a phonological storage system mediated growth in reading performance. A battery of memory and reading measures was administered to 84 children (11-17 years of age) across three testing waves spaced 1 year apart. The results showed that skilled readers yielded higher WM growth estimates than did the RD groups. No significant differentiation among subgroups of children with RD on growth measures emerged. Hierarchical linear modeling showed that WM (controlled attention), rather than STM (phonological loop), was related to growth in reading comprehension and reading fluency. The results support the notion that deficient growth in the executive component of WM underlies RD.

Relationships among Utilization of an Online Differentiated Reading Program, ELL Student Literacy Outcomes, and Teacher Attitudes

ERIC Educational Resources Information Center

Meredith, David C.

2017-01-01

This study investigated whether use of the Achieve 3000 differentiated reading internet program correlated with increased incidence of ELL students achieving proficiency and/or with improvement in reading and literacy scores. It also examined attitudes among district ELL teachers. Results supported DI and CALL methods as instructional approaches.…

Unpacking socio-economic risks for reading and academic self-concept in primary school: Differential effects and the role of the preschool home learning environment.

PubMed

Crampton, Alexandria; Hall, James

2017-09-01

Uncertainty remains concerning how children's reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments. To contrast the impacts of early socio-economic risks and preschool home learning environments upon British children's reading abilities and academic self-concept between 7 and 10 years. n = 3,172 British children aged 3-10 years and their families. A secondary analysis of the nationally representative UK EPPE database. Multilevel structural equation modelling calculated the direct, indirect, and total impacts of early socio-economic risks (0-3 years) and preschool home learning environments (3-5 years) upon children's reading ability and academic self-concept between 7 and 10 years. Early socio-economic risk had different effects upon children's reading ability and academic self-concept. Early socio-economic risks affected children's reading at ages 7 and 10 both directly and indirectly via effects upon preschool home learning environments. By contrast, early socio-economic risks had only indirect effects upon children's academic self-concept via less stimulating home learning environments in the preschool period and by limiting reading abilities early on in primary school. Although the impacts of early socio-economic risks are larger and more easily observed upon reading than upon academic self-concept, they can impact both by making it less likely that children will experience enriching home learning environments during the preschool period. This has implications for social policymakers, early educators, and interventionists. Intervening early and improving preschool home learning environments can do more than raise children's reading abilities; secondary benefits may also be achievable upon children's self-concept. © 2017 The British Psychological Society.

Differential vergence movements in reading Chinese and English: Greater fixation-initial binocular disparity is advantageous in reading the denser orthography.

PubMed

Hsiao, Yi-Ting; Shillcock, Richard; Obregón, Mateo; Kreiner, Hamutal; Roberts, Matthew A J; McDonald, Scott

2017-07-11

We explore two aspects of exovergence: we test whether smaller binocular fixation disparities accompany the shorter saccades and longer fixations observed in reading Chinese; we test whether potentially advantageous psychophysical effects of exovergence (cf. Arnold & Schindel, 2010; Kersten & Murray, 2010) transfer to text reading. We report differential exovergence in reading Chinese and English: Chinese readers begin fixations with more binocular disparity, but end fixations with a disparity closely similar to that of the English readers. We conclude that greater fixation-initial binocular fixation disparity can be adaptive in the reading of visually and cognitively denser text.

Reading Comprehension and Phonics Research: Review of Correlational Analyses with Deaf and Hard-of-Hearing Students.

PubMed

Luft, Pamela

2018-04-01

This manuscript reviews 28 studies of reading research on deaf and hard-of-hearing (DHH) students published since 2000 that used correlational analyses. The examination focused on assessment issues affecting measurement and analysis of relationships between early phonological or orthographic skills and reading comprehension. Mixed outcomes complicate efforts to determine evidence-based practices, and to develop an accurate model of reading. Across the 28 studies, DHH participants represented a wide age range with potential floor and ceiling effects that reduce score variability for valid correlations. Many studies assessed readers beyond the optimal ages during which early skills develop and are most useful for reading. Reading skills also were assessed using a diverse array of measures and skill definitions. Particularly for reading comprehension, word-level and text-level abilities appear to be different constructs. Suggestions include more consistent skill definitions and differential timing for early- versus later-developing skill assessments to ensure more robust correlational relationships.

Cognitive Correlates of Inadequate Response to Reading Intervention

PubMed Central

Fletcher, Jack M.; Stuebing, Karla K.; Barth, Amy E.; Denton, Carolyn A.; Cirino, Paul T.; Francis, David J.; Vaughn, Sharon

2012-01-01

The cognitive attributes of Grade 1 students who responded adequately and inadequately to a Tier 2 reading intervention were evaluated. The groups included inadequate responders based on decoding and fluency criteria (n = 29), only fluency criteria (n = 75), adequate responders (n = 85), and typically achieving students (n = 69). The cognitive measures included assessments of phonological awareness, rapid letter naming, oral language skills, processing speed, vocabulary, and nonverbal problem solving. Comparisons of all four groups identified phonological awareness as the most significant contributor to group differentiation. Measures of rapid letter naming, syntactic comprehension/working memory, and vocabulary also contributed uniquely to some comparisons of adequate and inadequate responders. In a series of regression analyses designed to evaluate the contributions of responder status to cognitive skills independently of variability in reading skills, only the model for rapid letter naming achieved statistical significance, accounting for a small (1%) increment in explained variance beyond that explained by models based only on reading levels. Altogether, these results do not suggest qualitative differences among the groups, but are consistent with a continuum of severity associated with the level of reading skills across the four groups. PMID:23125475

Unpacking Socio-Economic Risks for Reading and Academic Self-Concept in Primary School: Differential Effects and the Role of the Preschool Home Learning Environment

ERIC Educational Resources Information Center

Crampton, Alexandria; Hall, James

2017-01-01

Background: Uncertainty remains concerning how children's reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments. Aims: To contrast the impacts of early socio-economic risks and preschool home learning environments upon British children's reading abilities and…

Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial

ERIC Educational Resources Information Center

Al Otaiba, Stephanie; Connor, Carol M.; Folsom, Jessica S.; Greulich, Luana; Meadows, Jane; Li, Zhi

2011-01-01

The purpose of this cluster-randomized control field trial was to examine whether kindergarten teachers could learn to differentiate classroom reading instruction using Individualized Student Instruction for Kindergarten (ISI-K) and to test the efficacy of differentiation on reading outcomes. The study involved 14 schools, 23 ISI-K (n = 305…

Differential Effects of Reading and Memorization of Paired Associates on Vocabulary Acquisition in Adult Learners of English as a Second Language.

ERIC Educational Resources Information Center

Hermann, Frank

2003-01-01

Investigates differential effects of reading and paired associate learning on vocabulary acquisition of adult English-as-a-Second-Language learners. Two groups of university students participated. One group read "Animal Farm" while the comparison group memorized a list of words preselected from the novel. Suggests that for encouraging long-term…

Improving RNA-Seq expression estimation by modeling isoform- and exon-specific read sequencing rate.

PubMed

Liu, Xuejun; Shi, Xinxin; Chen, Chunlin; Zhang, Li

2015-10-16

The high-throughput sequencing technology, RNA-Seq, has been widely used to quantify gene and isoform expression in the study of transcriptome in recent years. Accurate expression measurement from the millions or billions of short generated reads is obstructed by difficulties. One is ambiguous mapping of reads to reference transcriptome caused by alternative splicing. This increases the uncertainty in estimating isoform expression. The other is non-uniformity of read distribution along the reference transcriptome due to positional, sequencing, mappability and other undiscovered sources of biases. This violates the uniform assumption of read distribution for many expression calculation approaches, such as the direct RPKM calculation and Poisson-based models. Many methods have been proposed to address these difficulties. Some approaches employ latent variable models to discover the underlying pattern of read sequencing. However, most of these methods make bias correction based on surrounding sequence contents and share the bias models by all genes. They therefore cannot estimate gene- and isoform-specific biases as revealed by recent studies. We propose a latent variable model, NLDMseq, to estimate gene and isoform expression. Our method adopts latent variables to model the unknown isoforms, from which reads originate, and the underlying percentage of multiple spliced variants. The isoform- and exon-specific read sequencing biases are modeled to account for the non-uniformity of read distribution, and are identified by utilizing the replicate information of multiple lanes of a single library run. We employ simulation and real data to verify the performance of our method in terms of accuracy in the calculation of gene and isoform expression. Results show that NLDMseq obtains competitive gene and isoform expression compared to popular alternatives. Finally, the proposed method is applied to the detection of differential expression (DE) to show its usefulness in the downstream analysis. The proposed NLDMseq method provides an approach to accurately estimate gene and isoform expression from RNA-Seq data by modeling the isoform- and exon-specific read sequencing biases. It makes use of a latent variable model to discover the hidden pattern of read sequencing. We have shown that it works well in both simulations and real datasets, and has competitive performance compared to popular methods. The method has been implemented as a freely available software which can be found at https://github.com/PUGEA/NLDMseq.

An empirical likelihood ratio test robust to individual heterogeneity for differential expression analysis of RNA-seq.

PubMed

Xu, Maoqi; Chen, Liang

2018-01-01

The individual sample heterogeneity is one of the biggest obstacles in biomarker identification for complex diseases such as cancers. Current statistical models to identify differentially expressed genes between disease and control groups often overlook the substantial human sample heterogeneity. Meanwhile, traditional nonparametric tests lose detailed data information and sacrifice the analysis power, although they are distribution free and robust to heterogeneity. Here, we propose an empirical likelihood ratio test with a mean-variance relationship constraint (ELTSeq) for the differential expression analysis of RNA sequencing (RNA-seq). As a distribution-free nonparametric model, ELTSeq handles individual heterogeneity by estimating an empirical probability for each observation without making any assumption about read-count distribution. It also incorporates a constraint for the read-count overdispersion, which is widely observed in RNA-seq data. ELTSeq demonstrates a significant improvement over existing methods such as edgeR, DESeq, t-tests, Wilcoxon tests and the classic empirical likelihood-ratio test when handling heterogeneous groups. It will significantly advance the transcriptomics studies of cancers and other complex disease. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Differentiation Practices in Grade 2 and 3: Variations in Teacher Behavior in Mathematics and Reading Comprehension Lessons

ERIC Educational Resources Information Center

Ritzema, Evelien S.; Deunk, Marjolein I.; Bosker, Roel J.

2016-01-01

This study focused on the differentiation practices of second- and third-grade teachers in mathematics and reading comprehension lessons. Preconditions for differentiation, classroom organization, and how teachers dealt with students of different ability levels were investigated through observations, using a time-sampling instrument. Data of 43…

Screening for Dyslexia Using Eye Tracking during Reading.

PubMed

Nilsson Benfatto, Mattias; Öqvist Seimyr, Gustaf; Ygge, Jan; Pansell, Tony; Rydberg, Agneta; Jacobson, Christer

2016-01-01

Dyslexia is a neurodevelopmental reading disability estimated to affect 5-10% of the population. While there is yet no full understanding of the cause of dyslexia, or agreement on its precise definition, it is certain that many individuals suffer persistent problems in learning to read for no apparent reason. Although it is generally agreed that early intervention is the best form of support for children with dyslexia, there is still a lack of efficient and objective means to help identify those at risk during the early years of school. Here we show that it is possible to identify 9-10 year old individuals at risk of persistent reading difficulties by using eye tracking during reading to probe the processes that underlie reading ability. In contrast to current screening methods, which rely on oral or written tests, eye tracking does not depend on the subject to produce some overt verbal response and thus provides a natural means to objectively assess the reading process as it unfolds in real-time. Our study is based on a sample of 97 high-risk subjects with early identified word decoding difficulties and a control group of 88 low-risk subjects. These subjects were selected from a larger population of 2165 school children attending second grade. Using predictive modeling and statistical resampling techniques, we develop classification models from eye tracking records less than one minute in duration and show that the models are able to differentiate high-risk subjects from low-risk subjects with high accuracy. Although dyslexia is fundamentally a language-based learning disability, our results suggest that eye movements in reading can be highly predictive of individual reading ability and that eye tracking can be an efficient means to identify children at risk of long-term reading difficulties.

Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?

PubMed Central

Otaiba, Stephanie Al; Folsom, Jessica S.; Wanzek, Jeannie; Greulich, Luana; Wasche, Jessica; Schatschneider, Christopher; Connor, Carol

2015-01-01

Two primary purposes guided this quasi-experimental within-teacher study: (1) to examine changes from baseline through two years of professional development (Individualizing Student Instruction) in kindergarten teachers’ differentiation of Tier 1 literacy instruction; (2) to examine changes in reading and vocabulary of three cohorts of the teachers’ students (n = 416). Teachers’ instruction was observed and students were assessed on standardized measures of vocabulary and word reading. Results suggested that teachers significantly increased their differentiation and students showed significantly greater word reading outcomes relative to baseline. No change was observed for vocabulary. Results have implications for supporting teacher effectiveness through technology-supported professional development. PMID:27346927

Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?

PubMed

Otaiba, Stephanie Al; Folsom, Jessica S; Wanzek, Jeannie; Greulich, Luana; Wasche, Jessica; Schatschneider, Christopher; Connor, Carol

Two primary purposes guided this quasi-experimental within-teacher study: (1) to examine changes from baseline through two years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; (2) to examine changes in reading and vocabulary of three cohorts of the teachers' students ( n = 416). Teachers' instruction was observed and students were assessed on standardized measures of vocabulary and word reading. Results suggested that teachers significantly increased their differentiation and students showed significantly greater word reading outcomes relative to baseline. No change was observed for vocabulary. Results have implications for supporting teacher effectiveness through technology-supported professional development.

IPhone or Kindle: Competition of Electronic Books Sales

NASA Astrophysics Data System (ADS)

Chen, Li

With the technical development of the reading equipment, e-books have witnessed a gradual and steady increase in sales in recent years. Last year, smart phones announced to be able to perform additional functions as e-book reading devices, making it possible for retailers selling e-books for smart phones (SPR) such as iPhone to differentiate with those selling e-books for specific reading equipment (SER) such as Amazon Kindle. We develop a game theory model to examine the competition between SER and SPR retailers. We derive the equilibrium price and analyze the factors that affect equilibrium outcomes under both scenarios of complete and incomplete information. Our results suggest that reduced cost due to inconvenience of reading e-books over iPhone lowers equilibrium prices, and reduced cost of specific reading equipment leads to more intense price competition. Under information asymmetry, we show that SER retailers will increase the price at equilibrium.

The emotion potential of words and passages in reading Harry Potter--an fMRI study.

PubMed

Hsu, Chun-Ting; Jacobs, Arthur M; Citron, Francesca M M; Conrad, Markus

2015-03-01

Previous studies suggested that the emotional connotation of single words automatically recruits attention. We investigated the potential of words to induce emotional engagement when reading texts. In an fMRI experiment, we presented 120 text passages from the Harry Potter book series. Results showed significant correlations between affective word (lexical) ratings and passage ratings. Furthermore, affective lexical ratings correlated with activity in regions associated with emotion, situation model building, multi-modal semantic integration, and Theory of Mind. We distinguished differential influences of affective lexical, inter-lexical, and supra-lexical variables: differential effects of lexical valence were significant in the left amygdala, while effects of arousal-span (the dynamic range of arousal across a passage) were significant in the left amygdala and insula. However, we found no differential effect of passage ratings in emotion-associated regions. Our results support the hypothesis that the emotion potential of short texts can be predicted by lexical and inter-lexical affective variables. Copyright © 2015 Elsevier Inc. All rights reserved.

The effects of interaction with the device described by procedural text on recall, true/false, and task performance.

PubMed

Diehl, V A; Mills, C B

1995-11-01

In two experiments, subjects interacted to different extents with relevant devices while reading two complex multistep procedural texts and were then tested with task performance time, true/false, and recall measures. While reading, subjects performed the task (read and do), saw the experimenter perform the task (read and see experimenter do), imagined doing the task (read and imagine), looked at the device while reading (read and see), or only read (read only). Van Dijk and Kintsch's (1983) text representation theory led to the prediction that exposure to the task device (in the read-and-do, read-and-see, and read-and-see-experimenter-do conditions) would lead to the development of a stronger situation model and therefore faster task performance, whereas the read-only and read-and-see conditions would lead to a better textbase, and therefore better performance on the true/false and recall tasks. Paivio's (1991) dual coding theory led to the opposite prediction for recall. The results supported the text representation theory with task performance and recall. The read-and-see condition produced consistently good performance on the true/false measure. Amount of text study time contributed to recall performance. These findings support the notion that information available while reading leads to differential development of representations in memory, which, in turn, causes differences in performance on various measures.

Differential Effects of Male and Female Reading Tutors Based on Boys' Gendered Views of Reading

ERIC Educational Resources Information Center

Sokal, Laura; Thiem, Cassandra; Crampton, Amanda; Katz, Herb

2009-01-01

This study examined the effects of the gender of reading tutors on 173 third and fourth grade mainly inner-city boys identified as struggling readers. Reading achievement ("Alberta Diagnostic Reading Program") and reader self-perceptions ("Readers' Self-Perception Scale") were monitored over a 22-week reading intervention.…

The relation of linguistic awareness and vocabulary to word reading and spelling for first grade students participating in Response to Intervention

PubMed Central

Kim, Young-Suk; Apel, Kenn; Otaiba, Stephanie Al

2013-01-01

Purpose We examined the relations of phonological, morphological, and orthographic awareness and vocabulary to word reading and spelling for first grade children who were receiving differentiated instruction in a Response to Intervention (RTI) model of instruction (N = 304). Method First grade children were assessed on their phonological, morphological, and orthographic awareness, expressive vocabulary, word reading, and spelling. Year-end word reading and spelling were outcome variables while phonological, morphological, and orthographic awareness, expressive vocabulary, and RTI status (Tiers 1, 2, & 3) were predictor variables assessed in the middle of the school year. Results The three linguistic awareness skills were unique predictors of word reading and phonological and orthographic awareness were unique predictors of spelling. The contributions these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RTI tier status. Conclusion These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy skills. Educational implications are discussed. PMID:23833281

The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.

PubMed

Kim, Young-Suk; Apel, Kenn; Al Otaiba, Stephanie

2013-10-01

The relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention (RtI) model of instruction. First-grade children were assessed on their phonological, orthographic, and morphological awareness; expressive vocabulary; word reading; and spelling. Year-end word reading and spelling were outcome variables, and phonological, orthographic, and morphological awareness; expressive vocabulary; and RtI status (Tiers 1, 2, & 3) were predictor variables. The 3 linguistic awareness skills were unique predictors of word reading, and phonological and orthographic awareness were unique predictors of spelling. The contributions that these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RtI tier status. These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy abilities. Educational implications are discussed.

The Relationship between Different Measures of Oral Reading Fluency and Reading Comprehension in Second-Grade Students Who Evidence Different Oral Reading Fluency Difficulties

ERIC Educational Resources Information Center

Wise, Justin C.; Sevcik, Rose A.; Morris, Robin D.; Lovett, Maureen W.; Wolf, Maryanne; Kuhn, Melanie; Meisinger, Beth; Schwanenflugel, Paula

2010-01-01

Purpose: The purpose of this study was to examine whether different measures of oral reading fluency relate differentially to reading comprehension performance in two samples of second-grade students: (a) students who evidenced difficulties with nonsense-word oral reading fluency, real-word oral reading fluency, and oral reading fluency of…

Cognitive neuropsychological analysis of differential reading and spelling disorder mechanisms in a patient with aphasia.

PubMed

Hashimoto, Kosei; Uno, Akira

2016-06-01

The purpose of this study was to determine if differential reading and spelling mechanisms were involved in a Japanese patient with aphasia. In our case, the patient scored low on all of the administered reading tasks, suggesting that both the reading lexical and non-lexical routes were impaired. In contrast, his writing-to-dictation score for Kana nonwords was high, suggesting that the spelling non-lexical route was intact. However, the patient scored low on a writing-to-dictation task comprised of high-familiarity Kanji words. The spelling lexical route was thought to be impaired. Therefore, the mechanism(s) involved in reading and spelling may differ in this case.

Motivating the Reluctant Reader.

ERIC Educational Resources Information Center

Buzard, Barbara; Jarosz, Diane; Lato, Kelly; Zimmermann, Lori

This report describes a program for increasing student reading motivation through the use of cooperative learning activities, differentiating reading instruction, and active reading strategies. The students of the targeted second, fourth, sixth and eighth grade classes exhibited a reluctance to read that interfered with academic growth. Probable…

Bayesian estimation of differential transcript usage from RNA-seq data.

PubMed

Papastamoulis, Panagiotis; Rattray, Magnus

2017-11-27

Next generation sequencing allows the identification of genes consisting of differentially expressed transcripts, a term which usually refers to changes in the overall expression level. A specific type of differential expression is differential transcript usage (DTU) and targets changes in the relative within gene expression of a transcript. The contribution of this paper is to: (a) extend the use of cjBitSeq to the DTU context, a previously introduced Bayesian model which is originally designed for identifying changes in overall expression levels and (b) propose a Bayesian version of DRIMSeq, a frequentist model for inferring DTU. cjBitSeq is a read based model and performs fully Bayesian inference by MCMC sampling on the space of latent state of each transcript per gene. BayesDRIMSeq is a count based model and estimates the Bayes Factor of a DTU model against a null model using Laplace's approximation. The proposed models are benchmarked against the existing ones using a recent independent simulation study as well as a real RNA-seq dataset. Our results suggest that the Bayesian methods exhibit similar performance with DRIMSeq in terms of precision/recall but offer better calibration of False Discovery Rate.

Graphic Novel Comprehension among Learners with Differential Cognitive Styles and Reading Abilities

ERIC Educational Resources Information Center

Wong, Simpson W. L.; Miao, Hoyee; Cheng, Rebecca Wing-yi; Yip, Michael Chi Wing

2017-01-01

Learners with poor reading skills are less able to acquire knowledge through text. Graphic novels may enhance reading comprehension skills owing to fewer words, more pictures, and an engaging storyline. This study considered the reading skills of 188 Chinese-English bilingual undergraduates, comparing their reading comprehension performance after…

Mathematics is differentially related to reading comprehension and word decoding: Evidence from a genetically-sensitive design

PubMed Central

Harlaar, Nicole; Kovas, Yulia; Dale, Philip S.; Petrill, Stephen A.; Plomin, Robert

2013-01-01

Although evidence suggests that individual differences in reading and mathematics skills are correlated, this relationship has typically only been studied in relation to word decoding or global measures of reading. It is unclear whether mathematics is differentially related to word decoding and reading comprehension. The current study examined these relationships at both a phenotypic and etiological level in a population-based cohort of 5162 twin pairs at age 12. Multivariate genetic analyses of latent phenotypic factors of mathematics, word decoding and reading comprehension revealed substantial genetic and shared environmental correlations among all three domains. However, the phenotypic and genetic correlations between mathematics and reading comprehension were significantly greater than between mathematics and word decoding. Independent of mathematics, there was also evidence for genetic and nonshared environmental links between word decoding and reading comprehension. These findings indicate that word decoding and reading comprehension have partly distinct relationships with mathematics in the middle school years. PMID:24319294

Mathematics is differentially related to reading comprehension and word decoding: Evidence from a genetically-sensitive design.

PubMed

Harlaar, Nicole; Kovas, Yulia; Dale, Philip S; Petrill, Stephen A; Plomin, Robert

2012-08-01

Although evidence suggests that individual differences in reading and mathematics skills are correlated, this relationship has typically only been studied in relation to word decoding or global measures of reading. It is unclear whether mathematics is differentially related to word decoding and reading comprehension. The current study examined these relationships at both a phenotypic and etiological level in a population-based cohort of 5162 twin pairs at age 12. Multivariate genetic analyses of latent phenotypic factors of mathematics, word decoding and reading comprehension revealed substantial genetic and shared environmental correlations among all three domains. However, the phenotypic and genetic correlations between mathematics and reading comprehension were significantly greater than between mathematics and word decoding. Independent of mathematics, there was also evidence for genetic and nonshared environmental links between word decoding and reading comprehension. These findings indicate that word decoding and reading comprehension have partly distinct relationships with mathematics in the middle school years.

Language Differentiation: Collaborative Translation to Support Bilingual Reading

ERIC Educational Resources Information Center

Puzio, Kelly; Keyes, Christopher S.; Cole, Mikel W.; Jiménez, Robert T.

2013-01-01

Although a variety of research has investigated the use and benefits of home language in school settings, research on using translation to support school learning is scarce. With the goal of designing a differentiated and culturally relevant strategy that supports the reading of bilingual students, we worked with seventh-grade students in pull-out…

Student Achievement and Differential Reinforcement of Incompatible Behavior: Hand Raising.

ERIC Educational Resources Information Center

Kelly, Michael Bryan; Bushell, Donald, Jr.

1987-01-01

Assessed reading achievement of five second-grade girls under two contingencies: (1) teacher contacts were made during on-task behavior; and (2) differential reinforcement of an incompatible behavior (DRI) with teacher contacts contingent on students' hand-raising behavior. Reading achievement and time on task were greater under the on-task…

The Effects of Differentiated Instruction Support Inclusion Services on Fifth Grade Reading/Language Arts Achievement

ERIC Educational Resources Information Center

Wendt, Stephanie L.

2012-01-01

Using a causal-comparative research design, this study investigated the effectiveness of Differentiated Instruction Support Inclusion Services on fifth grade regular education and gifted students' Reading/Language Arts achievement. The study analyzed and compared the achievement of the regular education students who received no inclusion support…

Scale Factor Study for 1:30 Local Scour Model

DTIC Science & Technology

2016-08-01

railway crossing on the Santa Ana River near Corona , CA. Data from the scale factor study provide an adjustment for applying documented scour...upstream and downstream of the test section respectively. Discharge into the model came from three recirculation pumps with a total capacity of ERDC...upstream baffle blocks. The total discharge was measured by reading the differential from a manometer across a venturi meter and verified with a total

Effects of Assisted-Repeated Reading on Students of Varying Reading Ability: A Single-Subject Experimental Research Study

ERIC Educational Resources Information Center

Hapstak, Jo-Ann; Tracey, Diane H.

2007-01-01

This study examined the effects of assisted-repeated reading on four first-grade students whose reading ability varied (a special education student, a non-classified poor reader, an English Language Learner (ELL) student, and a general education student) to determine if an assisted-repeated reading intervention is differentially effective for…

Forecast of long term coal supply and mining conditions: Model documentation and results

NASA Technical Reports Server (NTRS)

1980-01-01

A coal industry model was developed to support the Jet Propulsion Laboratory in its investigation of advanced underground coal extraction systems. The model documentation includes the programming for the coal mining cost models and an accompanying users' manual, and a guide to reading model output. The methodology used in assembling the transportation, demand, and coal reserve components of the model are also described. Results presented for 1986 and 2000, include projections of coal production patterns and marginal prices, differentiated by coal sulfur content.

School profiles of at-risk student concentration: Differential growth in oral reading fluency

PubMed Central

Logan, Jessica A.R.; Petscher, Yaacov

2010-01-01

The present study provides a data-driven approach to identifying groups of schools based on the concentration of at-risk students the school serves. The percentage of English language learners, minority students, and students eligible for free or reduced priced lunch were used as indicators in a latent profile analysis of 569 schools. The goal of the present study was to determine whether school-level average student reading performance varied as a function of the groups identified in the latent profile analysis. To do so, groups extracted by the latent profile analysis were used as school-level predictors of growth in oral reading fluency, which was modeled at the within-student level of a three-level hierarchical growth curve model. Oral reading fluency was measured at four points during the year in a large cross-sectional sample of first-, second-, and third-grade students. Results indicated that schools were able to be classified into four distinct groups based on their concentrations and types of at-risk students. Further, in all three grades, there were significant differences between the four identified groups observed in average reading fluency scores at the beginning of the year, the end of the year, and growth during the year indicating that groups based on school-concentration of at-risk students were significantly related to average student achievement in reading ability. PMID:20159224

Oral Reading Fluency with iPods

ERIC Educational Resources Information Center

Arens, Karla; Gove, Mary K.; Abate, Ron

2018-01-01

Research suggests that oral reading fluency frees up working memory so readers can focus on the meaning of a text, but traditional instruction in oral reading can be problematic in classrooms with students at different reading levels. Differentiating instruction, providing motivation to practice, as well as timely corrective feedback are practical…

Seeing, Feeling, Evoking: Imagery and Aesthetic Involvement.

ERIC Educational Resources Information Center

Fleckenstein, K.

Louise Rosenblatt differentiates between two reading transactions: efferent reading, or concentrating on the information in a text, and aesthetic reading, a holistic process by which the reader "lives through" a text-world event. Current research in the whole language approach to reading instruction attests to the growing stature of…

Simultaneous isoform discovery and quantification from RNA-seq.

PubMed

Hiller, David; Wong, Wing Hung

2013-05-01

RNA sequencing is a recent technology which has seen an explosion of methods addressing all levels of analysis, from read mapping to transcript assembly to differential expression modeling. In particular the discovery of isoforms at the transcript assembly stage is a complex problem and current approaches suffer from various limitations. For instance, many approaches use graphs to construct a minimal set of isoforms which covers the observed reads, then perform a separate algorithm to quantify the isoforms, which can result in a loss of power. Current methods also use ad-hoc solutions to deal with the vast number of possible isoforms which can be constructed from a given set of reads. Finally, while the need of taking into account features such as read pairing and sampling rate of reads has been acknowledged, most existing methods do not seamlessly integrate these features as part of the model. We present Montebello, an integrated statistical approach which performs simultaneous isoform discovery and quantification by using a Monte Carlo simulation to find the most likely isoform composition leading to a set of observed reads. We compare Montebello to Cufflinks, a popular isoform discovery approach, on a simulated data set and on 46.3 million brain reads from an Illumina tissue panel. On this data set Montebello appears to offer a modest improvement over Cufflinks when considering discovery and parsimony metrics. In addition Montebello mitigates specific difficulties inherent in the Cufflinks approach. Finally, Montebello can be fine-tuned depending on the type of solution desired.

Identifying Methods for Implementing Differentiated Instruction in Middle School Language Arts/Reading Classes

ERIC Educational Resources Information Center

Pierre, Linda

2014-01-01

Students enter school with a range of abilities and learning styles. Many of these diverse learners are in need of academic support and assistance from educators in reaching grade-level competency within the academic area of language arts/reading. Differentiation addresses the possibility of assisting each of these students academically. The…

[Design of primers to DNA of lactic acid bacteria].

PubMed

Lashchevskiĭ, V V; Kovalenko, N K

2003-01-01

Primers LP1-LP2 to the gene 16S rRNA have been developed, which permit to differentiate lactic acid bacteria: Lactobacillus plantarum, L. delbrueckii subsp. bulgaricus and Streptococcus salivarius subsp. thermophilus. The strain-specific and species-specific differentiations are possible under different annealing temperature. Additional fragments, which are synthesized outside the framework of gene 16S rRNA reading, provide for the strain-specific type of differentiation, and the fragment F864 read in the gene 16S rRNA permits identifying L. plantarum.

Letter position coding across modalities: braille and sighted reading of sentences with jumbled words.

PubMed

Perea, Manuel; Jiménez, María; Martín-Suesta, Miguel; Gómez, Pablo

2015-04-01

This article explores how letter position coding is attained during braille reading and its implications for models of word recognition. When text is presented visually, the reading process easily adjusts to the jumbling of some letters (jugde-judge), with a small cost in reading speed. Two explanations have been proposed: One relies on a general mechanism of perceptual uncertainty at the visual level, and the other focuses on the activation of an abstract level of representation (i.e., bigrams) that is shared by all orthographic codes. Thus, these explanations make differential predictions about reading in a tactile modality. In the present study, congenitally blind readers read sentences presented on a braille display that tracked the finger position. The sentences either were intact or involved letter transpositions. A parallel experiment was conducted in the visual modality. Results revealed a substantially greater reading cost for the sentences with transposed-letter words in braille readers. In contrast with the findings with sighted readers, in which there is a cost of transpositions in the external (initial and final) letters, the reading cost in braille readers occurs serially, with a large cost for initial letter transpositions. Thus, these data suggest that the letter-position-related effects in visual word recognition are due to the characteristics of the visual stream.

Ultra-deep mutant spectrum profiling: improving sequencing accuracy using overlapping read pairs.

PubMed

Chen-Harris, Haiyin; Borucki, Monica K; Torres, Clinton; Slezak, Tom R; Allen, Jonathan E

2013-02-12

High throughput sequencing is beginning to make a transformative impact in the area of viral evolution. Deep sequencing has the potential to reveal the mutant spectrum within a viral sample at high resolution, thus enabling the close examination of viral mutational dynamics both within- and between-hosts. The challenge however, is to accurately model the errors in the sequencing data and differentiate real viral mutations, particularly those that exist at low frequencies, from sequencing errors. We demonstrate that overlapping read pairs (ORP) -- generated by combining short fragment sequencing libraries and longer sequencing reads -- significantly reduce sequencing error rates and improve rare variant detection accuracy. Using this sequencing protocol and an error model optimized for variant detection, we are able to capture a large number of genetic mutations present within a viral population at ultra-low frequency levels (<0.05%). Our rare variant detection strategies have important implications beyond viral evolution and can be applied to any basic and clinical research area that requires the identification of rare mutations.

Taken out of Context: Differential Processing in Contextual and Isolated Word Reading

ERIC Educational Resources Information Center

Martin-Chang, Sandra; Levesque, Kyle

2013-01-01

Three experiments are reported that investigate the cognitive processes underlying contextual and isolated word reading. In Phase 1, undergraduate participants were exposed to 75 target words under three conditions. The participants generated 25 words from definitions, read 25 words in context and read 25 in isolation. In Phase 2, volunteers…

Storytelling: Learning to Read as Social and Cultural Processes

ERIC Educational Resources Information Center

Bloome, David; Kim, Minjeong

2016-01-01

The argument here is that learning to read for young people in school is not a monolithic process but, rather, consists of multiple and differentiated pathways involving the acquisition of diverse reading practices and cultural ideologies embedded in a broad range of social and cultural contexts. Such a view of learning to read entails…

The Differential Effects of Three Methods of Teaching on the Reading Comprehension and Vocabulary of Ninth Grade Students.

ERIC Educational Resources Information Center

Hafner, Lawrence E.; Palmer, Barbara C.

1980-01-01

Two successful teaching strategies for improving students' reading comprehension, vocabulary, and speed of reading comprehension are the MRM method (identifying sentence kernels) and the LOGANAR method (logically analyzing cognitive relationships). (CJ)

Teachers' Perceptions of Differentiated Learning for At-Risk Second-Grade Students in Reading

ERIC Educational Resources Information Center

Sabb-Cordes, Morelisa L.

2016-01-01

Students were performing below grade level in reading, fluency, and comprehension in a suburban school in South Carolina. The purpose of this study was to explore the perceptions of teachers about their preferred differentiated instruction approach (face-to-face vs. computer-based) to meet the needs of at-risk students in 2nd grade. The underlying…

Differentiating Reading Instruction for Special Education Students in an Inclusive Middle School: Comparing Teacher Knowledge and Application

ERIC Educational Resources Information Center

Ziegler, Lauran Ellis

2010-01-01

This qualitative case study uses observations and interviews to examine the practice of differentiation by twelve collaborative middle school reading teachers in a school that has shown a decrease in the achievement gap for students with disabilities on end of year tests on state standards. Observations and interviews were analyzed to determine…

Measuring Reading Performance Informally.

ERIC Educational Resources Information Center

Powell, William R.

To improve the accuracy of the informal reading inventory (IRI), a differential set of criteria is necessary for both word recognition and comprehension scores for different levels and reading conditions. In initial evaluation, word recognition scores should reflect only errors of insertions, omissions, mispronunciations, substitiutions, unkown…

Differential Effects of Oral Reading to Improve Comprehension with Severe Learning Disabled and Educable Mentally Handicapped Students.

ERIC Educational Resources Information Center

Chang, S. Q.; And Others

1983-01-01

Evaluated the effectiveness of oral reading for improving reading comprehension of 11 educable mentally handicapped or severe learning disabled adolescents who answered comprehension questions from a short factual article. Oral reading appeared to improve comprehension among the poorer readers but not for readers with moderately high ability. (JAC)

Differential Effects of Context and Feedback on Orthographic Learning: How Good Is Good Enough?

ERIC Educational Resources Information Center

Martin-Chang, Sandra; Ouellette, Gene; Bond, Linda

2017-01-01

In this study, students in Grade 2 read different sets of words under 4 experimental training conditions (context/feedback, isolation/feedback, context/no-feedback, isolation/no-feedback). Training took place over 10 trials, followed by a spelling test and a delayed reading posttest. Reading in context boosted reading accuracy initially; in…

Programs and Methods to Improve Reading Comprehension Levels of Reading Resource Special Needs Students at Austin Road Middle School

ERIC Educational Resources Information Center

Stenson, Brenton A.

2006-01-01

This action research project made an attempt to increase the reading comprehension levels of special education reading resource students by raising academic efficacy through public acknowledgement of improvement, scaffolded instruction through the use of differentiated teacher created matrices, and graphic organizers to solidify the relationships…

Neural signatures of co-occurring reading and mathematical difficulties.

PubMed

Skeide, Michael A; Evans, Tanya M; Mei, Edward Z; Abrams, Daniel A; Menon, Vinod

2018-06-19

Impaired abilities in multiple domains is common in children with learning difficulties. Co-occurrence of low reading and mathematical abilities (LRLM) appears in almost every second child with learning difficulties. However, little is known regarding the neural bases of this combination. Leveraging a unique and tightly controlled sample including children with LRLM, isolated low reading ability (LR), and isolated low mathematical ability (LM), we uncover a distinct neural signature in children with co-occurring low reading and mathematical abilities differentiable from LR and LM. Specifically, we show that LRLM is neuroanatomically distinct from both LR and LM based on reduced cortical folding of the right parahippocampal gyrus, a medial temporal lobe region implicated in visual associative learning. LRLM children were further distinguished from LR and LM by patterns of intrinsic functional connectivity between parahippocampal gyrus and brain circuitry underlying reading and numerical quantity processing. Our results critically inform cognitive and neural models of LRLM by implicating aberrations in both domain-specific and domain-general brain regions involved in reading and mathematics. More generally, our results provide the first evidence for distinct multimodal neural signatures associated with LRLM, and suggest that this population displays an independent phenotype of learning difficulty that cannot be explained simply as a combination of isolated low reading and mathematical abilities. © 2018 John Wiley & Sons Ltd.

Phonological Coding Abilities: Identification of Impairments Related to Phonologically Based Reading Problems.

ERIC Educational Resources Information Center

Swank, Linda K.

1994-01-01

Relationships between phonological coding abilities and reading outcomes have implications for differential diagnosis of language-based reading problems. The theoretical construct of specific phonological coding ability is explained, including phonological encoding, phonological awareness and metaphonology, lexical access, working memory, and…

Reading Achievement and In-Grade Retention Rate Differentials for Mexican-American and Black Students in Selected States of the Southwest.

ERIC Educational Resources Information Center

Casavantes, Edward Joseph

Two sets of data from the U.S. Commission on Civil Rights' Mexican American Education Study were selected for analysis in the areas of (1) comparative reading achievement rates of Mexican Americans and black students; and (2) differential in-grade retention rates of Anglo, Mexican American, and black students. Two separate issues were examined.…

Helping Students with Dyslexia and Dysgraphia Make Connections: Differentiated Instruction Lesson Plans in Reading and Writing

ERIC Educational Resources Information Center

Berninger, Virginia W.; Wolf, Beverly

2009-01-01

Students in Ginger Berninger's research studies "showed significant improvement in their reading and writing" after using these lessons--now available to teachers for the first time ever in one convenient book! A state-of-the-art set of lesson plans that can be used for differentiated instruction of students with dysgraphia, dyslexia, and OWL LD,…

From reads to genes to pathways: differential expression analysis of RNA-Seq experiments using Rsubread and the edgeR quasi-likelihood pipeline.

PubMed

Chen, Yunshun; Lun, Aaron T L; Smyth, Gordon K

2016-01-01

In recent years, RNA sequencing (RNA-seq) has become a very widely used technology for profiling gene expression. One of the most common aims of RNA-seq profiling is to identify genes or molecular pathways that are differentially expressed (DE) between two or more biological conditions. This article demonstrates a computational workflow for the detection of DE genes and pathways from RNA-seq data by providing a complete analysis of an RNA-seq experiment profiling epithelial cell subsets in the mouse mammary gland. The workflow uses R software packages from the open-source Bioconductor project and covers all steps of the analysis pipeline, including alignment of read sequences, data exploration, differential expression analysis, visualization and pathway analysis. Read alignment and count quantification is conducted using the Rsubread package and the statistical analyses are performed using the edgeR package. The differential expression analysis uses the quasi-likelihood functionality of edgeR.

Methodological Differentiation in Assessing the Value-Added of Florida's Interim Reading Assessment System to Predicting FCAT's Mean Proficiency

ERIC Educational Resources Information Center

Foorman, Barbara R.; Petscher, Yaacov

2011-01-01

In Florida, mean proficiency scores are reported on the Florida Comprehensive Achievement Test (FCAT) as well as recommended learning gains from the developmental scale score. Florida now has another within-year measure of growth in reading comprehension from the Florida Assessments for Instruction in Reading (FAIR). The FAIR reading comprehension…

Reading Vocabulary in Children with and without Hearing Loss: The Roles of Task and Word Type

ERIC Educational Resources Information Center

Coppens, Karien M.; Tellings, Agnes; Verhoeven, Ludo; Schreuder, Robert

2013-01-01

Purpose: To address the problem of low reading comprehension scores among children with hearing impairment, it is necessary to have a better understanding of their reading vocabulary. In this study, the authors investigated whether task and word type differentiate the reading vocabulary knowledge of children with and without severe hearing loss.…

SDR (Systems Directed Reading): An Overview.

ERIC Educational Resources Information Center

Baugo Community Schools, Elkhart, IN.

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

Psychostimulant and sensory stimulation interventions that target the reading and math deficits of students with ADHD.

PubMed

Zentall, Sydney S; Tom-Wright, Kinsey; Lee, Jiyeon

2013-05-01

The purpose of this review of students with attention deficit hyperactivity disorder (ADHD) was to summarize the following: (1) academic deficits in math and reading, (2) possible theoretical contributors to these deficits, and (3) psychostimulant interventions that target math and reading, as well as, parallel interventions involving sensory stimulation. A comprehensive examination of the literature was conducted on children with ADHD with and without co-occurring disabilities, summarizing their reading and math achievement and the effects of psychostimulant and sensory stimulant interventions on these academic areas. Students without co-occurring disabilities (ADHD-) had fewer deficits in reading than in math and than students with co-occurring disabilities (ADHD+). Furthermore, students with ADHD+ demonstrated greater responsiveness to psychostimulants through improved reading recognition and math calculations, with limited gains in literal reading comprehension. Added sensory stimulation produced differential gains for both groups in reading recognition and comprehension and in math calculations and problem solving. The efficacy of psychostimulants was documented on specific areas of achievement for the ADHD+ group, but this review did not support the administration of psychostimulants for students with ADHD-. For both groups of students, differential gains, losses, and habituation were documented in response to sensory stimulation for both subareas within reading and math, which were interpreted as support for the optimal stimulation theory.

Odyssey Reading. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2012

2012-01-01

"Odyssey Reading," published by CompassLearning[R], is a web-based K-12 reading/language arts program designed to allow for instructional differentiation and data-driven decision making. The online program includes electronic curricula and materials for individual or small-group work, assessments aligned with state curriculum standards,…

Differential Cognitive and Perceptual Correlates of Print Reading versus Braille Reading

ERIC Educational Resources Information Center

Veispak, Anneli; Boets, Bart; Ghesquiere, Pol

2013-01-01

The relations between reading, auditory, speech, phonological and tactile spatial processing are investigated in a Dutch speaking sample of blind braille readers as compared to sighted print readers. Performance is assessed in blind and sighted children and adults. Regarding phonological ability, braille readers perform equally well compared to…

The Relationship among Receptive and Expressive Vocabulary, Listening Comprehension, Pre-Reading Skills, Word Identification Skills, and Reading Comprehension by Children with Reading Disabilities

ERIC Educational Resources Information Center

Wise, Justin C.; Sevcik, Rose A.; Morris, Robin D.; Lovett, Maureen W.; Wolf, Maryanne

2007-01-01

Purpose: Some researchers (F. R. Vellutino, F. M. Scanlon, & M. S. Tanzman, 1994) have argued that the different domains comprising language (e.g., phonology, semantics, and grammar) may influence reading development in a differential manner and at different developmental periods. The purpose of this study was to examine proposed causal…

Does Content Knowledge Affect TOEFL iBT[TM] Reading Performance? A Confirmatory Approach to Differential Item Functioning. TOEFL iBT Research Report. RR-09-29

ERIC Educational Resources Information Center

Liu, Ou Lydia; Schedl, Mary; Malloy, Jeanne; Kong, Nan

2009-01-01

The TOEFL iBT[TM] has increased the length of the reading passages in the reading section compared to the passages on the TOEFL[R] computer-based test (CBT) to better approximate academic reading in North American universities, resulting in a reduced number of passages in the reading test. A concern arising from this change is whether the decrease…

Working memory components that predict word problem solving: Is it merely a function of reading, calculation, and fluid intelligence?

PubMed

Fung, Wenson; Swanson, H Lee

2017-07-01

The purpose of this study was to assess whether the differential effects of working memory (WM) components (the central executive, phonological loop, and visual-spatial sketchpad) on math word problem-solving accuracy in children (N = 413, ages 6-10) are completely mediated by reading, calculation, and fluid intelligence. The results indicated that all three WM components predicted word problem solving in the nonmediated model, but only the storage component of WM yielded a significant direct path to word problem-solving accuracy in the fully mediated model. Fluid intelligence was found to moderate the relationship between WM and word problem solving, whereas reading, calculation, and related skills (naming speed, domain-specific knowledge) completely mediated the influence of the executive system on problem-solving accuracy. Our results are consistent with findings suggesting that storage eliminates the predictive contribution of executive WM to various measures Colom, Rebollo, Abad, & Shih (Memory & Cognition, 34: 158-171, 2006). The findings suggest that the storage component of WM, rather than the executive component, has a direct path to higher-order processing in children.

A Multilevel Analysis of Diverse Learners Playing Life Science Video Games: Interactions between Game Content, Learning Disability Status, Reading Proficiency, and Gender

ERIC Educational Resources Information Center

Israel, Maya; Wang, Shuai; Marino, Matthew T.

2016-01-01

Extant research reports differential effects related to the efficacy of video games as a means to enhance science instruction. However, there are very few studies examining differences in learning outcomes across student-level independent variables. This study used multilevel modeling to examine the effects of three video game-enhanced life…

Differentiating the World History Course.

ERIC Educational Resources Information Center

Lasher, Mary E.

1986-01-01

An honors world history course for gifted tenth graders compacted traditional content while offering differential reading materials and content as well as differentiated skill development. Unusual activities, such as international feast and historical persons party, stressed divergent thinking. (CL)

Drifting through Basic Subprocesses of Reading: A Hierarchical Diffusion Model Analysis of Age Effects on Visual Word Recognition

PubMed Central

Froehlich, Eva; Liebig, Johanna; Ziegler, Johannes C.; Braun, Mario; Lindenberger, Ulman; Heekeren, Hauke R.; Jacobs, Arthur M.

2016-01-01

Reading is one of the most popular leisure activities and it is routinely performed by most individuals even in old age. Successful reading enables older people to master and actively participate in everyday life and maintain functional independence. Yet, reading comprises a multitude of subprocesses and it is undoubtedly one of the most complex accomplishments of the human brain. Not surprisingly, findings of age-related effects on word recognition and reading have been partly contradictory and are often confined to only one of four central reading subprocesses, i.e., sublexical, orthographic, phonological and lexico-semantic processing. The aim of the present study was therefore to systematically investigate the impact of age on each of these subprocesses. A total of 1,807 participants (young, N = 384; old, N = 1,423) performed four decision tasks specifically designed to tap one of the subprocesses. To account for the behavioral heterogeneity in older adults, this subsample was split into high and low performing readers. Data were analyzed using a hierarchical diffusion modeling approach, which provides more information than standard response time/accuracy analyses. Taking into account incorrect and correct response times, their distributions and accuracy data, hierarchical diffusion modeling allowed us to differentiate between age-related changes in decision threshold, non-decision time and the speed of information uptake. We observed longer non-decision times for older adults and a more conservative decision threshold. More importantly, high-performing older readers outperformed younger adults at the speed of information uptake in orthographic and lexico-semantic processing, whereas a general age-disadvantage was observed at the sublexical and phonological levels. Low-performing older readers were slowest in information uptake in all four subprocesses. Discussing these results in terms of computational models of word recognition, we propose age-related disadvantages for older readers to be caused by inefficiencies in temporal sampling and activation and/or inhibition processes. PMID:27933029

Drifting through Basic Subprocesses of Reading: A Hierarchical Diffusion Model Analysis of Age Effects on Visual Word Recognition.

PubMed

Froehlich, Eva; Liebig, Johanna; Ziegler, Johannes C; Braun, Mario; Lindenberger, Ulman; Heekeren, Hauke R; Jacobs, Arthur M

2016-01-01

Reading is one of the most popular leisure activities and it is routinely performed by most individuals even in old age. Successful reading enables older people to master and actively participate in everyday life and maintain functional independence. Yet, reading comprises a multitude of subprocesses and it is undoubtedly one of the most complex accomplishments of the human brain. Not surprisingly, findings of age-related effects on word recognition and reading have been partly contradictory and are often confined to only one of four central reading subprocesses, i.e., sublexical, orthographic, phonological and lexico-semantic processing. The aim of the present study was therefore to systematically investigate the impact of age on each of these subprocesses. A total of 1,807 participants (young, N = 384; old, N = 1,423) performed four decision tasks specifically designed to tap one of the subprocesses. To account for the behavioral heterogeneity in older adults, this subsample was split into high and low performing readers. Data were analyzed using a hierarchical diffusion modeling approach, which provides more information than standard response time/accuracy analyses. Taking into account incorrect and correct response times, their distributions and accuracy data, hierarchical diffusion modeling allowed us to differentiate between age-related changes in decision threshold, non-decision time and the speed of information uptake. We observed longer non-decision times for older adults and a more conservative decision threshold. More importantly, high-performing older readers outperformed younger adults at the speed of information uptake in orthographic and lexico-semantic processing, whereas a general age-disadvantage was observed at the sublexical and phonological levels. Low-performing older readers were slowest in information uptake in all four subprocesses. Discussing these results in terms of computational models of word recognition, we propose age-related disadvantages for older readers to be caused by inefficiencies in temporal sampling and activation and/or inhibition processes.

Differences in the effects of school meals on children's cognitive performance according to gender, household education and baseline reading skills.

PubMed

Sørensen, L B; Damsgaard, C T; Petersen, R A; Dalskov, S-M; Hjorth, M F; Dyssegaard, C B; Egelund, N; Tetens, I; Astrup, A; Lauritzen, L; Michaelsen, K F

2016-10-01

We previously found that the OPUS School Meal Study improved reading and increased errors related to inattention and impulsivity. This study explored whether the cognitive effects differed according to gender, household education and reading proficiency at baseline. This is a cluster-randomised cross-over trial comparing Nordic school meals with packed lunch from home (control) for 3 months each among 834 children aged 8 to 11 years. At baseline and at the end of each dietary period, we assessed children's performance in reading, mathematics and the d2-test of attention. Interactions were evaluated using mixed models. Analyses included 739 children. At baseline, boys and children from households without academic education were poorer readers and had a higher d2-error%. Effects on dietary intake were similar in subgroups. However, the effect of the intervention on test outcomes was stronger in boys, in children from households with academic education and in children with normal/good baseline reading proficiency. Overall, this resulted in increased socioeconomic inequality in reading performance and reduced inequality in impulsivity. Contrary to this, the gender difference decreased in reading and increased in impulsivity. Finally, the gap between poor and normal/good readers was increased in reading and decreased for d2-error%. The effects of healthy school meals on reading, impulsivity and inattention were modified by gender, household education and baseline reading proficiency. The differential effects might be related to environmental aspects of the intervention and deserves to be investigated further in future school meal trials.

Investigating the Effectiveness of Inquiry-Based Instruction on Students with Different Prior Knowledge and Reading Abilities

ERIC Educational Resources Information Center

Wang, Jing-Ru; Wang, Yuh-Chao; Tai, Hsin-Jung; Chen, Wen-Ju

2010-01-01

This study examined the differential impacts of an inquiry-based instruction on conceptual changes across levels of prior knowledge and reading ability. The instrument emphasized four simultaneously important components: conceptual knowledge, reading ability, attitude toward science, and learning environment. Although the learning patterns and…

Characteristics of Reading Disability Types in Middle School Students Classified ED

ERIC Educational Resources Information Center

Mattison, Richard E.

2008-01-01

Types of reading disabilities (RD) have not yet been investigated in students classified with emotional disturbance (ED). The prevalence of RD and differentiating characteristics were examined in 118 middle school students attending a self-contained school for ED students by defining RDs with reading standard scores less than 85 on the two…

"The Caterpillar": A Novel Reading Passage for Assessment of Motor Speech Disorders

ERIC Educational Resources Information Center

Patel, Rupal; Connaghan, Kathryn; Franco, Diana; Edsall, Erika; Forgit, Dory; Olsen, Laura; Ramage, Lianna; Tyler, Emily; Russell, Scott

2013-01-01

Purpose: A review of the salient characteristics of motor speech disorders and common assessment protocols revealed the need for a novel reading passage tailored specifically to differentiate between and among the dysarthrias (DYSs) and apraxia of speech (AOS). Method: "The Caterpillar" passage was designed to provide a contemporary, easily read,…

Children's First Reading Lesson: Variables Influencing Within-Lesson Emotional Behavior and Postlesson Achievement.

ERIC Educational Resources Information Center

Scherzer, Charles E.; Goldstein, David M.

1982-01-01

Skill in word analysis and synthesis (WASS) and the reading approach of phonics versus whole word instruction were the test variables of achievement related to prereaders' emotions in dimensions of hyperactive/distractible, hostile/aggressive, and anxious/fearful. The two instructional approaches in reading lessons were differentially effective…

Effects of Differentiated Instruction on Student Achievement in Reading

ERIC Educational Resources Information Center

Gilbert, Darryl L.

2011-01-01

Reading teachers are faced with the challenge of providing instruction to a population of diverse students with various abilities and styles of learning within local and state school districts. In an effort to improve student performance on high-stake examinations in reading, teachers continue to seek the most effective instructional strategies.…

Improving Reading Instruction through Research-Based Instructional Strategies

ERIC Educational Resources Information Center

Nash, Vickie Lynn

2010-01-01

The diverse population of students in grades 1- 3 at a suburban elementary school has created a challenge for teachers when differentiating instruction in reading. The purpose of this doctoral project study was to explore the lived experiences of these teachers as they have acquired research-based instructional strategies in reading that support…

De novo transcriptome assembly for a non-model species, the blood-sucking bug Triatoma brasiliensis, a vector of Chagas disease.

PubMed

Marchant, A; Mougel, F; Almeida, C; Jacquin-Joly, E; Costa, J; Harry, M

2015-04-01

High throughput sequencing (HTS) provides new research opportunities for work on non-model organisms, such as differential expression studies between populations exposed to different environmental conditions. However, such transcriptomic studies first require the production of a reference assembly. The choice of sampling procedure, sequencing strategy and assembly workflow is crucial. To develop a reliable reference transcriptome for Triatoma brasiliensis, the major Chagas disease vector in Northeastern Brazil, different de novo assembly protocols were generated using various datasets and software. Both 454 and Illumina sequencing technologies were applied on RNA extracted from antennae and mouthparts from single or pooled individuals. The 454 library yielded 278 Mb. Fifteen Illumina libraries were constructed and yielded nearly 360 million RNA-seq single reads and 46 million RNA-seq paired-end reads for nearly 45 Gb. For the 454 reads, we used three assemblers, Newbler, CAP3 and/or MIRA and for the Illumina reads, the Trinity assembler. Ten assembly workflows were compared using these programs separately or in combination. To compare the assemblies obtained, quantitative and qualitative criteria were used, including contig length, N50, contig number and the percentage of chimeric contigs. Completeness of the assemblies was estimated using the CEGMA pipeline. The best assembly (57,657 contigs, completeness of 80 %, <1 % chimeric contigs) was a hybrid assembly leading to recommend the use of (1) a single individual with large representation of biological tissues, (2) merging both long reads and short paired-end Illumina reads, (3) several assemblers in order to combine the specific advantages of each.

Lateralization of the arcuate fasciculus and its differential correlation with reading ability between young learners and experienced readers: a diffusion tensor tractography study in a Chinese cohort.

PubMed

Qiu, Deqiang; Tan, Li-Hai; Siok, Wai-Ting; Zhou, Ke; Khong, Pek-Lan

2011-12-01

As Chinese reading engages a different neural network from alphabetic language reading, we investigate whether leftward lateralization of the arcuate fasciculus (AF), as observed in the Western population, is also present in the Chinese population and if it does, whether it is associated with better reading ability. Diffusion tensor tractography analysis on 75 Chinese subjects of three age groups (first graders, fourth graders, and college students) showed that 70-83% of them had leftward lateralization of the AF. The pattern of lateralization did not differ significantly among the three groups, suggesting that lateralization of the AF is formed at an early age and before one enters first grade. Among the first graders, who had just started to learn to read, subjects with strongly leftward lateralized AF scored significantly higher than those with other defined lateralization patterns in Chinese (P = 0.001) and English (P = 0.036) reading tasks. This association was not observed among the fourth graders and college students who were experienced Chinese readers. Among the fourth graders, females were found to obtain significantly higher Chinese (P = 0.033) and English reading scores than males (P = 0.002). Our study suggests a differential effect of leftward lateralization of the AF on reading ability at different stages of reading development in the Chinese population. Copyright © 2011 Wiley Periodicals, Inc.

454 Pyrosequencing of Olive (Olea europaea L.) Transcriptome in Response to Salinity

PubMed Central

Bazakos, Christos; Manioudaki, Maria E.; Sarropoulou, Elena; Spano, Thodhoraq; Kalaitzis, Panagiotis

2015-01-01

Olive (Olea europaea L.) is one of the most important crops in the Mediterranean region. The expansion of cultivation in areas irrigated with low quality and saline water has negative effects on growth and productivity however the investigation of the molecular basis of salt tolerance in olive trees has been only recently initiated. To this end, we investigated the molecular response of cultivar Kalamon to salinity stress using next-generation sequencing technology to explore the transcriptome profile of olive leaves and roots and identify differentially expressed genes that are related to salt tolerance response. Out of 291,958 obtained trimmed reads, 28,270 unique transcripts were identified of which 35% are annotated, a percentage that is comparable to similar reports on non-model plants. Among the 1,624 clusters in roots that comprise more than one read, 24 were differentially expressed comprising 9 down- and 15 up-regulated genes. Respectively, inleaves, among the 2,642 clusters, 70 were identified as differentially expressed, with 14 down- and 56 up-regulated genes. Using next-generation sequencing technology we were able to identify salt-response-related transcripts. Furthermore we provide an annotated transcriptome of olive as well as expression data, which are both significant tools for further molecular studies in olive. PMID:26576008

454 Pyrosequencing of Olive (Olea europaea L.) Transcriptome in Response to Salinity.

PubMed

Bazakos, Christos; Manioudaki, Maria E; Sarropoulou, Elena; Spano, Thodhoraq; Kalaitzis, Panagiotis

2015-01-01

Olive (Olea europaea L.) is one of the most important crops in the Mediterranean region. The expansion of cultivation in areas irrigated with low quality and saline water has negative effects on growth and productivity however the investigation of the molecular basis of salt tolerance in olive trees has been only recently initiated. To this end, we investigated the molecular response of cultivar Kalamon to salinity stress using next-generation sequencing technology to explore the transcriptome profile of olive leaves and roots and identify differentially expressed genes that are related to salt tolerance response. Out of 291,958 obtained trimmed reads, 28,270 unique transcripts were identified of which 35% are annotated, a percentage that is comparable to similar reports on non-model plants. Among the 1,624 clusters in roots that comprise more than one read, 24 were differentially expressed comprising 9 down- and 15 up-regulated genes. Respectively, inleaves, among the 2,642 clusters, 70 were identified as differentially expressed, with 14 down- and 56 up-regulated genes. Using next-generation sequencing technology we were able to identify salt-response-related transcripts. Furthermore we provide an annotated transcriptome of olive as well as expression data, which are both significant tools for further molecular studies in olive.

Do Major Field of Study and Cultural Familiarity Affect TOEFL[R] iBT Reading Performance? A Confirmatory Approach to Differential Item Functioning

ERIC Educational Resources Information Center

Liu, Ou Lydia

2011-01-01

The TOEFL[R] iBT has increased the length of each reading passage to better approximate academic reading at North American universities, resulting in a reduction in the number of passages on the reading section of the test. One of the concerns brought about by this change is whether the decrease in topic variety increases the likelihood that an…

A Description of Contrasting Discourse Patterns Used in Differentiated Reading Instruction

ERIC Educational Resources Information Center

Ankrum, Julie; Genest, Maria; Morewood, Aimee

2017-01-01

The purpose of this article is to provide a description of contrasting discourse patterns during small-group reading instruction. The authors report on case studies conducted in two 1st-grade classrooms in different school districts in Pennsylvania. Small-group reading instruction was observed over the course of one year in each classroom, and…

The Dimensions of Reading Comprehension in Dutch Children: Is Differentiation by Text and Question Type Necessary?

ERIC Educational Resources Information Center

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

2017-01-01

Many recent studies have aimed to demonstrate that specific types of reading comprehension depend on different underlying cognitive abilities. In these studies, it is often implicitly assumed that reading comprehension is a multidimensional construct. The general aim of this study was to examine the dimensionality of a large pool of reading…

An Examination of Instructional Interactions between Volunteer-Tutors and Students Who Show Differential Gains in Reading Comprehension

ERIC Educational Resources Information Center

Newcomer, Laurie J.

2010-01-01

It is essential to provide high quality interventions designed to improve struggling readers' reading comprehension while making use of limited resources. This study explored, through an holistic, multiple-case study design, volunteer-student interactions and activities in an after school reading program utilizing minimally-trained volunteers. The…

The Differential Relations between Verbal, Numerical and Spatial Working Memory Abilities and Children's Reading Comprehension

ERIC Educational Resources Information Center

Oakhill, Jane; Yuill, Nicola; Garnham, Alan

2011-01-01

Working memory predicts children's reading comprehension but it is not clear whether this relation is due to a modality-specific or general working memory. This study, which investigated the relations between children's reading skills and working memory (WM) abilities in 3 modalities, extends previous work by including measures of both reading…

Differential Identification of Females and Males with Reading Difficulties: A Meta-Analysis

ERIC Educational Resources Information Center

Quinn, Jamie M.

2018-01-01

Males are more likely than females to be identified as having reading difficulties, but it is unclear if this is a result of sample ascertainment or identification bias. The purpose of this meta-analysis was to determine the magnitude of gender differences in reading difficulties using available studies in which researchers investigated this…

The Differential Roles of Paired Associate Learning in Chinese and English Word Reading Abilities in Bilingual Children

ERIC Educational Resources Information Center

Chow, Bonnie Wing-Yin

2014-01-01

Paired associated learning (PAL) is a critical skill for making arbitrary associations among print, pronunciation and meaning in reading development. Extended from past research of PAL, this study investigated whether PAL operated flexibly to linguistic demands of languages, by examining word reading abilities in Chinese-English bilingual…

The Genetic Architecture of Oral Language, Reading Fluency, and Reading Comprehension: A Twin Study from 7 to 16 Years

ERIC Educational Resources Information Center

Tosto, Maria G.; Hayiou-Thomas, Marianna E.; Harlaar, Nicole; Prom-Wormley, Elizabeth; Dale, Philip S.; Plomin, Robert

2017-01-01

This study examines the genetic and environmental etiology underlying the development of oral language and reading skills, and the relationship between them, over a long period of developmental time spanning middle childhood and adolescence. It focuses particularly on the differential relationship between language and two different aspects of…

Evidence for a differential interference of noise in sub-lexical and lexical reading routes in healthy participants and dyslexics.

PubMed

Pina Rodrigues, Ana; Rebola, José; Jorge, Helena; Ribeiro, Maria José; Pereira, Marcelino; Castelo-Branco, Miguel; van Asselen, Marieke

The ineffective exclusion of surrounding noise has been proposed to underlie the reading deficits in developmental dyslexia. However, previous studies supporting this hypothesis focused on low-level visual tasks, providing only an indirect link of noise interference on reading processes. In this study, we investigated the effect of noise on regular, irregular, and pseudoword reading in 23 dyslexic children and 26 age- and IQ-matched controls, by applying the white noise displays typically used to validate this theory to a lexical decision task. Reading performance and eye movements were measured. Results showed that white noise did not consistently affect dyslexic readers more than typical readers. Noise affected more dyslexic than typical readers in terms of reading accuracy, but it affected more typical than dyslexic readers in terms of response time and eye movements (number of fixations and regressions). Furthermore, in typical readers, noise affected more the speed of reading of pseudowords than real words. These results suggest a particular impact of noise on the sub-lexical reading route where attention has to be deployed to individual letters. The use of a lexical route would reduce the effect of noise. A differential impact of noise between words and pseudowords may therefore not be evident in dyslexic children if they are not yet proficient in using the lexical route. These findings indicate that the type of reading stimuli and consequent reading strategies play an important role in determining the effects of noise interference in reading processing and should be taken into account by further studies.

Evidence for a gene influencing reading disability on chromosome 6p in two populations

DOE Office of Scientific and Technical Information (OSTI.GOV)

Smith, S.D.; Brower, A.M.; Kimberling, W.J.

1994-09-01

A genetic contribution to specific reading disability has been demonstrated by twin studies, and segregation analysis has supported a dominant gene effect. In an effort to localize genes influencing reading disability, we have ascertained two independent populations of families: kindreds which were selected to have a three generation history of reading diability in an autosomal dominant pattern; and families with dizygotic twins, at least one of which has been diagnosed with reading disability. All available family members were given a battery of tests to measure reading and spelling ability and intelligence, and qualitative and quantitative phenotypes for reading disability weremore » derived. Blood samples were obtained for genotyping on all consenting family members, in concordance with IRB requirements. Linkage analysis was performed by the sib pair method utilizing the S.A.G.E. (1992) package and by a differential regression technique developed by DeFries and Fulker (1985). In both populations and by both linkage techniques, several markers in the HLA region of chromosome 6p showed results suggestive of linkage, with the effect most pronounced in the twin families. Significance levels were enhanced when only the more severely affected subjects were analyzed with the differential regression technique.« less

Polyester: simulating RNA-seq datasets with differential transcript expression.

PubMed

Frazee, Alyssa C; Jaffe, Andrew E; Langmead, Ben; Leek, Jeffrey T

2015-09-01

Statistical methods development for differential expression analysis of RNA sequencing (RNA-seq) requires software tools to assess accuracy and error rate control. Since true differential expression status is often unknown in experimental datasets, artificially constructed datasets must be utilized, either by generating costly spike-in experiments or by simulating RNA-seq data. Polyester is an R package designed to simulate RNA-seq data, beginning with an experimental design and ending with collections of RNA-seq reads. Its main advantage is the ability to simulate reads indicating isoform-level differential expression across biological replicates for a variety of experimental designs. Data generated by Polyester is a reasonable approximation to real RNA-seq data and standard differential expression workflows can recover differential expression set in the simulation by the user. Polyester is freely available from Bioconductor (http://bioconductor.org/). jtleek@gmail.com Supplementary data are available at Bioinformatics online. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children's English Reading Development

ERIC Educational Resources Information Center

Howard, Elizabeth R.; Páez, Mariela M.; August, Diane L.; Barr, Christopher D.; Kenyon, Dorry; Malabonga, Valerie

2014-01-01

This study explores the role that socioeconomic status (SES), home and school language and literacy practices, and oral vocabulary play in the development of English reading skills in Latino English language learners (ELLs) and how these factors contribute differentially to English reading outcomes for children of different ages and in different…

An Action Research Study of Barriers to Differentiated Instruction in Reading for Georgia Middle School Students in the Inclusive Classroom

ERIC Educational Resources Information Center

Boston, Alicia

2017-01-01

The purpose of this qualitative action research study was to explore middle school inclusion teacher perceptions to overcome barriers to successful DI implementation in reading for students with special needs. Inclusion reading teachers are faced with the challenge of providing classroom instruction to students with varying abilities, levels, and…

Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension

ERIC Educational Resources Information Center

Keenan, Janice M.; Betjemann, Rebecca S.; Olson, Richard K.

2008-01-01

Comprehension tests are often used interchangeably, suggesting an implicit assumption that they are all measuring the same thing. We examine the validity of this assumption by comparing some of the most popular reading comprehension measures used in research and clinical practice in the United States: the Gray Oral Reading Test (GORT), the two…

The Roles of Cognitive and Language Abilities in Predicting Decoding and Reading Comprehension: Comparisons of Dyslexia and Specific Language Impairment

ERIC Educational Resources Information Center

Lauterbach, Alexandra A.; Park, Yujeong; Lombardino, Linda J.

2017-01-01

This study aimed to (a) explore the roles of cognitive and language variables in predicting reading abilities of two groups of individuals with reading disabilities (i.e., dyslexia and specific language impairment) and (b) examine which variable(s) is the most predictive in differentiating two groups. Inclusion/exclusion criteria applied to…

Monitoring Children with Reading Disabilities' Response to Phonics Intervention: Are There Differences between Intervention Aligned and General Skill Progress Monitoring Assessments?

ERIC Educational Resources Information Center

Olinghouse, Natalie G.; Lambert, Warren; Compton, Donald L.

2006-01-01

This study investigated whether 2 different progress monitoring assessments differentially predicted growth in reading skills associated with systematic phonics instruction. Oral reading fluency (ORE) was compared with an intervention aligned word list (IAWL) as predictors of growth in untimed and timed decoding and word identification and text…

Dynamic Assessment of Reading Difficulties: Predictive and Incremental Validity on Attitude toward Reading and the Use of Dialogue/Participation Strategies in Classroom Activities.

PubMed

Navarro, Juan-José; Lara, Laura

2017-01-01

Dynamic Assessment (DA) has been shown to have more predictive value than conventional tests for academic performance. However, in relation to reading difficulties, further research is needed to determine the predictive validity of DA for specific aspects of the different processes involved in reading and the differential validity of DA for different subgroups of students with an academic disadvantage. This paper analyzes the implementation of a DA device that evaluates processes involved in reading (EDPL) among 60 students with reading comprehension difficulties between 9 and 16 years of age, of whom 20 have intellectual disabilities, 24 have reading-related learning disabilities, and 16 have socio-cultural disadvantages. We specifically analyze the predictive validity of the EDPL device over attitude toward reading, and the use of dialogue/participation strategies in reading activities in the classroom during the implementation stage. We also analyze if the EDPL device provides additional information to that obtained with a conventionally applied personal-social adjustment scale (APSL). Results showed that dynamic scores, obtained from the implementation of the EDPL device, significantly predict the studied variables. Moreover, dynamic scores showed a significant incremental validity in relation to predictions based on an APSL scale. In relation to differential validity, the results indicated the superior predictive validity for DA for students with intellectual disabilities and reading disabilities than for students with socio-cultural disadvantages. Furthermore, the role of metacognition and its relation to the processes of personal-social adjustment in explaining the results is discussed.

Dynamic Assessment of Reading Difficulties: Predictive and Incremental Validity on Attitude toward Reading and the Use of Dialogue/Participation Strategies in Classroom Activities

PubMed Central

Navarro, Juan-José; Lara, Laura

2017-01-01

Dynamic Assessment (DA) has been shown to have more predictive value than conventional tests for academic performance. However, in relation to reading difficulties, further research is needed to determine the predictive validity of DA for specific aspects of the different processes involved in reading and the differential validity of DA for different subgroups of students with an academic disadvantage. This paper analyzes the implementation of a DA device that evaluates processes involved in reading (EDPL) among 60 students with reading comprehension difficulties between 9 and 16 years of age, of whom 20 have intellectual disabilities, 24 have reading-related learning disabilities, and 16 have socio-cultural disadvantages. We specifically analyze the predictive validity of the EDPL device over attitude toward reading, and the use of dialogue/participation strategies in reading activities in the classroom during the implementation stage. We also analyze if the EDPL device provides additional information to that obtained with a conventionally applied personal-social adjustment scale (APSL). Results showed that dynamic scores, obtained from the implementation of the EDPL device, significantly predict the studied variables. Moreover, dynamic scores showed a significant incremental validity in relation to predictions based on an APSL scale. In relation to differential validity, the results indicated the superior predictive validity for DA for students with intellectual disabilities and reading disabilities than for students with socio-cultural disadvantages. Furthermore, the role of metacognition and its relation to the processes of personal-social adjustment in explaining the results is discussed. PMID:28243215

Do Fathers' Home Reading Practices at Age 2 Predict Child Language and Literacy at Age 4?

PubMed

Quach, Jon; Sarkadi, Anna; Napiza, Natasha; Wake, Melissa; Loughman, Amy; Goldfeld, Sharon

2018-03-01

Maternal shared reading practices predict emergent literacy, but fathers' contributions are less certain. We examined whether fathers' shared home reading activities at 2 years predict language and emergent literacy at age 4 years, when controlling for maternal contributions; and whether this differentially benefits these outcomes in disadvantaged children. Two-parent families were recruited from 5 relatively disadvantaged communities for the universal Let's Read literacy promotion population-based trial (ISRCTN 04602902) in Melbourne, Australia. For exposure at 2 years, home reading practices were recorded via self-reported maternal and paternal StimQ-Toddler questionnaires and dichotomized at study median (high vs low). At 4 years, outcomes assessed included receptive and expressive language (Clinical Evaluation of Language Fundamentals 4) and emergent literacy (Sunderland Phonological Awareness Test-Revised). Linear regression, adjusted for mothers' home reading, was performed to assess 2-year-old vocabulary and communication skills and family disadvantage. Interaction of disadvantage (yes vs no) with high home reading by fathers and at least one parent was assessed. Data were available for 405 families (64.3%). High father reading at 2 years (reference: low) predicted better expressive (mean difference, 4.7; 95% confidence interval, 1.5 to 8.0) and receptive (mean difference, 5.0; 95% confidence interval, 1.8 to 8.2) language at 4 years (both P < .001), but not emergent literacy skills. Similar patterns were observed in families with at least one parent with high home reading. Fathers' reading did not differentially benefit outcomes in disadvantaged children. Fathers' involvement in reading at 2 years predicted better language but not emergent literacy at 4 years, and it did not protect against adverse effects of socioeconomic disadvantage. Copyright © 2018 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

multiDE: a dimension reduced model based statistical method for differential expression analysis using RNA-sequencing data with multiple treatment conditions.

PubMed

Kang, Guangliang; Du, Li; Zhang, Hong

2016-06-22

The growing complexity of biological experiment design based on high-throughput RNA sequencing (RNA-seq) is calling for more accommodative statistical tools. We focus on differential expression (DE) analysis using RNA-seq data in the presence of multiple treatment conditions. We propose a novel method, multiDE, for facilitating DE analysis using RNA-seq read count data with multiple treatment conditions. The read count is assumed to follow a log-linear model incorporating two factors (i.e., condition and gene), where an interaction term is used to quantify the association between gene and condition. The number of the degrees of freedom is reduced to one through the first order decomposition of the interaction, leading to a dramatically power improvement in testing DE genes when the number of conditions is greater than two. In our simulation situations, multiDE outperformed the benchmark methods (i.e. edgeR and DESeq2) even if the underlying model was severely misspecified, and the power gain was increasing in the number of conditions. In the application to two real datasets, multiDE identified more biologically meaningful DE genes than the benchmark methods. An R package implementing multiDE is available publicly at http://homepage.fudan.edu.cn/zhangh/softwares/multiDE . When the number of conditions is two, multiDE performs comparably with the benchmark methods. When the number of conditions is greater than two, multiDE outperforms the benchmark methods.

Digital Reading in PISA 2012 and ICT Uses: How Do VET and General Education Students Perform? JRC Science for Policy Report

ERIC Educational Resources Information Center

Dinis da Costa, Patrícia; Araújo, Luísa

2016-01-01

The analyses presented in this report indicate that in several Member States (MS) 15-year-old students in vocational-oriented programmes (VET) perform better in digital reading than in print reading in PISA 2012. When differentiated by programme of study--VET versus general education programmes--VET students perform better in digital than in print…

Lifewide Learning for Early Reading Development.

PubMed

Dowd, Amy Jo; Friedlander, Elliott; Jonason, Christine; Leer, Jane; Sorensen, Lisa Zook; Guajardo, Jarrett; D'Sa, Nikhit; Pava, Clara; Pisani, Lauren

2017-03-01

The authors examine the relationships between children's reading abilities and the enabling environment for learning in the context of Save the Children's Literacy Boost program. They conceptualize the enabling environment at a micro level, with two components: the home literacy environment, represented by reading materials/habits at home, and the community learning environment (community reading activities). Using longitudinal reading scores of 6,874 students in 424 schools in 12 sites across Africa and Asia, there was 1) a modest but consistent relationship between students' home literacy environments and reading scores, and 2) a strong relationship between reading gains and participation in community reading activities, suggesting that interventions should consider both home and community learning environments and their differential influences on interventions across different low-resource settings. © 2017 Wiley Periodicals, Inc.

An Analysis of Oral Reading Errors and Its Implications for Improvement of Reading Instruction. Technical Report No. 50.

ERIC Educational Resources Information Center

Au, Kathryn H.

The oral reading errors of 15 second graders were analyzed to find out if strategies used by good and poor readers could be differentiated. Patterns of errors were identified, and it was found that good readers often used context cues, while poor readers relied heavily on visual-phonic information. It was also possible to identify good and poor…

Computer simulation of space station computer steered high gain antenna

NASA Technical Reports Server (NTRS)

Beach, S. W.

1973-01-01

The mathematical modeling and programming of a complete simulation program for a space station computer-steered high gain antenna are described. The program provides for reading input data cards, numerically integrating up to 50 first order differential equations, and monitoring up to 48 variables on printed output and on plots. The program system consists of a high gain antenna, an antenna gimbal control system, an on board computer, and the environment in which all are to operate.

DIEGO: detection of differential alternative splicing using Aitchison's geometry.

PubMed

Doose, Gero; Bernhart, Stephan H; Wagener, Rabea; Hoffmann, Steve

2018-03-15

Alternative splicing is a biological process of fundamental importance in most eukaryotes. It plays a pivotal role in cell differentiation and gene regulation and has been associated with a number of different diseases. The widespread availability of RNA-Sequencing capacities allows an ever closer investigation of differentially expressed isoforms. However, most tools for differential alternative splicing (DAS) analysis do not take split reads, i.e. the most direct evidence for a splice event, into account. Here, we present DIEGO, a compositional data analysis method able to detect DAS between two sets of RNA-Seq samples based on split reads. The python tool DIEGO works without isoform annotations and is fast enough to analyze large experiments while being robust and accurate. We provide python and perl parsers for common formats. The software is available at: www.bioinf.uni-leipzig.de/Software/DIEGO. steve@bioinf.uni-leipzig.de. Supplementary data are available at Bioinformatics online.

Reading Assessment and Instruction for All Learners

ERIC Educational Resources Information Center

Schumm, Jeanne Shay, Ed.

2006-01-01

Weaving together the latest knowledge and best practices for teaching children to read, this indispensable text and professional resource provides a complete guide to differentiated instruction for diverse learners. Uniquely integrative, the book places the needs of English language learners and students with disabilities front and center instead…

Teacher quality moderates the genetic effects on early reading.

PubMed

Taylor, J; Roehrig, A D; Soden Hensler, B; Connor, C M; Schatschneider, C

2010-04-23

Children's reading achievement is influenced by genetics as well as by family and school environments. The importance of teacher quality as a specific school environmental influence on reading achievement is unknown. We studied first- and second-grade students in Florida from schools representing diverse environments. Comparison of monozygotic and dizygotic twins, differentiating genetic similarities of 100% and 50%, provided an estimate of genetic variance in reading achievement. Teacher quality was measured by how much reading gain the non-twin classmates achieved. The magnitude of genetic variance associated with twins' oral reading fluency increased as the quality of their teacher increased. In circumstances where the teachers are all excellent, the variability in student reading achievement may appear to be largely due to genetics. However, poor teaching impedes the ability of children to reach their potential.

E-Book versus Printed Materials: Preferences of University Students

ERIC Educational Resources Information Center

Cumaoglu, Gonca; Sacici, Esra; Torun, Kerem

2013-01-01

Reading habits, accessing resources, and material preferences change rapidly in a digital world. University students, as digital natives, are accessing countless resources, from lecture notes to research papers electronically. The change of reading habits with a great scale has led to differentiation on accessibility of resources, archiving them…

Differential Lexical Predictors of Reading Comprehension in Fourth Graders

ERIC Educational Resources Information Center

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

2017-01-01

The mental lexicon plays a central role in reading comprehension (Perfetti & Stafura, 2014). It encompasses the number of lexical entries in spoken and written language (vocabulary breadth), the semantic quality of these entries (vocabulary depth), and the connection strength between lexical representations (semantic relatedness); as such, it…

Responsiveness to Intervention in Reading: Architecture and Practices

ERIC Educational Resources Information Center

Jenkins, Joseph R.; Schiller, Ellen; Blackorby, Jose; Thayer, Sara Kalb; Tilly, W. David

2013-01-01

This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the…

Reading Development in Typically Developing Children and Children With Prenatal or Perinatal Brain Lesions: Differential School Year and Summer Growth.

PubMed

Demir-Lira, Özlem Ece; Levine, Susan C

2016-01-01

Summer slide, uneven growth of academic skills over the calendar year, captures the fact that the learning gains children make over the school year do not continue at the same pace over the summer, when children are typically not in school. We compared growth of reading skills during the school year and over the summer months in children with pre-or perinatal brain lesion (PL) and typically-developing (TD) children from varying socioeconomic status (SES) backgrounds as a new way to probe the role of structured environmental support in functional plasticity for reading skills in children with PL. Results showed that children with PL performed lower than TD children on both reading decoding and reading comprehension. Group differences were primarily driven by children with larger lesions and children with right hemisphere lesions (RH). For reading comprehension, children with RH showed greater growth during the school year but more slide during the summer months than both TD children and children with left hemisphere lesions, implicating a particularly strong role of structured input in supporting reading comprehension in this group. TD children from lower SES backgrounds fell behind their TD peers from higher SES backgrounds on decoding and reading comprehension, but did not show differential patterns of school year and summer growth. Overall, results highlight the importance of considering the role of a host of factors interacting at multiple levels of analyses, including biological and environmental, in influencing developmental trajectories of typically and atypically-developing children.

Differential effects of oral reading to improve comprehension with severe learning disabled and educable mentally handicapped students.

PubMed

Chang, S Q; Williams, R L; McLaughlin, T F

1983-01-01

The purpose of this study was to evaluate the effectiveness of oral reading as a teaching technique for improving reading comprehension of 11 Educable Mentally Handicapped or Severe Learning Disabled adolescents. Students were tested on their ability to answer comprehension questions from a short factual article. Comprehension improved following the oral reading for students with a reading grade equivalent of less than 5.5 (measured from the Wide Range Achievement Test) but not for those students having a grade equivalent of greater than 5.5. This association was statistically significant (p = less than .01). Oral reading appeared to improve comprehension among the poorer readers but not for readers with moderately high ability.

A common genetic variant in FOXP2 is associated with language-based learning (dis)abilities: Evidence from two Italian independent samples.

PubMed

Mozzi, Alessandra; Riva, Valentina; Forni, Diego; Sironi, Manuela; Marino, Cecilia; Molteni, Massimo; Riva, Stefania; Guerini, Franca R; Clerici, Mario; Cagliani, Rachele; Mascheretti, Sara

2017-04-24

Language-based Learning Disabilities (LLDs) encompass a group of complex, comorbid, and developmentally associated deficits in communication. Language impairment and developmental dyslexia (DD) represent the most recognized forms of LLDs. Substantial genetic correlations exist between language and reading (dis)abilities. Common variants in the FOXP2 gene were consistently associated with language- and reading-related neuropsychological and neuroanatomical phenotypes. We tested the effect of a FOXP2 common variant, that is, rs6980093 (A/G), on quantitative measures of language and reading in two independent Italian samples: a population-based cohort of 699 subjects (3-11 years old) and a sample of 572 children with DD (6-18 years old). rs6980093 modulates expressive language in the general population sample, with an effect on fluency scores. In the DD sample, the variant showed an association with the accuracy in the single word reading task. rs6980093 shows distinct genetic models of association in the two cohorts, with a dominant effect of the G allele in the general population sample and heterozygote advantage in the DD cohort. We provide preliminary evidence that rs6980093 associates with language and reading (dis)abilities in two independent Italian cohorts. rs6980093 is an intronic SNP, suggesting that it (or a linked variant) modulates phenotypic association via regulation of FOXP2 expression. Because FOXP2 brain expression is finely regulated, both temporally and spatially, it is possible that the two alleles at rs6980093 differentially modulate expression levels in a developmental stage- or brain area-specific manner. This might help explaining the heterozygote advantage effect and the different genetic models in the two cohorts. © 2017 Wiley Periodicals, Inc.

Does the Component Processes Task Assess Text-Based Inferences Important for Reading Comprehension? A Path Analysis in Primary School Children

PubMed Central

Wassenburg, Stephanie I.; de Koning, Björn B.; de Vries, Meinou H.; van der Schoot, Menno

2016-01-01

Using a component processes task (CPT) that differentiates between higher-level cognitive processes of reading comprehension provides important advantages over commonly used general reading comprehension assessments. The present study contributes to further development of the CPT by evaluating the relative contributions of its components (text memory, text inferencing, and knowledge integration) and working memory to general reading comprehension within a single study using path analyses. Participants were 173 third- and fourth-grade children. As hypothesized, knowledge integration was the only component of the CPT that directly contributed to reading comprehension, indicating that the text-inferencing component did not assess inferential processes related to reading comprehension. Working memory was a significant predictor of reading comprehension over and above the component processes. Future research should focus on finding ways to ensure that the text-inferencing component taps into processes important for reading comprehension. PMID:27378989

Exploring the association between visual perception abilities and reading of musical notation.

PubMed

Lee, Horng-Yih

2012-06-01

In the reading of music, the acquisition of pitch information depends primarily upon the spatial position of notes as well as upon an individual's spatial processing ability. This study investigated the relationship between the ability to read single notes and visual-spatial ability. Participants with high and low single-note reading abilities were differentiated based upon differences in musical notation-reading abilities and their spatial processing; object recognition abilities were then assessed. It was found that the group with lower note-reading abilities made more errors than did the group with a higher note-reading abilities in the mental rotation task. In contrast, there was no apparent significant difference between the two groups in the object recognition task. These results suggest that note-reading may be related to visual spatial processing abilities, and not to an individual's ability with object recognition.

SPARTA: Simple Program for Automated reference-based bacterial RNA-seq Transcriptome Analysis.

PubMed

Johnson, Benjamin K; Scholz, Matthew B; Teal, Tracy K; Abramovitch, Robert B

2016-02-04

Many tools exist in the analysis of bacterial RNA sequencing (RNA-seq) transcriptional profiling experiments to identify differentially expressed genes between experimental conditions. Generally, the workflow includes quality control of reads, mapping to a reference, counting transcript abundance, and statistical tests for differentially expressed genes. In spite of the numerous tools developed for each component of an RNA-seq analysis workflow, easy-to-use bacterially oriented workflow applications to combine multiple tools and automate the process are lacking. With many tools to choose from for each step, the task of identifying a specific tool, adapting the input/output options to the specific use-case, and integrating the tools into a coherent analysis pipeline is not a trivial endeavor, particularly for microbiologists with limited bioinformatics experience. To make bacterial RNA-seq data analysis more accessible, we developed a Simple Program for Automated reference-based bacterial RNA-seq Transcriptome Analysis (SPARTA). SPARTA is a reference-based bacterial RNA-seq analysis workflow application for single-end Illumina reads. SPARTA is turnkey software that simplifies the process of analyzing RNA-seq data sets, making bacterial RNA-seq analysis a routine process that can be undertaken on a personal computer or in the classroom. The easy-to-install, complete workflow processes whole transcriptome shotgun sequencing data files by trimming reads and removing adapters, mapping reads to a reference, counting gene features, calculating differential gene expression, and, importantly, checking for potential batch effects within the data set. SPARTA outputs quality analysis reports, gene feature counts and differential gene expression tables and scatterplots. SPARTA provides an easy-to-use bacterial RNA-seq transcriptional profiling workflow to identify differentially expressed genes between experimental conditions. This software will enable microbiologists with limited bioinformatics experience to analyze their data and integrate next generation sequencing (NGS) technologies into the classroom. The SPARTA software and tutorial are available at sparta.readthedocs.org.

Adult age differences in wrap-up during sentence comprehension: evidence from ex-Gaussian distributional analyses of reading time.

PubMed

Payne, Brennan R; Stine-Morrow, Elizabeth A L

2014-06-01

We report a secondary data analysis investigating age differences in the effects of clause and sentence wrap-up on reading time distributions during sentence comprehension. Residual word-by-word self-paced reading times were fit to the ex-Gaussian distribution to examine age differences in the effects of clause and sentence wrap-up on both the location and shape of participants' reaction time (RT) distributions. The ex-Gaussian distribution showed good fit to the data in both younger and older adults. Sentence wrap-up increased the central tendency, the variability, and the tail of the distribution, and these effects were exaggerated among the old. In contrast, clause wrap-up influenced the tail of the distribution only, and did so differentially for older adults. Effects were confirmed via nonparametric vincentile plots. Individual differences in visual acuity, working memory, speed of processing, and verbal ability were differentially related to ex-Gaussian parameters reflecting wrap-up effects on underlying reading time distributions. These findings argue against simple pause mechanisms to explain end-of-clause and end-of-sentence reading time patterns; rather, the findings are consistent with a cognitively effortful view of wrap-up and suggest that age and individual differences in attentional allocation to semantic integration during reading, as revealed by RT distribution analyses, play an important role in sentence understanding. PsycINFO Database Record (c) 2014 APA, all rights reserved.

DiffSplice: the genome-wide detection of differential splicing events with RNA-seq

PubMed Central

Hu, Yin; Huang, Yan; Du, Ying; Orellana, Christian F.; Singh, Darshan; Johnson, Amy R.; Monroy, Anaïs; Kuan, Pei-Fen; Hammond, Scott M.; Makowski, Liza; Randell, Scott H.; Chiang, Derek Y.; Hayes, D. Neil; Jones, Corbin; Liu, Yufeng; Prins, Jan F.; Liu, Jinze

2013-01-01

The RNA transcriptome varies in response to cellular differentiation as well as environmental factors, and can be characterized by the diversity and abundance of transcript isoforms. Differential transcription analysis, the detection of differences between the transcriptomes of different cells, may improve understanding of cell differentiation and development and enable the identification of biomarkers that classify disease types. The availability of high-throughput short-read RNA sequencing technologies provides in-depth sampling of the transcriptome, making it possible to accurately detect the differences between transcriptomes. In this article, we present a new method for the detection and visualization of differential transcription. Our approach does not depend on transcript or gene annotations. It also circumvents the need for full transcript inference and quantification, which is a challenging problem because of short read lengths, as well as various sampling biases. Instead, our method takes a divide-and-conquer approach to localize the difference between transcriptomes in the form of alternative splicing modules (ASMs), where transcript isoforms diverge. Our approach starts with the identification of ASMs from the splice graph, constructed directly from the exons and introns predicted from RNA-seq read alignments. The abundance of alternative splicing isoforms residing in each ASM is estimated for each sample and is compared across sample groups. A non-parametric statistical test is applied to each ASM to detect significant differential transcription with a controlled false discovery rate. The sensitivity and specificity of the method have been assessed using simulated data sets and compared with other state-of-the-art approaches. Experimental validation using qRT-PCR confirmed a selected set of genes that are differentially expressed in a lung differentiation study and a breast cancer data set, demonstrating the utility of the approach applied on experimental biological data sets. The software of DiffSplice is available at http://www.netlab.uky.edu/p/bioinfo/DiffSplice. PMID:23155066

Improved Reading Gate For Vertical-Bloch-Line Memory

NASA Technical Reports Server (NTRS)

Wu, Jiin-Chuan; Stadler, Henry L.; Katti, Romney R.

1994-01-01

Improved design for reading gate of vertical-Bloch-line magnetic-bubble memory increases reliability of discrimination between binary ones and zeros. Magnetic bubbles that signify binary "1" and "0" produced by applying sufficiently large chopping currents to memory stripes. Bubbles then propagated differentially in bubble sorter. Method of discriminating between ones and zeros more reliable.

Comprehending Expository Texts: The Role of Cognitive and Motivational Factors

ERIC Educational Resources Information Center

Tarchi, Christian

2017-01-01

This study explored the differential contribution of cognitive and motivational factors on the comprehension of an expository text in secondary school students. One hundred and fifty-five 7th and 8th grade students were assessed in prior knowledge, inferences, metacognition, reading motivation, topic interest, and reading comprehension of history…

Differentiation Through Flexible Grouping: Successfully Reaching All Readers

ERIC Educational Resources Information Center

Ford, Michael P.

2005-01-01

There always has been a problem with grouping practices in reading programs. The complexity of the interaction between readers, texts, and the contexts in which reading takes place often is ignored by educational decisions that suggest that one program, set of materials, instructional technique, or grouping arrangement can address the needs of all…

Formative Assessment in the Digital Age: Blogging with Third Graders

ERIC Educational Resources Information Center

Stover, Katie; Yearta, Lindsay; Harris, Caroline

2016-01-01

There are numerous benefits of using blogs to discuss reading in the elementary classroom. Teachers can assess reading comprehension for individual students while managing several book clubs in a digital space. The resulting assessment-based data can be used to differentiate instruction. Additionally, students can experience growth as independent,…

Effect of Computerized Gloss Presentation Format on Reading Comprehension: A Cognitive Load Perspective

ERIC Educational Resources Information Center

Marefat, Hamideh; Rezaee, Abbas Ali; Naserieh, Farid

2016-01-01

In recent years, gloss presentation format or the location where a gloss appears with respect to its related target word has received renewed attention. Research suggested that different gloss presentation formats could have differential effects on reading comprehension and/or vocabulary learning. This study hypothesized that the effectiveness of…

Mentally Simulating Narrative Perspective Is Not Universal or Necessary for Language Comprehension

ERIC Educational Resources Information Center

Brunyé, Tad T.; Ditman, Tali; Giles, Grace E.; Holmes, Amanda; Taylor, Holly A.

2016-01-01

Readers differentially adopt an agent's perspective as a function of pronouns encountered during reading. The present study assessed the reliability of this effect across narrative contexts and self-reported variation in levels of engagement during reading. Experiment 1 used an extended sample (N = 263) and replicated an interactive influence of…

Differentiating the Neural Response to Intervention in Children with Developmental Dyslexia

ERIC Educational Resources Information Center

Odegard, Timothy N.; Ring, Jeremiah; Smith, Stephanie; Biggan, John; Black, Jeff

2008-01-01

Developmental dyslexia is associated with functional abnormalities within reading areas of the brain. For some children diagnosed with dyslexia, phonologically based remediation programs appear to rehabilitate brain function in key reading areas (Shaywitz et al., Biological Psychiatry 55: 101-110, 2004; Simos et al., Neuroscience 58: 1203-1213,…

The Differential Effects of Labelling: How Do "Dyslexia" and "Reading Difficulties" Affect Teachers' Beliefs

ERIC Educational Resources Information Center

Gibbs, Simon; Elliott, Julian

2015-01-01

This paper reports a survey of primary school teachers' beliefs about working with poor readers. The primary research question was "does the way difficulties with reading are labelled affect the teachers' beliefs about their ability to intervene effectively?" An opportunity sample of teachers was surveyed using 2 questionnaires. One…

The Power of Verbal Scaffolding: "Showing" Beginning Readers How to Use Reading Strategies

ERIC Educational Resources Information Center

Ankrum, Julie W.; Genest, Maria T.; Belcastro, Elizabeth G.

2014-01-01

A single case study design was employed to describe the nature of one teacher's verbal scaffolding used during differentiated reading instruction in a kindergarten classroom. The teacher participant was selected from a group of exemplary teachers nominated from two school districts in southwestern Pennsylvania. Multiple sources of data, including…

Holographic Compact Disk Read-Only Memories

NASA Technical Reports Server (NTRS)

Liu, Tsuen-Hsi

1996-01-01

Compact disk read-only memories (CD-ROMs) of proposed type store digital data in volume holograms instead of in surface differentially reflective elements. Holographic CD-ROM consist largely of parts similar to those used in conventional CD-ROMs. However, achieves 10 or more times data-storage capacity and throughput by use of wavelength-multiplexing/volume-hologram scheme.

Differential Reading, Naming, and Transcribing Speeds of Japanese Romaji and Hiragana

ERIC Educational Resources Information Center

Yamada, Jun; Leong, Che Kan

2005-01-01

The morpho-syllabic Japanese writing system consists of the phonetic scripts of hiragana and katakana, the logographic kanji derived from Chinese characters and the less well researched romaji based on the Roman alphabet. In four experiments we investigated the speed with which Japanese college students read, named, and transcribed romaji as…

RNA-Seq and Gene Network Analysis Uncover Activation of an ABA-Dependent Signalosome During the Cork Oak Root Response to Drought

PubMed Central

Magalhães, Alexandre P.; Verde, Nuno; Reis, Francisca; Martins, Inês; Costa, Daniela; Lino-Neto, Teresa; Castro, Pedro H.; Tavares, Rui M.; Azevedo, Herlânder

2016-01-01

Quercus suber (cork oak) is a West Mediterranean species of key economic interest, being extensively explored for its ability to generate cork. Like other Mediterranean plants, Q. suber is significantly threatened by climatic changes, imposing the need to quickly understand its physiological and molecular adaptability to drought stress imposition. In the present report, we uncovered the differential transcriptome of Q. suber roots exposed to long-term drought, using an RNA-Seq approach. 454-sequencing reads were used to de novo assemble a reference transcriptome, and mapping of reads allowed the identification of 546 differentially expressed unigenes. These were enriched in both effector genes (e.g., LEA, chaperones, transporters) as well as regulatory genes, including transcription factors (TFs) belonging to various different classes, and genes associated with protein turnover. To further extend functional characterization, we identified the orthologs of differentially expressed unigenes in the model species Arabidopsis thaliana, which then allowed us to perform in silico functional inference, including gene network analysis for protein function, protein subcellular localization and gene co-expression, and in silico enrichment analysis for TFs and cis-elements. Results indicated the existence of extensive transcriptional regulatory events, including activation of ABA-responsive genes and ABF-dependent signaling. We were then able to establish that a core ABA-signaling pathway involving PP2C-SnRK2-ABF components was induced in stressed Q. suber roots, identifying a key mechanism in this species’ response to drought. PMID:26793200

Foveal splitting causes differential processing of Chinese orthography in the male and female brain.

PubMed

Hsiao, Janet Hui-Wen; Shillcock, Richard

2005-10-01

Chinese characters contain separate phonetic and semantic radicals. A dominant character type exists in which the semantic radical is on the left and the phonetic radical on the right; an opposite, minority structure also exists, with the semantic radical on the right and the phonetic radical on the left. We show that, when asked to pronounce isolated tokens of these two character types, males responded significantly faster when the phonetic information was on the right, whereas females showed a non-significant tendency in the opposite direction. Recent research on foveal structure and reading suggests that the two halves of a centrally fixated character are initially processed in different hemispheres. The male brain typically relies more on the left hemisphere for phonological processing compared with the female brain, causing this gender difference to emerge. This interaction is predicted by an implemented computational model. This study supports the existence of a gender difference in phonological processing, and shows that the effects of foveal splitting in reading extend far enough into word recognition to interact with the gender of the reader in a naturalistic reading task.

Development in reading and math in children from different SES backgrounds: the moderating role of child temperament.

PubMed

Wang, Zhe; Soden, Brooke; Deater-Deckard, Kirby; Lukowski, Sarah L; Schenker, Victoria J; Willcutt, Erik G; Thompson, Lee A; Petrill, Stephen A

2017-05-01

Socioeconomic risks (SES risks) are robust risk factors influencing children's academic development. However, it is unclear whether the effects of SES on academic development operate universally in all children equally or whether they vary differentially in children with particular characteristics. The current study aimed to explore children's temperament as protective or risk factors that potentially moderate the associations between SES risks and academic development. Specifically, latent growth modeling (LGM) was used in two longitudinal datasets with a total of 2236 children to examine how family SES risks and children's temperament interactively predicted the development of reading and math from middle childhood to early adolescence. Results showed that low negative affect, high effortful control, and low surgency mitigated the negative associations between SES risks and both reading and math development in this developmental period. These findings underline the heterogeneous nature of the negative associations between SES risks and academic development and highlight the importance of the interplay between biological and social factors on individual differences in development. © 2015 John Wiley & Sons Ltd.

DRME: Count-based differential RNA methylation analysis at small sample size scenario.

PubMed

Liu, Lian; Zhang, Shao-Wu; Gao, Fan; Zhang, Yixin; Huang, Yufei; Chen, Runsheng; Meng, Jia

2016-04-15

Differential methylation, which concerns difference in the degree of epigenetic regulation via methylation between two conditions, has been formulated as a beta or beta-binomial distribution to address the within-group biological variability in sequencing data. However, a beta or beta-binomial model is usually difficult to infer at small sample size scenario with discrete reads count in sequencing data. On the other hand, as an emerging research field, RNA methylation has drawn more and more attention recently, and the differential analysis of RNA methylation is significantly different from that of DNA methylation due to the impact of transcriptional regulation. We developed DRME to better address the differential RNA methylation problem. The proposed model can effectively describe within-group biological variability at small sample size scenario and handles the impact of transcriptional regulation on RNA methylation. We tested the newly developed DRME algorithm on simulated and 4 MeRIP-Seq case-control studies and compared it with Fisher's exact test. It is in principle widely applicable to several other RNA-related data types as well, including RNA Bisulfite sequencing and PAR-CLIP. The code together with an MeRIP-Seq dataset is available online (https://github.com/lzcyzm/DRME) for evaluation and reproduction of the figures shown in this article. Copyright © 2016 Elsevier Inc. All rights reserved.

Professional Development to Differentiate Kindergarten Tier 1 Instruction: Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction?

ERIC Educational Resources Information Center

Al Otaiba, Stephanie; Folsom, Jessica S.; Wanzek, Jeanne; Greulich, Luana; Waesche, Jessica; Schatschneider, Christopher; Connor, Carol M.

2016-01-01

Two primary purposes guided this quasi-experimental within-teacher study: (a) to examine changes from baseline through 2 years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; and (b) to examine changes in reading and vocabulary of 3 cohorts of the teachers'…

Characterizing regulatory and functional differentiation between maize mesophyll and bundle sheath cells by transcriptomic analysis.

PubMed

Chang, Yao-Ming; Liu, Wen-Yu; Shih, Arthur Chun-Chieh; Shen, Meng-Ni; Lu, Chen-Hua; Lu, Mei-Yeh Jade; Yang, Hui-Wen; Wang, Tzi-Yuan; Chen, Sean C-C; Chen, Stella Maris; Li, Wen-Hsiung; Ku, Maurice S B

2012-09-01

To study the regulatory and functional differentiation between the mesophyll (M) and bundle sheath (BS) cells of maize (Zea mays), we isolated large quantities of highly homogeneous M and BS cells from newly matured second leaves for transcriptome profiling by RNA sequencing. A total of 52,421 annotated genes with at least one read were found in the two transcriptomes. Defining a gene with more than one read per kilobase per million mapped reads as expressed, we identified 18,482 expressed genes; 14,972 were expressed in M cells, including 53 M-enriched transcription factor (TF) genes, whereas 17,269 were expressed in BS cells, including 214 BS-enriched TF genes. Interestingly, many TF gene families show a conspicuous BS preference in expression. Pathway analyses reveal differentiation between the two cell types in various functional categories, with the M cells playing more important roles in light reaction, protein synthesis and folding, tetrapyrrole synthesis, and RNA binding, while the BS cells specialize in transport, signaling, protein degradation and posttranslational modification, major carbon, hydrogen, and oxygen metabolism, cell division and organization, and development. Genes coding for several transporters involved in the shuttle of C(4) metabolites and BS cell wall development have been identified, to our knowledge, for the first time. This comprehensive data set will be useful for studying M/BS differentiation in regulation and function.

Association of coral algal symbionts with a diverse viral community responsive to heat shock.

PubMed

Brüwer, Jan D; Agrawal, Shobhit; Liew, Yi Jin; Aranda, Manuel; Voolstra, Christian R

2017-08-17

Stony corals provide the structural foundation of coral reef ecosystems and are termed holobionts given they engage in symbioses, in particular with photosynthetic dinoflagellates of the genus Symbiodinium. Besides Symbiodinium, corals also engage with bacteria affecting metabolism, immunity, and resilience of the coral holobiont, but the role of associated viruses is largely unknown. In this regard, the increase of studies using RNA sequencing (RNA-Seq) to assess gene expression provides an opportunity to elucidate viral signatures encompassed within the data via careful delineation of sequence reads and their source of origin. Here, we re-analyzed an RNA-Seq dataset from a cultured coral symbiont (Symbiodinium microadriaticum, Clade A1) across four experimental treatments (control, cold shock, heat shock, dark shock) to characterize associated viral diversity, abundance, and gene expression. Our approach comprised the filtering and removal of host sequence reads, subsequent phylogenetic assignment of sequence reads of putative viral origin, and the assembly and analysis of differentially expressed viral genes. About 15.46% (123 million) of all sequence reads were non-host-related, of which <1% could be classified as archaea, bacteria, or virus. Of these, 18.78% were annotated as virus and comprised a diverse community consistent across experimental treatments. Further, non-host related sequence reads assembled into 56,064 contigs, including 4856 contigs of putative viral origin that featured 43 differentially expressed genes during heat shock. The differentially expressed genes included viral kinases, ubiquitin, and ankyrin repeat proteins (amongst others), which are suggested to help the virus proliferate and inhibit the algal host's antiviral response. Our results suggest that a diverse viral community is associated with coral algal endosymbionts of the genus Symbiodinium, which prompts further research on their ecological role in coral health and resilience.

P-channel differential multiple-time programmable memory cells by laterally coupled floating metal gate fin field-effect transistors

NASA Astrophysics Data System (ADS)

Wang, Tai-Min; Chien, Wei-Yu; Hsu, Chia-Ling; Lin, Chrong Jung; King, Ya-Chin

2018-04-01

In this paper, we present a new differential p-channel multiple-time programmable (MTP) memory cell that is fully compatible with advanced 16 nm CMOS fin field-effect transistors (FinFET) logic processes. This differential MTP cell stores complementary data in floating gates coupled by a slot contact structure, which make different read currents possible on a single cell. In nanoscale CMOS FinFET logic processes, the gate dielectric layer becomes too thin to retain charges inside floating gates for nonvolatile data storage. By using a differential architecture, the sensing window of the cell can be extended and maintained by an advanced blanket boost scheme. The charge retention problem in floating gate cells can be improved by periodic restoring lost charges when significant read window narrowing occurs. In addition to high programming efficiency, this p-channel MTP cells also exhibit good cycling endurance as well as disturbance immunity. The blanket boost scheme can remedy the charge loss problem under thin gate dielectrics.

Cellerator: extending a computer algebra system to include biochemical arrows for signal transduction simulations

NASA Technical Reports Server (NTRS)

Shapiro, Bruce E.; Levchenko, Andre; Meyerowitz, Elliot M.; Wold, Barbara J.; Mjolsness, Eric D.

2003-01-01

Cellerator describes single and multi-cellular signal transduction networks (STN) with a compact, optionally palette-driven, arrow-based notation to represent biochemical reactions and transcriptional activation. Multi-compartment systems are represented as graphs with STNs embedded in each node. Interactions include mass-action, enzymatic, allosteric and connectionist models. Reactions are translated into differential equations and can be solved numerically to generate predictive time courses or output as systems of equations that can be read by other programs. Cellerator simulations are fully extensible and portable to any operating system that supports Mathematica, and can be indefinitely nested within larger data structures to produce highly scaleable models.

Do word-problem features differentially affect problem difficulty as a function of students' mathematics difficulty with and without reading difficulty?

PubMed

Powell, Sarah R; Fuchs, Lynn S; Fuchs, Douglas; Cirino, Paul T; Fletcher, Jack M

2009-01-01

This study examined whether and, if so, how word-problem features differentially affect problem difficulty as a function of mathematics difficulty (MD) status: no MD (n = 109), MD only (n = 109), or MD in combination with reading difficulties (MDRD; n = 109). The problem features were problem type (total, difference, or change) and position of missing information in the number sentence representing the word problem (first, second, or third position). Students were assessed on 14 word problems near the beginning of third grade. Consistent with the hypothesis that mathematical cognition differs as a function of MD subtype, problem type affected problem difficulty differentially for MDRD versus MD-only students; however, the position of missing information in word problems did not. Implications for MD subtyping and for instruction are discussed.

Etiological Subgroups of Small-for-Gestational-Age: Differential Neurodevelopmental Outcomes

PubMed Central

Li, Xiuhong; Eiden, Rina D.; Epstein, Leonard H.; Shenassa, Edmond D.; Xie, Chuanbo; Wen, Xiaozhong

2016-01-01

Objectives It remains unclear why substantial variations in neurodevelopmental outcomes exist within small-for-gestational-age (SGA) children. We prospectively compared 5-y neurodevelopmental outcomes across SGA etiological subgroups. Methods Children born SGA (N = 1050) from U.S. Early Childhood Longitudinal Study-Birth Cohort (2001–2007) was divided into etiological subgroups by each of 7 well-established prenatal risk factors. We fit linear regression models to compare 5-y reading, math, gross motor and fine motor scores across SGA subgroups, adjusting for socio-demographic confounders. Results Compared to singleton SGA subgroup, multiple-birth SGA subgroup had lower mean reading (adjusted mean difference, -4.08 [95% confidence interval, -6.10, -2.06]) and math (-2.22 [-3.61, -0.84]) scores. These disadvantages in reading and math existed only among multiple-birth SGA subgroup without ovulation stimulation (reading, -4.50 [-6.64, -2.36]; math, -2.91 [-4.37, -1.44]), but not among those with ovulation stimulation (reading, -2.33 [-6.24, 1.57]; math 0.63 [-1.86, 3.12]). Compared to singleton SGA subgroup without maternal smoking and inadequate gestational weight gain, singleton SGA subgroup with co-occurrence of maternal smoking and inadequate gestational weight gain (GWG) had lower mean reading (-4.81 [-8.50, -1.12]) and math (-2.95 [-5.51, -0.38]) scores. These differences were not mediated by Apgar score. Conclusions Multiple-birth SGA subgroups (vs. singleton SGA) or singleton SGA subgroup with co-occurrence of smoking and inadequate GWG (vs. singleton SGA subgroup without maternal smoking and inadequate gestational weight gain) have poorer cognitive development up to 5 y. PMID:27501456

Mediating Effects of Working Memory in the Relation Between Rapid Automatized Naming and Chinese Reading Comprehension.

PubMed

Weng, Xiaoqian; Li, Guangze; Li, Rongbao

2016-08-01

This study examined the mediating role of working memory (WM) in the relation between rapid automatized naming (RAN) and Chinese reading comprehension. Three tasks assessing differentially visual and verbal components of WM were programmed by E-prime 2.0. Data collected from 55 Chinese college students were analyzed using correlations and hierarchical regression methods to determine the connection among RAN, reading comprehension, and WM components. Results showed that WM played a significant mediating role in the RAN-reading relation and that auditory WM made stronger contributions than visual WM. Taking into account of the multi-component nature of WM and the specificity of Chinese reading processing, this study discussed the mediating powers of the WM components, particularly auditory WM, further clarifying the possible components involved in the RAN-reading relation and thus providing some insight into the complicated Chinese reading process.

Early grade curriculum-based reading measures for students with intellectual disability.

PubMed

Hill, David R; Lemons, Christopher J

2015-12-01

The purpose of this study was to extend previous research on the use of curriculum-based measurement (CBM) for students with intellectual disability by having 19 special education teachers monitor weekly reading progress of 38 students with intellectual disability for approximately 15 weeks and examining whether students exhibited gains on the progress monitoring measures. In addition to the weekly CBM, teachers reported the type and duration of daily reading instruction. Data were analyzed to explore relationships between CBM performance and reading instruction. Our results indicate that teachers are capable of administering and scoring CBM on a weekly basis and that CBM does capture reading growth for some students with intellectual disability. Correlations between CBM performance and a teacher report of skills taught during reading instruction indicate that teachers may be differentiating instruction based on students' reading ability. Directions for future research as well as limitations of the study are discussed. © The Author(s) 2015.

Individual and group sensitivity to remedial reading program design: Examining reading gains across three middle school reading projects

PubMed Central

Calhoon, Mary Beth; Petscher, Yaacov

2015-01-01

The purpose of this project was to examine group- and individual-level responses by struggling adolescents readers (6th – 8th grades; N = 155) to three different modalities of the same reading program, Reading Achievement Multi-Component Program (RAMP-UP). The three modalities differ in the combination of reading components (phonological decoding, spelling, fluency, comprehension) that are taught and their organization. Latent change scores were used to examine changes in phonological decoding, fluency, and comprehension for each modality at the group level. In addition, individual students were classified as gainers versus non-gainers (a reading level increase of a year or more vs. less than one year) so that characteristics of gainers and differential sensitivity to instructional modality could be investigated. Findings from both group and individual analyses indicated that reading outcomes were related to modalities of reading instruction. Furthermore, differences in reading gains were seen between students who began treatment with higher reading scores than those with lower reading scores; dependent on modality of treatment. Results, examining group and individual analyses similarities and differences, and the effect the different modalities have on reading outcomes for older struggling readers will be discussed. PMID:25657503

Gender-Related Differential Item Functioning on a Middle-School Mathematics Performance Assessment.

ERIC Educational Resources Information Center

Lane, Suzanne; And Others

This study examined gender-related differential item functioning (DIF) using a mathematics performance assessment, the QUASAR Cognitive Assessment Instrument (QCAI), administered to middle school students. The QCAI was developed for the Quantitative Understanding: Amplifying Student Achievement and Reading (QUASAR) project, which focuses on…

The Interdependence Continuum: A Perspective on the Nature of Spanish-English Bilingual Reading Comprehension

ERIC Educational Resources Information Center

Proctor, C. Patrick; August, Diane; Snow, Catherine; Barr, Christopher D.

2010-01-01

The purpose of the current study is to elaborate on the statistical nature of the linguistic interdependence hypothesis (Cummins, 1979). It is argued that reading skills across the languages of bilingual learners are differentially robust to interdependence, falling along a continuum mediated by the commonalities between Spanish and English.…

The Effects of Self-Explanation and Reading Questions and Answers on Learning Computer Programming Language

ERIC Educational Resources Information Center

Lee, Nancy

2013-01-01

The current study explored the differential effects of two learning strategies, self-explanation and reading questions and answers, on students' test performance in the computer programming language JavaScript. Students' perceptions toward the two strategies as to their effectiveness in learning JavaScript was also explored by examining students'…

The Reading Turn-Around: A Five Part Framework for Differentiated Instruction. Practitioners Bookshelf, Language & Literacy Series

ERIC Educational Resources Information Center

Jones, Stephanie; Clarke, Lane; Enriquez, Grace

2009-01-01

This book demonstrates a five-part framework for teachers, reading specialists, and literacy coaches who want to help their least engaged students become powerful readers. Merging theory and practice, the guide offers successful strategies to reach your "struggling" learners. The authors show how you can "turn-around" your instructional practice,…

Exploring Individual Differences among Novices Reading in a Specific Domain: The Case of Law.

ERIC Educational Resources Information Center

Deegan, Dorothy H.

1995-01-01

Explores reading strategies used by two groups of readers differentiated in terms of academic performance subsequent to their first year in law school. Finds that students in the top quartile used different strategies than students in the bottom quartile. Suggests that attention should be paid to literacy requirements and practices as students…

Differential Effects of Headings on High- and Low-Knowledge Readers.

ERIC Educational Resources Information Center

Wilhite, Stephen C.

Two experiments investigated to what extent schema activation is involved in any facilitative effect that headings may have on multiple-choice test performance following the reading of a passage. In the first experiment, 1,116 college students read a 1,760-word passage on human sexuality with headings either present or absent. An analysis of the…

Evidence of a Differential Effect of Ability Grouping on the Reading Achievement Growth of Language-Minority Hispanics

ERIC Educational Resources Information Center

Robinson, Joseph P.

2008-01-01

Ability grouping is sometimes thought to exacerbate inequality by increasing achievement gaps; however, ability grouping may in fact benefit a fast growing and often marginalized student population: children from non-English-speaking home environments. The level-appropriate, small-group instruction received in reading ability groups may be…

Differential Competencies Contributing to Children's Comprehension of Narrative and Expository Texts

ERIC Educational Resources Information Center

Best, Rachel M.; Floyd, Randy G.; Mcnamara, Danielle S.

2008-01-01

This study examined the influences of reading decoding skills and world knowledge on third graders' comprehension of narrative and expository texts. Children read a narrative text and an expository text. Comprehension of each text was assessed with a free recall prompt, three cued recall prompts, and 12 multiple-choice questions. Tests from the…

Do Cognitive Patterns of Strengths and Weaknesses Differentially Predict Errors on Reading, Writing, and Spelling?

ERIC Educational Resources Information Center

Liu, Xiaochen; Marchis, Lavinia; DeBiase, Emily; Breaux, Kristina C.; Courville, Troy; Pan, Xingyu; Hatcher, Ryan C.; Koriakin, Taylor; Choi, Dowon; Kaufman, Alan S.

2017-01-01

This study investigated the relationship between specific cognitive patterns of strengths and weaknesses (PSWs) and the errors children make in reading, writing, and spelling tests from the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants were selected from the KTEA-3 standardization sample based on five cognitive…

Differential Effects of Two Spelling Procedures on Acquisition, Maintenance and Adaption to Reading

ERIC Educational Resources Information Center

Cates, Gary L.; Dunne, Megan; Erkfritz, Karyn N.; Kivisto, Aaron; Lee, Nicole; Wierzbicki, Jennifer

2007-01-01

An alternating treatments design was used to assess the effects of a constant time delay (CTD) procedure and a cover-copy-compare (CCC) procedure on three students' acquisition, subsequent maintenance, and adaptation (i.e., application) of acquired spelling words to reading passages. Students were randomly presented two trials of word lists from…

Splenium microstructure is related to two dimensions of reading skill.

PubMed

Frye, Richard E; Hasan, Khader; Xue, Lian; Strickland, David; Malmberg, Benjamin; Liederman, Jacqueline; Papanicolaou, Andrew

2008-10-29

Inconsistent differences in the corpus callosum (CC) structure between dyslexic readers (DRs) and typical readers (TRs) have been reported. We examine differences in CC splenium microstructure and the association of splenium microstructure with reading-related skills. Nine DRs and 18 TRs completed a reading skills battery and diffusion tensor imaging. DRs had higher splenium fractional anisotropy (FA) and axial diffusivity (LA) as compared with TRs. Retrieval of orthographic information from the language lexicon was negatively associated with FA and LA within both reading groups. Phonological awareness was positively associated with splenium FA and LA in TRs but not DRs. This study suggests two white matter pathways that may be differentially associated with reading skills in the CC splenium.

Do Not Resonate with Actions: Sentence Polarity Modulates Cortico-Spinal Excitability during Action-Related Sentence Reading

PubMed Central

Liuzza, Marco Tullio; Candidi, Matteo; Aglioti, Salvatore Maria

2011-01-01

Background Theories of embodied language suggest that the motor system is differentially called into action when processing motor-related versus abstract content words or sentences. It has been recently shown that processing negative polarity action-related sentences modulates neural activity of premotor and motor cortices. Methods and Findings We sought to determine whether reading negative polarity sentences brought about differential modulation of cortico-spinal motor excitability depending on processing hand-action related or abstract sentences. Facilitatory paired-pulses Transcranial Magnetic Stimulation (pp-TMS) was applied to the primary motor representation of the right-hand and the recorded amplitude of induced motor-evoked potentials (MEP) was used to index M1 activity during passive reading of either hand-action related or abstract content sentences presented in both negative and affirmative polarity. Results showed that the cortico-spinal excitability was affected by sentence polarity only in the hand-action related condition. Indeed, in keeping with previous TMS studies, reading positive polarity, hand action-related sentences suppressed cortico-spinal reactivity. This effect was absent when reading hand action-related negative polarity sentences. Moreover, no modulation of cortico-spinal reactivity was associated with either negative or positive polarity abstract sentences. Conclusions Our results indicate that grammatical cues prompting motor negation reduce the cortico-spinal suppression associated with affirmative action sentences reading and thus suggest that motor simulative processes underlying the embodiment may involve even syntactic features of language. PMID:21347305

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

The effect of the order in which episodic autobiographical memories versus autobiographical knowledge are shared on feelings of closeness.

PubMed

Brandon, Nicole R; Beike, Denise R; Cole, Holly E

2017-07-01

Autobiographical memories (AMs) can be used to create and maintain closeness with others [Alea, N., & Bluck, S. (2003). Why are you telling me that? A conceptual model of the social function of autobiographical memory. Memory, 11(2), 165-178]. However, the differential effects of memory specificity are not well established. Two studies with 148 participants tested whether the order in which autobiographical knowledge (AK) and specific episodic AM (EAM) are shared affects feelings of closeness. Participants read two memories hypothetically shared by each of four strangers. The strangers first shared either AK or an EAM, and then shared either AK or an EAM. Participants were randomly assigned to read either positive or negative AMs from the strangers. Findings suggest that people feel closer to those who share positive AMs in the same way they construct memories: starting with general and moving to specific.

Do Our Means of Inquiry Match our Intentions?

PubMed Central

Petscher, Yaacov

2016-01-01

A key stage of the scientific method is the analysis of data, yet despite the variety of methods that are available to researchers they are most frequently distilled to a model that focuses on the average relation between variables. Although research questions are frequently conceived with broad inquiry in mind, most regression methods are limited in comprehensively evaluating how observed behaviors are related to each other. Quantile regression is a largely unknown yet well-suited analytic technique similar to traditional regression analysis, but allows for a more systematic approach to understanding complex associations among observed phenomena in the psychological sciences. Data from the National Education Longitudinal Study of 1988/2000 are used to illustrate how quantile regression overcomes the limitations of average associations in linear regression by showing that psychological well-being and sex each differentially relate to reading achievement depending on one’s level of reading achievement. PMID:27486410

Reference genome sequence of the model plant Setaria

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bennetzen, Jeffrey L; Schmutz, Jeremy; Wang, Hao

We generated a high-quality reference genome sequence for foxtail millet (Setaria italica). The ~400-Mb assembly covers ~80% of the genome and >95% of the gene space. The assembly was anchored to a 992-locus genetic map and was annotated by comparison with >1.3 million expressed sequence tag reads. We produced more than 580 million RNA-Seq reads to facilitate expression analyses. We also sequenced Setaria viridis, the ancestral wild relative of S. italica, and identified regions of differential single-nucleotide polymorphism density, distribution of transposable elements, small RNA content, chromosomal rearrangement and segregation distortion. The genus Setaria includes natural and cultivated species thatmore » demonstrate a wide capacity for adaptation. The genetic basis of this adaptation was investigated by comparing five sequenced grass genomes. We also used the diploid Setaria genome to evaluate the ongoing genome assembly of a related polyploid, switchgrass (Panicum virgatum).« less

Reference genome sequence of the model plant Setaria.

PubMed

Bennetzen, Jeffrey L; Schmutz, Jeremy; Wang, Hao; Percifield, Ryan; Hawkins, Jennifer; Pontaroli, Ana C; Estep, Matt; Feng, Liang; Vaughn, Justin N; Grimwood, Jane; Jenkins, Jerry; Barry, Kerrie; Lindquist, Erika; Hellsten, Uffe; Deshpande, Shweta; Wang, Xuewen; Wu, Xiaomei; Mitros, Therese; Triplett, Jimmy; Yang, Xiaohan; Ye, Chu-Yu; Mauro-Herrera, Margarita; Wang, Lin; Li, Pinghua; Sharma, Manoj; Sharma, Rita; Ronald, Pamela C; Panaud, Olivier; Kellogg, Elizabeth A; Brutnell, Thomas P; Doust, Andrew N; Tuskan, Gerald A; Rokhsar, Daniel; Devos, Katrien M

2012-05-13

We generated a high-quality reference genome sequence for foxtail millet (Setaria italica). The ∼400-Mb assembly covers ∼80% of the genome and >95% of the gene space. The assembly was anchored to a 992-locus genetic map and was annotated by comparison with >1.3 million expressed sequence tag reads. We produced more than 580 million RNA-Seq reads to facilitate expression analyses. We also sequenced Setaria viridis, the ancestral wild relative of S. italica, and identified regions of differential single-nucleotide polymorphism density, distribution of transposable elements, small RNA content, chromosomal rearrangement and segregation distortion. The genus Setaria includes natural and cultivated species that demonstrate a wide capacity for adaptation. The genetic basis of this adaptation was investigated by comparing five sequenced grass genomes. We also used the diploid Setaria genome to evaluate the ongoing genome assembly of a related polyploid, switchgrass (Panicum virgatum).

Using Technology to Differentiate and Accommodate Students with Disabilities

ERIC Educational Resources Information Center

Mahoney, Jamie; Hall, Carol

2017-01-01

Improving the abilities of students with disabilities is a difficult task. Students with disabilities strive to be successful academically in the content areas of reading, writing, and mathematical concepts. Teachers can use technology to individualize and differentiate instruction for students who need the assistance and support. Vocaroo, Quick…

Making Assessment Matter: Using Test Results to Differentiate Reading Instruction

ERIC Educational Resources Information Center

Lesaux, Nonie K.; Marietta, Sky H.

2011-01-01

All too often, literacy assessments are given only for accountability purposes and fail to be seen as valuable resources for planning and differentiating instruction. This clear, concise book shows K-5 educators how to implement a comprehensive, balanced assessment battery that integrates accountability concerns with data-driven instruction.…

Cognitive and emotional empathy in typical and impaired readers and its relationship to reading competence.

PubMed

Gabay, Yafit; Shamay-Tsoory, Simone G; Goldfarb, Liat

2016-12-01

Studies indicate a strong relationship between empathy and language skills, but the relationship between reading and empathy remains elusive, although a shared neural substrate (the temporoparietal junction; TPJ) has been implicated in both reading and empathy. Motivated by these observations, the purpose of the current study was to examine empathic skills in a large spectrum of reading abilities, including typical readers and individuals with dyslexia, and their relationship to reading competence. We administered the Intrapersonal Reactivity Index (IRI) test, which differentiates between two subscales of empathy (cognitive and emotional empathy), to a group of participants with dyslexia and typical readers. Results indicate that the general reading score (average z scores of all reading tests) was significantly positively correlated with empathic scores. In addition, tests of specific reading abilities-decoding, reading fluency, and reading-related measures of phonological awareness-were significantly positively correlated with empathic scores. Finally, participants with dyslexia who showed low reading abilities had significantly lower scores in total empathy and cognitive empathy, as measured by the IRI test, than did typical participants with high reading abilities. Taken together, these results indicate a strong association between reading-related skills and empathic abilities and may point to involvement of the TPJ in both empathy and reading.

The Differential Impact of Video-Stimulated Recall and Concurrent Questioning Methods on Beginning Readers' Verbalization about Self-Monitoring during Oral Reading

ERIC Educational Resources Information Center

Pratt, Sharon M.; Martin, Anita M.

2017-01-01

This pilot study explored two methods of eliciting beginning readers' verbalizations of their thinking when self-monitoring oral reading: video-stimulated recall and concurrent questioning. First and second graders (N = 11) were asked to explain their thinking about repetitions, attempts to self-correct, and successful self-corrects, in order to…

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…

Weak and strong novice readers of English as a foreign language: effects of first language and socioeconomic status.

PubMed

Kahn-Horwitz, Janina; Shimron, Joseph; Sparks, Richard L

2006-06-01

This study examined individual differences among beginning readers of English as a foreign language (EFL). The study concentrated on the effects of underlying first language (L1) knowledge as well as EFL letter and vocabulary knowledge. Phonological and morphological awareness, spelling, vocabulary knowledge, and word reading in Hebrew L1, in addition to knowledge of EFL letters and EFL vocabulary, were measured. The study also investigated the effect of socioeconomic background (SES) on beginning EFL readers. Participants included 145 fourth graders from three schools representing two socioeconomic backgrounds in the north of Israel. The results indicate that knowledge of English letters played a more prominent role than knowledge of Hebrew L1 components in differentiating between strong and weak EFL readers. The Linguistic Coding Differences Hypothesis was supported by L1 phonological awareness, word reading, and vocabulary knowledge appearing as part of discriminating functions. The presence of English vocabulary knowledge as part of the discriminant functions provides support for English word reading being more than just a decoding task for EFL beginner readers. Socioeconomic status differentiated the groups for EFL word recognition but not for EFL reading comprehension.

ReadXplorer—visualization and analysis of mapped sequences

PubMed Central

Hilker, Rolf; Stadermann, Kai Bernd; Doppmeier, Daniel; Kalinowski, Jörn; Stoye, Jens; Straube, Jasmin; Winnebald, Jörn; Goesmann, Alexander

2014-01-01

Motivation: Fast algorithms and well-arranged visualizations are required for the comprehensive analysis of the ever-growing size of genomic and transcriptomic next-generation sequencing data. Results: ReadXplorer is a software offering straightforward visualization and extensive analysis functions for genomic and transcriptomic DNA sequences mapped on a reference. A unique specialty of ReadXplorer is the quality classification of the read mappings. It is incorporated in all analysis functions and displayed in ReadXplorer's various synchronized data viewers for (i) the reference sequence, its base coverage as (ii) normalizable plot and (iii) histogram, (iv) read alignments and (v) read pairs. ReadXplorer's analysis capability covers RNA secondary structure prediction, single nucleotide polymorphism and deletion–insertion polymorphism detection, genomic feature and general coverage analysis. Especially for RNA-Seq data, it offers differential gene expression analysis, transcription start site and operon detection as well as RPKM value and read count calculations. Furthermore, ReadXplorer can combine or superimpose coverage of different datasets. Availability and implementation: ReadXplorer is available as open-source software at http://www.readxplorer.org along with a detailed manual. Contact: rhilker@mikrobio.med.uni-giessen.de Supplementary information: Supplementary data are available at Bioinformatics online. PMID:24790157

Focal plane infrared readout circuit

NASA Technical Reports Server (NTRS)

Pain, Bedabrata (Inventor)

2002-01-01

An infrared imager, such as a spectrometer, includes multiple infrared photodetectors and readout circuits for reading out signals from the photodetectors. Each readout circuit includes a buffered direct injection input circuit including a differential amplifier with active feedback provided through an injection transistor. The differential amplifier includes a pair of input transistors, a pair of cascode transistors and a current mirror load. Photocurrent from a photodetector can be injected onto an integration capacitor in the readout circuit with high injection efficiency at high speed. A high speed, low noise, wide dynamic range linear infrared multiplexer array for reading out infrared detectors with large capacitances can be achieved even when short exposure times are used. The effect of image lag can be reduced.

White matter microstructure integrity in relation to reading proficiency☆.

PubMed

Nikki Arrington, C; Kulesz, Paulina A; Juranek, Jenifer; Cirino, Paul T; Fletcher, Jack M

2017-11-01

Components of reading proficiency such asaccuracy, fluency, and comprehension require the successful coordination of numerous, yet distinct, cortical regions. Underlying white matter tracts allow for communication among these regions. This study utilized unique residualized tract - based spatial statistics methodology to identify the relations of white matter microstructure integrity to three components of reading proficiency in 49 school - aged children with typically developing phonological decoding skills and 27 readers with poor decoders. Results indicated that measures of white matter integrity were differentially associated with components of reading proficiency. In both typical and poor decoders, reading comprehension correlated with measures of integrity of the right uncinate fasciculus; reading comprehension was also related to the left inferior longitudinal fasciculus in poor decoders. Also in poor decoders, word reading fluency was related to the right uncinate and left inferior fronto - occipital fasciculi. Word reading was unrelated to white matter integrity in either group. These findings expand our knowledge of the association between white matter integrity and different elements of reading proficiency. Copyright © 2017 Elsevier Inc. All rights reserved.

An Interactive, Instructor-Supported Reading Approach vs. Traditional Reading Instruction in Spanish

ERIC Educational Resources Information Center

Gladwin, Ransom F., IV; Stepp-Greany, Jonita

2008-01-01

This study analyzes the effects of the Interactive Reading with Instructor Support (IRIS) model on reading comprehension, as compared to a traditional (direct-teaching/lecture format) instructional model. The IRIS model combines reading strategies and social mediation together in the Spanish as a second language environment. In the IRIS model,…

Visual Perception and Reading: New Clues to Patterns of Dysfunction Across Multiple Visual Channels in Developmental Dyslexia.

PubMed

Pina Rodrigues, Ana; Rebola, José; Jorge, Helena; Ribeiro, Maria José; Pereira, Marcelino; van Asselen, Marieke; Castelo-Branco, Miguel

2017-01-01

The specificity of visual channel impairment in dyslexia has been the subject of much controversy. The purpose of this study was to determine if a differential pattern of impairment can be verified between visual channels in children with developmental dyslexia, and in particular, if the pattern of deficits is more conspicuous in tasks where the magnocellular-dorsal system recruitment prevails. Additionally, we also aimed at investigating the association between visual perception thresholds and reading. In the present case-control study, we compared perception thresholds of 33 children diagnosed with developmental dyslexia and 34 controls in a speed discrimination task, an achromatic contrast sensitivity task, and a chromatic contrast sensitivity task. Moreover, we addressed the correlation between the different perception thresholds and reading performance, as assessed by means of a standardized reading test (accuracy and fluency). Group comparisons were performed by the Mann-Whitney U test, and Spearman's rho was used as a measure of correlation. Results showed that, when compared to controls, children with dyslexia were more impaired in the speed discrimination task, followed by the achromatic contrast sensitivity task, with no impairment in the chromatic contrast sensitivity task. These results are also consistent with the magnocellular theory since the impairment profile of children with dyslexia in the visual threshold tasks reflected the amount of magnocellular-dorsal stream involvement. Moreover, both speed and achromatic thresholds were significantly correlated with reading performance, in terms of accuracy and fluency. Notably, chromatic contrast sensitivity thresholds did not correlate with any of the reading measures. Our evidence stands in favor of a differential visual channel deficit in children with developmental dyslexia and contributes to the debate on the pathophysiology of reading impairments.

Parent Assisted Reading Using a Paired Reading Model

ERIC Educational Resources Information Center

Howell, Angela

2006-01-01

The purpose of this study was to determine the effectiveness of parent-assisted reading on reading comprehension. The study involved the use of the paired-reading model. The teacher made a short video of herself and each child implementing the model. Parents were given the video and a short list of instructions along with a reading log. The study…

RNA-seq Data: Challenges in and Recommendations for Experimental Design and Analysis.

PubMed

Williams, Alexander G; Thomas, Sean; Wyman, Stacia K; Holloway, Alisha K

2014-10-01

RNA-seq is widely used to determine differential expression of genes or transcripts as well as identify novel transcripts, identify allele-specific expression, and precisely measure translation of transcripts. Thoughtful experimental design and choice of analysis tools are critical to ensure high-quality data and interpretable results. Important considerations for experimental design include number of replicates, whether to collect paired-end or single-end reads, sequence length, and sequencing depth. Common analysis steps in all RNA-seq experiments include quality control, read alignment, assigning reads to genes or transcripts, and estimating gene or transcript abundance. Our aims are two-fold: to make recommendations for common components of experimental design and assess tool capabilities for each of these steps. We also test tools designed to detect differential expression, since this is the most widespread application of RNA-seq. We hope that these analyses will help guide those who are new to RNA-seq and will generate discussion about remaining needs for tool improvement and development. Copyright © 2014 John Wiley & Sons, Inc.

Transcriptome Profiling of Buffalograss Challenged with the Leaf Spot Pathogen Curvularia inaequalis.

PubMed

Amaradasa, Bimal S; Amundsen, Keenan

2016-01-01

Buffalograss (Bouteloua dactyloides) is a low maintenance U. S. native turfgrass species with exceptional drought, heat, and cold tolerance. Leaf spot caused by Curvularia inaequalis negatively impacts buffalograss visual quality. Two leaf spot susceptible and two resistant buffalograss lines were challenged with C. inaequalis. Samples were collected from treated and untreated leaves when susceptible lines showed symptoms. Transcriptome sequencing was done and differentially expressed genes were identified. Approximately 27 million raw sequencing reads were produced per sample. More than 86% of the sequencing reads mapped to an existing buffalograss reference transcriptome. De novo assembly of unmapped reads was merged with the existing reference to produce a more complete transcriptome. There were 461 differentially expressed transcripts between the resistant and susceptible lines when challenged with the pathogen and 1552 in its absence. Previously characterized defense-related genes were identified among the differentially expressed transcripts. Twenty one resistant line transcripts were similar to genes regulating pattern triggered immunity and 20 transcripts were similar to genes regulating effector triggered immunity. There were also nine up-regulated transcripts in resistance lines which showed potential to initiate systemic acquired resistance (SAR) and three transcripts encoding pathogenesis-related proteins which are downstream products of SAR. This is the first study characterizing changes in the buffalograss transcriptome when challenged with C. inaequalis.

Creating a business model from the traditional to global fashion: the regional Vianesa costume as inspiration

NASA Astrophysics Data System (ADS)

Broega, A. C.; Gonçalves, E.; Ribeiro, R.

2017-10-01

The great challenge of this century is the creation of new models of fashion business with sustainable principles. Therefore, it is intend to present in this paper the process that gave rise to a set of differentiated designs for fashion accessories. This paper presents the relationship of a set of concepts more or less interconnected, which brings together sustainability principles of social and cultural, besides the environmental dimension, exploring the cultural and intangible heritage of the Vianesa Costume. The Vianesa Costume reflects the culture of a people and has a high potential for innovation, from both technical and aesthetic point of view, in the sense of a more contemporary reading.

School Instructional Climate and Student Achievement: An Examination of Group Norms for Differentiated Instruction

ERIC Educational Resources Information Center

Goddard, Yvonne; Goddard, Roger; Kim, Minjung

2015-01-01

The purpose of this article is to investigate the relationship between school instructional climate and students' fifth-grade mathematics and reading achievement, with a particular emphasis on norms for practice consistent with differentiated instruction. Using data from a stratified random sample of Michigan elementary schools, we employed…

It's DE-licious: A Recipe for Differential Expression Analyses of RNA-seq Experiments Using Quasi-Likelihood Methods in edgeR.

PubMed

Lun, Aaron T L; Chen, Yunshun; Smyth, Gordon K

2016-01-01

RNA sequencing (RNA-seq) is widely used to profile transcriptional activity in biological systems. Here we present an analysis pipeline for differential expression analysis of RNA-seq experiments using the Rsubread and edgeR software packages. The basic pipeline includes read alignment and counting, filtering and normalization, modelling of biological variability and hypothesis testing. For hypothesis testing, we describe particularly the quasi-likelihood features of edgeR. Some more advanced downstream analysis steps are also covered, including complex comparisons, gene ontology enrichment analyses and gene set testing. The code required to run each step is described, along with an outline of the underlying theory. The chapter includes a case study in which the pipeline is used to study the expression profiles of mammary gland cells in virgin, pregnant and lactating mice.

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

PubMed

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

2017-01-01

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

HSA: a heuristic splice alignment tool.

PubMed

Bu, Jingde; Chi, Xuebin; Jin, Zhong

2013-01-01

RNA-Seq methodology is a revolutionary transcriptomics sequencing technology, which is the representative of Next generation Sequencing (NGS). With the high throughput sequencing of RNA-Seq, we can acquire much more information like differential expression and novel splice variants from deep sequence analysis and data mining. But the short read length brings a great challenge to alignment, especially when the reads span two or more exons. A two steps heuristic splice alignment tool is generated in this investigation. First, map raw reads to reference with unspliced aligner--BWA; second, split initial unmapped reads into three equal short reads (seeds), align each seed to the reference, filter hits, search possible split position of read and extend hits to a complete match. Compare with other splice alignment tools like SOAPsplice and Tophat2, HSA has a better performance in call rate and efficiency, but its results do not as accurate as the other software to some extent. HSA is an effective spliced aligner of RNA-Seq reads mapping, which is available at https://github.com/vlcc/HSA.

Can Harry Potter still put a spell on us in a second language? An fMRI study on reading emotion-laden literature in late bilinguals.

PubMed

Hsu, Chun-Ting; Jacobs, Arthur M; Conrad, Markus

2015-02-01

In this fMRI study we contrasted emotional responses to literary reading in late bilinguals' first or second language. German participants with adequate English proficiency in their second language (L2) English read short text passages from Harry Potter books characterized by a "negative" or "positive" versus "neutral" emotional valence manipulation. Previous studies have suggested that given sufficient L2 proficiency, neural substrates involved in L1 versus L2 do not differ (Fabbro, 2001). On the other hand, the question of attenuated emotionality of L2 language processing is still an open debate (see Conrad, Recio, & Jacobs, 2011). Our results revealed a set of neural structures involved in the processing of emotion-laden literature, including emotion-related amygdala and a set of lateral prefrontal, anterior temporal, and temporo-parietal regions associated with discourse comprehension, high-level semantic integration, and Theory-of-Mind processing. Yet, consistent with post-scan emotion ratings of text passages, factorial fMRI analyses revealed stronger hemodynamic responses to "happy" than to "neutral" in bilateral amygdala and the left precentral cortex that were restricted to L1 reading. Furthermore, multivariate pattern analyses (MVPA) demonstrated better classifiability of differential patterns of brain activity elicited by passages of different emotional content in L1 than in L2 for the whole brain level. Overall, our results suggest that reading emotion-laden texts in our native language provides a stronger and more differentiated emotional experience than reading in a second language. Copyright © 2014 Elsevier Ltd. All rights reserved.

Sources and types of online information that breast cancer patients read and discuss with their doctors.

PubMed

Maloney, Erin K; D'Agostino, Thomas A; Heerdt, Alexandra; Dickler, Maura; Li, Yuelin; Ostroff, Jamie S; Bylund, Carma L

2015-04-01

Most research examining the impact of patients seeking online health information treats internet information homogenously, rather than recognizing that there are multiple types and sources of available information. The present research was conducted to differentiate among sources and types of internet information that patients search for, intend to discuss with their doctors, and recall discussing with their doctors, and to determine how accurate and hopeful patients rate this information. We surveyed 70 breast cancer patients recruited from the waiting rooms of breast medical oncology and surgery clinics. The main variables in the study were as follows: (1) the sources and types of online information patients have read, intended to discuss, and actually discussed with their doctors, and (2) how accurately and hopefully they rated this information to be. Patients read information most frequently from the websites of cancer organizations, and most often about side effects. Patients planned to discuss fewer types of information with their doctors than they had read about. They most often intended to discuss information from cancer organization websites or WebMD, and the material was most often about alternative therapies, side effects, and proven or traditional treatments. Some 76.8% of total participants rated the information they had read as very or somewhat accurate, and 61% rated the information they had read as very or somewhat hopeful. Internet information varies widely by source and type. Differentiating among sources and types of information is essential to explore the ways in which online health information impacts patients' experiences.

Expertise and age differences in pilot decision making.

PubMed

Morrow, Daniel G; Miller, Lisa M Soederberg; Ridolfo, Heather E; Magnor, Clifford; Fischer, Ute M; Kokayeff, Nina K; Stine-Morrow, Elizabeth A L

2009-01-01

We examined the influence of age and expertise on pilot decision making. Older and younger expert and novice pilots read at their own pace scenarios describing simpler or more complex flight situations. Then in a standard interview they discussed the scenario problem and how they would respond. Protocols were coded for identification of problem and solutions to this problem, and frequency of elaborations on problem and solution. Scenario comprehension was measured as differential reading time allocation to problem-critical information and scenario memory by the accuracy of answering questions about the scenarios after the interview. All groups accurately identified the problems, but experts elaborated problem descriptions more than novices did. Experts also spent more time reading critical information in the complex scenarios, which may reflect time needed to develop elaborate situation models of the problems. Expertise comprehension benefits were similar for older and younger pilots. Older experts were especially likely to elaborate the problem compared to younger experts, while older novices were less likely to elaborate the problem and to identify appropriate solutions compared to their younger counterparts. The findings suggest age invariance in knowledge-based comprehension relevant to pilot decision making.

DIF Analysis across Genders for Reading Comprehension Part of English Language Achievement Exam as a Foreign Language

ERIC Educational Resources Information Center

Ögretmen, Tuncay

2015-01-01

The purpose of this study is to carry out differential item functioning (DIF) analysis for content areas of a reading comprehension subtest using four area indices within Item Response Theory (IRT) framework. The differences in the magnitudes of the area indices were compared based on the subject areas. The DIF analysis was carried out across…

Is Reading Tests Aloud an Accommodation for Youth with or at Risk for ADHD?

ERIC Educational Resources Information Center

Spiel, Craig Freeman; Mixon, Clifton S.; Holdaway, Alex S.; Evans, Steven W.; Harrison, Judith R.; Zoromski, Allison K.; Yost, Joanna Sadler

2016-01-01

In this study, we intend to determine if reading tests aloud provides a differential boost to youth with elevated symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) relative to same-aged peers. Participants were 36 youth, 44% with or at risk for ADHD, who participated in a week long summer camp. Over the course of the week, youth attended…

The Objective Measurement of Reading Comprehension: In Response to Technical Questions Raised by the California Department of Education Technical Study Group.

ERIC Educational Resources Information Center

Stenner, A. Jackson; Burdick, Donald S.

This document discusses in depth the theoretical background of the Lexile Framework, which is based on the assumption that reading comprehension is the best predictor of success in higher education and job performance, and that it is the most tested construct in education. The first section defines measurement and differentiates between specific…

Influence of Student Engagement, Moods and Completed Assignments with on Normalized Gains and Growth in Reading Literature Using iPads

ERIC Educational Resources Information Center

Hepworth, A. J.

2014-01-01

The purpose of this study was to investigate how engagement, mood and number of assignments completed on computerized differentiated homework using an iPad in a one-to-one mobile device environment influenced the growth index and normalized gain in reading literature benchmark assessments of students in grades five, six, and seven. Furthermore,…

Reading, Comprehension, and Memory Processes: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1980 (Vol. 41 Nos. 1 through 6).

ERIC Educational Resources Information Center

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 31 titles deal with a variety of topics, including the following: (1) teaching strategies for reading comprehension; (2) strategies for assigning meaning to unfamiliar words in context; (3) differential processing of explicit and…

Teacher Modeling: Its Impact on an Extensive Reading Program

ERIC Educational Resources Information Center

Loh, Jason Kok Khiang

2009-01-01

This case study investigates whether teachers model reading in 1 Singapore primary school during an exercise called "uninterrupted sustained silent reading" (USSR) carried out in the classroom. Even though reading is an important determinant of a student's growth in language skills and ability, and modeling the act of reading is…

Transcriptome profiling analysis of Mactra veneriformis by deep sequencing after exposure to 2,2',4,4'-tetrabromodiphenyl ether

NASA Astrophysics Data System (ADS)

Shi, Pengju; Dong, Shihang; Zhang, Huanjun; Wang, Peiliang; Niu, Zhuang; Fang, Yan

2018-03-01

Polybrominated diphenyl ethers (PBDEs) are ubiquitous global pollutants, which are known to have immune, development, reproduction, and endocrine toxicity in aquatic organisms, including bivalves. 2,2',4,4'-Tetrabromodiphenyl ether (BDE-47) is the predominant PBDE congener detected in environmental samples and the tissues of organisms. However, the mechanism of its toxicity remains unclear. In this study, high-throughput sequencing was performed using the clam Mactra veneriformis, a good model for toxicological research, to clarify the transcriptomic response to BDE-47 and the mechanism responsible for the toxicity of BDE-47. The clams were exposed to 5 μg/L BDE-47 for 3 days and the digestive glands were sampled for high-throughput sequencing analysis. We obtained 127 648, 154 225, and 124 985 unigenes by de novo assembly of the control group reads (CG), BDE-47 group reads (BDEG), and control and BDE-47 reads (CG & BDEG), respectively. We annotated 32 176 unigenes from the CG & BDEG reads using the NR database. We categorized 24 401 unigenes into 25 functional COG clusters and 21 749 unigenes were assigned to 259 KEGG pathways. Moreover, 17 625 differentially expressed genes (DEGs) were detected, with 10 028 upregulated DEGs and 7 597 downregulated DEGs. Functional enrichment analysis showed that the DEGs were involved with detoxification, antioxidant defense, immune response, apoptosis, and other functions. The mRNA expression levels of 26 DEGs were verified by quantitative real-time PCR, which demonstrated the high agreement between the two methods. These results provide a good basis for future research using the M. veneriformis model into the mechanism of PBDEs toxicity and molecular biomarkers for BDE-47 pollution. The regulation and interaction of the DEGs would be studied in the future for clarifying the mechanism of PBDEs toxicity.

Applicability of the Compensatory Encoding Model in Foreign Language Reading: An Investigation with Chinese College English Language Learners

PubMed Central

Han, Feifei

2017-01-01

While some first language (L1) reading models suggest that inefficient word recognition and small working memory tend to inhibit higher-level comprehension processes; the Compensatory Encoding Model maintains that slow word recognition and small working memory do not normally hinder reading comprehension, as readers are able to operate metacognitive strategies to compensate for inefficient word recognition and working memory limitation as long as readers process a reading task without time constraint. Although empirical evidence is accumulated for support of the Compensatory Encoding Model in L1 reading, there is lack of research for testing of the Compensatory Encoding Model in foreign language (FL) reading. This research empirically tested the Compensatory Encoding Model in English reading among Chinese college English language learners (ELLs). Two studies were conducted. Study one focused on testing whether reading condition varying time affects the relationship between word recognition, working memory, and reading comprehension. Students were tested on a computerized English word recognition test, a computerized Operation Span task, and reading comprehension in time constraint and non-time constraint reading. The correlation and regression analyses showed that the strength of association was much stronger between word recognition, working memory, and reading comprehension in time constraint than that in non-time constraint reading condition. Study two examined whether FL readers were able to operate metacognitive reading strategies as a compensatory way of reading comprehension for inefficient word recognition and working memory limitation in non-time constraint reading. The participants were tested on the same computerized English word recognition test and Operation Span test. They were required to think aloud while reading and to complete the comprehension questions. The think-aloud protocols were coded for concurrent use of reading strategies, classified into language-oriented strategies, content-oriented strategies, re-reading, pausing, and meta-comment. The correlation analyses showed that while word recognition and working memory were only significantly related to frequency of language-oriented strategies, re-reading, and pausing, but not with reading comprehension. Jointly viewed, the results of the two studies, complimenting each other, supported the applicability of the Compensatory Encoding Model in FL reading with Chinese college ELLs. PMID:28522984

Applicability of the Compensatory Encoding Model in Foreign Language Reading: An Investigation with Chinese College English Language Learners.

PubMed

Han, Feifei

2017-01-01

While some first language (L1) reading models suggest that inefficient word recognition and small working memory tend to inhibit higher-level comprehension processes; the Compensatory Encoding Model maintains that slow word recognition and small working memory do not normally hinder reading comprehension, as readers are able to operate metacognitive strategies to compensate for inefficient word recognition and working memory limitation as long as readers process a reading task without time constraint. Although empirical evidence is accumulated for support of the Compensatory Encoding Model in L1 reading, there is lack of research for testing of the Compensatory Encoding Model in foreign language (FL) reading. This research empirically tested the Compensatory Encoding Model in English reading among Chinese college English language learners (ELLs). Two studies were conducted. Study one focused on testing whether reading condition varying time affects the relationship between word recognition, working memory, and reading comprehension. Students were tested on a computerized English word recognition test, a computerized Operation Span task, and reading comprehension in time constraint and non-time constraint reading. The correlation and regression analyses showed that the strength of association was much stronger between word recognition, working memory, and reading comprehension in time constraint than that in non-time constraint reading condition. Study two examined whether FL readers were able to operate metacognitive reading strategies as a compensatory way of reading comprehension for inefficient word recognition and working memory limitation in non-time constraint reading. The participants were tested on the same computerized English word recognition test and Operation Span test. They were required to think aloud while reading and to complete the comprehension questions. The think-aloud protocols were coded for concurrent use of reading strategies, classified into language-oriented strategies, content-oriented strategies, re-reading, pausing, and meta-comment. The correlation analyses showed that while word recognition and working memory were only significantly related to frequency of language-oriented strategies, re-reading, and pausing, but not with reading comprehension. Jointly viewed, the results of the two studies, complimenting each other, supported the applicability of the Compensatory Encoding Model in FL reading with Chinese college ELLs.

Alternative splicing regulated by butyrate in bovine epithelial cells.

PubMed

Wu, Sitao; Li, Congjun; Huang, Wen; Li, Weizhong; Li, Robert W

2012-01-01

As a signaling molecule and an inhibitor of histone deacetylases (HDACs), butyrate exerts its impact on a broad range of biological processes, such as apoptosis and cell proliferation, in addition to its critical role in energy metabolism in ruminants. This study examined the effect of butyrate on alternative splicing in bovine epithelial cells using RNA-seq technology. Junction reads account for 11.28 and 12.32% of total mapped reads between the butyrate-treated (BT) and control (CT) groups. 201,326 potential splicing junctions detected were supported by ≥ 3 junction reads. Approximately 94% of these junctions conformed to the consensus sequence (GT/AG) while ~3% were GC/AG junctions. No AT/AC junctions were observed. A total of 2,834 exon skipping events, supported by a minimum of 3 junction reads, were detected. At least 7 genes, their mRNA expression significantly affected by butyrate, also had exon skipping events differentially regulated by butyrate. Furthermore, COL5A3, which was induced 310-fold by butyrate (FDR <0.001) at the gene level, had a significantly higher number of junction reads mapped to Exon#8 (Donor) and Exon#11 (Acceptor) in BT. This event had the potential to result in the formation of a COL5A3 mRNA isoform with 2 of the 69 exons missing. In addition, 216 differentially expressed transcript isoforms regulated by butyrate were detected. For example, Isoform 1 of ORC1 was strongly repressed by butyrate while Isoform 2 remained unchanged. Butyrate physically binds to and inhibits all zinc-dependent HDACs except HDAC6 and HDAC10. Our results provided evidence that butyrate also regulated deacetylase activities of classical HDACs via its transcriptional control. Moreover, thirteen gene fusion events differentially affected by butyrate were identified. Our results provided a snapshot into complex transcriptome dynamics regulated by butyrate, which will facilitate our understanding of the biological effects of butyrate and other HDAC inhibitors.

Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis

PubMed Central

Ahmed, Yusra; Wagner, Richard K.; Lopez, Danielle

2013-01-01

Relations between reading and writing have been studied extensively but the less is known about the developmental nature of their interrelations. This study applied latent change score modeling to investigate longitudinal relations between reading and writing skills at the word, sentence and text levels. Latent change score models were used to compare unidirectional pathways (reading-to-writing and writing-to-reading) and bidirectional pathways in a test of nested models. Participants included 316 boys and girls who were assessed annually in grades 1 through 4. Measures of reading included pseudo-word decoding, sentence reading efficiency, oral reading fluency and passage comprehension. Measures of writing included spelling, a sentence combining task and writing prompts. Findings suggest that a reading-to-writing model better described the data for the word and text levels of language, but a bidirectional model best fit the data at the sentence level. PMID:24954951

Detecting Native Language Group Differences at the Subskills Level of Reading: A Differential Skill Functioning Approach

ERIC Educational Resources Information Center

Li, Hongli; Suen, Hoi K.

2013-01-01

Differential skill functioning (DSF) exists when examinees from different groups have different probabilities of successful performance in a certain subskill underlying the measured construct, given that they have the same ability on the overall construct. Using a DSF approach, this study examined the differences between two native language…

Use of Spectral/Cepstral Analyses for Differentiating Normal from Hypofunctional Voices in Sustained Vowel and Continuous Speech Contexts

ERIC Educational Resources Information Center

Watts, Christopher R.; Awan, Shaheen N.

2011-01-01

Purpose: In this study, the authors evaluated the diagnostic value of spectral/cepstral measures to differentiate dysphonic from nondysphonic voices using sustained vowels and continuous speech samples. Methodology: Thirty-two age- and gender-matched individuals (16 participants with dysphonia and 16 controls) were recorded reading a standard…

Differentiating among Students: The Value Added of a Dynamic Assessment of Morphological Problem-Solving

ERIC Educational Resources Information Center

Stanfa, Kathleen M.

2010-01-01

In this study, a dynamic assessment was used to measure the morphological analysis skills of participating sixth graders. The primary aim of this research was to examine the utility of this dynamic assessment and specifically to identify whether this measure can differentiate among students based on reading proficiency. Twenty-seven…

Basic Processes and Instructional Practices in Teaching Reading. Reading Education Report No. 7.

ERIC Educational Resources Information Center

Pearson, P. David; Kamil, Michael L.

Informal reading models, although more like metaphors than truly scientific models, may be just as useful in making instructional decisions as formal models are in physical science. Models are a vital part of the instructional process even when teachers are not consciously aware of their presence. Three classes of reading models are bottom-up…

The effect of thematic learning model, learning style, and reading ability on the students’ learning outcomes

NASA Astrophysics Data System (ADS)

Nurlaela, L.; Samani, M.; Asto, I. G. P.; Wibawa, S. C.

2018-01-01

This study aims at gaining empirical findings of the effectiveness of thematic instructional model as compared to conventional instruction; and the potential capacity of thematic instructional model in accommodating different learning styles and reading abilities. This is an experimental research design with 140 elementary students as research subject. The data were collected by using achievement test, learning style questionnaire, and reading comprehension test, and analyzed by using Anava. The results indicate: there is a significant difference in achievement between students who use thematic instructional model and those using conventional model; a significant difference in achievement between students with visual learning style and those having auditorial learning style; a significant difference between students with high reading ability and those with low reading ability. Student’s achievement is influenced by the interaction between instructional model and student’s learning style. Student’s achievement is not influenced by the interaction between instructional model and student’s reading ability, the interaction between student’s learning style and student’s reading ability, and the interaction among instructional model, learning style and student’s reading ability. The conclusion is thematic instructional model was more effective than conventional instruction and thematic instructional model had a capacity in accommodating different learning styles and reading abilities.

High accuracy differential pressure measurements using fluid-filled catheters - A feasibility study in compliant tubes.

PubMed

Rotman, Oren Moshe; Weiss, Dar; Zaretsky, Uri; Shitzer, Avraham; Einav, Shmuel

2015-09-18

High accuracy differential pressure measurements are required in various biomedical and medical applications, such as in fluid-dynamic test systems, or in the cath-lab. Differential pressure measurements using fluid-filled catheters are relatively inexpensive, yet may be subjected to common mode pressure errors (CMP), which can significantly reduce the measurement accuracy. Recently, a novel correction method for high accuracy differential pressure measurements was presented, and was shown to effectively remove CMP distortions from measurements acquired in rigid tubes. The purpose of the present study was to test the feasibility of this correction method inside compliant tubes, which effectively simulate arteries. Two tubes with varying compliance were tested under dynamic flow and pressure conditions to cover the physiological range of radial distensibility in coronary arteries. A third, compliant model, with a 70% stenosis severity was additionally tested. Differential pressure measurements were acquired over a 3 cm tube length using a fluid-filled double-lumen catheter, and were corrected using the proposed CMP correction method. Validation of the corrected differential pressure signals was performed by comparison to differential pressure recordings taken via a direct connection to the compliant tubes, and by comparison to predicted differential pressure readings of matching fluid-structure interaction (FSI) computational simulations. The results show excellent agreement between the experimentally acquired and computationally determined differential pressure signals. This validates the application of the CMP correction method in compliant tubes of the physiological range for up to intermediate size stenosis severity of 70%. Copyright © 2015 Elsevier Ltd. All rights reserved.

Rapid Naming in Relation to Reading and Writing in Korean (Hangul), Chinese (Hanja) and English among Korean Children: A 1-Year Longitudinal Study

ERIC Educational Resources Information Center

Cho, Jeung-Ryeul; Chiu, Ming Ming

2015-01-01

The relation of rapid automatised naming (RAN) to word recognition may depend on the phonological regularity of the orthography. This study examined differential contributions of RAN to reading and writing in Korean alphabetic Hangul, logographic Hanja (Chinese) and English as a second language among 73 fifth graders in Korea across 1?year. RAN…

Reading Development in Typically Developing Children and Children with Prenatal or Perinatal Brain Lesions: Differential School Year and Summer Growth

ERIC Educational Resources Information Center

Demir-Lira, Özlem Ece; Levine, Susan C.

2016-01-01

Summer slide, uneven growth of academic skills during the calendar year, captures the fact that the learning gains children make during the school year do not continue at the same pace over the summer, when children are typically not in school. We compared growth of reading skills during the school year and during the summer months in children…

Growth in Reading Performance during the First Four Years in School. Research Report. ETS RR-07-39

ERIC Educational Resources Information Center

Rock, Donald A.

2007-01-01

This study addressed concerns about the potential for differential gains in reading during the first 2 years of formal schooling (K-1) versus the next 2 years of schooling (1st-3rd grade). A multilevel piecewise regression with a node at spring 1st grade was used in order to define separate regressions for the two time periods. Empirical Bayes…

GenoGAM: genome-wide generalized additive models for ChIP-Seq analysis.

PubMed

Stricker, Georg; Engelhardt, Alexander; Schulz, Daniel; Schmid, Matthias; Tresch, Achim; Gagneur, Julien

2017-08-01

Chromatin immunoprecipitation followed by deep sequencing (ChIP-Seq) is a widely used approach to study protein-DNA interactions. Often, the quantities of interest are the differential occupancies relative to controls, between genetic backgrounds, treatments, or combinations thereof. Current methods for differential occupancy of ChIP-Seq data rely however on binning or sliding window techniques, for which the choice of the window and bin sizes are subjective. Here, we present GenoGAM (Genome-wide Generalized Additive Model), which brings the well-established and flexible generalized additive models framework to genomic applications using a data parallelism strategy. We model ChIP-Seq read count frequencies as products of smooth functions along chromosomes. Smoothing parameters are objectively estimated from the data by cross-validation, eliminating ad hoc binning and windowing needed by current approaches. GenoGAM provides base-level and region-level significance testing for full factorial designs. Application to a ChIP-Seq dataset in yeast showed increased sensitivity over existing differential occupancy methods while controlling for type I error rate. By analyzing a set of DNA methylation data and illustrating an extension to a peak caller, we further demonstrate the potential of GenoGAM as a generic statistical modeling tool for genome-wide assays. Software is available from Bioconductor: https://www.bioconductor.org/packages/release/bioc/html/GenoGAM.html . gagneur@in.tum.de. Supplementary information is available at Bioinformatics online. © The Author (2017). Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com

Profile formation of academic self-concept in elementary school students in grades 1 to 4.

PubMed

Schmidt, Isabelle; Brunner, Martin; Keller, Lena; Scherrer, Vsevolod; Wollschläger, Rachel; Baudson, Tanja Gabriele; Preckel, Franzis

2017-01-01

Academic self-concept (ASC) is comprised of individual perceptions of one's own academic ability. In a cross-sectional quasi-representative sample of 3,779 German elementary school children in grades 1 to 4, we investigated (a) the structure of ASC, (b) ASC profile formation, an aspect of differentiation that is reflected in lower correlations between domain-specific ASCs with increasing grade level, (c) the impact of (internal) dimensional comparisons of one's own ability in different school subjects for profile formation of ASC, and (d) the role played by differences in school grades between subjects for these dimensional comparisons. The nested Marsh/Shavelson model, with general ASC at the apex and math, writing, and reading ASC as specific factors nested under general ASC fitted the data at all grade levels. A first-order factor model with math, writing, reading, and general ASCs as correlated factors provided a good fit, too. ASC profile formation became apparent during the first two to three years of school. Dimensional comparisons across subjects contributed to ASC profile formation. School grades enhanced these comparisons, especially when achievement profiles were uneven. In part, findings depended on the assumed structural model of ASCs. Implications for further research are discussed with special regard to factors influencing and moderating dimensional comparisons.

Profile formation of academic self-concept in elementary school students in grades 1 to 4

PubMed Central

Schmidt, Isabelle; Brunner, Martin; Keller, Lena; Scherrer, Vsevolod; Wollschläger, Rachel; Baudson, Tanja Gabriele; Preckel, Franzis

2017-01-01

Academic self-concept (ASC) is comprised of individual perceptions of one’s own academic ability. In a cross-sectional quasi-representative sample of 3,779 German elementary school children in grades 1 to 4, we investigated (a) the structure of ASC, (b) ASC profile formation, an aspect of differentiation that is reflected in lower correlations between domain-specific ASCs with increasing grade level, (c) the impact of (internal) dimensional comparisons of one’s own ability in different school subjects for profile formation of ASC, and (d) the role played by differences in school grades between subjects for these dimensional comparisons. The nested Marsh/Shavelson model, with general ASC at the apex and math, writing, and reading ASC as specific factors nested under general ASC fitted the data at all grade levels. A first-order factor model with math, writing, reading, and general ASCs as correlated factors provided a good fit, too. ASC profile formation became apparent during the first two to three years of school. Dimensional comparisons across subjects contributed to ASC profile formation. School grades enhanced these comparisons, especially when achievement profiles were uneven. In part, findings depended on the assumed structural model of ASCs. Implications for further research are discussed with special regard to factors influencing and moderating dimensional comparisons. PMID:28542384

Physical measurement with in-line fiber Mach-Zehnder interferometer using differential phase white light interferometry

NASA Astrophysics Data System (ADS)

Aref, Seyed Hashem

2017-11-01

In this letter, the sensitivity to strain, curvature, and temperature of a sensor based on in-line fiber Mach-Zahnder interferometer (IFMZI) is studied and experimentally demonstrated. The sensing structure is simply a section of single mode fiber sandwiched between two abrupt tapers to achieve a compact IFMZI. The phase of interferometer changes with the measurand interaction, which is the basis for considering this structure for sensing. The physical parameter sensitivity of IFMZI sensor has been evaluated using differential white light interferometry (DWLI) technique as a phase read-out system. The differential configuration of the IFMZI sensor is used to achieve a high phase resolving power of ±0.062° for read-out interferometer by means of omission of phase noise of environment perturbations. The sensitivity of the sensor to the strain, curvature, and temperature has been measured 0.0199 degree/με, 757.00 degree/m-1, and 3.25 degree/°C, respectively.

From reads to regions: a Bioconductor workflow to detect differential binding in ChIP-seq data

PubMed Central

Lun, Aaron T. L.; Smyth, Gordon K.

2016-01-01

Chromatin immunoprecipitation with massively parallel sequencing (ChIP-seq) is widely used to identify the genomic binding sites for protein of interest. Most conventional approaches to ChIP-seq data analysis involve the detection of the absolute presence (or absence) of a binding site. However, an alternative strategy is to identify changes in the binding intensity between two biological conditions, i.e., differential binding (DB). This may yield more relevant results than conventional analyses, as changes in binding can be associated with the biological difference being investigated. The aim of this article is to facilitate the implementation of DB analyses, by comprehensively describing a computational workflow for the detection of DB regions from ChIP-seq data. The workflow is based primarily on R software packages from the open-source Bioconductor project and covers all steps of the analysis pipeline, from alignment of read sequences to interpretation and visualization of putative DB regions. In particular, detection of DB regions will be conducted using the counts for sliding windows from the csaw package, with statistical modelling performed using methods in the edgeR package. Analyses will be demonstrated on real histone mark and transcription factor data sets. This will provide readers with practical usage examples that can be applied in their own studies. PMID:26834993

Activation of writing-specific brain regions when reading Chinese as a second language. Effects of training modality and transfer to novel characters.

PubMed

Lagarrigue, Aurélie; Longcamp, Marieke; Anton, Jean Luc; Nazarian, Bruno; Prévot, Laurent; Velay, Jean-Luc; Cao, Fan; Frenck-Mestre, Cheryl

2017-03-01

We examined the implication of training modality on the cortical representation of Chinese words in adult second language learners of Chinese. In particular, we tested the implication of the neural substrates of writing in a reading task. The brain network sustaining finger writing was defined neuroanatomically based on an independent functional localizer. We examined the brain activations elicited by Chinese words learned via writing vs. pronunciation, and by novel untrained words, within regions of interest (ROIs) defined according to the position of the activation peaks in the localizer, and at the whole brain level. We revealed activations in the reading task that overlapped with several parts of the finger writing network. In addition, our results provide evidence that the neural substrates of writing are differentially involved in reading depending on the stored knowledge for words, as revealed by the fine-grained response of several regions including the left superior parietal lobule and left precentral gyrus / superior frontal sulcus to the experimental manipulations. Training modality and the linguistic properties of the characters also impacted the response of the left mid-fusiform gyrus, confirming its involvement as the brain region where linguistic, visual and sensorimotor information converge during orthographic processing. At the behavioral level, global handwriting quality during the training sessions was positively correlated to the final translation performance. Our results demonstrate substantial overlap in the neural substrates of reading and writing, and indicate that some regions sustaining handwriting are differentially involved in reading depending on the type of knowledge associated with words. Copyright © 2017 Elsevier Ltd. All rights reserved.

A Pipeline for High-Throughput Concentration Response Modeling of Gene Expression for Toxicogenomics

PubMed Central

House, John S.; Grimm, Fabian A.; Jima, Dereje D.; Zhou, Yi-Hui; Rusyn, Ivan; Wright, Fred A.

2017-01-01

Cell-based assays are an attractive option to measure gene expression response to exposure, but the cost of whole-transcriptome RNA sequencing has been a barrier to the use of gene expression profiling for in vitro toxicity screening. In addition, standard RNA sequencing adds variability due to variable transcript length and amplification. Targeted probe-sequencing technologies such as TempO-Seq, with transcriptomic representation that can vary from hundreds of genes to the entire transcriptome, may reduce some components of variation. Analyses of high-throughput toxicogenomics data require renewed attention to read-calling algorithms and simplified dose–response modeling for datasets with relatively few samples. Using data from induced pluripotent stem cell-derived cardiomyocytes treated with chemicals at varying concentrations, we describe here and make available a pipeline for handling expression data generated by TempO-Seq to align reads, clean and normalize raw count data, identify differentially expressed genes, and calculate transcriptomic concentration–response points of departure. The methods are extensible to other forms of concentration–response gene-expression data, and we discuss the utility of the methods for assessing variation in susceptibility and the diseased cellular state. PMID:29163636

Differential Influences of Parental Home Literacy Practices and Anxiety in English as a Foreign Language on Chinese Children's English Development

ERIC Educational Resources Information Center

Chow, Bonnie Wing-Yin; Chui, Barbie Hiu-Tung; Lai, Michael Wei-Chun; Kwok, Sylvia Y. C. L.

2017-01-01

This study investigated the differential influences of maternal and paternal factors on Chinese children's English as a foreign language development. It took into account both behavioral (i.e. parental home literacy practices, HLP; and children's vocabulary knowledge) and emotional (i.e. parental and children's foreign language reading anxiety,…

The Impact of Differentiation on the Critical Thinking of Gifted Readers and the Evolving Perspective of the Fifth Grade Classroom Teacher

ERIC Educational Resources Information Center

Dreeszen, Judy L.

2009-01-01

With the inception of No Child Left Behind, educators are required to ensure proficiency for all students in reading and math, but provide no incentive for developing the talents of gifted students (Gentry, 2006b). Implementing differentiation into the classroom can assist educators in providing appropriate instruction for all students…

How Readability Factors Are Differentially Associated with Performance for Students of Different Backgrounds When Solving Mathematics Word Problems

ERIC Educational Resources Information Center

Walkington, Candace; Clinton, Virginia; Shivraj, Pooja

2018-01-01

The link between reading and mathematics achievement is well known, and an important question is whether readability factors in mathematics problems are differentially impacting student groups. Using 20 years of data from the National Assessment of Educational Progress and the Trends in International Mathematics and Science Study, we examine how…

HTSeq--a Python framework to work with high-throughput sequencing data.

PubMed

Anders, Simon; Pyl, Paul Theodor; Huber, Wolfgang

2015-01-15

A large choice of tools exists for many standard tasks in the analysis of high-throughput sequencing (HTS) data. However, once a project deviates from standard workflows, custom scripts are needed. We present HTSeq, a Python library to facilitate the rapid development of such scripts. HTSeq offers parsers for many common data formats in HTS projects, as well as classes to represent data, such as genomic coordinates, sequences, sequencing reads, alignments, gene model information and variant calls, and provides data structures that allow for querying via genomic coordinates. We also present htseq-count, a tool developed with HTSeq that preprocesses RNA-Seq data for differential expression analysis by counting the overlap of reads with genes. HTSeq is released as an open-source software under the GNU General Public Licence and available from http://www-huber.embl.de/HTSeq or from the Python Package Index at https://pypi.python.org/pypi/HTSeq. © The Author 2014. Published by Oxford University Press.

Brain correlates of discourse processing: An fMRI investigation of irony and conventional metaphor comprehension

PubMed Central

Eviatar, Zohar; Just, Marcel Adam

2006-01-01

Higher levels of discourse processing evoke patterns of cognition and brain activation that extend beyond the literal comprehension of sentences. We used fMRI to examine brain activation patterns while 16 healthy participants read brief three-sentence stories that concluded with either a literal, metaphoric, or ironic sentence. The fMRI images acquired during the reading of the critical sentence revealed a selective response of the brain to the two types of nonliteral utterances. Metaphoric utterances resulted in significantly higher levels of activation in the left inferior frontal gyrus and in bilateral inferior temporal cortex than the literal and ironic utterances. Ironic statements resulted in significantly higher activation levels than literal statements in the right superior and middle temporal gyri, with metaphoric statements resulting in intermediate levels in these regions. The findings show differential hemispheric sensitivity to these aspects of figurative language, and are relevant to models of the functional cortical architecture of language processing in connected discourse. PMID:16806316

A Comparison of Computation Span and Reading Span Working Memory Measures' Relations With Problem-Solving Criteria.

PubMed

Perlow, Richard; Jattuso, Mia

2018-06-01

Researchers have operationalized working memory in different ways and although working memory-performance relationships are well documented, there has been relatively less attention devoted to determining whether seemingly similar measures yield comparable relations with performance outcomes. Our objective is to assess whether two working memory measures deploying the same processes but different item content yield different relations with two problem-solving criteria. Participants completed a computation-based working memory measure and a reading-based measure prior to performing a computerized simulation. Results reveal differential relations with one of the two criteria and support the notion that the two working memory measures tap working memory capacity and other cognitive abilities. One implication for theory development is that researchers should consider incorporating other cognitive abilities in their working memory models and that the selection of those abilities should correspond to the criterion of interest. One practical implication is that researchers and practitioners shouldn't automatically assume that different phonological loop-based working memory scales are interchangeable.

Analytical workflow profiling gene expression in murine macrophages

PubMed Central

Nixon, Scott E.; González-Peña, Dianelys; Lawson, Marcus A.; McCusker, Robert H.; Hernandez, Alvaro G.; O’Connor, Jason C.; Dantzer, Robert; Kelley, Keith W.

2015-01-01

Comprehensive and simultaneous analysis of all genes in a biological sample is a capability of RNA-Seq technology. Analysis of the entire transcriptome benefits from summarization of genes at the functional level. As a cellular response of interest not previously explored with RNA-Seq, peritoneal macrophages from mice under two conditions (control and immunologically challenged) were analyzed for gene expression differences. Quantification of individual transcripts modeled RNA-Seq read distribution and uncertainty (using a Beta Negative Binomial distribution), then tested for differential transcript expression (False Discovery Rate-adjusted p-value < 0.05). Enrichment of functional categories utilized the list of differentially expressed genes. A total of 2079 differentially expressed transcripts representing 1884 genes were detected. Enrichment of 92 categories from Gene Ontology Biological Processes and Molecular Functions, and KEGG pathways were grouped into 6 clusters. Clusters included defense and inflammatory response (Enrichment Score = 11.24) and ribosomal activity (Enrichment Score = 17.89). Our work provides a context to the fine detail of individual gene expression differences in murine peritoneal macrophages during immunological challenge with high throughput RNA-Seq. PMID:25708305

Oil field management system

DOEpatents

Fincke, James R.

2003-09-23

Oil field management systems and methods for managing operation of one or more wells producing a high void fraction multiphase flow. The system includes a differential pressure flow meter which samples pressure readings at various points of interest throughout the system and uses pressure differentials derived from the pressure readings to determine gas and liquid phase mass flow rates of the high void fraction multiphase flow. One or both of the gas and liquid phase mass flow rates are then compared with predetermined criteria. In the event such mass flow rates satisfy the predetermined criteria, a well control system implements a correlating adjustment action respecting the multiphase flow. In this way, various parameters regarding the high void fraction multiphase flow are used as control inputs to the well control system and thus facilitate management of well operations.

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. 2013 APA, all rights reserved

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

PubMed

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

2010-06-01

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

A Dynamic Theory of Reading.

ERIC Educational Resources Information Center

Wark, David M.

The initial means for arriving at a dynamic model of reading were suggested in the form of "behaviormetric" research. A review of valid reading models noted those of Smith and Carrigan, Delacato, and Holmes as eminent, and it distinguished between models based on concrete evidence and metaphors of the reading process which are basically…

A Model of Reading Teaching for University EFL Students: Need Analysis and Model Design

ERIC Educational Resources Information Center

Hamra, Arifuddin; Syatriana, Eny

2012-01-01

This study designed a model of teaching reading for university EFL students based on the English curriculum at the Faculty of Languages and Literature and the concept of the team-based learning in order to improve the reading comprehension of the students. What kind of teaching model can help students to improve their reading comprehension? The…

Reading Time as Evidence for Mental Models in Understanding Physics

NASA Astrophysics Data System (ADS)

Brookes, David T.; Mestre, José; Stine-Morrow, Elizabeth A. L.

2007-11-01

We present results of a reading study that show the usefulness of probing physics students' cognitive processing by measuring reading time. According to contemporary discourse theory, when people read a text, a network of associated inferences is activated to create a mental model. If the reader encounters an idea in the text that conflicts with existing knowledge, the construction of a coherent mental model is disrupted and reading times are prolonged, as measured using a simple self-paced reading paradigm. We used this effect to study how "non-Newtonian" and "Newtonian" students create mental models of conceptual systems in physics as they read texts related to the ideas of Newton's third law, energy, and momentum. We found significant effects of prior knowledge state on patterns of reading time, suggesting that students attempt to actively integrate physics texts with their existing knowledge.

Attention, motivation, and reading coherence failure: a neuropsychological perspective.

PubMed

Wasserman, Theodore

2012-01-01

Reading coherence, defined as the ability to create appropriate, meaningful connections between the elements within a specific text itself and between elements within a text and the reader's prior knowledge, is one of the key processes involved in reading comprehension. This article describes reading coherence within the context of a neuropsychological model combining recent research in motivation, attention, and working memory. Specifically, a unique neuropsychologically identifiable form of reading coherence failure arising from the attentional and motivational deficiencies, based in altered frontoventral striatal reward circuits associated with noradrenaline (NA) circuitry, consistent with the delay-aversion model (dual-pathway model) of Sonuga-Barke ( 2003 ) is postulated. This article provides a model for this subset of reading disorders of which etiology is based on the executive support processes for reading and not in the mechanics of actual reading such as decoding and phonetics.

Differential expression analysis for RNAseq using Poisson mixed models

PubMed Central

Sun, Shiquan; Hood, Michelle; Scott, Laura; Peng, Qinke; Mukherjee, Sayan; Tung, Jenny

2017-01-01

Abstract Identifying differentially expressed (DE) genes from RNA sequencing (RNAseq) studies is among the most common analyses in genomics. However, RNAseq DE analysis presents several statistical and computational challenges, including over-dispersed read counts and, in some settings, sample non-independence. Previous count-based methods rely on simple hierarchical Poisson models (e.g. negative binomial) to model independent over-dispersion, but do not account for sample non-independence due to relatedness, population structure and/or hidden confounders. Here, we present a Poisson mixed model with two random effects terms that account for both independent over-dispersion and sample non-independence. We also develop a scalable sampling-based inference algorithm using a latent variable representation of the Poisson distribution. With simulations, we show that our method properly controls for type I error and is generally more powerful than other widely used approaches, except in small samples (n <15) with other unfavorable properties (e.g. small effect sizes). We also apply our method to three real datasets that contain related individuals, population stratification or hidden confounders. Our results show that our method increases power in all three data compared to other approaches, though the power gain is smallest in the smallest sample (n = 6). Our method is implemented in MACAU, freely available at www.xzlab.org/software.html. PMID:28369632

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

ERIC Educational Resources Information Center

Sparks, Richard; Patton, Jon

2016-01-01

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

Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER)

ERIC Educational Resources Information Center

Kim, Young-Suk Grace

2017-01-01

Pathways of relations of language, cognitive, and literacy skills (i.e., working memory, vocabulary, grammatical knowledge, inference, comprehension monitoring, word reading, and listening comprehension) to reading comprehension were examined by comparing four variations of direct and indirect effects model of reading. Results from 350…

Thinking outside the boxes: Using current reading models to assess and treat developmental surface dyslexia.

PubMed

Law, Caroline; Cupples, Linda

2017-03-01

Improving the reading performance of children with developmental surface dyslexia has proved challenging, with limited generalisation of reading skills typically reported after intervention. The aim of this study was to provide tailored, theoretically motivated intervention to two children with developmental surface dyslexia. Our objectives were to improve their reading performance, and to evaluate the utility of current reading models in therapeutic practice. Detailed reading and cognitive profiles for two male children with developmental surface dyslexia were compared to the results obtained by age-matched control groups. The specific area of single-word reading difficulty for each child was identified within the dual route model (DRM) of reading, following which a theoretically motivated intervention programme was devised. Both children showed significant improvements in single-word reading ability after training, with generalisation effects observed for untrained words. However, the assessment and intervention results also differed for each child, reinforcing the view that the causes and consequences of developmental dyslexia, even within subtypes, are not homogeneous. Overall, the results of the interventions corresponded more closely with the DRM than other current reading models, in that real word reading improved in the absence of enhanced nonword reading for both children.

Toward a Graded Psycholexical Space Mapping Model: Sublexical and Lexical Representations in Chinese Character Reading Development.

PubMed

Tong, Xiuli; McBride, Catherine

2017-07-01

Following a review of contemporary models of word-level processing for reading and their limitations, we propose a new hypothetical model of Chinese character reading, namely, the graded lexical space mapping model that characterizes how sublexical radicals and lexical information are involved in Chinese character reading development. The underlying assumption of this model is that Chinese character recognition is a process of competitive mappings of phonology, semantics, and orthography in both lexical and sublexical systems, operating as functions of statistical properties of print input based on the individual's specific level of reading. This model leads to several testable predictions concerning how the quasiregularity and continuity of Chinese-specific radicals are organized in memory for both child and adult readers at different developmental stages of reading.

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

ERIC Educational Resources Information Center

Conrad, Nicole J.; Deacon, S. Hélène

2016-01-01

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

The Minimalist Reading Model: Rethinking Reading Lists in Arts and Education Subjects

ERIC Educational Resources Information Center

Piscioneri, Matthew; Hlavac, Jim

2013-01-01

Despite reading being recognized as a core academic skill, surprisingly little research has been undertaken into university lecture reading requirements. This article reports on the trial and evaluation of a minimalist reading model developed for students in arts and education subjects. Comprising annotated extracts from full texts…

An Exploratory Study of Reading Comprehension in College Students After Acquired Brain Injury.

PubMed

Sohlberg, McKay Moore; Griffiths, Gina G; Fickas, Stephen

2015-08-01

This exploratory study builds on the small body of existing research investigating reading comprehension deficits in college students with acquired brain injury (ABI). Twenty-four community college students with ABI completed a battery of questionnaires and standardized tests to characterize self-perceptions of academic reading ability, performance on a standardized reading comprehension measure, and a variety of cognitive functions of this population. Half of the participants in the sample reported traumatic brain injury (n = 12) and half reported nontraumatic ABI (n = 12). College students with both traumatic and nontraumatic ABI cite problems with reading comprehension and academic performance postinjury. Mean performance on a standardized reading measure, the Nelson-Denny Reading Test (Brown, Fischo, & Hanna, 1993), was low to below average and was significantly correlated with performance on the Speed and Capacity of Language Processing Test (Baddeley, Emslie, & Nimmo-Smith, 1992). Injury status of traumatic versus nontraumatic ABI did not differentiate results. Regression analysis showed that measures of verbal attention and suppression obtained from the California Verbal Language Test-II (Delis, Kramer, Kaplan, & Ober, 2000) predicted total scores on the Nelson-Denny Reading Test. College students with ABI are vulnerable to reading comprehension problems. Results align with other research suggesting that verbal attention and suppression problems may be contributing factors.

Toward an Interactive Analogy Model of Reading Development: Decoding Vowel Graphemes in Beginning Reading.

ERIC Educational Resources Information Center

Goswami, Usha

1993-01-01

Three experiments on vowel decoding involving primary school children partially tested an interactive model of reading acquisition. The model suggests that children begin learning to read by establishing orthographic recognition units for words that have phonological underpinning that is initially at the onset-rime level but that becomes…

Psycholinguistic Theory of Learning to Read Compared to the Traditional Theory Model.

ERIC Educational Resources Information Center

Murphy, Robert F.

A comparison of two models of the reading process--the psycholinguistic model, in which learning to read is seen as a top-down, holistic procedure, and the traditional theory model, in which learning to read is seen as a bottom-up, atomistic procedure--is provided in this paper. The first part of the paper provides brief overviews of the following…

Composite transcriptome assembly of RNA-seq data in a sheep model for delayed bone healing.

PubMed

Jäger, Marten; Ott, Claus-Eric; Grünhagen, Johannes; Hecht, Jochen; Schell, Hanna; Mundlos, Stefan; Duda, Georg N; Robinson, Peter N; Lienau, Jasmin

2011-03-24

The sheep is an important model organism for many types of medically relevant research, but molecular genetic experiments in the sheep have been limited by the lack of knowledge about ovine gene sequences. Prior to our study, mRNA sequences for only 1,556 partial or complete ovine genes were publicly available. Therefore, we developed a composite de novo transcriptome assembly method for next-generation sequence data to combine known ovine mRNA and EST sequences, mRNA sequences from mouse and cow, and sequences assembled de novo from short read RNA-Seq data into a composite reference transcriptome, and identified transcripts from over 12 thousand previously undescribed ovine genes. Gene expression analysis based on these data revealed substantially different expression profiles in standard versus delayed bone healing in an ovine tibial osteotomy model. Hundreds of transcripts were differentially expressed between standard and delayed healing and between the time points of the standard and delayed healing groups. We used the sheep sequences to design quantitative RT-PCR assays with which we validated the differential expression of 26 genes that had been identified by RNA-seq analysis. A number of clusters of characteristic expression profiles could be identified, some of which showed striking differences between the standard and delayed healing groups. Gene Ontology (GO) analysis showed that the differentially expressed genes were enriched in terms including extracellular matrix, cartilage development, contractile fiber, and chemokine activity. Our results provide a first atlas of gene expression profiles and differentially expressed genes in standard and delayed bone healing in a large-animal model and provide a number of clues as to the shifts in gene expression that underlie delayed bone healing. In the course of our study, we identified transcripts of 13,987 ovine genes, including 12,431 genes for which no sequence information was previously available. This information will provide a basis for future molecular research involving the sheep as a model organism.

Composite transcriptome assembly of RNA-seq data in a sheep model for delayed bone healing

PubMed Central

2011-01-01

Background The sheep is an important model organism for many types of medically relevant research, but molecular genetic experiments in the sheep have been limited by the lack of knowledge about ovine gene sequences. Results Prior to our study, mRNA sequences for only 1,556 partial or complete ovine genes were publicly available. Therefore, we developed a composite de novo transcriptome assembly method for next-generation sequence data to combine known ovine mRNA and EST sequences, mRNA sequences from mouse and cow, and sequences assembled de novo from short read RNA-Seq data into a composite reference transcriptome, and identified transcripts from over 12 thousand previously undescribed ovine genes. Gene expression analysis based on these data revealed substantially different expression profiles in standard versus delayed bone healing in an ovine tibial osteotomy model. Hundreds of transcripts were differentially expressed between standard and delayed healing and between the time points of the standard and delayed healing groups. We used the sheep sequences to design quantitative RT-PCR assays with which we validated the differential expression of 26 genes that had been identified by RNA-seq analysis. A number of clusters of characteristic expression profiles could be identified, some of which showed striking differences between the standard and delayed healing groups. Gene Ontology (GO) analysis showed that the differentially expressed genes were enriched in terms including extracellular matrix, cartilage development, contractile fiber, and chemokine activity. Conclusions Our results provide a first atlas of gene expression profiles and differentially expressed genes in standard and delayed bone healing in a large-animal model and provide a number of clues as to the shifts in gene expression that underlie delayed bone healing. In the course of our study, we identified transcripts of 13,987 ovine genes, including 12,431 genes for which no sequence information was previously available. This information will provide a basis for future molecular research involving the sheep as a model organism. PMID:21435219

Does the PMSP Connectionist Model of Single Word Reading Learn to Read in the Same Way as a Child?

ERIC Educational Resources Information Center

Powell, Daisy; Plaut, David; Funnell, Elaine

2006-01-01

The Plaut, McClelland, Seidenberg and Patterson (1996) connectionist model of reading was evaluated at two points early in its training against reading data collected from British children on two occasions during their first year of literacy instruction. First, the network's non-word reading was poor relative to word reading when compared with the…

An efficient and scalable graph modeling approach for capturing information at different levels in next generation sequencing reads

PubMed Central

2013-01-01

Background Next generation sequencing technologies have greatly advanced many research areas of the biomedical sciences through their capability to generate massive amounts of genetic information at unprecedented rates. The advent of next generation sequencing has led to the development of numerous computational tools to analyze and assemble the millions to billions of short sequencing reads produced by these technologies. While these tools filled an important gap, current approaches for storing, processing, and analyzing short read datasets generally have remained simple and lack the complexity needed to efficiently model the produced reads and assemble them correctly. Results Previously, we presented an overlap graph coarsening scheme for modeling read overlap relationships on multiple levels. Most current read assembly and analysis approaches use a single graph or set of clusters to represent the relationships among a read dataset. Instead, we use a series of graphs to represent the reads and their overlap relationships across a spectrum of information granularity. At each information level our algorithm is capable of generating clusters of reads from the reduced graph, forming an integrated graph modeling and clustering approach for read analysis and assembly. Previously we applied our algorithm to simulated and real 454 datasets to assess its ability to efficiently model and cluster next generation sequencing data. In this paper we extend our algorithm to large simulated and real Illumina datasets to demonstrate that our algorithm is practical for both sequencing technologies. Conclusions Our overlap graph theoretic algorithm is able to model next generation sequencing reads at various levels of granularity through the process of graph coarsening. Additionally, our model allows for efficient representation of the read overlap relationships, is scalable for large datasets, and is practical for both Illumina and 454 sequencing technologies. PMID:24564333

F-76 Lubricity Improver Additive Evaluation

DTIC Science & Technology

2013-09-16

Figure 4. NCT differential water readings of 2x maximum dosage of Additive A .............................. 8 Figure 5. NCT differential water ...to compensate for the decrease in lubricity as ultra low sulfur fuels shift into focus while still retaining the fuel’s water separability traits...specification and fit-for-purpose testing, and several of these tests focused on the effects of the additives to the fuel’s water separation

The Construction of Visual-spatial Situation Models in Children's Reading and Their Relation to Reading Comprehension

PubMed Central

Barnes, Marcia A.; Raghubar, Kimberly P.; Faulkner, Heather; Denton, Carolyn A.

2014-01-01

Readers construct mental models of situations described by text to comprehend what they read, updating these situation models based on explicitly described and inferred information about causal, temporal, and spatial relations. Fluent adult readers update their situation models while reading narrative text based in part on spatial location information that is consistent with the perspective of the protagonist. The current study investigates whether children update spatial situation models in a similar way, whether there are age-related changes in children's formation of spatial situation models during reading, and whether measures of the ability to construct and update spatial situation models are predictive of reading comprehension. Typically-developing children from ages 9 through 16 years (n=81) were familiarized with a physical model of a marketplace. Then the model was covered, and children read stories that described the movement of a protagonist through the marketplace and were administered items requiring memory for both explicitly stated and inferred information about the character's movements. Accuracy of responses and response times were evaluated. Results indicated that: (a) location and object information during reading appeared to be activated and updated not simply from explicit text-based information but from a mental model of the real world situation described by the text; (b) this pattern showed no age-related differences; and (c) the ability to update the situation model of the text based on inferred information, but not explicitly stated information, was uniquely predictive of reading comprehension after accounting for word decoding. PMID:24315376

Evaluating noise performance of the IUCAA sidecar drive electronics controller (ISDEC) based system for TMT on-instrument wavefront sensing (OIWFS) application

NASA Astrophysics Data System (ADS)

Burse, Mahesh; Chattopadhyay, Sabyasachi; Ramaprakash, A. N.; Sinha, Sakya; Prabhudesai, Swapnil; Punnadi, Sujit; Chordia, Pravin; Kohok, Abhay

2016-07-01

As a part of a design study for the On-Instrument Low Order Wave-front Sensor (OIWFS) for the TMT Infra-Red Imaging Spectrograph (IRIS), we recently evaluated the noise performance of a detector control system consisting of IUCAA SIDECAR DRIVE ELECRONICS CONTROLLER (ISDEC), SIDECAR ASIC and HAWAII-2RG (H2RG) MUX. To understand and improve the performance of this system to serve as a near infrared wavefront sensor, we implemented new read out modes like multiple regions of interest with differential multi-accumulate readout schemes for the HAWAII-2RG (H2RG) detector. In this system, the firmware running in SIDECAR ASIC programs the detector for ROI readout, reads the detector, processes the detector output and writes the digitized data into its internal memory. ISDEC reads the digitized data from ASIC, performs the differential multi-accumulate operations and then sends the processed data to a PC over a USB interface. A special loopback board was designed and used to measure and reduce the noise from SIDECAR ASIC DC biases2. We were able to reduce the mean r.m.s read noise of this system down to 1-2 e. for any arbitrary window frame of 4x4 size at frame rates below about 200 Hz.

Reading Orthographically Strange Nonwords: Modelling Backup Strategies in Reading

ERIC Educational Resources Information Center

Perry, Conrad

2018-01-01

The latest version of the connectionist dual process model of reading (CDP++.parser) was tested on a set of nonwords, many of which were orthographically strange (e.g., PSIZ). A grapheme-by-grapheme read-out strategy was used because the normal strategy produced many poor responses. The new strategy allowed the model to produce results similar to…

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…

Impaired Oral Reading in Two Atypical Dyslexics: A Comparison with a Computational Lexical-Analogy Model

ERIC Educational Resources Information Center

Marchand, Y.; Friedman, R.B.

2005-01-01

A computational model of reading was developed based upon the notion that the structural relationship between orthography and phonology is of greater importance than the dimension of semantics for the reading aloud of single words. Degradation of this model successfully simulated the reading performance of two patients with atypical acquired…

Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students

PubMed Central

Tighe, Elizabeth L.; Wagner, Richard K.; Schatschneider, Christopher

2015-01-01

This study demonstrates the utility of applying a causal indicator modeling framework to investigate important predictors of reading comprehension in third, seventh, and tenth grade students. The results indicated that a 4-factor multiple indicator multiple indicator cause (MIMIC) model of reading comprehension provided adequate fit at each grade level. This model included latent predictor constructs of decoding, verbal reasoning, nonverbal reasoning, and working memory and accounted for a large portion of the reading comprehension variance (73% to 87%) across grade levels. Verbal reasoning contributed the most unique variance to reading comprehension at all grade levels. In addition, we fit a multiple group 4-factor MIMIC model to investigate the relative stability (or variability) of the predictor contributions to reading comprehension across development (i.e., grade levels). The results revealed that the contributions of verbal reasoning, nonverbal reasoning, and working memory to reading comprehension were stable across the three grade levels. Decoding was the only predictor that could not be constrained to be equal across grade levels. The contribution of decoding skills to reading comprehension was higher in third grade and then remained relatively stable between seventh and tenth grade. These findings illustrate the feasibility of using MIMIC models to explain individual differences in reading comprehension across the development of reading skills. PMID:25821346

A dual-route cascaded model of reading by deaf adults: evidence for grapheme to viseme conversion.

PubMed

Elliott, Eeva A; Braun, Mario; Kuhlmann, Michael; Jacobs, Arthur M

2012-01-01

There is an ongoing debate whether deaf individuals access phonology when reading, and if so, what impact the ability to access phonology might have on reading achievement. However, the debate so far has been theoretically unspecific on two accounts: (a) the phonological units deaf individuals may have of oral language have not been specified and (b) there seem to be no explicit cognitive models specifying how phonology and other factors operate in reading by deaf individuals. We propose that deaf individuals have representations of the sublexical structure of oral-aural language which are based on mouth shapes and that these sublexical units are activated during reading by deaf individuals. We specify the sublexical units of deaf German readers as 11 "visemes" and incorporate the viseme set into a working model of single-word reading by deaf adults based on the dual-route cascaded model of reading aloud by Coltheart, Rastle, Perry, Langdon, and Ziegler (2001. DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256. doi: 10.1037//0033-295x.108.1.204). We assessed the indirect route of this model by investigating the "pseudo-homoviseme" effect using a lexical decision task in deaf German reading adults. We found a main effect of pseudo-homovisemy, suggesting that at least some deaf individuals do automatically access sublexical structure during single-word reading.

Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study

PubMed Central

Quinn, Jamie M.; Wagner, Richard K.; Petscher, Yaacov; Lopez, Danielle

2014-01-01

The present study followed a sample of first grade students (N = 316, mean age = 7.05 at first test) through fourth grade to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated growth in vocabulary knowledge and reading comprehension was determined by two parts: constant yearly change and change proportional to the previous level of the variable. Bivariate models indicated previous levels of vocabulary knowledge acted as leading indicators of reading comprehension growth, but the reverse relation was not found. Implications for theories of developmental relations between vocabulary and reading comprehension are discussed. PMID:25201552

The Simple View of Reading: Assessment and Intervention

ERIC Educational Resources Information Center

Roberts, Jenny A.; Scott, Kathleen A.

2006-01-01

The Simple View of Reading (P. B. Gough & W. Tunmer, 1986; W. A. Hoover & P. B. Gough, 1990) provides a 2-component model of reading. Each of these 2 components, decoding and comprehension, is necessary for normal reading to occur. The Simple View of Reading provides a relatively transparent model that can be used by professionals not only to…

Theoretical Models and Processes of Reading. Third Edition.

ERIC Educational Resources Information Center

Singer, Harry, Ed.; Ruddell, Robert B., Ed.

Intended for teachers, students, and researchers of reading, this book reflects the theories, models, and research generated over the past 10 years on the psychology and pedagogy of reading. Essays in the first section of the book deal with the historical changes in reading research and theory, and the pioneers of reading research. Essays in the…

RNA-Seq workflow: gene-level exploratory analysis and differential expression

PubMed Central

Love, Michael I.; Anders, Simon; Kim, Vladislav; Huber, Wolfgang

2015-01-01

Here we walk through an end-to-end gene-level RNA-Seq differential expression workflow using Bioconductor packages. We will start from the FASTQ files, show how these were aligned to the reference genome, and prepare a count matrix which tallies the number of RNA-seq reads/fragments within each gene for each sample. We will perform exploratory data analysis (EDA) for quality assessment and to explore the relationship between samples, perform differential gene expression analysis, and visually explore the results. PMID:26674615

"The caterpillar": a novel reading passage for assessment of motor speech disorders.

PubMed

Patel, Rupal; Connaghan, Kathryn; Franco, Diana; Edsall, Erika; Forgit, Dory; Olsen, Laura; Ramage, Lianna; Tyler, Emily; Russell, Scott

2013-02-01

A review of the salient characteristics of motor speech disorders and common assessment protocols revealed the need for a novel reading passage tailored specifically to differentiate between and among the dysarthrias (DYSs) and apraxia of speech (AOS). "The Caterpillar" passage was designed to provide a contemporary, easily read, contextual speech sample with specific tasks (e.g., prosodic contrasts, words of increasing length and complexity) targeted to inform the assessment of motor speech disorders. Twenty-two adults, 15 with DYS or AOS and 7 healthy controls (HC), were recorded reading "The Caterpillar" passage to demonstrate its utility in examining motor speech performance. Analysis of performance across a subset of segmental and prosodic variables illustrated that "The Caterpillar" passage showed promise for extracting individual profiles of impairment that could augment current assessment protocols and inform treatment planning in motor speech disorders.

Identification and validation of differentially expressed transcripts by RNA-sequencing of formalin-fixed, paraffin-embedded (FFPE) lung tissue from patients with Idiopathic Pulmonary Fibrosis.

PubMed

Vukmirovic, Milica; Herazo-Maya, Jose D; Blackmon, John; Skodric-Trifunovic, Vesna; Jovanovic, Dragana; Pavlovic, Sonja; Stojsic, Jelena; Zeljkovic, Vesna; Yan, Xiting; Homer, Robert; Stefanovic, Branko; Kaminski, Naftali

2017-01-12

Idiopathic Pulmonary Fibrosis (IPF) is a lethal lung disease of unknown etiology. A major limitation in transcriptomic profiling of lung tissue in IPF has been a dependence on snap-frozen fresh tissues (FF). In this project we sought to determine whether genome scale transcript profiling using RNA Sequencing (RNA-Seq) could be applied to archived Formalin-Fixed Paraffin-Embedded (FFPE) IPF tissues. We isolated total RNA from 7 IPF and 5 control FFPE lung tissues and performed 50 base pair paired-end sequencing on Illumina 2000 HiSeq. TopHat2 was used to map sequencing reads to the human genome. On average ~62 million reads (53.4% of ~116 million reads) were mapped per sample. 4,131 genes were differentially expressed between IPF and controls (1,920 increased and 2,211 decreased (FDR < 0.05). We compared our results to differentially expressed genes calculated from a previously published dataset generated from FF tissues analyzed on Agilent microarrays (GSE47460). The overlap of differentially expressed genes was very high (760 increased and 1,413 decreased, FDR < 0.05). Only 92 differentially expressed genes changed in opposite directions. Pathway enrichment analysis performed using MetaCore confirmed numerous IPF relevant genes and pathways including extracellular remodeling, TGF-beta, and WNT. Gene network analysis of MMP7, a highly differentially expressed gene in both datasets, revealed the same canonical pathways and gene network candidates in RNA-Seq and microarray data. For validation by NanoString nCounter® we selected 35 genes that had a fold change of 2 in at least one dataset (10 discordant, 10 significantly differentially expressed in one dataset only and 15 concordant genes). High concordance of fold change and FDR was observed for each type of the samples (FF vs FFPE) with both microarrays (r = 0.92) and RNA-Seq (r = 0.90) and the number of discordant genes was reduced to four. Our results demonstrate that RNA sequencing of RNA obtained from archived FFPE lung tissues is feasible. The results obtained from FFPE tissue are highly comparable to FF tissues. The ability to perform RNA-Seq on archived FFPE IPF tissues should greatly enhance the availability of tissue biopsies for research in IPF.

Silent reading of direct versus indirect speech activates voice-selective areas in the auditory cortex.

PubMed

Yao, Bo; Belin, Pascal; Scheepers, Christoph

2011-10-01

In human communication, direct speech (e.g., Mary said: "I'm hungry") is perceived to be more vivid than indirect speech (e.g., Mary said [that] she was hungry). However, for silent reading, the representational consequences of this distinction are still unclear. Although many of us share the intuition of an "inner voice," particularly during silent reading of direct speech statements in text, there has been little direct empirical confirmation of this experience so far. Combining fMRI with eye tracking in human volunteers, we show that silent reading of direct versus indirect speech engenders differential brain activation in voice-selective areas of the auditory cortex. This suggests that readers are indeed more likely to engage in perceptual simulations (or spontaneous imagery) of the reported speaker's voice when reading direct speech as opposed to meaning-equivalent indirect speech statements as part of a more vivid representation of the former. Our results may be interpreted in line with embodied cognition and form a starting point for more sophisticated interdisciplinary research on the nature of auditory mental simulation during reading.

Differential cognitive and perceptual correlates of print reading versus braille reading.

PubMed

Veispak, Anneli; Boets, Bart; Ghesquière, Pol

2013-01-01

The relations between reading, auditory, speech, phonological and tactile spatial processing are investigated in a Dutch speaking sample of blind braille readers as compared to sighted print readers. Performance is assessed in blind and sighted children and adults. Regarding phonological ability, braille readers perform equally well compared to print readers on phonological awareness, better on verbal short-term memory and significantly worse on lexical retrieval. The groups do not differ on speech perception or auditory processing. Braille readers, however, have more sensitive fingers than print readers. Investigation of the relations between these cognitive and perceptual skills and reading performance indicates that in the group of braille readers auditory temporal processing has a longer lasting and stronger impact not only on phonological abilities, which have to satisfy the high processing demands of the strictly serial language input, but also directly on the reading ability itself. Print readers switch between grapho-phonological and lexical reading modes depending on the familiarity of the items. Furthermore, the auditory temporal processing and speech perception, which were substantially interrelated with phonological processing, had no direct associations with print reading measures. Copyright © 2012 Elsevier Ltd. All rights reserved.

The Effects of Teaching Reading Using the Gradual Release of Responsibility Model and 4th Grade Reading

ERIC Educational Resources Information Center

Young, Marthel I.

2017-01-01

Students' inability to meet grade level standards in reading on state and national assessments continues to be a problem across the nation. This causal comparative cohort model sought to examine the effect of the Gradual Release of Responsibility Model (GRRM) on 4th grade reading achievement, gender, and socio-economic status, and to examine…

Computational Modeling of Reading in Semantic Dementia: Comment on Woollams, Lambon Ralph, Plaut, and Patterson (2007)

ERIC Educational Resources Information Center

Coltheart, Max; Tree, Jeremy J.; Saunders, Steven J.

2010-01-01

Woollams, Lambon Ralph, Plaut, and Patterson (see record 2007-05396-004) reported detailed data on reading in 51 cases of semantic dementia. They simulated some aspects of these data using a connectionist parallel distributed processing (PDP) triangle model of reading. We argue here that a different model of reading, the dual route cascaded (DRC)…

Bidirectional Relations between Text Reading Prosody and Reading Comprehension in the Upper Primary School Grades: A Longitudinal Perspective

PubMed Central

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

2016-01-01

The purpose of this study was to examine the directionality of the relationship between text reading prosody and reading comprehension in the upper grades of primary school. We compared three theoretical possibilities: Two unidirectional relations from text reading prosody to reading comprehension and from reading comprehension to text reading prosody and a bidirectional relation between text reading prosody and reading comprehension. Further, we controlled for autoregressive effects and included decoding efficiency as a measure of general reading skill. Participants were 99 Dutch children, followed longitudinally, from fourth- to sixth-grade. Structural equation modeling showed that the bidirectional relation provided the best fitting model. In fifth-grade, text reading prosody was related to prior decoding and reading comprehension, whereas in sixth-grade, reading comprehension was related to prior text reading prosody. As such, the results suggest that the relation between text reading prosody and reading comprehension is reciprocal, but dependent on grade level. PMID:27667916

Individualized Prediction of Reading Comprehension Ability Using Gray Matter Volume.

PubMed

Cui, Zaixu; Su, Mengmeng; Li, Liangjie; Shu, Hua; Gong, Gaolang

2018-05-01

Reading comprehension is a crucial reading skill for learning and putatively contains 2 key components: reading decoding and linguistic comprehension. Current understanding of the neural mechanism underlying these reading comprehension components is lacking, and whether and how neuroanatomical features can be used to predict these 2 skills remain largely unexplored. In the present study, we analyzed a large sample from the Human Connectome Project (HCP) dataset and successfully built multivariate predictive models for these 2 skills using whole-brain gray matter volume features. The results showed that these models effectively captured individual differences in these 2 skills and were able to significantly predict these components of reading comprehension for unseen individuals. The strict cross-validation using the HCP cohort and another independent cohort of children demonstrated the model generalizability. The identified gray matter regions contributing to the skill prediction consisted of a wide range of regions covering the putative reading, cerebellum, and subcortical systems. Interestingly, there were gender differences in the predictive models, with the female-specific model overestimating the males' abilities. Moreover, the identified contributing gray matter regions for the female-specific and male-specific models exhibited considerable differences, supporting a gender-dependent neuroanatomical substrate for reading comprehension.

Mechanisms of macroevolution: polyphagous plasticity in butterfly larvae revealed by RNA-Seq.

PubMed

de la Paz Celorio-Mancera, Maria; Wheat, Christopher W; Vogel, Heiko; Söderlind, Lina; Janz, Niklas; Nylin, Sören

2013-10-01

Transcriptome studies of insect herbivory are still rare, yet studies in model systems have uncovered patterns of transcript regulation that appear to provide insights into how insect herbivores attain polyphagy, such as a general increase in expression breadth and regulation of ribosomal, digestion- and detoxification-related genes. We investigated the potential generality of these emerging patterns, in the Swedish comma, Polygonia c-album, which is a polyphagous, widely-distributed butterfly. Urtica dioica and Ribes uva-crispa are hosts of P. c-album, but Ribes represents a recent evolutionary shift onto a very divergent host. Utilizing the assembled transcriptome for read mapping, we assessed gene expression finding that caterpillar life-history (i.e. 2nd vs. 4th-instar regulation) had a limited influence on gene expression plasticity. In contrast, differential expression in response to host-plant identified genes encoding serine-type endopeptidases, membrane-associated proteins and transporters. Differential regulation of genes involved in nucleic acid binding was also observed suggesting that polyphagy involves large scale transcriptional changes. Additionally, transcripts coding for structural constituents of the cuticle were differentially expressed in caterpillars in response to their diet indicating that the insect cuticle may be a target for plant defence. Our results state that emerging patterns of transcript regulation from model species appear relevant in species when placed in an evolutionary context. © 2013 John Wiley & Sons Ltd.

Japanese and English sentence reading comprehension and writing systems: An fMRI study of first and second language effects on brain activation.

PubMed

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

2009-01-28

Functional magnetic resonance imaging (fMRI) was used to compare brain activation from Japanese 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 processing; hiragana, in turn, showed more activation than kanji in areas of the brain associated with phonological processing. L1 results underscore the difference in visuospatial and phonological processing demands between the systems. Reading in English as compared to either of the Japanese systems showed more activation in inferior frontal gyrus, medial frontal gyrus, and angular gyrus. The additional activation in English in these areas may have been associated with an increased cognitive demand for phonological processing and verbal working memory. More generally, L2 results suggest more effortful reading comprehension processes. The study contributes to the understanding of differential brain responses to different writing systems and to reading comprehension in a second language.

For Which Boys and Which Girls Are Reading Assessment Items Biased Against? Detection of Differential Item Functioning in Heterogeneous Gender Populations

ERIC Educational Resources Information Center

Grover, Raman K.; Ercikan, Kadriye

2017-01-01

In gender differential item functioning (DIF) research it is assumed that all members of a gender group have similar item response patterns and therefore generalizations from group level to subgroup and individual levels can be made accurately. However DIF items do not necessarily disadvantage every member of a gender group to the same degree,…

"Read a Hundred Times and the Meaning Will Appear..." Changes in Chinese University Students' Views of the Temporal Structure of Learning

ERIC Educational Resources Information Center

Marton, Ference; Wen, Qiufang; Wong, Kam Cheung

2005-01-01

It has been shown earlier that while some high school students (younger on the average) do not differentiate between memorization and understanding, others (older on the average) do so (Marton, Watkins and Tang, Learning and Instruction 7, 21-48, 1997). Those who do differentiate impose a sequential ordering on the two: "When you learn you…

Pycellerator: an arrow-based reaction-like modelling language for biological simulations.

PubMed

Shapiro, Bruce E; Mjolsness, Eric

2016-02-15

We introduce Pycellerator, a Python library for reading Cellerator arrow notation from standard text files, conversion to differential equations, generating stand-alone Python solvers, and optionally running and plotting the solutions. All of the original Cellerator arrows, which represent reactions ranging from mass action, Michales-Menten-Henri (MMH) and Gene-Regulation (GRN) to Monod-Wyman-Changeaux (MWC), user defined reactions and enzymatic expansions (KMech), were previously represented with the Mathematica extended character set. These are now typed as reaction-like commands in ASCII text files that are read by Pycellerator, which includes a Python command line interface (CLI), a Python application programming interface (API) and an iPython notebook interface. Cellerator reaction arrows are now input in text files. The arrows are parsed by Pycellerator and translated into differential equations in Python, and Python code is automatically generated to solve the system. Time courses are produced by executing the auto-generated Python code. Users have full freedom to modify the solver and utilize the complete set of standard Python tools. The new libraries are completely independent of the old Cellerator software and do not require Mathematica. All software is available (GPL) from the github repository at https://github.com/biomathman/pycellerator/releases. Details, including installation instructions and a glossary of acronyms and terms, are given in the Supplementary information. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Evaluation of Models of the Reading Process.

ERIC Educational Resources Information Center

Balajthy, Ernest

A variety of reading process models have been proposed and evaluated in reading research. Traditional approaches to model evaluation specify the workings of a system in a simplified fashion to enable organized, systematic study of the system's components. Following are several statistical methods of model evaluation: (1) empirical research on…

Electrophysiological Correlates of Reading the Single- and Interactive-Mind

PubMed Central

Wang, Yi-Wen; Zheng, Yu-Wei; Lin, Chong-De; Wu, Jie; Shen, De-Li

2011-01-01

Understanding minds is the cognitive basis of successful social interaction. In everyday life, human mental activity often happens at the moment of social interaction among two or multiple persons instead of only one-person. Understanding the interactive mind of two- or multi-person is more complex and higher than understanding the single-person mind in the hierarchical structure of theory of mind. Understanding the interactive mind maybe differentiate from understanding the single mind. In order to examine the dissociative electrophysiological correlates of reading the single mind and reading the interactive mind, the 64 channels event-related potentials were recorded while 16 normal adults were observing three kinds of Chinese idioms depicted physical scenes, one-person with mental activity, and two- or multi-person with mental interaction. After the equivalent N400, in the 500- to 700-ms epoch, the mean amplitudes of late positive component (LPC) over frontal for reading the single mind and reading the interactive mind were significantly more positive than for physical representation, while there was no difference between the former two. In the 700- to 800-ms epoch, the mean amplitudes of LPC over frontal–central for reading the interactive mind were more positive than for reading the single mind and physical representation, while there was no difference between the latter two. The present study provides electrophysiological signature of the dissociations between reading the single mind and reading the interactive mind. PMID:21845178

Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th–10th Grades

PubMed Central

Foorman, Barbara R.; Koon, Sharon; Petscher, Yaacov; Mitchell, Alison; Truckenmiller, Adrea

2015-01-01

The objective of this study was to explore dimensions of oral language and reading and their influence on reading comprehension in a relatively understudied population—adolescent readers in 4th through 10th grades. The current study employed latent variable modeling of decoding fluency, vocabulary, syntax, and reading comprehension so as to represent these constructs with minimal error and to examine whether residual variance unaccounted for by oral language can be captured by specific factors of syntax and vocabulary. A 1-, 3-, 4-, and bifactor model were tested with 1,792 students in 18 schools in 2 large urban districts in the Southeast. Students were individually administered measures of expressive and receptive vocabulary, syntax, and decoding fluency in mid-year. At the end of the year students took the state reading test as well as a group-administered, norm-referenced test of reading comprehension. The bifactor model fit the data best in all 7 grades and explained 72% to 99% of the variance in reading comprehension. The specific factors of syntax and vocabulary explained significant unique variance in reading comprehension in 1 grade each. The decoding fluency factor was significantly correlated with the reading comprehension and oral language factors in all grades, but, in the presence of the oral language factor, was not significantly associated with the reading comprehension factor. Results support a bifactor model of lexical knowledge rather than the 3-factor model of the Simple View of Reading, with the vast amount of variance in reading comprehension explained by a general oral language factor. PMID:26346839

Recollection and familiarity in hippocampal amnesia.

PubMed

Turriziani, Patrizia; Serra, Laura; Fadda, Lucia; Caltagirone, Carlo; Carlesimo, Giovanni Augusto

2008-01-01

Currently, there is a general agreement that two distinct cognitive operations, recollection and familiarity, contribute to performance on recognition memory tests. However, there is a controversy about whether recollection and familiarity reflect different memory processes, mediated by distinct neural substrates (dual-process models), or whether they are the expression of memory traces of different strength in the context of a unitary declarative memory system (unitary-strength models). Critical in this debate is the status of recognition memory in hippocampal amnesia and, in particular, whether the various structures in the medial temporal lobe (MTL) contribute differentially to the recollection and familiarity components of recognition. The present study aimed to explore the relative contribution of recollection and familiarity to recognition of words that had been previously read or that had been previously generated in a group of severely amnesic patients with cerebral damage restricted to the hippocampus. A convergent pattern of results emerged when we used a subjective-based (remember/know; R/K) and an objective-based (process dissociation procedure; PDP) methods to estimate the contribution of recollection and familiarity to recognition performance. In both PDP and R/K procedures, healthy controls disclosed significantly higher recollection estimates for words that had been anagrammed than for words that had been read. Amnesic patients' recollection scores were not different for words that had been generated or that had been read, and the recollection estimate for words that had been generated was significantly reduced as compared to the group of healthy controls. For familiarity, both healthy controls and amnesic patients recognized as familiar more words that had been generated than words that had been read, and there was no difference between the two groups. These data support the hypothesis of a specific role of the hippocampus in recollection processes and suggest that other components of the MTL (e.g., perirhinal cortex) may be more involved in the process of familiarity. 2008 Wiley-Liss, Inc.

Cooperative Learning Model toward a Reading Comprehensions on the Elementary School

ERIC Educational Resources Information Center

Murtono

2015-01-01

The purposes of this research are: (1) description of reading skill the students who join in CIRC learning model, Jigsaw learning model, and STAD learning model; (2) finding out the effective of learning model cooperative toward a reading comprehensions between the students who have high language logic and low language logic; and (3) finding out…

When Interrupted Intervention Leads to Failure: A Correlation Study of the Three-Tiered Reading Model in Grades K-2

ERIC Educational Resources Information Center

Weis, Beverly Lynn

2012-01-01

The three-tiered reading model is a widely practiced instructional scheme that moves students in and out of reading intervention groups during the school year. Though designed to treat students who need extra help learning to read, this interruption of reading interventions may hinder some students' progress. The purpose of this study was to…

Improving Oral Reading Fluency in Elementary School Children: Comparing the Effectiveness of Repeated Readings and Video Self-Modeling

ERIC Educational Resources Information Center

Wu, Shengtian; Gadke, Daniel L.

2017-01-01

Video self-modeling (VSM) is a relatively new technique used to improve reading fluency. At this point, VSM has primarily been used to supplement evidence-based reading interventions such as repeated readings (RR). There is limited to no research evaluating the independent effects of VSM in comparison to interventions such as RR. The goal of the…

Families that Read: A Time-Diary Analysis of Young People's and Parents' Reading

ERIC Educational Resources Information Center

Mullan, Killian

2010-01-01

Parents can play an important role in assisting their children to learn to read, and can act as good role models in promoting reading behaviour. While there has been a raft of research on the impact of parents as teachers, there has been little empirical analysis on the impact of parents in modelling reading. Addressing this gap in the literature…

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

ERIC Educational Resources Information Center

Fink, Katherine T.; Devine, Thomas G.

1993-01-01

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

A Model for the Study of Reading in Agriscience

ERIC Educational Resources Information Center

Park, Travis D.; Osborne, Ed

2007-01-01

Agriscience is facing pressure to document and contribute to student achievement in math, science, and reading. Agriscience teachers may be able to foster student reading and comprehension through utilization of research-based reading strategies to further develop literacy in and about agriculture. Building on Dunkin and Biddle's (1974) model of…

A Theory of Reading: From Eye Fixations to Comprehension.

ERIC Educational Resources Information Center

Just, Marcel Adam; Carpenter, Patricia A.

1980-01-01

A model of reading comprehension focuses on eye fixations, which are related to the level of reading processes--words, clauses, and text units. Longer pauses are associated with greater processing difficulty. This model is illustrated for a group of undergraduate students reading scientific articles from "Newsweek" and "Time" magazines. (GDC)

A computational modeling of semantic knowledge in reading comprehension: Integrating the landscape model with latent semantic analysis.

PubMed

Yeari, Menahem; van den Broek, Paul

2016-09-01

It is a well-accepted view that the prior semantic (general) knowledge that readers possess plays a central role in reading comprehension. Nevertheless, computational models of reading comprehension have not integrated the simulation of semantic knowledge and online comprehension processes under a unified mathematical algorithm. The present article introduces a computational model that integrates the landscape model of comprehension processes with latent semantic analysis representation of semantic knowledge. In three sets of simulations of previous behavioral findings, the integrated model successfully simulated the activation and attenuation of predictive and bridging inferences during reading, as well as centrality estimations and recall of textual information after reading. Analyses of the computational results revealed new theoretical insights regarding the underlying mechanisms of the various comprehension phenomena.

Book reading styles in dual-parent and single-mother families.

PubMed

Blake, Joanna; Macdonald, Silvana; Bayrami, Lisa; Agosta, Vanessa; Milian, Andrea

2006-09-01

Whereas many studies have investigated quantitative aspects of book reading (frequency), few have examined qualitative aspects, especially in very young children and through direct observations of shared reading. The purpose of this study was to determine possible differences in book-reading styles between mothers and fathers and between mothers from single- and dual-parent families. It also related types of parental verbalizations during book reading to children's reported language measures. Dual-parent (29) and single-parent (24) families were observed in shared book reading with their toddlers (15-month-olds) or young preschoolers (27-month-olds). Parent-child dyads were videotaped while book reading. The initiator of each book-reading episode was coded. Parents' verbalizations were exhaustively coded into 10 categories. Mothers completed the MacArthur Communicative Development Inventory, and the children were given the Bayley scales. All parents differentiated their verbalizations according to the age rather than the gender of the child, but single mothers imitated female children more than males. Few differences in verbalizations were found between mothers and fathers or between mothers from single- and dual-parent families. Fathers allowed younger children to initiate book-reading episodes more than mothers. For both age groups of children, combined across families, verbalizations that related the book to the child's experience were correlated with reported language measures. Questions and imitations were related to language measures for the older age group. The important types of parental verbalizations during shared book reading for children's language acquisition are relating, questions and imitations.

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

The influence of interpreters' professional background and experience on the interpretation of multimodality imaging of pulmonary lesions using 18F-3'-deoxy-fluorothymidine and 18F-fluorodeoxyglucose PET/CT.

PubMed

Xu, Bai-xuan; Liu, Chang-bin; Wang, Rui-min; Shao, Ming-zhe; Fu, Li-ping; Li, Yun-gang; Tian, Jia-he

2013-01-01

Based on the results of a recently accomplished multicenter clinical trial for the incremental value of a dual-tracer (18F-FDG and 18F-FLT), dual-modality (PET and CT) imaging in the differential diagnosis of pulmonary lesions, we investigate some issues that might affect the image interpretation and result reporting. The images were read in two separate sessions. Firstly the images were read and reported by physician(s) of the imaging center on completion of each PET/CT scanning. By the end of MCCT, all images collected during the trial were re-read by a collective of readers in an isolated, blinded, and independent way. One hundred sixty two patients successfully passed the data verification and entered into the final analysis. The primary reporting result showed adding 18F-FDG image information did not change the clinical performance much in sensitivity, specifity and accuracy, but the ratio between SUVFLT and SUVFDG did help the differentiation efficacy among the three subgroups of patients. The collective reviewing result showed the diagnostic achievement varied with reading strategies. ANOVA indicated significant differences among (18)F-FDG, (18)F-FLT in SUV (F = 14.239, p = 0.004). CT had almost the same diagnostic performance as 18F-FLT. When the 18F-FDG, 18F-FLT and CT images read in pair, both diagnostic sensitivity and specificity improved. The best diagnostic figures were obtained in full-modality strategy, when dual-tracer PET worked in combination with CT. With certain experience and training both radiologists and nuclear physicians are qualified to read and to achieve the similar diagnostic accuracy in PET/CT study. Making full use of modality combination and selecting right criteria seems more practical than professional back ground and personal experience in the new hybrid imaging technology, at least when novel tracer or application is concerned.

Situation Model Updating in Young and Older Adults: Global versus Incremental Mechanisms

PubMed Central

Bailey, Heather R.; Zacks, Jeffrey M.

2015-01-01

Readers construct mental models of situations described by text. Activity in narrative text is dynamic, so readers must frequently update their situation models when dimensions of the situation change. Updating can be incremental, such that a change leads to updating just the dimension that changed, or global, such that the entire model is updated. Here, we asked whether older and young adults make differential use of incremental and global updating. Participants read narratives containing changes in characters and spatial location and responded to recognition probes throughout the texts. Responses were slower when probes followed a change, suggesting that situation models were updated at changes. When either dimension changed, responses to probes for both dimensions were slowed; this provides evidence for global updating. Moreover, older adults showed stronger evidence of global updating than did young adults. One possibility is that older adults perform more global updating to offset reduced ability to manipulate information in working memory. PMID:25938248

BPS sectors of the Skyrme model and their non-BPS extensions

NASA Astrophysics Data System (ADS)

Adam, C.; Foster, D.; Krusch, S.; Wereszczynski, A.

2018-02-01

Two recently found coupled Bogomol'nyi-Prasad-Sommerfield (BPS) submodels of the Skyrme model are further analyzed. First, we provide a geometrical formulation of the submodels in terms of the eigenvalues of the strain tensor. Second, we study their thermodynamical properties and show that the mean-field equations of state coincide at high pressure and read p =ρ ¯/3 . We also provide evidence that matter described by the first BPS submodel has some similarity with a Bose-Einstein condensate. Moreover, we show that extending the second submodel to a non-BPS model by including certain additional terms of the full Skyrme model does not spoil the respective ansatz, leading to an ordinary differential equation for the profile of the Skymion, for any value of the topological charge. This allows for an almost analytical description of the properties of Skyrmions in this model. In particular, we analytically study the breaking and restoration of the BPS property. Finally, we provide an explanation of the success of the rational map ansatz.

Using video self- and peer modeling to facilitate reading fluency in children with learning disabilities.

PubMed

Decker, Martha M; Buggey, Tom

2014-01-01

The authors compared the effects of video self-modeling and video peer modeling on oral reading fluency of elementary students with learning disabilities. A control group was also included to gauge general improvement due to reading instruction and familiarity with researchers. The results indicated that both interventions resulted in improved fluency. Students in both experimental groups improved their reading fluency. Two students in the self-modeling group made substantial and immediate gains beyond any of the other students. Discussion is included that focuses on the importance that positive imagery can have on student performance and the possible applications of both forms of video modeling with students who have had negative experiences in reading.

A simplified financial model for automatic meter reading

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ward, S.M.

1994-01-15

The financial model proposed here (which can be easily adapted for electric, gas, or water) combines aspects of [open quotes]life cycle,[close quotes] [open quotes]consumer value[close quotes] and [open quotes]revenue based[close quotes] approaches and addresses intangible benefits. A simple value tree of one-word descriptions clarifies the relationship between level of investment and level of value, visually relating increased value to increased cost. The model computes the numerical present values of capital costs, recurring costs, and revenue benefits over a 15-year period for the seven configurations: manual reading of existing or replacement standard meters (MMR), manual reading using electronic, hand-held retrievers (EMR),more » remote reading of inaccessible meters via hard-wired receptacles (RMR), remote reading of meters adapted with pulse generators (RMR-P), remote reading of meters adapted with absolute dial encoders (RMR-E), offsite reading over a few hundred feet with mobile radio (OMR), and fully automatic reading using telephone or an equivalent network (AMR). In the model, of course, the costs of installing the configurations are clearly listed under each column. The model requires only four annualized inputs and seven fixed-cost inputs that are rather easy to obtain.« less

Effects of reading picture books on kindergartners' mathematics performance.

PubMed

van den Heuvel-Panhuizen, Marja; Elia, Iliada; Robitzsch, Alexander

2016-02-07

This article describes a field experiment with a pretest-posttest control group design which investigated the potential of reading picture books to children for supporting their mathematical understanding. The study involved 384 children from 18 kindergarten classes in 18 schools in the Netherlands. During three months, the children in the nine experimental classes were read picture books. Data analysis revealed that, when controlled for relevant covariates, the picture book reading programme had a positive effect ( d  = .13) on kindergartners' mathematics performance as measured by a project test containing items on number, measurement and geometry. Compared to the increase from pretest to posttest in the control group, the increase in the experimental group was 22% larger. No significant differential intervention effects were found between subgroups based on kindergarten year, age, home language, socio-economic status and mathematics and language ability, but a significant intervention effect was found for girls and not for boys.

Proofreading using an assistive software homophone tool: compensatory and remedial effects on the literacy skills of students with reading difficulties.

PubMed

Lange, Alissa A; Mulhern, Gerry; Wylie, Judith

2009-01-01

The present study investigated the effects of using an assistive software homophone tool on the assisted proofreading performance and unassisted basic skills of secondary-level students with reading difficulties. Students aged 13 to 15 years proofread passages for homophonic errors under three conditions: with the homophone tool, with homophones highlighted only, or with no help. The group using the homophone tool significantly outperformed the other two groups on assisted proofreading and outperformed the others on unassisted spelling, although not significantly. Remedial (unassisted) improvements in automaticity of word recognition, homophone proofreading, and basic reading were found over all groups. Results elucidate the differential contributions of each function of the homophone tool and suggest that with the proper training, assistive software can help not only students with diagnosed disabilities but also those with generally weak reading skills.

Survey Guidelines and its Reading Criteria for Monitoring and Transmitting Cultural Heritage Values

NASA Astrophysics Data System (ADS)

De Masi, A.

2015-08-01

The paper describes reading criteria for an analysis and interpretation of material systems in relation to a built space, survey guidelines and its reading criteria for Cultural Heritage (CH) values'monitoring and transmission. In addition, integrated systems of digital technologies and 2D/3D digitization of CH are introduced for an effective and accurate reading of Venice and Milan's monuments. Specifically, the guidelines for an architectural survey allow to organize and document historic monuments information, and to identify the significant cultural/physical elements of our past in order for them to be preserved and protected for future generations. In addition, in this paper the studied projects introduce a combination of virtual technologies and historical reality with experimenting innovative solutions for CH. From the methodological point of view, this study has made use of the identification of levels of study (LS) differentiated, each of which is capable of identifying categories.

Effects of reading picture books on kindergartners’ mathematics performance

PubMed Central

van den Heuvel-Panhuizen, Marja; Elia, Iliada; Robitzsch, Alexander

2016-01-01

This article describes a field experiment with a pretest–posttest control group design which investigated the potential of reading picture books to children for supporting their mathematical understanding. The study involved 384 children from 18 kindergarten classes in 18 schools in the Netherlands. During three months, the children in the nine experimental classes were read picture books. Data analysis revealed that, when controlled for relevant covariates, the picture book reading programme had a positive effect (d = .13) on kindergartners’ mathematics performance as measured by a project test containing items on number, measurement and geometry. Compared to the increase from pretest to posttest in the control group, the increase in the experimental group was 22% larger. No significant differential intervention effects were found between subgroups based on kindergarten year, age, home language, socio-economic status and mathematics and language ability, but a significant intervention effect was found for girls and not for boys. PMID:26855457

Differential processing of consonants and vowels in lexical access through reading.

PubMed

New, Boris; Araújo, Verónica; Nazzi, Thierry

2008-12-01

Do consonants and vowels have the same importance during reading? Recently, it has been proposed that consonants play a more important role than vowels for language acquisition and adult speech processing. This proposal has started receiving developmental support from studies showing that infants are better at processing specific consonantal than vocalic information while learning new words. This proposal also received support from adult speech processing. In our study, we directly investigated the relative contributions of consonants and vowels to lexical access while reading by using a visual masked-priming lexical decision task. Test items were presented following four different primes: identity (e.g., for the word joli, joli), unrelated (vabu), consonant-related (jalu), and vowel-related (vobi). Priming was found for the identity and consonant-related conditions, but not for the vowel-related condition. These results establish the privileged role of consonants during lexical access while reading.

Application of the IRT and TRT Models to a Reading Comprehension Test

ERIC Educational Resources Information Center

Kim, Weon H.

2017-01-01

The purpose of the present study is to apply the item response theory (IRT) and testlet response theory (TRT) models to a reading comprehension test. This study applied the TRT models and the traditional IRT model to a seventh-grade reading comprehension test (n = 8,815) with eight testlets. These three models were compared to determine the best…

Longitudinal models of reading achievement of students with learning disabilities and without disabilities.

PubMed

Sullivan, Amanda L; Kohli, Nidhi; Farnsworth, Elyse M; Sadeh, Shanna; Jones, Leila

2017-09-01

Accurate estimation of developmental trajectories can inform instruction and intervention. We compared the fit of linear, quadratic, and piecewise mixed-effects models of reading development among students with learning disabilities relative to their typically developing peers. We drew an analytic sample of 1,990 students from the nationally representative Early Childhood Longitudinal Study-Kindergarten Cohort of 1998, using reading achievement scores from kindergarten through eighth grade to estimate three models of students' reading growth. The piecewise mixed-effects models provided the best functional form of the students' reading trajectories as indicated by model fit indices. Results showed slightly different trajectories between students with learning disabilities and without disabilities, with varying but divergent rates of growth throughout elementary grades, as well as an increasing gap over time. These results highlight the need for additional research on appropriate methods for modeling reading trajectories and the implications for students' response to instruction. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

A Functional Near-Infrared Spectroscopy Study of Lexical Decision Task Supports the Dual Route Model and the Phonological Deficit Theory of Dyslexia

ERIC Educational Resources Information Center

Sela, Itamar; Izzetoglu, Meltem; Izzetoglu, Kurtulus; Onaral, Banu

2014-01-01

The dual route model (DRM) of reading suggests two routes of reading development: the phonological and the orthographic routes. It was proposed that although the two routes are active in the process of reading; the first is more involved at the initial stages of reading acquisition, whereas the latter needs more reading training to mature. A…

Melodic sound enhances visual awareness of congruent musical notes, but only if you can read music.

PubMed

Lee, Minyoung; Blake, Randolph; Kim, Sujin; Kim, Chai-Youn

2015-07-07

Predictive influences of auditory information on resolution of visual competition were investigated using music, whose visual symbolic notation is familiar only to those with musical training. Results from two experiments using different experimental paradigms revealed that melodic congruence between what is seen and what is heard impacts perceptual dynamics during binocular rivalry. This bisensory interaction was observed only when the musical score was perceptually dominant, not when it was suppressed from awareness, and it was observed only in people who could read music. Results from two ancillary experiments showed that this effect of congruence cannot be explained by differential patterns of eye movements or by differential response sluggishness associated with congruent score/melody combinations. Taken together, these results demonstrate robust audiovisual interaction based on high-level, symbolic representations and its predictive influence on perceptual dynamics during binocular rivalry.

Differential hemispheric and visual stream contributions to ensemble coding of crowd emotion

PubMed Central

Im, Hee Yeon; Albohn, Daniel N.; Steiner, Troy G.; Cushing, Cody A.; Adams, Reginald B.; Kveraga, Kestutis

2017-01-01

In crowds, where scrutinizing individual facial expressions is inefficient, humans can make snap judgments about the prevailing mood by reading “crowd emotion”. We investigated how the brain accomplishes this feat in a set of behavioral and fMRI studies. Participants were asked to either avoid or approach one of two crowds of faces presented in the left and right visual hemifields. Perception of crowd emotion was improved when crowd stimuli contained goal-congruent cues and was highly lateralized to the right hemisphere. The dorsal visual stream was preferentially activated in crowd emotion processing, with activity in the intraparietal sulcus and superior frontal gyrus predicting perceptual accuracy for crowd emotion perception, whereas activity in the fusiform cortex in the ventral stream predicted better perception of individual facial expressions. Our findings thus reveal significant behavioral differences and differential involvement of the hemispheres and the major visual streams in reading crowd versus individual face expressions. PMID:29226255

Dual-wavelength photo-Hall effect spectroscopy of deep levels in high resistive CdZnTe with negative differential photoconductivity

NASA Astrophysics Data System (ADS)

Musiienko, A.; Grill, R.; Moravec, P.; Korcsmáros, G.; Rejhon, M.; Pekárek, J.; Elhadidy, H.; Šedivý, L.; Vasylchenko, I.

2018-04-01

Photo-Hall effect spectroscopy was used in the study of deep levels in high resistive CdZnTe. The monochromator excitation in the photon energy range 0.65-1.77 eV was complemented by a laser diode high-intensity excitation at selected photon energies. A single sample characterized by multiple unusual features like negative differential photoconductivity and anomalous depression of electron mobility was chosen for the detailed study involving measurements at both the steady and dynamic regimes. We revealed that the Hall mobility and photoconductivity can be both enhanced and suppressed by an additional illumination at certain photon energies. The anomalous mobility decrease was explained by an excitation of the inhomogeneously distributed deep level at the energy Ev + 1.0 eV, thus enhancing potential non-uniformities. The appearance of negative differential photoconductivity was interpreted by an intensified electron occupancy of that level by a direct valence band-to-level excitation. Modified Shockley-Read-Hall theory was used for fitting experimental results by a model comprising five deep levels. Properties of the deep levels and their impact on the device performance were deduced.

Triangulation of the neurocomputational architecture underpinning reading aloud

PubMed Central

Hoffman, Paul; Lambon Ralph, Matthew A.; Woollams, Anna M.

2015-01-01

The goal of cognitive neuroscience is to integrate cognitive models with knowledge about underlying neural machinery. This significant challenge was explored in relation to word reading, where sophisticated computational-cognitive models exist but have made limited contact with neural data. Using distortion-corrected functional MRI and dynamic causal modeling, we investigated the interactions between brain regions dedicated to orthographic, semantic, and phonological processing while participants read words aloud. We found that the lateral anterior temporal lobe exhibited increased activation when participants read words with irregular spellings. This area is implicated in semantic processing but has not previously been considered part of the reading network. We also found meaningful individual differences in the activation of this region: Activity was predicted by an independent measure of the degree to which participants use semantic knowledge to read. These characteristics are predicted by the connectionist Triangle Model of reading and indicate a key role for semantic knowledge in reading aloud. Premotor regions associated with phonological processing displayed the reverse characteristics. Changes in the functional connectivity of the reading network during irregular word reading also were consistent with semantic recruitment. These data support the view that reading aloud is underpinned by the joint operation of two neural pathways. They reveal that (i) the ATL is an important element of the ventral semantic pathway and (ii) the division of labor between the two routes varies according to both the properties of the words being read and individual differences in the degree to which participants rely on each route. PMID:26124121

Differential expression analysis for RNAseq using Poisson mixed models.

PubMed

Sun, Shiquan; Hood, Michelle; Scott, Laura; Peng, Qinke; Mukherjee, Sayan; Tung, Jenny; Zhou, Xiang

2017-06-20

Identifying differentially expressed (DE) genes from RNA sequencing (RNAseq) studies is among the most common analyses in genomics. However, RNAseq DE analysis presents several statistical and computational challenges, including over-dispersed read counts and, in some settings, sample non-independence. Previous count-based methods rely on simple hierarchical Poisson models (e.g. negative binomial) to model independent over-dispersion, but do not account for sample non-independence due to relatedness, population structure and/or hidden confounders. Here, we present a Poisson mixed model with two random effects terms that account for both independent over-dispersion and sample non-independence. We also develop a scalable sampling-based inference algorithm using a latent variable representation of the Poisson distribution. With simulations, we show that our method properly controls for type I error and is generally more powerful than other widely used approaches, except in small samples (n <15) with other unfavorable properties (e.g. small effect sizes). We also apply our method to three real datasets that contain related individuals, population stratification or hidden confounders. Our results show that our method increases power in all three data compared to other approaches, though the power gain is smallest in the smallest sample (n = 6). Our method is implemented in MACAU, freely available at www.xzlab.org/software.html. © The Author(s) 2017. Published by Oxford University Press on behalf of Nucleic Acids Research.

Motivating Reading Comprehension: Concept-Oriented Reading Instruction

ERIC Educational Resources Information Center

Guthrie, John T., Ed.; Wigfield, Allan, Ed.; Perencevich, Kathleen C., Ed.

2004-01-01

Concept Oriented Reading Instruction (CORI) is a unique, classroom-tested model of reading instruction that breaks new ground by explicitly showing how content knowledge, reading strategies, and motivational support all merge in successful reading instruction. A theoretical perspective (engagement in reading) frames the book and provides a…

Comparison of Taiwanese and Canadian Students' Metacognitive Awareness of Science Reading, Text, and Strategies

ERIC Educational Resources Information Center

Wang, Jing-Ru; Chen, Shin-Feng; Fang, I.; Chou, Ching-Ting

2014-01-01

This study used a Chinese-language version of the Index of Science Reading Awareness to explore the science reading metacognition and comprehension of Taiwanese students. Structural equation modelling results confirmed the underlying model comprised three clusters of metacognitive knowledge: beliefs and confidence in science reading, knowledge of…

Modeling the Effects of Reading Lessons on Text Processing.

ERIC Educational Resources Information Center

Omanson, Richard C.; And Others

A study evaluated the effectiveness of various models constructed to account for how children read and comprehended a story presented in a directed reading lesson. A commercial directed reading lesson was revised to introduce information related to the story and to help the children form a "map" of the central story content. Data were…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

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

ERIC Educational Resources Information Center

Kim, Young-Suk Grace

2015-01-01

The primary goal was to expand our understanding of text-reading fluency (efficiency or automaticity): how its relation to other constructs (e.g., word reading fluency, reading comprehension) changes over time and how it is different from word-reading fluency and reading comprehension. The study examined (a) developmentally changing relations…

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

ERIC Educational Resources Information Center

Kim, Young-Suk Grace

2015-01-01

The primary goal was to expand our understanding of text-reading fluency (efficiency or automaticity): how its relation to other constructs (e.g., word-reading fluency, reading comprehension) changes over time and how it is different from word-reading fluency and reading comprehension. The study examined (a) developmentally changing relations…

Characterization and modeling of SET/RESET cycling induced read-disturb failure time degradation in a resistive switching memory

NASA Astrophysics Data System (ADS)

Su, Po-Cheng; Hsu, Chun-Chi; Du, Sin-I.; Wang, Tahui

2017-12-01

Read operation induced disturbance in SET-state in a tungsten oxide resistive switching memory is investigated. We observe that the reduction of oxygen vacancy density during read-disturb follows power-law dependence on cumulative read-disturb time. Our study shows that the SET-state read-disturb immunity progressively degrades by orders of magnitude as SET/RESET cycle number increases. To explore the cause of the read-disturb degradation, we perform a constant voltage stress to emulate high-field stress effects in SET/RESET cycling. We find that the read-disturb failure time degradation is attributed to high-field stress-generated oxide traps. Since the stress-generated traps may substitute for some of oxygen vacancies in forming conductive percolation paths in a switching dielectric, a stressed cell has a reduced oxygen vacancy density in SET-state, which in turn results in a shorter read-disturb failure time. We develop an analytical read-disturb degradation model including both cycling induced oxide trap creation and read-disturb induced oxygen vacancy reduction. Our model can well reproduce the measured read-disturb failure time degradation in a cycled cell without using fitting parameters.

A Leveraged Signal-to-Noise Ratio (LSTNR) Method to Extract Differentially Expressed Genes and Multivariate Patterns of Expression From Noisy and Low-Replication RNAseq Data

PubMed Central

Lozoya, Oswaldo A.; Santos, Janine H.; Woychik, Richard P.

2018-01-01

To life scientists, one important feature offered by RNAseq, a next-generation sequencing tool used to estimate changes in gene expression levels, lies in its unprecedented resolution. It can score countable differences in transcript numbers among thousands of genes and between experimental groups, all at once. However, its high cost limits experimental designs to very small sample sizes, usually N = 3, which often results in statistically underpowered analysis and poor reproducibility. All these issues are compounded by the presence of experimental noise, which is harder to distinguish from instrumental error when sample sizes are limiting (e.g., small-budget pilot tests), experimental populations exhibit biologically heterogeneous or diffuse expression phenotypes (e.g., patient samples), or when discriminating among transcriptional signatures of closely related experimental conditions (e.g., toxicological modes of action, or MOAs). Here, we present a leveraged signal-to-noise ratio (LSTNR) thresholding method, founded on generalized linear modeling (GLM) of aligned read detection limits to extract differentially expressed genes (DEGs) from noisy low-replication RNAseq data. The LSTNR method uses an agnostic independent filtering strategy to define the dynamic range of detected aggregate read counts per gene, and assigns statistical weights that prioritize genes with better sequencing resolution in differential expression analyses. To assess its performance, we implemented the LSTNR method to analyze three separate datasets: first, using a systematically noisy in silico dataset, we demonstrated that LSTNR can extract pre-designed patterns of expression and discriminate between “noise” and “true” differentially expressed pseudogenes at a 100% success rate; then, we illustrated how the LSTNR method can assign patient-derived breast cancer specimens correctly to one out of their four reported molecular subtypes (luminal A, luminal B, Her2-enriched and basal-like); and last, we showed the ability to retrieve five different modes of action (MOA) elicited in livers of rats exposed to three toxicants under three nutritional routes by using the LSTNR method. By combining differential measurements with resolving power to detect DEGs, the LSTNR method offers an alternative approach to interrogate noisy and low-replication RNAseq datasets, which handles multiple biological conditions at once, and defines benchmarks to validate RNAseq experiments with standard benchtop assays. PMID:29868123

Read Naturally[R]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

"Read Naturally"[R] is an elementary and middle school supplemental reading program designed to improve reading fluency using a combination of books, audiotapes, and computer software. The program has three main strategies: repeated reading of text for developing oral reading fluency, teacher modeling of story reading, and systematic…

Un Programa Personalizado De Lectura En Un Aula Primaria: Reporte De Un Modelo Comprobado (A Personalized Program of Reading in a First Grade Classroom: Report From a Proven Model.)

ERIC Educational Resources Information Center

Mendenhall, Susie B.; And Others

This document written in Spanish describes a personalized reading program and discusses the results of its implementation. The focus of this approach to reading is based on the individual child and his feelings. This model personalizes the child's reading material in the classroom. In personalizing the reading material, the child's attitudes…

Replicates, read numbers, and other important experimental design considerations for microbial RNA-seq identified using Bacillus thuringiensis datasets

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lu, Tse -Yuan; Mehlhorn, Tonia L; Pelletier, Dale A.

RNA-seq is being used increasingly for gene expression studies and it is revolutionizing the fields of genomics and transcriptomics. However, the field of RNA-seq analysis is still evolving. Therefore, we specifically designed this study to contain large numbers of reads and four biological replicates per condition so we could alter these parameters and assess their impact on differential expression results. Bacillus thuringiensis strains ATCC10792 and CT43 were grown in two Luria broth medium lots on four dates and transcriptomics data were generated using one lane of sequence output from an Illumina HiSeq2000 instrument for each of the 32 samples, whichmore » were then analyzed using DESeq2. Genome coverages across samples ranged from 87 to 465X with medium lots and culture dates identified as major variation sources. Significantly differentially expressed genes (5% FDR, two-fold change) were detected for cultures grown using different medium lots and between different dates. The highly differentially expressed iron acquisition and metabolism genes, were a likely consequence of differing amounts of iron in the two media lots. Indeed, in this study RNA-seq was a tool for predictive biology since we hypothesized and confirmed the two LB medium lots had different iron contents (~two-fold difference). Furthermore, this study shows that the noise in data can be controlled and minimized with appropriate experimental design and by having the appropriate number of replicates and reads for the system being studied. We outline parameters for an efficient and cost effective microbial transcriptomics study.« less

Replicates, read numbers, and other important experimental design considerations for microbial RNA-seq identified using Bacillus thuringiensis datasets

DOE PAGES

Lu, Tse -Yuan; Mehlhorn, Tonia L; Pelletier, Dale A.; ...

2016-05-31

RNA-seq is being used increasingly for gene expression studies and it is revolutionizing the fields of genomics and transcriptomics. However, the field of RNA-seq analysis is still evolving. Therefore, we specifically designed this study to contain large numbers of reads and four biological replicates per condition so we could alter these parameters and assess their impact on differential expression results. Bacillus thuringiensis strains ATCC10792 and CT43 were grown in two Luria broth medium lots on four dates and transcriptomics data were generated using one lane of sequence output from an Illumina HiSeq2000 instrument for each of the 32 samples, whichmore » were then analyzed using DESeq2. Genome coverages across samples ranged from 87 to 465X with medium lots and culture dates identified as major variation sources. Significantly differentially expressed genes (5% FDR, two-fold change) were detected for cultures grown using different medium lots and between different dates. The highly differentially expressed iron acquisition and metabolism genes, were a likely consequence of differing amounts of iron in the two media lots. Indeed, in this study RNA-seq was a tool for predictive biology since we hypothesized and confirmed the two LB medium lots had different iron contents (~two-fold difference). Furthermore, this study shows that the noise in data can be controlled and minimized with appropriate experimental design and by having the appropriate number of replicates and reads for the system being studied. We outline parameters for an efficient and cost effective microbial transcriptomics study.« less

Replicates, Read Numbers, and Other Important Experimental Design Considerations for Microbial RNA-seq Identified Using Bacillus thuringiensis Datasets.

PubMed

Manga, Punita; Klingeman, Dawn M; Lu, Tse-Yuan S; Mehlhorn, Tonia L; Pelletier, Dale A; Hauser, Loren J; Wilson, Charlotte M; Brown, Steven D

2016-01-01

RNA-seq is being used increasingly for gene expression studies and it is revolutionizing the fields of genomics and transcriptomics. However, the field of RNA-seq analysis is still evolving. Therefore, we specifically designed this study to contain large numbers of reads and four biological replicates per condition so we could alter these parameters and assess their impact on differential expression results. Bacillus thuringiensis strains ATCC10792 and CT43 were grown in two Luria broth medium lots on four dates and transcriptomics data were generated using one lane of sequence output from an Illumina HiSeq2000 instrument for each of the 32 samples, which were then analyzed using DESeq2. Genome coverages across samples ranged from 87 to 465X with medium lots and culture dates identified as major variation sources. Significantly differentially expressed genes (5% FDR, two-fold change) were detected for cultures grown using different medium lots and between different dates. The highly differentially expressed iron acquisition and metabolism genes, were a likely consequence of differing amounts of iron in the two media lots. Indeed, in this study RNA-seq was a tool for predictive biology since we hypothesized and confirmed the two LB medium lots had different iron contents (~two-fold difference). This study shows that the noise in data can be controlled and minimized with appropriate experimental design and by having the appropriate number of replicates and reads for the system being studied. We outline parameters for an efficient and cost effective microbial transcriptomics study.

Single or Dual Representations for Reading and Spelling?

ERIC Educational Resources Information Center

Holmes, Virginia M.; Babauta, Mariko L.

2005-01-01

Neuropsychological models postulate that the memory representation acquired for use in reading words is separate from the one acquired for use in spelling, while developmental models assume that the same representation is developed for access in both reading and spelling. The dual-representation model contends that there is often more precise…

Introduction to the Special Issue: Advancing the State-of-the-Science in Reading Research through Modeling.

PubMed

Zevin, Jason D; Miller, Brett

Reading research is increasingly a multi-disciplinary endeavor involving more complex, team-based science approaches. These approaches offer the potential of capturing the complexity of reading development, the emergence of individual differences in reading performance over time, how these differences relate to the development of reading difficulties and disability, and more fully understanding the nature of skilled reading in adults. This special issue focuses on the potential opportunities and insights that early and richly integrated advanced statistical and computational modeling approaches can provide to our foundational (and translational) understanding of reading. The issue explores how computational and statistical modeling, using both observed and simulated data, can serve as a contact point among research domains and topics, complement other data sources and critically provide analytic advantages over current approaches.

Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School

PubMed Central

Connor, Carol McDonald; Day, Stephanie L.; Phillips, Beth; Sparapani, Nicole; Ingebrand, Sarah W.; McLean, Leigh; Barrus, Angela; Kaschak, Michael P.

2016-01-01

Many assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR) subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this “lattice” model with children (n = 852) followed from 1st–2nd grade (5.9–10.4 years-of-age), revealed reciprocal effects for reading and SR, and reading and SK, but not SR and SK. More effective literacy instruction reduced reading stability over time. Findings elucidate the synergistic and reciprocal effects of learning to read on other important linguistic, self-regulatory, and cognitive processes, the value of using complex models of development to inform intervention design, and how learned skills may influence development during middle childhood. PMID:27264645

Proposed differential-frequency-readout system by hysteretic Josephson junctions

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wang, L.Z.; Duncan, R.V.

1992-10-01

The Josephson relation {ital V}={ital nh}{nu}/2{ital e} has been verified experimentally to 3 parts in 10{sup 19} (A. K. Jain, J. E. Lukens, and J.-S. Tsai, Phys. Rev. Lett. 58, 1165 (1987)). Motivated by this result, we propose a differential-frequency-readout system by two sets of hysteretic Josephson junctions rf biased at millimeter wavelengths. Because of the Josephson relation, the proposed differential-frequency-readout system is not limited by photon fluctuation, which limits most photon-detection schemes. In the context of the Stewart-McCumber model (W. C. Stewart, Appl. Phys. Lett. 12, 277 (1968); D. E. McCumber, J. Appl. Phys. 39, 3113 (1968)) of Josephsonmore » junctions, we show theoretically that the differential frequency of the two milliwave biases can be read out by the proposed system to unprecedented accuracy. The stability of the readout scheme is also discussed. The measurement uncertainty of the readout system resulting from the intrinsic thermal noise in the hysteretic junctions is shown to be insignificant. The study of two single junctions can be extended to two sets of Josephson junctions connected in series (series array) in this measurement scheme provided that junctions are separated by at least 10 {mu}m (D. W. Jillie, J. E. Lukens, and Y. H. Kao, Phys. Rev. Lett. 38, 915 (1977)). The sensitivity for the differential frequency detection may be increased by biasing both series arrays to a higher constant-voltage step.« less

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Music reading expertise modulates hemispheric lateralization in English word processing but not in Chinese character processing.

PubMed

Li, Sara Tze Kwan; Hsiao, Janet Hui-Wen

2018-07-01

Music notation and English word reading both involve mapping horizontally arranged visual components to components in sound, in contrast to reading in logographic languages such as Chinese. Accordingly, music-reading expertise may influence English word processing more than Chinese character processing. Here we showed that musicians named English words significantly faster than non-musicians when words were presented in the left visual field/right hemisphere (RH) or the center position, suggesting an advantage of RH processing due to music reading experience. This effect was not observed in Chinese character naming. A follow-up ERP study showed that in a sequential matching task, musicians had reduced RH N170 responses to English non-words under the processing of musical segments as compared with non-musicians, suggesting a shared visual processing mechanism in the RH between music notation and English non-word reading. This shared mechanism may be related to the letter-by-letter, serial visual processing that characterizes RH English word recognition (e.g., Lavidor & Ellis, 2001), which may consequently facilitate English word processing in the RH in musicians. Thus, music reading experience may have differential influences on the processing of different languages, depending on their similarities in the cognitive processes involved. Copyright © 2018 Elsevier B.V. All rights reserved.

The utility of modeling word identification from visual input within models of eye movements in reading

PubMed Central

Bicknell, Klinton; Levy, Roger

2012-01-01

Decades of empirical work have shown that a range of eye movement phenomena in reading are sensitive to the details of the process of word identification. Despite this, major models of eye movement control in reading do not explicitly model word identification from visual input. This paper presents a argument for developing models of eye movements that do include detailed models of word identification. Specifically, we argue that insights into eye movement behavior can be gained by understanding which phenomena naturally arise from an account in which the eyes move for efficient word identification, and that one important use of such models is to test which eye movement phenomena can be understood this way. As an extended case study, we present evidence from an extension of a previous model of eye movement control in reading that does explicitly model word identification from visual input, Mr. Chips (Legge, Klitz, & Tjan, 1997), to test two proposals for the effect of using linguistic context on reading efficiency. PMID:23074362

A Model Critical Reading Lesson for Secondary High-Risk Students.

ERIC Educational Resources Information Center

Haney, Gail; Thistlethwaite, Linda

1991-01-01

This article defines critical reading, discusses associated frameworks, and lists considerations for choosing topics and reading materials. A sample critical reading lesson using a "mapping" approach with a reading on euthanasia demonstrates guiding secondary learning-disabled students in critical reading. (DB)

The P3C2R+GIRD Paradigm of Creating a Reading Comprehension Lesson for EFL Students: From Conceptual Model to Model Lesson

ERIC Educational Resources Information Center

Karanjakwut, Chalermsup

2017-01-01

This academic article is aiming at creating a reading comprehension lesson with a new paradigm called the P3C2R+GIRD model developed by a 9-year-experience author in teaching English reading skill who always found that one of the problems of EFL students in learning English language is the lack of reading comprehension which is an important skill…

Reconsidering the Simple View of Reading in an Intriguing Case of Equivalent Models: Commentary on Tunmer and Chapman (2012)

ERIC Educational Resources Information Center

Wagner, Richard K.; Herrera, Sarah K.; Spencer, Mercedes; Quinn, Jamie M.

2015-01-01

Recently, Tunmer and Chapman provided an alternative model of how decoding and listening comprehension affect reading comprehension that challenges the simple view of reading. They questioned the simple view's fundamental assumption that oral language comprehension and decoding make independent contributions to reading comprehension by arguing…

Relations among Reading Skills and Sub-Skills and Text-Level Reading Proficiency in Developing Readers

ERIC Educational Resources Information Center

Hudson, Roxanne F.; Torgesen, Joseph K.; Lane, Holly B.; Turner, Stephen J.

2012-01-01

Despite the recent attention to text reading fluency, few studies have studied the construct of oral reading rate and accuracy in connected text in a model that simultaneously examines many of the important variables in a multi-leveled fashion with young readers. Using Structural Equation Modeling, this study examined the measurement and…

A Longitudinal Study of Reading Comprehension Achievement from Grades 3 to 10: Investigating Models of Stability, Cumulative Growth, and Compensation

ERIC Educational Resources Information Center

Kwiatkowska-White, Bozena; Kirby, John R.; Lee, Elizabeth A.

2016-01-01

This longitudinal study of 78 Canadian English-speaking students examined the applicability of the stability, cumulative, and compensatory models in reading comprehension development. Archival government-mandated assessments of reading comprehension at Grades 3, 6, and 10, and the Canadian Test of Basic Skills measure of reading comprehension…

Integrating Cognitive Views into Psychometric Models for Reading Comprehension Assessment. Research Report. ETS RR-17-35

ERIC Educational Resources Information Center

Rahman, Taslima; Mislevy, Robert J.

2017-01-01

To demonstrate how methodologies for assessing reading comprehension can grow out of views of the construct suggested in the reading research literature, we constructed tasks and carried out psychometric analyses that were framed in accordance with 2 leading reading models. In estimating item difficulty and subsequently, examinee proficiency, an…

Methodological Aspects of Evaluation in Primary Reading.

ERIC Educational Resources Information Center

Henry, G.; Grisay, A.

This paper develops a model for generating sets of replicable items for testing a range of reading skills in the primary grades. The procedure is particularly concerned with tests to identify a child's profile in reading achievement and to inform a teacher, principal, or district of the actual level of achievement in reading. Although the model is…

Development of an automated film-reading system for ballistic ranges

NASA Technical Reports Server (NTRS)

Yates, Leslie A.

1992-01-01

Software for an automated film-reading system that uses personal computers and digitized shadowgraphs is described. The software identifies pixels associated with fiducial-line and model images, and least-squares procedures are used to calculate the positions and orientations of the images. Automated position and orientation readings for sphere and cone models are compared to those obtained using a manual film reader. When facility calibration errors are removed from these readings, the accuracy of the automated readings is better than the pixel resolution, and it is equal to, or better than, the manual readings. The effects of film-reading and facility-calibration errors on calculated aerodynamic coefficients is discussed.

Sex specific expression and distribution of small RNAs in papaya.

PubMed

Aryal, Rishi; Jagadeeswaran, Guru; Zheng, Yun; Yu, Qingyi; Sunkar, Ramanjulu; Ming, Ray

2014-01-13

Regulatory function of small non-coding RNAs (sRNA) in response to environmental and developmental cues has been established. Additionally, sRNA, also plays an important role in maintaining the heterochromatin and centromere structures of the chromosome. Papaya, a trioecious species with recently evolved sex chromosomes, has emerged as an excellent model system to study sex determination and sex chromosome evolution in plants. However, role of small RNA in papaya sex determination is yet to be explored. We analyzed the high throughput sRNAs reads in the Illumina libraries prepared from male, female, and hermaphrodite flowers of papaya. Using the sRNA reads, we identified 29 miRNAs that were not previously reported from papaya. Including this and two previous studies, a total of 90 miRNAs has been identified in papaya. We analyzed the expression of these miRNAs in each sex types. A total of 65 miRNAs, including 31 conserved and 34 novel mirNA, were detected in at least one library. Fourteen of the 65 miRNAs were differentially expressed among different sex types. Most of the miRNA expressed higher in male flowers were related to the auxin signaling pathways, whereas the miRNAs expressed higher in female flowers were the potential regulators of the apical meristem identity genes. Aligning the sRNA reads identified the sRNA hotspots adjacent to the gaps of the X and Y chromosomes. The X and Y chromosomes sRNA hotspots has a 7.8 and 4.4 folds higher expression of sRNA, respectively, relative to the chromosome wide average. Approximately 75% of the reads aligned to the X chromosome hotspot was identical to that of the Y chromosome hotspot. By analyzing the large-scale sRNA sequences from three sex types, we identified the sRNA hotspots flanking the gaps of papaya X, Y, and Yh chromosome. The sRNAs expression patterns in these regions were reminiscent of the pericentromeric region indicating that the only remaining gap in each of these chromosomes is likely the centromere. We also identified 14 differentially expressed miRNAs in male, female and hermaphrodite flowers of papaya. Our results provide valuable information toward understanding the papaya sex determination.

Nonword reading and Stroop interference: what differentiates attention-deficit/hyperactivity disorder and reading disability?

PubMed

Stubenrauch, Christa; Freund, Juliane; Alecu de Flers, Simone; DeFlers, Simone; Scharke, Wolfgang; Braun, Mario; Jacobs, Arthur M; Konrad, Kerstin

2014-01-01

Attention deficits and impaired reading performance co-occur more often than expected by chance; however, the underlying mechanism of this association still remains rather unexplored. In two consecutive studies, children aged 8 to 12 years with attention-deficit/hyperactivity disorder (ADHD) and children with reading disability (RD) were examined using a 2 (ADHD versus no ADHD) × 2 (RD versus no RD) factorial design. To further delineate deficient interference control from reading processes, we used a newly developed self-paced word/nonword reading task (Experiment 1, n = 68) and a modified computerized Stroop paradigm, including an orthographic phonological neighbor (OPN) condition (Experiment 2, n = 84). RD (compared to non-RD groups) was associated with impairments in both word and nonword reading, while children with ADHD also showed impaired nonword reading. In the Stroop task, RD, but not ADHD, had a significant impact on task performance. Interestingly, a significant interaction between ADHD, RD, and task condition emerged, which was due to particularly slower reaction times to nonwords in children with RD only, while task performance in children with comorbid ADHD and RD resembled that of ADHD only. Thus, our results demonstrate that impairments in nonword reading were not specific to RD but were also present in children with ADHD. In addition, RD and not ADHD was characterized by poor interference control in the Stroop task. These findings question whether unique cognitive deficits are specific to either ADHD or RD.

First-Grade Teachers' Response to Three Models of Professional Development in Reading

ERIC Educational Resources Information Center

Carlisle, Joanne F.; Cortina, Kai Schnabel; Katz, Lauren A.

2011-01-01

The purpose of this study was to compare 1st-grade teachers' responses to professional development (PD) programs in reading that differed in means and degree of support for teachers' learning and efforts to improve their reading instruction. We compared 3 models of PD: the 1st model provided only seminars for the teachers, the 2nd model provided…

Investigation of optimal use of computer-aided detection systems: the role of the "machine" in decision making process.

PubMed

Paquerault, Sophie; Hardy, Paul T; Wersto, Nancy; Chen, John; Smith, Robert C

2010-09-01

The aim of this study was to explore different computerized models (the "machine") as a means to achieve optimal use of computer-aided detection (CAD) systems and to investigate whether these models can play a primary role in clinical decision making and possibly replace a clinician's subjective decision for combining his or her own assessment with that provided by a CAD system. Data previously collected from a fully crossed, multiple-reader, multiple-case observer study with and without CAD by seven observers asked to identify simulated small masses on two separate sets of 100 mammographic images (low-contrast and high-contrast sets; ie, low-contrast and high-contrast simulated masses added to random locations on normal mammograms) were used. This allowed testing two relative sensitivities between the observers and CAD. Seven models that combined detection assessments from CAD standalone, unaided read, and CAD-aided read (second read and concurrent read) were developed using the leave-one-out technique for training and testing. These models were personalized for each observer. Detection performance accuracies were analyzed using the area under a portion of the free-response receiver-operating characteristic curve (AUFC), sensitivity, and number of false-positives per image. For the low-contrast set, the use of computerized models resulted in significantly higher AUFCs compared to the unaided read mode for all readers, whereas the increased AUFCs between CAD-aided (second and concurrent reads; ie, decisions made by the readers) and unaided read modes were statistically significant for a majority, but not all, of the readers (four and five of the seven readers, respectively). For the high-contrast set, there were no significant trends in the AUFCs whether or not a model was used to combine the original reading modes. Similar results were observed when using sensitivity as the figure of merit. However, the average number of false-positives per image resulting from the computerized models remained the same as that obtained from the unaided read modes. Individual computerized models (the machine) that combine image assessments from CAD standalone, unaided read, and CAD-aided read can increase detection performance compared to the reading done by the observer. However, relative sensitivity (ie, the difference in sensitivity between CAD standalone and unaided read) was a critical factor that determined incremental improvement in decision making, whether made by the observer or using computerized models. Published by Elsevier Inc.

Observation weights unlock bulk RNA-seq tools for zero inflation and single-cell applications.

PubMed

Van den Berge, Koen; Perraudeau, Fanny; Soneson, Charlotte; Love, Michael I; Risso, Davide; Vert, Jean-Philippe; Robinson, Mark D; Dudoit, Sandrine; Clement, Lieven

2018-02-26

Dropout events in single-cell RNA sequencing (scRNA-seq) cause many transcripts to go undetected and induce an excess of zero read counts, leading to power issues in differential expression (DE) analysis. This has triggered the development of bespoke scRNA-seq DE methods to cope with zero inflation. Recent evaluations, however, have shown that dedicated scRNA-seq tools provide no advantage compared to traditional bulk RNA-seq tools. We introduce a weighting strategy, based on a zero-inflated negative binomial model, that identifies excess zero counts and generates gene- and cell-specific weights to unlock bulk RNA-seq DE pipelines for zero-inflated data, boosting performance for scRNA-seq.

Continued investigation of potential application of Omega navigation to civil aviation

NASA Technical Reports Server (NTRS)

Baxa, E. G., Jr.

1978-01-01

Major attention is given to an analysis of receiver repeatability in measuring OMEGA phase data. Repeatability is defined as the ability of two like receivers which are co-located to achieve the same LOP phase readings. Specific data analysis is presented. A propagation model is described which has been used in the analysis of propagation anomalies. Composite OMEGA analysis is presented in terms of carrier phase correlation analysis and the determination of carrier phase weighting coefficients for minimizing composite phase variation. Differential OMEGA error analysis is presented for receiver separations. Three frequency analysis includes LOP error and position error based on three and four OMEGA transmissions. Results of phase amplitude correlation studies are presented.

Adolescents' Constructively Responsive Reading Strategy Use in a Critical Internet Reading Task

ERIC Educational Resources Information Center

Cho, Byeong-Young

2011-01-01

The goal of this study was to examine types and patterns of reading strategies that proficient adolescent readers used while reading on the Internet. Informed by research related to reading comprehension, intertextuality, and new literacies, I drew upon the model of "Constructively Responsive Reading" that had evolved from print reading to…

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…

Hispanic Immigrant Father Involvement with Young Children in the United States: A Comparison with US-Born Hispanic and White non-Hispanic Fathers.

PubMed

Guendelman, Sylvia; Nussbaum, Juliet; Soliday, Ann; Lahiff, Maureen

2018-02-14

Objectives Fathering is known to foster child development and health, yet evidence on Hispanic immigrant fathers' involvement with their young children is sparse. This study assessed disparities in pregnancy intendedness and father involvement with children ages 0-4 among Hispanic immigrant co-resident fathers versus two reference groups: US-born Hispanic and US-born White fathers. We hypothesized that differentials in involvement were associated with socioeconomic and cultural factors. Methods Using 2011-2013 data from the National Survey of Family Growth (N = 598), we performed bivariate, logistic and linear regression analyses to assess disparities in pregnancy intendedness and five father involvement outcomes (physical care, warmth, outings, reading and discipline). The models controlled for socio-economic, structural, health and cultural covariates. Results Pregnancy intendedness did not differ significantly between Hispanic immigrant fathers and the two reference groups. Compared with US-born Hispanics, unadjusted models showed that immigrant fathers were less likely to engage in physical care, warmth and reading, (p ≤ 0.05) though the differences were attenuated when controlling for covariates. Hispanic immigrant fathers were less likely than US-born White fathers to engage in each of the father involvement outcomes (p ≤ 0.05), with the disparity in reading to their child persisting even after controlling for all covariates. Conclusions for Practice We found marked socio-economic and cultural differences between Hispanic immigrant and US-born Hispanic and White fathers which contribute to disparities in father involvement with their young children. Hispanic immigrant status is an important determinant of involved fathering and should be taken into account when planning public health policies and programs.

Identification of Differentially Expressed miRNAs between White and Black Hair Follicles by RNA-Sequencing in the Goat (Capra hircus)

PubMed Central

Wu, Zhenyang; Fu, Yuhua; Cao, Jianhua; Yu, Mei; Tang, Xiaohui; Zhao, Shuhong

2014-01-01

MicroRNAs (miRNAs) play a key role in many biological processes by regulating gene expression at the post-transcriptional level. A number of miRNAs have been identified from livestock species. However, compared with other animals, such as pigs and cows, the number of miRNAs identified in goats is quite low, particularly in hair follicles. In this study, to investigate the functional roles of miRNAs in goat hair follicles of goats with different coat colors, we sequenced miRNAs from two hair follicles samples (white and black) using Solexa sequencing. A total of 35,604,016 reads were obtained, which included 30,878,637 clean reads (86.73%). MiRDeep2 software identified 214 miRNAs. Among them, 205 were conserved among species and nine were novel miRNAs. Furthermore, DESeq software identified six differentially expressed miRNAs. Quantitative PCR confirmed differential expression of two miRNAs, miR-10b and miR-211. KEGG pathways were analyzed using the DAVID website for the predicted target genes of the differentially expressed miRNAs. Several signaling pathways including Notch and MAPK pathways may affect the process of coat color formation. Our study showed that the identified miRNAs might play an essential role in black and white follicle formation in goats. PMID:24879525

Neural division of labor in reading is constrained by culture: a training study of reading Chinese characters.

PubMed

Zhao, Jingjing; Wang, Xiaoyi; Frost, Stephen J; Sun, Wan; Fang, Shin-Yi; Mencl, W Einar; Pugh, Kenneth R; Shu, Hua; Rueckl, Jay G

2014-04-01

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 neural division of labor between phonology and semantics subserving word reading in Chinese, a deep non-alphabetic writing system, functional magnetic resonance imaging (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 overlap 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. Copyright © 2014 Elsevier Ltd. All rights reserved.

An Anatomically Constrained, Stochastic Model of Eye Movement Control in Reading

ERIC Educational Resources Information Center

McDonald, Scott A.; Carpenter, R. H. S.; Shillcock, Richard C.

2005-01-01

This article presents SERIF, a new model of eye movement control in reading that integrates an established stochastic model of saccade latencies (LATER; R. H. S. Carpenter, 1981) with a fundamental anatomical constraint on reading: the vertically split fovea and the initial projection of information in either visual field to the contralateral…

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…

Tutor-Student System Dropout Prevention Model.

ERIC Educational Resources Information Center

George, John E.; Prugh, Linda S.

This paper reports on an intensive, highly-structured, one-to-one tutoring system used as a model program. The "Tutor-Student System in Beginning Reading," the basic instructional material for the model program, was developed to train tutors to say and do what the reading specialist normally says and does when teaching reading in a…

Practical Steps for Informing Literacy Instruction: A Diagnostic Decision-Making Model.

ERIC Educational Resources Information Center

Kibby, Michael W.

This monograph presents a diagnostic decision-making model for reading, elementary, and special education teachers to use as a guide in assessing and evaluating students' reading abilities to design and provide more appropriate reading instruction. The model in the monograph gives an overall perspective or gestalt of the components and strategies…

A Model for Describing, Analysing and Investigating Cultural Understanding in EFL Reading Settings

ERIC Educational Resources Information Center

Porto, Melina

2013-01-01

This article describes a model used to explore cultural understanding in English as a foreign language reading in a developing country, namely Argentina. The model is designed to investigate, analyse and describe EFL readers' processes of cultural understanding in a specific context. Cultural understanding in reading is typically investigated…

De novo transcriptome assembly and quantification reveal differentially expressed genes between soft-seed and hard-seed pomegranate (Punica granatum L.).

PubMed

Xue, Hui; Cao, Shangyin; Li, Haoxian; Zhang, Jie; Niu, Juan; Chen, Lina; Zhang, Fuhong; Zhao, Diguang

2017-01-01

Pomegranate (Punica granatum L.) belongs to Punicaceae, and is valued for its social, ecological, economic, and aesthetic values, as well as more recently for its health benefits. The 'Tunisia' variety has softer seeds and big arils that are easily swallowed. It is a widely popular fruit; however, the molecular mechanisms of the formation of hard and soft seeds is not yet clear. We conducted a de novo assembly of the seed transcriptome in P. granatum L. and revealed differential gene expression between the soft-seed and hard-seed pomegranate varieties. A total of 35.1 Gb of data were acquired in this study, including 280,881,106 raw reads. Additionally, de novo transcriptome assembly generated 132,287 transcripts and 105,743 representative unigenes; approximately 13,805 unigenes (37.7%) were longer than 1,000 bp. Using bioinformatics annotation libraries, a total of 76,806 unigenes were annotated and, among the high-quality reads, 72.63% had at least one significant match to an existing gene model. Gene expression and differentially expressed genes were analyzed. The seed formation of the two pomegranate cultivars involves lignin biosynthesis and metabolism, including some genes encoding laccase and peroxidase, WRKY, MYB, and NAC transcription factors. In the hard-seed pomegranate, lignin-related genes and cellulose synthesis-related genes were highly expressed; in soft-seed pomegranates, expression of genes related to flavonoids and programmed cell death was slightly higher. We validated selection of the identified genes using qRT-PCR. This is the first transcriptome analysis of P. granatum L. This transcription sequencing greatly enriched the pomegranate molecular database, and the high-quality SSRs generated in this study will aid the gene cloning from pomegranate in the future. It provides important insights into the molecular mechanisms underlying the formation of soft seeds in pomegranate.

De novo transcriptome assembly and quantification reveal differentially expressed genes between soft-seed and hard-seed pomegranate (Punica granatum L.)

PubMed Central

Xue, Hui; Cao, Shangyin; Li, Haoxian; Zhang, Jie; Niu, Juan; Chen, Lina; Zhang, Fuhong; Zhao, Diguang

2017-01-01

Pomegranate (Punica granatum L.) belongs to Punicaceae, and is valued for its social, ecological, economic, and aesthetic values, as well as more recently for its health benefits. The ‘Tunisia’ variety has softer seeds and big arils that are easily swallowed. It is a widely popular fruit; however, the molecular mechanisms of the formation of hard and soft seeds is not yet clear. We conducted a de novo assembly of the seed transcriptome in P. granatum L. and revealed differential gene expression between the soft-seed and hard-seed pomegranate varieties. A total of 35.1 Gb of data were acquired in this study, including 280,881,106 raw reads. Additionally, de novo transcriptome assembly generated 132,287 transcripts and 105,743 representative unigenes; approximately 13,805 unigenes (37.7%) were longer than 1,000 bp. Using bioinformatics annotation libraries, a total of 76,806 unigenes were annotated and, among the high-quality reads, 72.63% had at least one significant match to an existing gene model. Gene expression and differentially expressed genes were analyzed. The seed formation of the two pomegranate cultivars involves lignin biosynthesis and metabolism, including some genes encoding laccase and peroxidase, WRKY, MYB, and NAC transcription factors. In the hard-seed pomegranate, lignin-related genes and cellulose synthesis-related genes were highly expressed; in soft-seed pomegranates, expression of genes related to flavonoids and programmed cell death was slightly higher. We validated selection of the identified genes using qRT-PCR. This is the first transcriptome analysis of P. granatum L. This transcription sequencing greatly enriched the pomegranate molecular database, and the high-quality SSRs generated in this study will aid the gene cloning from pomegranate in the future. It provides important insights into the molecular mechanisms underlying the formation of soft seeds in pomegranate. PMID:28594931

Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.

PubMed

Connor, Carol McDonald; Day, Stephanie L; Phillips, Beth; Sparapani, Nicole; Ingebrand, Sarah W; McLean, Leigh; Barrus, Angela; Kaschak, Michael P

2016-11-01

Many assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR), subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this "lattice" model with children (n = 852) followed from first to second grade (5.9-10.4 years of age) revealed reciprocal effects for reading and SR, and reading and SK, but not SR and SK. More effective literacy instruction reduced reading stability over time. Findings elucidate the synergistic and reciprocal effects of learning to read on other important linguistic, self-regulatory, and cognitive processes; the value of using complex models of development to inform intervention design; and how learned skills may influence development during middle childhood. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

diffHic: a Bioconductor package to detect differential genomic interactions in Hi-C data.

PubMed

Lun, Aaron T L; Smyth, Gordon K

2015-08-19

Chromatin conformation capture with high-throughput sequencing (Hi-C) is a technique that measures the in vivo intensity of interactions between all pairs of loci in the genome. Most conventional analyses of Hi-C data focus on the detection of statistically significant interactions. However, an alternative strategy involves identifying significant changes in the interaction intensity (i.e., differential interactions) between two or more biological conditions. This is more statistically rigorous and may provide more biologically relevant results. Here, we present the diffHic software package for the detection of differential interactions from Hi-C data. diffHic provides methods for read pair alignment and processing, counting into bin pairs, filtering out low-abundance events and normalization of trended or CNV-driven biases. It uses the statistical framework of the edgeR package to model biological variability and to test for significant differences between conditions. Several options for the visualization of results are also included. The use of diffHic is demonstrated with real Hi-C data sets. Performance against existing methods is also evaluated with simulated data. On real data, diffHic is able to successfully detect interactions with significant differences in intensity between biological conditions. It also compares favourably to existing software tools on simulated data sets. These results suggest that diffHic is a viable approach for differential analyses of Hi-C data.

Read Naturally. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2007

2007-01-01

"Read Naturally" is designed to improve reading fluency using a combination of books, audiotapes, and computer software. According to the developer's web site, this program has three main strategies: repeated reading of text for developing oral reading fluency, teacher modeling of story reading, and systematic monitoring of student…

Enhancing reading abilities of learners with intellectual impairments through computer technology

PubMed Central

Warnick, Albert M.

2017-01-01

Background Developments in the teaching of children with disabilities support pedagogy that emphasises learners’ strengths as opposed to their assumed deficiencies. Educators and mediators who advocate this view continually strive for tools and methodologies that enhance learner participation in academic environments. Computer technology is one of the tools recognised for its potential to enrich learning experiences of learners with an intellectual impairment. Objectives We sought to assess the influence of text-to-speech stories on the reading ability of intellectually challenged learners. Method A qualitative action research study that involves learners at a special school in Cape Town, South Africa. Pre- and post-test data of the reading performance of learners are analysed with a focus on how they demonstrate change. Results Although no claims can be made about the explicit influence on reading performance, computer-assisted learning has the potential in isolating reading processes that classroom-based interventions can address. In addition, computers enhance motivation and enthusiasm to learn. Conclusion A need for education based on inclusion and positive differentiation remains the key driver in any educational interventions. PMID:28951849

Invented Spelling, Word Stress, and Syllable Awareness in Relation to Reading Difficulties in Children.

PubMed

Mehta, Sheena; Ding, Yi; Ness, Molly; Chen, Eric C

2018-06-01

The study assessed the clinical utility of an invented spelling tool and determined whether invented spelling with linguistic manipulation at segmental and supra-segmental levels can be used to better identify reading difficulties. We conducted linguistic manipulation by using real and nonreal words, incorporating word stress, alternating the order of consonants and vowels, and alternating the number of syllables. We recruited 60 third-grade students, of which half were typical readers and half were poor readers. The invented spelling task consistently differentiated those with reading difficulties from typical readers. It explained unique variance in conventional spelling, but not in word reading. Word stress explained unique variance in both word reading and conventional spelling, highlighting the importance of addressing phonological awareness at the supra-segmental level. Poor readers had poorer performance when spelling both real and nonreal words and demonstrated substantial difficulty in detecting word stress. Poor readers struggled with spelling words with double consonants at the beginning and ending of words, and performed worse on spelling two- and three-syllable words than typical readers. Practical implications for early identification and instruction are discussed.

Japanese and English sentence reading comprehension and writing systems: An fMRI study of first and second language effects on brain activation

PubMed Central

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 Japanese 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 processing; hiragana, in turn, showed more activation than kanji in areas of the brain associated with phonological processing. L1 results underscore the difference in visuospatial and phonological processing demands between the systems. Reading in English as compared to either of the Japanese systems showed more activation in inferior frontal gyrus, medial frontal gyrus, and angular gyrus. The additional activation in English in these areas may have been associated with an increased cognitive demand for phonological processing and verbal working memory. More generally, L2 results suggest more effortful reading comprehension processes. The study contributes to the understanding of differential brain responses to different writing systems and to reading comprehension in a second language. PMID:19946611

I see/hear what you mean: semantic activation in visual word recognition depends on perceptual attention.

PubMed

Connell, Louise; Lynott, Dermot

2014-04-01

How does the meaning of a word affect how quickly we can recognize it? Accounts of visual word recognition allow semantic information to facilitate performance but have neglected the role of modality-specific perceptual attention in activating meaning. We predicted that modality-specific semantic information would differentially facilitate lexical decision and reading aloud, depending on how perceptual attention is implicitly directed by each task. Large-scale regression analyses showed the perceptual modalities involved in representing a word's referent concept influence how easily that word is recognized. Both lexical decision and reading-aloud tasks direct attention toward vision, and are faster and more accurate for strongly visual words. Reading aloud additionally directs attention toward audition and is faster and more accurate for strongly auditory words. Furthermore, the overall semantic effects are as large for reading aloud as lexical decision and are separable from age-of-acquisition effects. These findings suggest that implicitly directing perceptual attention toward a particular modality facilitates representing modality-specific perceptual information in the meaning of a word, which in turn contributes to the lexical decision or reading-aloud response.

Long-Term Experience with Chinese Language Shapes the Fusiform Asymmetry of English Reading

PubMed Central

Mei, Leilei; Xue, Gui; Lu, Zhong-Lin; Chen, Chuansheng; Wei, Miao; He, Qinghua; Dong, Qi

2015-01-01

Previous studies have suggested differential engagement of the bilateral fusiform gyrus in the processing of Chinese and English. The present study tested the possibility that long-term experience with Chinese language affects the fusiform laterality of English reading by comparing three samples: Chinese speakers, English speakers with Chinese experience, and English speakers without Chinese experience. We found that, when reading words in their respective native language, Chinese and English speakers without Chinese experience differed in functional laterality of the posterior fusiform region (right laterality for Chinese speakers, but left laterality for English speakers). More importantly, compared with English speakers without Chinese experience, English speakers with Chinese experience showed more recruitment of the right posterior fusiform cortex for English words and pseudowords, which is similar to how Chinese speakers processed Chinese. These results suggest that long-term experience with Chinese shapes the fusiform laterality of English reading and have important implications for our understanding of the cross-language influences in terms of neural organization and of the functions of different fusiform subregions in reading. PMID:25598049

Ecological, Psychological, and Cognitive Components of Reading Difficulties: Testing the Component Model of Reading in Fourth Graders across 38 Countries

ERIC Educational Resources Information Center

Chiu, Ming Ming; McBride-Chang, Catherine; Lin, Dan

2012-01-01

The authors tested the component model of reading (CMR) among 186,725 fourth grade students from 38 countries (45 regions) on five continents by analyzing the 2006 Progress in International Reading Literacy Study data using measures of ecological (country, family, school, teacher), psychological, and cognitive components. More than 91% of the…

Reciprocal Effects between Intrinsic Reading Motivation and Reading Competence? A Cross-Lagged Panel Model for Academic Track and Nonacademic Track Students

ERIC Educational Resources Information Center

Schaffner, Ellen; Philipp, Maik; Schiefele, Ulrich

2016-01-01

Previous research has demonstrated positive relations between intrinsic reading motivation and reading competence. However, the causal direction of these relations and the moderating role of relevant background variables (e.g., students' achievement level) are not well understood. In the present study, a cross-lagged panel model was applied to…

A Case Study: The Implementation of a Problem-Solving Model with a Student with Reading Difficulties in Turkey

ERIC Educational Resources Information Center

Ozmen, E. Ruya; Doganay-Bilgi, Arzu

2016-01-01

The purpose of this case study was to improve the reading accuracy and reading comprehension of a 10-year-old fourth-grade female student with reading difficulties. For that purpose, the problem- solving model was implemented in four stages. These stages included problem identification, problem analysis, intervention, and evaluation. During the…

Why Jane and John Couldn't Read--And How They Learned. A New Look at Striving Readers

ERIC Educational Resources Information Center

Fink, Rosalie

2006-01-01

Here is a model of reading ideal for striving readers, focused on their personal interests, topic-specific reading, deep background knowledge, contextual reading strategies, and mentoring support. More important, the model moves away from a deficit approach to conceptualize striving readers in a new way. Chapters share success stories of readers…

Exploring Gains in Reading and Mathematics Achievement among Regular and Exceptional Students Using Growth Curve Modeling

ERIC Educational Resources Information Center

Shin, Tacksoo; Davison, Mark L.; Long, Jeffrey D.; Chan, Chi-Keung; Heistad, David

2013-01-01

Using four-wave longitudinal reading and mathematics data (4th to 7th grades) from a large urban school district, growth curve modeling was used as a tool for examining three research questions: Are achievement gaps closing in reading and mathematics? What are the associations between prior-achievement and growth across the reading and mathematics…

For US Students, L2 Reading Comprehension Is Hard Because L2 Listening Comprehension Is Hard, Too

ERIC Educational Resources Information Center

Sparks, Richard; Patton, Jon; Luebbers, Julie

2018-01-01

The Simple View of Reading (SVR) model posits that reading is the product of word decoding and language comprehension and that oral language (listening) comprehension is the best predictor of reading comprehension once word-decoding skill has been established. The SVR model also proposes that there are good readers and three types of poor…

Vibrational excitation of triatomic molecules near the shape resonance region

NASA Astrophysics Data System (ADS)

Ishijima, Y.; Ohkawa, M.; Hoshino, M.; Campbell, L.; Brunger, M. J.; Tanaka, H.

2012-11-01

In this study we have measured angular distributions of differential cross sections (DCS) for vibrational excitation and superelastic scattering from vibrationally excited N2O. The results are analyzed and interpreted using the angular correlation theory by Read.

Read Naturally. Revised. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2007

2007-01-01

"Read Naturally" is designed to improve reading fluency using a combination of books, audio-tapes, and computer software. This program includes three main strategies: repeated reading of English text for oral reading fluency development, teacher modeling of story reading, and systematic monitoring of student progress by teachers.…

Read Naturally. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2006

2006-01-01

"Read Naturally" is designed to improve reading fluency using a combination of books, audio-tapes, and computer software. This program includes three main strategies: (1) repeated reading of English text for oral reading fluency development; (2) teacher modeling of story reading; and (3) systematic monitoring of student progress by…

Improved accuracy in ground-based facilities - Development of an automated film-reading system for ballistic ranges

NASA Technical Reports Server (NTRS)

Yates, Leslie A.

1992-01-01

Software for an automated film-reading system that uses personal computers and digitized shadowgraphs is described. The software identifies pixels associated with fiducial-line and model images, and least-squares procedures are used to calculate the positions and orientations of the images. Automated position and orientation readings for sphere and cone models are compared to those obtained using a manual film reader. When facility calibration errors are removed from these readings, the accuracy of the automated readings is better than the pixel resolution, and it is equal to, or better than, the manual readings. The effects of film-reading and facility-calibration errors on calculated aerodynamic coefficients is discussed.

The head-regeneration transcriptome of the planarian Schmidtea mediterranea.

PubMed

Sandmann, Thomas; Vogg, Matthias C; Owlarn, Suthira; Boutros, Michael; Bartscherer, Kerstin

2011-08-16

Planarian flatworms can regenerate their head, including a functional brain, within less than a week. Despite the enormous potential of these animals for medical research and regenerative medicine, the mechanisms of regeneration and the molecules involved remain largely unknown. To identify genes that are differentially expressed during early stages of planarian head regeneration, we generated a de novo transcriptome assembly from more than 300 million paired-end reads from planarian fragments regenerating the head at 16 different time points. The assembly yielded 26,018 putative transcripts, including very long transcripts spanning multiple genomic supercontigs, and thousands of isoforms. Using short-read data from two platforms, we analyzed dynamic gene regulation during the first three days of head regeneration. We identified at least five different temporal synexpression classes, including genes specifically induced within a few hours after injury. Furthermore, we characterized the role of a conserved Runx transcription factor, smed-runt-like1. RNA interference (RNAi) knockdown and immunofluorescence analysis of the regenerating visual system indicated that smed-runt-like1 encodes a transcriptional regulator of eye morphology and photoreceptor patterning. Transcriptome sequencing of short reads allowed for the simultaneous de novo assembly and differential expression analysis of transcripts, demonstrating highly dynamic regulation during head regeneration in planarians.

The head-regeneration transcriptome of the planarian Schmidtea mediterranea

PubMed Central

2011-01-01

Background Planarian flatworms can regenerate their head, including a functional brain, within less than a week. Despite the enormous potential of these animals for medical research and regenerative medicine, the mechanisms of regeneration and the molecules involved remain largely unknown. Results To identify genes that are differentially expressed during early stages of planarian head regeneration, we generated a de novo transcriptome assembly from more than 300 million paired-end reads from planarian fragments regenerating the head at 16 different time points. The assembly yielded 26,018 putative transcripts, including very long transcripts spanning multiple genomic supercontigs, and thousands of isoforms. Using short-read data from two platforms, we analyzed dynamic gene regulation during the first three days of head regeneration. We identified at least five different temporal synexpression classes, including genes specifically induced within a few hours after injury. Furthermore, we characterized the role of a conserved Runx transcription factor, smed-runt-like1. RNA interference (RNAi) knockdown and immunofluorescence analysis of the regenerating visual system indicated that smed-runt-like1 encodes a transcriptional regulator of eye morphology and photoreceptor patterning. Conclusions Transcriptome sequencing of short reads allowed for the simultaneous de novo assembly and differential expression analysis of transcripts, demonstrating highly dynamic regulation during head regeneration in planarians. PMID:21846378

An information propagation model considering incomplete reading behavior in microblog

NASA Astrophysics Data System (ADS)

Su, Qiang; Huang, Jiajia; Zhao, Xiande

2015-02-01

Microblog is one of the most popular communication channels on the Internet, and has already become the third largest source of news and public opinions in China. Although researchers have studied the information propagation in microblog using the epidemic models, previous studies have not considered the incomplete reading behavior among microblog users. Therefore, the model cannot fit the real situations well. In this paper, we proposed an improved model entitled Microblog-Susceptible-Infected-Removed (Mb-SIR) for information propagation by explicitly considering the user's incomplete reading behavior. We also tested the effectiveness of the model using real data from Sina Microblog. We demonstrate that the new proposed model is more accurate in describing the information propagation in microblog. In addition, we also investigate the effects of the critical model parameters, e.g., reading rate, spreading rate, and removed rate through numerical simulations. The simulation results show that, compared with other parameters, reading rate plays the most influential role in the information propagation performance in microblog.

Narrative event boundaries, reading times, and expectation.

PubMed

Pettijohn, Kyle A; Radvansky, Gabriel A

2016-10-01

During text comprehension, readers create mental representations of the described events, called situation models. When new information is encountered, these models must be updated or new ones created. Consistent with the event indexing model, previous studies have shown that when readers encounter an event shift, reading times often increase. However, such increases are not consistently observed. This paper addresses this inconsistency by examining the extent to which reading-time differences observed at event shifts reflect an unexpectedness in the narrative rather than processes involved in model updating. In two reassessments of prior work, event shifts known to increase reading time were rated as less expected, and expectedness ratings significantly predicted reading time. In three new experiments, participants read stories in which an event shift was or was not foreshadowed, thereby influencing expectedness of the shift. Experiment 1 revealed that readers do not expect event shifts, but foreshadowing eliminates this. Experiment 2 showed that foreshadowing does not affect identification of event shifts. Finally, Experiment 3 found that, although reading times increased when an event shift was not foreshadowed, they were not different from controls when it was. Moreover, responses to memory probes were slower following an event shift regardless of foreshadowing, suggesting that situation model updating had taken place. Overall, the results support the idea that previously observed reading time increases at event shifts reflect, at least in part, a reader's unexpected encounter with a shift rather than an increase in processing effort required to update a situation model.

"Serial" Effects in Parallel Models of Reading

ERIC Educational Resources Information Center

Chang, Ya-Ning; Furber, Steve; Welbourne, Stephen

2012-01-01

There is now considerable evidence showing that the time to read a word out loud is influenced by an interaction between orthographic length and lexicality. Given that length effects are interpreted by advocates of dual-route models as evidence of serial processing this would seem to pose a serious challenge to models of single word reading which…

Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model

ERIC Educational Resources Information Center

Erbeli, Florina; Hart, Sara A.; Wagner, Richard K.; Taylor, Jeanette

2018-01-01

A fairly recent definition of reading disability (RD) is that in the form of a hybrid model. The model views RD as a latent construct that is manifested through various observable unexpected impairments in reading-related skills and through inadequate response to intervention. The current report evaluated this new conceptualization of RD from an…

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…

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

PubMed

Frost, Ram

2012-10-01

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

The psychometric properties of the "Reading the Mind in the Eyes" Test: an item response theory (IRT) analysis.

PubMed

Preti, Antonio; Vellante, Marcello; Petretto, Donatella R

2017-05-01

The "Reading the Mind in the Eyes" Test (hereafter: Eyes Test) is considered an advanced task of the Theory of Mind aimed at assessing the performance of the participant in perspective-takingthat is, the ability to sense or understand other people's cognitive and emotional states. In this study, the item response theory analysis was applied to the adult version of the Eyes Test. The Italian version of the Eyes Test was administered to 200 undergraduate students of both genders (males = 46%). Modified parallel analysis (MPA) was used to test unidimensionality. Marginal maximum likelihood estimation was used to fit the 1-, 2-, and 3-parameter logistic (PL) model to the data. Differential Item Functioning (DIF) due to gender was explored with five independent methods. MPA provided evidence in favour of unidimensionality. The Rasch model (1-PL) was superior to the other two models in explaining participants' responses to the Eyes Test. There was no robust evidence of gender-related DIF in the Eyes Test, although some differences may exist for some items as a reflection of real differences by group. The study results support a one-factor model of the Eyes Test. Performance on the Eyes Test is defined by the participant's ability in perspective-taking. Researchers should cease using arbitrarily selected subscores in assessing the performance of participants to the Eyes Test. Lack of gender-related DIF favours the use of the Eyes Test in the investigation of gender differences concerning empathy and social cognition.

Exploring Individual Differences in Irregular Word Recognition among Children with Early-Emerging and Late-Emerging Word Reading Difficulty

ERIC Educational Resources Information Center

Steacy, Laura M.; Kearns, Devin M.; Gilbert, Jennifer K.; Compton, Donald L.; Cho, Eunsoo; Lindstrom, Esther R.; Collins, Alyson A.

2017-01-01

Models of irregular word reading that take into account both child- and word-level predictors have not been evaluated in typically developing children and children with reading difficulty (RD). The purpose of the present study was to model individual differences in irregular word reading ability among 5th grade children (N = 170), oversampled for…

Fitting the Mixed Rasch Model to a Reading Comprehension Test: Exploring Individual Difference Profiles in L2 Reading

ERIC Educational Resources Information Center

Aryadoust, Vahid; Zhang, Limei

2016-01-01

The present study used the mixed Rasch model (MRM) to identify subgroups of readers within a sample of students taking an EFL reading comprehension test. Six hundred and two (602) Chinese college students took a reading test and a lexico-grammatical knowledge test and completed a Metacognitive and Cognitive Strategy Use Questionnaire (MCSUQ)…

[Health-related requirements for the print design of illustrated texts in publications intended for children].

PubMed

Teksheva, L M

2001-01-01

The fact that there are essential differences in the volumes of texts for continuous reading in the belles-lettres and those for episodic reading (encyclopaedias, comic books, etc.) and marked differences in the area of the type pages intended for illustrations made it necessary to substantiate differential requirements for these groups of publications. Hygienic requirements were corrected by using the data obtained from 150 experiments covering 36 secondary-form pupils. Based on the well-known data on temporary visual fatigue thresholds (TVFT) and on the experimental findings, the authors defined the ratio of higher TVFT to the actual time of reading the texts of different volumes. A complex of print design indices to be hygienically regulated varies with the multiplicity that is in fact a safety factor.

The Implementation of C-ID, R2D2 Model on Learning Reading Comprehension

ERIC Educational Resources Information Center

Rayanto, Yudi Hari; Rusmawan, Putu Ngurah

2016-01-01

The purposes of this research are to find out, (1) whether C-ID, R2D2 model is effective to be implemented on learning Reading comprehension, (2) college students' activity during the implementation of C-ID, R2D2 model on learning Reading comprehension, and 3) college students' learning achievement during the implementation of C-ID, R2D2 model on…

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

ERIC Educational Resources Information Center

Kirnan, Jean; Siminerio, Steven; Wong, Zachary

2016-01-01

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

Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders’ Reading Comprehension by Differentiating Literacy Instruction

PubMed Central

Connor, Carol McDonald; Morrison, Fredrick J.; Fishman, Barry; Giuliani, Sarah; Luck, Melissa; Underwood, Phyllis S.; Bayraktar, Aysegul; Crowe, Elizabeth C.; Schatschneider, Christopher

2016-01-01

There is accumulating correlational evidence that the effect of specific types of reading instruction depends on children’s initial language and literacy skills, called child characteristics × instruction (C×I) interactions. There is, however, no experimental evidence beyond first grade. This randomized control study examined whether C×I interactions might present an underlying and predictable mechanism for explaining individual differences in how students respond to third-grade classroom literacy instruction. To this end, we designed and tested an instructional intervention (Individualizing Student Instruction [ISI]). Teachers (n = 33) and their students (n = 448) were randomly assigned to the ISI intervention or a vocabulary intervention, which was not individualized. Teachers in both conditions received professional development. Videotaped classroom observations conducted in the fall, winter, and spring documented the instruction that each student in the classroom received. Teachers in the ISI group were more likely to provide differentiated literacy instruction that considered C×I interactions than were the teachers in the vocabulary group. Students in the ISI intervention made greater gains on a standardized assessment of reading comprehension than did students in the vocabulary intervention. Results indicate that C×I interactions likely contribute to students’ varying response to literacy instruction with regard to their reading comprehension achievement and that the association between students’ profile of language and literacy skills and recommended instruction is nonlinear and dependent on a number of factors. Hence, dynamic and complex theories about classroom instruction and environment impacts on student learning appear to be warranted and should inform more effective literacy instruction in third grade. PMID:27867226

Influence of Reading Attitude on Reading Achievement: A Test of the Temporal-Interaction Model

ERIC Educational Resources Information Center

Martinez, Rebecca S.; Aricak, O. Tolga; Jewell, Jeremy

2008-01-01

Despite widespread efforts to prevent reading problems and an abundance of research about best practices in remediating reading skills deficits, reading continues to be exceptionally difficult for many students. Researchers have become interested in investigating the degree to which affective factors such as reading attitude relates to reading…

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

ERIC Educational Resources Information Center

Yildiz, Mustafa; Çetinkaya, Ezgi

2017-01-01

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

Silent Reading Reconsidered: Reinterpreting Reading Instruction and Its Effects. Technical Report No. 390.

ERIC Educational Resources Information Center

Wilkinson, Ian; And Others

Results reported by Leinhardt, Zigmond, and Cooley (1981) have been interpreted as support for increased silent reading in classroom reading instruction. G. Leinhardt and colleagues examined a causal model of classroom processes influencing reading achievement and found that time spent in silent, rather than oral, reading was positively related to…

Ecological, psychological, and cognitive components of reading difficulties: testing the component model of reading in fourth graders across 38 countries.

PubMed

Chiu, Ming Ming; McBride-Chang, Catherine; Lin, Dan

2012-01-01

The authors tested the component model of reading (CMR) among 186,725 fourth grade students from 38 countries (45 regions) on five continents by analyzing the 2006 Progress in International Reading Literacy Study data using measures of ecological (country, family, school, teacher), psychological, and cognitive components. More than 91% of the differences in student difficulty occurred at the country (61%) and classroom (30%) levels (ecological), with less than 9% at the student level (cognitive and psychological). All three components were negatively associated with reading difficulties: cognitive (student's early literacy skills), ecological (family characteristics [socioeconomic status, number of books at home, and attitudes about reading], school characteristics [school climate and resources]), and psychological (students' attitudes about reading, reading self-concept, and being a girl). These results extend the CMR by demonstrating the importance of multiple levels of factors for reading deficits across diverse cultures.

Transcriptome and proteome profiling of adventitious root development in hybrid larch (Larix kaempferi × Larix olgensis).

PubMed

Han, Hua; Sun, Xiaomei; Xie, Yunhui; Feng, Jian; Zhang, Shougong

2014-11-26

Hybrids of larch (Larix kaempferi × Larix olgensis) are important afforestation species in northeastern China. They are routinely propagated via rooted stem cuttings. Despite the importance of rooting, little is known about the regulation of adventitious root development in larch hybrids. 454 GS FLX Titanium technology represents a new method for characterizing the transcriptomes of non-model species. This method can be used to identify differentially expressed genes, and then two-dimensional difference gel electrophoresis (2D-DIGE) and matrix-assisted laser desorption-ionization time-of-flight mass spectrometry (MALDI-TOF/TOF MS) analyses can be used to analyze their corresponding proteins. In this study, we analyzed semi-lignified cuttings of two clones of L. kaempferi × L. olgensis with different rooting capacities to study the molecular basis of adventitious root development. We analyzed two clones; clone 25-5, with strong rooting capacity, and clone 23-12, with weak rooting capacity. We constructed four cDNA libraries from 25-5 and 23-12 at two development stages. Sequencing was conducted using the 454 pyrosequencing platform. A total of 957832 raw reads was produced; 95.07% were high-quality reads, and were assembled into 45137 contigs and 61647 singletons. The functions of the unigenes, as indicated by their Gene Ontology annotation, included diverse roles in the molecular functions, biological processes, and cellular component categories. We analyzed 75 protein spots (-fold change ≥ 2, P ≤ 0.05) by 2D-DIGE, and identified the differentially expressed proteins using MALDI-TOF/TOF MS. A joint analysis of transcriptome and proteome showed genes related to two pathways, polyamine synthesis and stress response, might play an important role on adventitious root development. These results provide fundamental and important information for research on the molecular mechanism of adventitious root development. We also demonstrated for the first time the combined use of two important technologies as a powerful approach to advance research on non-model, but otherwise important, larch species.

Unpacking Direct and Indirect Relationships of Short-Term Memory to Word Reading: Evidence From Korean-Speaking Children.

PubMed

Kim, Young-Suk Grace; Cho, Jeung-Ryeul; Park, Soon-Gil

2017-08-01

We examined the relations of short-term memory (STM), metalinguistic awareness (phonological, morphological, and orthographic awareness), and rapid automatized naming (RAN) to word reading in Korean, a language with a relatively transparent orthography. STM, metalinguistic awareness, and RAN have been shown to be important to word reading, but the nature of the relations of STM, metalinguistic awareness, and RAN to word reading has rarely been investigated. Two alternative models were fitted. In the indirect relation model, STM was hypothesized to be indirectly related to word reading via metalinguistic awareness and RAN. In the direct and indirect relations model, STM was hypothesized to be directly and indirectly related to word reading. Results from 207 beginning readers in South Korea showed that STM was directly related to word reading as well as indirectly via metalinguistic awareness and RAN. Although the direct effect of STM was relatively small (.16), the total effect incorporating the indirect effect was substantial (.42). These results suggest that STM is an important, foundational cognitive capacity that underpins metalinguistic awareness and RAN as well as word reading, and further indicate the importance of considering both direct and indirect effects of language and cognitive skills on word reading.

Intensive Reading Instruction in Juvenile Correctional Settings

ERIC Educational Resources Information Center

Williams, Jacob L.; Wexler, Jade; Roberts, Greg; Carpenter, Clint

2011-01-01

Despite 60 years of evidence linking juvenile illiteracy and delinquency, practitioners and policymakers have been painfully slow in the implementation of evidence-based reading interventions for incarcerated juveniles. We will present the Texas Juvenile Justice Tiered Instructional Model, an evidence-based reading program model created…

Effects of Three Comprehensive Models of Vocabulary Instruction during Shared Storybook Read Alouds on Kindergartener's Tier Two Target Word Knowledge

ERIC Educational Resources Information Center

Steuber, Julie Ann

2013-01-01

The purpose of this study was to determine the effectiveness of three researcher-designed experimental models of vocabulary instruction during shared storybook read alouds on kindergarten children's Tier Two target word learning and maintenance of word knowledge. The Integrated Model consisted of two readings of the same storybook, direct…

Diagnosis and Treatment of Reading Disabilities Based on the Component Model of Reading: An Alternative to the Discrepancy Model of LD

ERIC Educational Resources Information Center

Aaron, P. G.; Joshi, R. Malatesha; Gooden, Regina; Bentum, Kwesi E.

2008-01-01

Currently, learning disabilities (LD) are diagnosed on the basis of the discrepancy between students' IQ and reading achievement scores. Students diagnosed with LD often receive remedial instruction in resource rooms. The available evidence suggests that the educational policy based on this discrepancy model has not yielded satisfactory results.…

Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students

ERIC Educational Resources Information Center

Tighe, Elizabeth L.; Wagner, Richard K.; Schatschneider, Christopher

2015-01-01

This study demonstrates the utility of applying a causal indicator modeling framework to investigate important predictors of reading comprehension in third, seventh, and tenth grade students. The results indicated that a 4-factor multiple indicator multiple indicator cause (MIMIC) model of reading comprehension provided adequate fit at each grade…

Exploring the Link between Visual Perception, Visual-Motor Integration, and Reading in Normal Developing and Impaired Children using DTVP-2.

PubMed

Bellocchi, Stéphanie; Muneaux, Mathilde; Huau, Andréa; Lévêque, Yohana; Jover, Marianne; Ducrot, Stéphanie

2017-08-01

Reading is known to be primarily a linguistic task. However, to successfully decode written words, children also need to develop good visual-perception skills. Furthermore, motor skills are implicated in letter recognition and reading acquisition. Three studies have been designed to determine the link between reading, visual perception, and visual-motor integration using the Developmental Test of Visual Perception version 2 (DTVP-2). Study 1 tests how visual perception and visual-motor integration in kindergarten predict reading outcomes in Grade 1, in typical developing children. Study 2 is aimed at finding out if these skills can be seen as clinical markers in dyslexic children (DD). Study 3 determines if visual-motor integration and motor-reduced visual perception can distinguish DD children according to whether they exhibit or not developmental coordination disorder (DCD). Results showed that phonological awareness and visual-motor integration predicted reading outcomes one year later. DTVP-2 demonstrated similarities and differences in visual-motor integration and motor-reduced visual perception between children with DD, DCD, and both of these deficits. DTVP-2 is a suitable tool to investigate links between visual perception, visual-motor integration and reading, and to differentiate cognitive profiles of children with developmental disabilities (i.e. DD, DCD, and comorbid children). Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

GraphoGame – a catalyst for multi-level promotion of literacy in diverse contexts

PubMed Central

Ojanen, Emma; Ronimus, Miia; Ahonen, Timo; Chansa-Kabali, Tamara; February, Pamela; Jere-Folotiya, Jacqueline; Kauppinen, Karri-Pekka; Ketonen, Ritva; Ngorosho, Damaris; Pitkänen, Mikko; Puhakka, Suzanne; Sampa, Francis; Walubita, Gabriel; Yalukanda, Christopher; Pugh, Ken; Richardson, Ulla; Serpell, Robert; Lyytinen, Heikki

2015-01-01

GraphoGame (GG) is originally a technology-based intervention method for supporting children with reading difficulties. It is now known that children who face problems in reading acquisition have difficulties in learning to differentiate and manipulate speech sounds and consequently, in connecting these sounds to corresponding letters. GG was developed to provide intensive training in matching speech sounds and larger units of speech to their written counterparts. GG has been shown to benefit children with reading difficulties and the game is now available for all Finnish school children for literacy support. Presently millions of children in Africa fail to learn to read despite years of primary school education. As many African languages have transparent writing systems similar in structure to Finnish, it was hypothesized that GG-based training of letter-sound correspondences could also be effective in supporting children’s learning in African countries. In this article we will describe how GG has been developed from a Finnish dyslexia prevention game to an intervention method that can be used not only to improve children’s reading performance but also to raise teachers’ and parents’ awareness of the development of reading skill and effective reading instruction methods. We will also provide an overview of the GG activities in Zambia, Kenya, Tanzania, and Namibia, and the potential to promote education for all with a combination of scientific research and mobile learning. PMID:26113825

MDMA enhances "mind reading" of positive emotions and impairs "mind reading" of negative emotions.

PubMed

Hysek, Cédric M; Domes, Gregor; Liechti, Matthias E

2012-07-01

3,4-Methylenedioxymethamphetamine (MDMA, ecstasy) increases sociability. The prosocial effects of MDMA may result from the release of the "social hormone" oxytocin and associated alterations in the processing of socioemotional stimuli. We investigated the effects of MDMA (125 mg) on the ability to infer the mental states of others from social cues of the eye region in the Reading the Mind in the Eyes Test. The study included 48 healthy volunteers (24 men, 24 women) and used a double-blind, placebo-controlled, within-subjects design. A choice reaction time test was used to exclude impairments in psychomotor function. We also measured circulating oxytocin and cortisol levels and subjective drug effects. MDMA differentially affected mind reading depending on the emotional valence of the stimuli. MDMA enhanced the accuracy of mental state decoding for positive stimuli (e.g., friendly), impaired mind reading for negative stimuli (e.g., hostile), and had no effect on mind reading for neutral stimuli (e.g., reflective). MDMA did not affect psychomotor performance, increased circulating oxytocin and cortisol levels, and produced subjective prosocial effects, including feelings of being more open, talkative, and closer to others. The shift in the ability to correctly read socioemotional information toward stimuli associated with positive emotional valence, together with the prosocial feelings elicited by MDMA, may enhance social approach behavior and sociability when MDMA is used recreationally and facilitate therapeutic relationships in MDMA-assisted psychotherapeutic settings.

Gamma-oscillations modulated by picture naming and word reading: Intracranial recording in epileptic patients

PubMed Central

Wu, Helen C.; Nagasawa, Tetsuro; Brown, Erik C.; Juhasz, Csaba; Rothermel, Robert; Hoechstetter, Karsten; Shah, Aashit; Mittal, Sandeep; Fuerst, Darren; Sood, Sandeep; Asano, Eishi

2011-01-01

Objective We measured cortical gamma-oscillations in response to visual-language tasks consisting of picture naming and word reading in an effort to better understand human visual-language pathways. Methods We studied six patients with focal epilepsy who underwent extraoperative electrocorticography (ECoG) recording. Patients were asked to overtly name images presented sequentially in the picture naming task and to overtly read written words in the reading task. Results Both tasks commonly elicited gamma-augmentation (maximally at 80–100 Hz) on ECoG in the occipital, inferior-occipital-temporal and inferior-Rolandic areas, bilaterally. Picture naming, compared to reading task, elicited greater gamma-augmentation in portions of pre-motor areas as well as occipital and inferior-occipital-temporal areas, bilaterally. In contrast, word reading elicited greater gamma-augmentation in portions of bilateral occipital, left occipital-temporal and left superior-posterior-parietal areas. Gamma-attenuation was elicited by both tasks in portions of posterior cingulate and ventral premotor-prefrontal areas bilaterally. The number of letters in a presented word was positively correlated to the degree of gamma-augmentation in the medial occipital areas. Conclusions Gamma-augmentation measured on ECoG identified cortical areas commonly and differentially involved in picture naming and reading tasks. Longer words may activate the primary visual cortex for the more peripheral field. Significance The present study increases our understanding of the visual-language pathways. PMID:21498109

Neuroimaging reveals dual routes to reading in simultaneous proficient readers of two orthographies

PubMed Central

Das, T.; Padakannaya, P.; Pugh, K. R.; Singh, N. C.

2012-01-01

Orthographic differences across languages impose differential weighting on distinct component processes, and consequently on different pathways during word-reading tasks. Readers of transparent orthographies such as Italian and Hindi are thought to rely on spelling-to-sound assembly and show increased activation in phonologically-tuned areas along the dorsal pathway, whereas reading an opaque orthography such as English is thought to rely more on lexically-mediated processing associated with increased activation of semantically-tuned regions along the ventral pathway. To test if biliterate Hindi/English readers exhibit orthography-specific reading pathways, we used behavioural measures and functional neuroimaging. Reaction times and activation patterns of monolingual English and Hindi readers were compared to two groups of adult biliterates; 14 simultaneous readers who learnt to read both languages at age 5 and 10 sequential readers who learnt Hindi at 5 and English at 10. Simultaneous, but not sequential readers demonstrated relative activation differences of dorsal and ventral areas in the two languages. Similar to native counterparts, simultaneous readers preferentially activated the left inferior temporal gyrus for English and left inferior parietal lobule (L-IPL) for Hindi, whereas, sequential readers showed higher activation along the L-IPL for reading both languages. We suggest that early simultaneous exposure to reading distinct orthographies results in orthography-specific plasticity that persists through adulthood. PMID:20854914

Teachers' literacy-related knowledge and self-perceptions in relation to preparation and experience.

PubMed

Spear-Swerling, Louise; Brucker, Pamela Owen; Alfano, Michael P

2005-12-01

After rating their own literacy-related knowledge in three areas (knowledge about reading/reading development, phonemic awareness/phonics, and morpheme awareness/structural analysis), graduate teacher-education students completed five tasks intended to measure their actual disciplinary knowledge in these areas. Teachers with high levels of prior background (i.e., course preparation and experience) rated themselves as significantly more knowledgeable than did low-background teachers in all areas; high-background participants also significantly outperformed low-background participants on all tasks. However, even high-background teachers scored well below ceiling on the tasks. Regression analyses indicated that teachers' self-perceptions and knowledge were positively influenced by both level of preparation and teaching experience, although the influences on teachers' knowledge differed by task. Teachers had some accurate perceptions of their own knowledge, especially in the area of phonics. Results suggest that differentiating levels of preparation may be useful in studying teacher knowledge, and also support the notion of a substantial gap between research on reading and teacher preparation in reading.

Examining the Measurement Precision and Invariance of the Revised Get Ready to Read!

PubMed Central

Farrington, Amber L.; Lonigan, Christopher J.

2016-01-01

Children's emergent literacy skills are highly predictive of later reading abilities. To determine which children have weaker emergent literacy skills and are in need of intervention, it is necessary to assess emergent literacy skills accurately and reliably. In this study, 1,351 children were administered the Revised Get Ready to Read! (GRTR-R), and an item response theory analysis was used to evaluate the item-level reliability of the measure. Differential item functioning (DIF) analyses were conducted to examine whether items function similarly between subpopulations of children. The GRTR-R had acceptable reliability for children whose ability level was just below the mean. DIF for a small number of items was present for only two comparisons—children who were older versus younger and children who were White versus African American. These results demonstrate that the GRTR-R has acceptable reliability and limited DIF, enabling the screener to identify those at risk for developing reading problems. PMID:23851136

The Informal Reading-"Thinking" Inventory: Twenty-First-Century Assessment Formats for Discovering Reading and Writing Needs--and Strengths

ERIC Educational Resources Information Center

Manzo, Ula; Manzo, Anthony V.

2013-01-01

In this article, we discuss the Informal Reading-"Thinking" Inventory (IR-TI), an informal reading inventory built on an easily recognized legacy model that also branches out into new realms. The IR-TI provides tools for assessing reading the lines, reading between the lines, and reading beyond the lines. This is a 21st-century…

Emerging Theoretical Models of Reading through Authentic Assessments among Preservice Teachers: Two Case Studies

ERIC Educational Resources Information Center

Oboler, Eileen S.; Gupta, Abha

2010-01-01

This two-part study examines the emerging understanding of the reading process among preservice teachers (PTs), enrolled in a teacher preparation course on diagnostic reading. The study focuses on the use of reading assessment tools to understand the process of reading, while using reading inventories for diagnostic as well as pedagogical…

Oral reading fluency analysis in patients with Alzheimer disease and asymptomatic control subjects.

PubMed

Martínez-Sánchez, F; Meilán, J J G; García-Sevilla, J; Carro, J; Arana, J M

2013-01-01

Many studies highlight that an impaired ability to communicate is one of the key clinical features of Alzheimer disease (AD). To study temporal organisation of speech in an oral reading task in patients with AD and in matched healthy controls using a semi-automatic method, and evaluate that method's ability to discriminate between the 2 groups. A test with an oral reading task was administered to 70 subjects, comprising 35 AD patients and 35 controls. Before speech samples were recorded, participants completed a battery of neuropsychological tests. There were no differences between groups with regard to age, sex, or educational level. All of the study variables showed impairment in the AD group. According to the results, AD patients' oral reading was marked by reduced speech and articulation rates, low effectiveness of phonation time, and increases in the number and proportion of pauses. Signal processing algorithms applied to reading fluency recordings were shown to be capable of differentiating between AD patients and controls with an accuracy of 80% (specificity 74.2%, sensitivity 77.1%) based on speech rate. Analysis of oral reading fluency may be useful as a tool for the objective study and quantification of speech deficits in AD. Copyright © 2012 Sociedad Española de Neurología. Published by Elsevier Espana. All rights reserved.

Promoting Different Reading Comprehension Levels through Online Annotations

ERIC Educational Resources Information Center

Tseng, Sheng-Shiang; Yeh, Hui-Chin; Yang, Shih-hsien

2015-01-01

Previous studies have evaluated reading comprehension as the general understanding of reading texts. However, this broad and generic assessment of reading comprehension overlooks the specific aspects and processes that students need to develop. This study adopted Kintsch's Construction-Integration model to tap into reading comprehension at…

H-PoP and H-PoPG: heuristic partitioning algorithms for single individual haplotyping of polyploids.

PubMed

Xie, Minzhu; Wu, Qiong; Wang, Jianxin; Jiang, Tao

2016-12-15

Some economically important plants including wheat and cotton have more than two copies of each chromosome. With the decreasing cost and increasing read length of next-generation sequencing technologies, reconstructing the multiple haplotypes of a polyploid genome from its sequence reads becomes practical. However, the computational challenge in polyploid haplotyping is much greater than that in diploid haplotyping, and there are few related methods. This article models the polyploid haplotyping problem as an optimal poly-partition problem of the reads, called the Polyploid Balanced Optimal Partition model. For the reads sequenced from a k-ploid genome, the model tries to divide the reads into k groups such that the difference between the reads of the same group is minimized while the difference between the reads of different groups is maximized. When the genotype information is available, the model is extended to the Polyploid Balanced Optimal Partition with Genotype constraint problem. These models are all NP-hard. We propose two heuristic algorithms, H-PoP and H-PoPG, based on dynamic programming and a strategy of limiting the number of intermediate solutions at each iteration, to solve the two models, respectively. Extensive experimental results on simulated and real data show that our algorithms can solve the models effectively, and are much faster and more accurate than the recent state-of-the-art polyploid haplotyping algorithms. The experiments also show that our algorithms can deal with long reads and deep read coverage effectively and accurately. Furthermore, H-PoP might be applied to help determine the ploidy of an organism. https://github.com/MinzhuXie/H-PoPG CONTACT: xieminzhu@hotmail.comSupplementary information: Supplementary data are available at Bioinformatics online. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Art Integration and Reading Achievement

ERIC Educational Resources Information Center

Cannon Wilson, Iris Chloris

2016-01-01

Accountability pressures have impacted pedagogy in many K-12 schools in the United States. Low achievement on standardized assessments may be attributed to many factors, including instructional strategies. Differentiated instruction has been identified as an instructional method that meets the diverse needs, interests, and strengths. The purpose…

Readers' Emotions: A Plurilingual Perspective

ERIC Educational Resources Information Center

Rivière, Marie

2016-01-01

This article focuses on the differential emotional power of languages in the book-reading practices of plurilingual readers. Within a plurilingual perspective, it aims at adding nuance to the "emotional contexts of learning hypothesis" and the "theory of language embodiment". This qualitative study is based on semi-structured…

Exploring single nucleotide polymorphism (SNP), microsatellite (SSR) and differentially expressed genes in the jellyfish (Rhopilema esculentum) by transcriptome sequencing.

PubMed

Li, Yunfeng; Zhou, Zunchun; Tian, Meilin; Tian, Yi; Dong, Ying; Li, Shilei; Liu, Weidong; He, Chongbo

2017-08-01

In this study, single nucleotide polymorphism (SNP), microsatellite (SSR) and differentially expressed genes (DEGs) in the oral parts, gonads, and umbrella parts of the jellyfish Rhopilema esculentum were analyzed by RNA-Seq technology. A total of 76.4 million raw reads and 72.1 million clean reads were generated from deep sequencing. Approximately 119,874 tentative unigenes and 149,239 transcripts were obtained. A total of 1,034,708 SNP markers were detected in the three tissues. For microsatellite mining, 5088 SSRs were identified from the unigene sequences. The most frequent repeat motifs were mononucleotide repeats, which accounted for 61.93%. Transcriptome comparison of the three tissues yielded a total of 8841 DEGs, of which 3560 were up-regulated and 5281 were down-regulated. This study represents the greatest sequencing effort carried out for a jellyfish and provides the first high-throughput transcriptomic resource for jellyfish. Copyright © 2017 Elsevier B.V. All rights reserved.

Investigating the Relationships among Metacognitive Strategy Training, Willingness to Read English Medical Texts, and Reading Comprehension Ability Using Structural Equation Modeling

ERIC Educational Resources Information Center

Hassanpour, Masoumeh; Ghonsooly, Behzad; Nooghabi, Mehdi Jabbari; Shafiee, Mohammad Naser

2017-01-01

This quasi-experimental study examined the relationship between students' metacognitive awareness and willingness to read English medical texts. So, a model was proposed and tested using structural equation modeling (SEM) with R software. Participants included 98 medical students of two classes. One class was assigned as the control group and the…

What Is Reading? A Comparison of Three Models of the Reading Process.

ERIC Educational Resources Information Center

Angus, Elisabeth

Theoretical models of the reading process have been proposed by F. Smith, E. J. Gibson and H. Levin, and D. LaBerge and S. J. Samuels. These models were examined using the following questions: How are features of print processed by the brain? How important are prior knowledge and expectations to the process (top-down or bottom-up processing)? Is…

Case Study on the Effect of Word Repetition Method Supported by Neurological Affecting Model on Fluent Reading

ERIC Educational Resources Information Center

Duran, Erol

2013-01-01

This research is a case study which is a qualitative study model and named as example event as well. The purpose of this research is determining the effect of word repetitive reading method supported with neurological affecting model on fluent reading. In this study, False Analysis Inventory was used in order to determine the student's oral…

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.

Effects of Poverty on Mathematics and Reading Achievement of Young Adolescents.

ERIC Educational Resources Information Center

Eamon, Mary Keegan

2002-01-01

A mediation model was used to test effects of poverty on the mathematics and reading achievement of young adolescents. A revised model indicated that poverty was associated with mathematics and reading achievement indirectly. Associations depended upon level of cognitively stimulating home environments, emotionally supportive home environments,…

Complex Text or Frustration-Level Text: Using Shared Reading to Bridge the Difference

ERIC Educational Resources Information Center

Stahl, Katherine A. Dougherty

2012-01-01

Challenging texts can be made accessible to students by increasing the level of instructional scaffolding. This article describes evidence-based models of shared reading that support reading development across the elementary years. Shared Reading Experience (Holdaway, 1982), Fluency-Oriented Reading Instruction (Stahl & Heubach, 2005),…

The zoom lens of attention: Simulating shuffled versus normal text reading using the SWIFT model

PubMed Central

Schad, Daniel J.; Engbert, Ralf

2012-01-01

Assumptions on the allocation of attention during reading are crucial for theoretical models of eye guidance. The zoom lens model of attention postulates that attentional deployment can vary from a sharp focus to a broad window. The model is closely related to the foveal load hypothesis, i.e., the assumption that the perceptual span is modulated by the difficulty of the fixated word. However, these important theoretical concepts for cognitive research have not been tested quantitatively in eye movement models. Here we show that the zoom lens model, implemented in the SWIFT model of saccade generation, captures many important patterns of eye movements. We compared the model's performance to experimental data from normal and shuffled text reading. Our results demonstrate that the zoom lens of attention might be an important concept for eye movement control in reading. PMID:22754295

RnaSeqSampleSize: real data based sample size estimation for RNA sequencing.

PubMed

Zhao, Shilin; Li, Chung-I; Guo, Yan; Sheng, Quanhu; Shyr, Yu

2018-05-30

One of the most important and often neglected components of a successful RNA sequencing (RNA-Seq) experiment is sample size estimation. A few negative binomial model-based methods have been developed to estimate sample size based on the parameters of a single gene. However, thousands of genes are quantified and tested for differential expression simultaneously in RNA-Seq experiments. Thus, additional issues should be carefully addressed, including the false discovery rate for multiple statistic tests, widely distributed read counts and dispersions for different genes. To solve these issues, we developed a sample size and power estimation method named RnaSeqSampleSize, based on the distributions of gene average read counts and dispersions estimated from real RNA-seq data. Datasets from previous, similar experiments such as the Cancer Genome Atlas (TCGA) can be used as a point of reference. Read counts and their dispersions were estimated from the reference's distribution; using that information, we estimated and summarized the power and sample size. RnaSeqSampleSize is implemented in R language and can be installed from Bioconductor website. A user friendly web graphic interface is provided at http://cqs.mc.vanderbilt.edu/shiny/RnaSeqSampleSize/ . RnaSeqSampleSize provides a convenient and powerful way for power and sample size estimation for an RNAseq experiment. It is also equipped with several unique features, including estimation for interested genes or pathway, power curve visualization, and parameter optimization.

Influence of writing and reading intertrack interferences in terms of bit aspect ratio in shingled magnetic recording

NASA Astrophysics Data System (ADS)

Nobuhara, Hirofumi; Okamoto, Yoshihiro; Yamashita, Masato; Nakamura, Yasuaki; Osawa, Hisashi; Muraoka, Hiroaki

2014-05-01

In this paper, we investigate the influence of the writing and reading intertrack interferences (ITIs) in terms of bit aspect ratio (BAR) in shingled magnetic recording by computer simulation using a read/write model which consists of a writing process based on Stoner-Wohlfarth switching asteroid by a one-side shielded isosceles triangular write head and a reading process by an around shielded read head for a discrete Voronoi medium model. The results show that BAR should be 3 to reduce the influence of writing and reading ITIs, media noise, and additive white Gaussian noise in an assumed areal density of 4.61Tbpsi.

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

NASA Astrophysics Data System (ADS)

Guns, Christine

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

Determining the Variables That Affect the Reading Motivation of Educational Faculty Students

ERIC Educational Resources Information Center

Savaskan, Vafa; Özdemir, Atilla

2017-01-01

Reading motivation has a significant contribution to acquire the necessary reading skills, and it has an indisputable effect on continuing to read. When the importance of the role model effect of school teachers in acquiring reading skills is considered, it is expected that reading motivation of the students will be high whose teachers also have a…

Advancing Stage 2 Research on Measures for Monitoring Kindergarten Reading Progress.

PubMed

Clemens, Nathan H; Soohoo, Michelle M; Wiley, Colby P; Hsiao, Yu-Yu; Estrella, Ivonne; Allee-Smith, Paula J; Yoon, Myeongsun

Although several measures exist for frequently monitoring early reading progress, little research has specifically investigated their technical properties when administered on a frequent basis with kindergarten students. In this study, kindergarten students ( N = 137) of whom the majority was receiving supplemental intervention for reading skills were monitored using Letter Sound Fluency, Phoneme Segmentation Fluency, Word Reading Fluency, Nonsense Word Fluency, Highly Decodable Passages, and Spelling on a biweekly basis between February and May. Acceptable reliability was observed for all measures. Analyses of slope validity using latent growth models, latent change score models, and slope differences according to level of year-end achievement indicated that the relation of slope to overall reading skills varied across the measures. A suggested approach to kindergarten students' reading progress is offered that includes Letter Sound Fluency and a measure of word-reading skills to provide a comprehensive picture of student growth toward important year-end reading outcomes.

Predictors of Reading Comprehension for Struggling Readers: The Case of Spanish-speaking Language Minority Learners.

PubMed

Mancilla-Martinez, Jeannette; Lesaux, Nonie K

2010-08-01

This longitudinal study examined the process of English reading comprehension at age 11 for 173 low achieving Spanish-speaking children. The influence of growth rates, from early childhood (age 4.5) to pre-adolescence (age 11), in vocabulary and word reading skills on this complex process were evaluated using structural equation modeling. Standardized measures of word reading accuracy and productive vocabulary were administered annually, in English and Spanish, and English reading comprehension measures were administered at age 11. Latent growth curve analyses revealed that English skills accounted for all unique variance in English reading comprehension outcomes. Further, expected developmental shifts in the influence of word reading and vocabulary skills over time were not shown, likely on account of students' below grade level reading comprehension achievement. This work underscores the need for theoretical models of comprehension to account for students' skill profiles and abilities.

Predictors of Reading Comprehension for Struggling Readers: The Case of Spanish-speaking Language Minority Learners

PubMed Central

Mancilla-Martinez, Jeannette; Lesaux, Nonie K.

2010-01-01

This longitudinal study examined the process of English reading comprehension at age 11 for 173 low achieving Spanish-speaking children. The influence of growth rates, from early childhood (age 4.5) to pre-adolescence (age 11), in vocabulary and word reading skills on this complex process were evaluated using structural equation modeling. Standardized measures of word reading accuracy and productive vocabulary were administered annually, in English and Spanish, and English reading comprehension measures were administered at age 11. Latent growth curve analyses revealed that English skills accounted for all unique variance in English reading comprehension outcomes. Further, expected developmental shifts in the influence of word reading and vocabulary skills over time were not shown, likely on account of students’ below grade level reading comprehension achievement. This work underscores the need for theoretical models of comprehension to account for students’ skill profiles and abilities. PMID:20856691

Nature versus nurture: A systematic approach to elucidate gene-environment interactions in the development of myopic refractive errors.

PubMed

Miraldi Utz, Virginia

2017-01-01

Myopia is the most common eye disorder and major cause of visual impairment worldwide. As the incidence of myopia continues to rise, the need to further understand the complex roles of molecular and environmental factors controlling variation in refractive error is of increasing importance. Tkatchenko and colleagues applied a systematic approach using a combination of gene set enrichment analysis, genome-wide association studies, and functional analysis of a murine model to identify a myopia susceptibility gene, APLP2. Differential expression of refractive error was associated with time spent reading for those with low frequency variants in this gene. This provides support for the longstanding hypothesis of gene-environment interactions in refractive error development.

Aphasia in Persian: Implications for cognitive models of lexical processing.

PubMed

Bakhtiar, Mehdi; Jafary, Reyhane; Weekes, Brendan S

2017-09-01

Current models of oral reading assume that different routes (sublexical, lexical, and semantic) mediate oral reading performance and reliance on different routes during oral reading depends on the characteristics of print to sound mappings. Studies of single cases of acquired dyslexia in aphasia have contributed to the development of such models by revealing patterns of double dissociation in object naming and oral reading skill that follow brain damage in Indo-European and Sino-Tibetan languages. Print to sound mapping in Persian varies in transparency because orthography to phonology translation depends uniquely on the presence or absence of vowel letters in print. Here a hypothesis is tested that oral reading in Persian requires a semantic reading pathway that is independent of a direct non-semantic reading pathway, by investigating whether Persian speakers with aphasia show selective impairments to object naming and reading aloud. A sample of 21 Persian speakers with aphasia ranging in age from 18 to 77 (mean = 53, SD = 16.9) was asked to name a same set of 200 objects and to read aloud the printed names of these objects in different sessions. As an additional measure of sublexical reading, patients were asked to read aloud 30 non-word stimuli. Results showed that oral reading is significantly more preserved than object naming in Persian speakers with aphasia. However, more preserved object naming than oral reading was also observed in some cases. There was a moderate positive correlation between picture naming and oral reading success (p < .05). Mixed-effects logistic regression revealed that word frequency, age of acquisition and imageability predict success across both tasks and there is an interaction between these variables and orthographic transparency in oral reading. Furthermore, opaque words were read less accurately than transparent words. The results reveal different patterns of acquired dyslexia in some cases that closely resemble phonological, deep, and surface dyslexia in other scripts - reported here in Persian for the first time. © 2016 The British Psychological Society.

Modeling read counts for CNV detection in exome sequencing data.

PubMed

Love, Michael I; Myšičková, Alena; Sun, Ruping; Kalscheuer, Vera; Vingron, Martin; Haas, Stefan A

2011-11-08

Varying depth of high-throughput sequencing reads along a chromosome makes it possible to observe copy number variants (CNVs) in a sample relative to a reference. In exome and other targeted sequencing projects, technical factors increase variation in read depth while reducing the number of observed locations, adding difficulty to the problem of identifying CNVs. We present a hidden Markov model for detecting CNVs from raw read count data, using background read depth from a control set as well as other positional covariates such as GC-content. The model, exomeCopy, is applied to a large chromosome X exome sequencing project identifying a list of large unique CNVs. CNVs predicted by the model and experimentally validated are then recovered using a cross-platform control set from publicly available exome sequencing data. Simulations show high sensitivity for detecting heterozygous and homozygous CNVs, outperforming normalization and state-of-the-art segmentation methods.

Computer assisted analysis of research-based teaching method in English newspaper reading teaching

NASA Astrophysics Data System (ADS)

Jie, Zheng

2017-06-01

In recent years, the teaching of English newspaper reading has been developing rapidly. However, the teaching effect of the existing course is not ideal. The paper tries to apply the research-based teaching model to English newspaper reading teaching, investigates the current situation in higher vocational colleges, and analyzes the problems. It designs a teaching model of English newspaper reading and carries out the empirical research conducted by computers. The results show that the teaching mode can use knowledge and ability to stimulate learners interest and comprehensively improve their ability to read newspapers.

Evaluation of microRNA alignment techniques

PubMed Central

Kaspi, Antony; El-Osta, Assam

2016-01-01

Genomic alignment of small RNA (smRNA) sequences such as microRNAs poses considerable challenges due to their short length (∼21 nucleotides [nt]) as well as the large size and complexity of plant and animal genomes. While several tools have been developed for high-throughput mapping of longer mRNA-seq reads (>30 nt), there are few that are specifically designed for mapping of smRNA reads including microRNAs. The accuracy of these mappers has not been systematically determined in the case of smRNA-seq. In addition, it is unknown whether these aligners accurately map smRNA reads containing sequence errors and polymorphisms. By using simulated read sets, we determine the alignment sensitivity and accuracy of 16 short-read mappers and quantify their robustness to mismatches, indels, and nontemplated nucleotide additions. These were explored in the context of a plant genome (Oryza sativa, ∼500 Mbp) and a mammalian genome (Homo sapiens, ∼3.1 Gbp). Analysis of simulated and real smRNA-seq data demonstrates that mapper selection impacts differential expression results and interpretation. These results will inform on best practice for smRNA mapping and enable more accurate smRNA detection and quantification of expression and RNA editing. PMID:27284164

Reading vocabulary in children with and without hearing loss: the roles of task and word type.

PubMed

Coppens, Karien M; Tellings, Agnes; Verhoeven, Ludo; Schreuder, Robert

2013-04-01

To address the problem of low reading comprehension scores among children with hearing impairment, it is necessary to have a better understanding of their reading vocabulary. In this study, the authors investigated whether task and word type differentiate the reading vocabulary knowledge of children with and without severe hearing loss. Seventy-two children with hearing loss and 72 children with normal hearing performed a lexical and a use decision task. Both tasks contained the same 180 words divided over 7 clusters, each cluster containing words with a similar pattern of scores on 8 word properties (word class, frequency, morphological family size, length, age of acquisition, mode of acquisition, imageability, and familiarity). Whereas the children with normal hearing scored better on the 2 tasks than the children with hearing loss, the size of the difference varied depending on the type of task and word. Performance differences between the 2 groups increased as words and tasks became more complex. Despite delays, children with hearing loss showed a similar pattern of vocabulary acquisition as their peers with normal hearing. For the most precise assessment of reading vocabulary possible, a range of tasks and word types should be used.

Reading is fundamentally similar across disparate writing systems: A systematic characterization of how words and characters influence eye movements in Chinese reading

PubMed Central

Li, Xingshan; Bicknell, Klinton; Liu, Pingping; Wei, Wei; Rayner, Keith

2013-01-01

While much previous work on reading in languages with alphabetic scripts has suggested that reading is word-based, reading in Chinese has been argued to be less reliant on words. This is primarily because in the Chinese writing system words are not spatially segmented, and characters are themselves complex visual objects. Here, we present a systematic characterization of the effects of a wide range of word and character properties on eye movements in Chinese reading, using a set of mixed-effects regression models. The results reveal a rich pattern of effects of the properties of the current, previous, and next words on a range of reading measures, which is strikingly similar to the pattern of effects of word properties reported in spaced alphabetic languages. This finding provides evidence that reading shares a word-based core and may be fundamentally similar across languages with highly dissimilar scripts. We show that these findings are robust to the inclusion of character properties in the regression models, and are equally reliable when dependent measures are defined in terms of characters rather than words, providing strong evidence that word properties have effects in Chinese reading above and beyond characters. This systematic characterization of the effects of word and character properties in Chinese advances our knowledge of the processes underlying reading and informs the future development of models of reading. More generally, however, this work suggests that differences in script may not alter the fundamental nature of reading. PMID:23834023

Phonotactic constraints: Implications for models of oral reading in Russian.

PubMed

Ulicheva, Anastasia; Coltheart, Max; Saunders, Steven; Perry, Conrad

2016-04-01

The present article investigates how phonotactic rules constrain oral reading in the Russian language. The pronunciation of letters in Russian is regular and consistent, but it is subject to substantial phonotactic influence: the position of a phoneme and its phonological context within a word can alter its pronunciation. In Part 1 of the article, we analyze the orthography-to-phonology and phonology-to-phonology (i.e., phonotactic) relationships in Russian monosyllabic words. In Part 2 of the article, we report empirical data from an oral word reading task that show an effect of phonotactic dependencies on skilled reading in Russian: humans are slower when reading words where letter-phoneme correspondences are highly constrained by phonotactic rules compared with those where there are few or no such constraints present. A further question of interest in this article is how computational models of oral reading deal with the phonotactics of the Russian language. To answer this question, in Part 3, we report simulations from the Russian dual-route cascaded model (DRC) and the Russian connectionist dual-process model (CDP++) and assess the performance of the 2 models by testing them against human data. (c) 2016 APA, all rights reserved).

Differential effects of atomoxetine on executive functioning and lexical decision in attention-deficit/hyperactivity disorder and reading disorder.

PubMed

de Jong, Christien G W; Van De Voorde, Séverine; Roeyers, Herbert; Raymaekers, Ruth; Allen, Albert J; Knijff, Simone; Verhelst, Helene; Temmink, Alfons H; Smit, Leo M E; Rodriques-Pereira, Rob; Vandenberghe, Dirk; van Welsen, Inge; ter Schuren, Liesbeth; Al-Hakim, Mazim; Amin, Azad; Vlasveld, Laurens; Oosterlaan, Jaap; Sergeant, Joseph A

2009-12-01

The effects of a promising pharmacological treatment for attention-deficit/hyperactivity disorder (ADHD), atomoxetine, were studied on executive functions in both ADHD and reading disorder (RD) because earlier research demonstrated an overlap in executive functioning deficits in both disorders. In addition, the effects of atomoxetine were explored on lexical decision. Sixteen children with ADHD, 20 children with ADHD + RD, 21 children with RD, and 26 normal controls were enrolled in a randomized placebo-controlled crossover study. Children were measured on visuospatial working memory, inhibition, and lexical decision on the day of randomization and following two 28-day medication periods. Children with ADHD + RD showed improved visuospatial working memory performance and, to a lesser extent, improved inhibition following atomoxetine treatment compared to placebo. No differential effects of atomoxetine were found for lexical decision in comparison to placebo. In addition, no effects of atomoxetine were demonstrated in the ADHD and RD groups. Atomoxetine improved visuospatial working memory and to a lesser degree inhibition in children with ADHD + RD, which suggests differential developmental pathways for co-morbid ADHD + RD as compared to ADHD and RD alone. B4Z-MC-LYCK, NCT00191906; http://clinicaltrials.gov/ct2/show/NCT00191906.

The Simple View of Reading as a Framework for National Literacy Initiatives: A Hierarchical Model of Pupil-Level and Classroom-Level Factors

ERIC Educational Resources Information Center

Savage, Robert; Burgos, Giovani; Wood, Eileen; Piquette, Noella

2015-01-01

The Simple View of Reading (SVR) describes Reading Comprehension as the product of distinct child-level variance in decoding (D) and linguistic comprehension (LC) component abilities. When used as a model for educational policy, distinct classroom-level influences of each of the components of the SVR model have been assumed, but have not yet been…

Predicting Intentions to Read Suicide Awareness Stories. The Role of Depression and Characteristics of the Suicidal Role Model.

PubMed

Niederkrotenthaler, Thomas; Arendt, Florian; Till, Benedikt

2015-01-01

Research on factors that influence the intention to read suicide awareness material is lacking. To identify how social and state similarities between the featured protagonist of a suicide awareness story and the audience impact on the intent to read similar stories. Laboratory experiment with n = 104 students. Participants were randomly assigned to study groups. In the first group, the role model provided his personal story of crisis and was a student. In the second group, the content was identical but the model was socially dissimilar. The third group read about a topic unrelated to suicide. Depression, identification, and exposure intent were measured after the experiment. Conditional process analysis was carried out. In the group featuring a once-suicidal role model with high social similarity, depression in the audience increased the intention to read similar material in the future via identification with the role model; 82% of individuals wanted to read similar material in the future, but only 50% wanted to do so in the group featuring a dissimilar person. Exposure intention increases via identification when role model and audience characteristics align regarding social traits and the experience of depression. These factors are relevant when developing campaigns targeting individuals with stories of recovery.

An electrical strain gage for the tensile testing of paper

Treesearch

Douglas M. Jewett

1963-01-01

A direct-reading strain gage has been developed at the U.S. Forest Products Laboratory that provides rapid and accurate measurement of the stress - strain properties of paper. The gage, which employs a differential transformer, is particularly suited to servo-operated x-y recorders.

Expanding the Environment: Gene × School-Level SES Interaction on Reading Comprehension

ERIC Educational Resources Information Center

Hart, Sara A.; Soden, Brooke; Johnson, Wendy; Schatschneider, Christopher; Taylor, Jeanette

2013-01-01

Background: Influential work has explored the role of family socioeconomic status (SES) as an environmental moderator of genetic and environmental influences on cognitive outcomes. This work has provided evidence that socioeconomic circumstances differentially impact the heritability of cognitive abilities, generally supporting the bioecological…

Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade

PubMed Central

Al Otaiba, Stephanie; Petscher, Yaacov; Williams, Rihana S.; Pappamihiel, N. Eleni; Dyrlund, Allison K.; Connor, Carol

2009-01-01

This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to learn whether, within these 3 groups, proficiency levels and growth were reliably related to special education status. Using hierarchical linear modeling, the authors compared proficiency levels and growth in oral reading fluency in English between and within groups and then to state reading benchmarks. Findings indicate that oral reading fluency scores reliably distinguished between students with learning disabilities and typically developing students within each group (effect sizes ranging from 0.96 to 1.51). The growth trajectory included a significant quadratic trend (generally slowing over time). These findings support the effectiveness of using oral reading fluency in English to screen and monitor reading progress under Response to Intervention models, but also suggest caution in interpreting oral reading fluency data as part of the process in identifying students with learning disabilities. PMID:25132688

DOE Office of Scientific and Technical Information (OSTI.GOV)

Davis, James J.; Brettin, Thomas; Dietrich, Emily M.

Here, the Pathosystems Resource Integration Center (PATRIC) is the bacterial Bioinformatics Resource Center. Recent changes to PATRIC include a redesign of the web interface and some new services that provide users with a platform that takes them from raw reads to an integrated analysis experience. The redesigned interface allows researchers direct access to tools and data, and the emphasis has changed to user-created genome-groups, with detailed summaries and views of the data that researchers have selected. Perhaps the biggest change has been the enhanced capability for researchers to analyze their private data and compare it to the available public data.more » Researchers can assemble their raw sequence reads and annotate the contigs using RASTtk. PATRIC also provides services for RNA-Seq, variation, model reconstruction and differential expression analysis, all delivered through an updated private workspace. Private data can be compared by `virtual integration' to any of PATRIC's public data. The number of genomes available for comparison in PATRIC has expanded to over 80 000, with a special emphasis on genomes with antimicrobial resistance data. PATRIC uses this data to improve both subsystem annotation and k-mer classification, and tags new genomes as having signatures that indicate susceptibility or resistance to specific antibiotics.« less

The History of Education as the History of Reading

ERIC Educational Resources Information Center

Rose, Jonathan

2007-01-01

This paper surveys recent studies in the history of reading that historians of education will find useful, given that all education involves some form of reading. It describes the sources that historians of reading use, the models they employ (such as the "Reading Revolution" of the eighteenth century), and the questions they address…

Predictors of Foreign Language Reading Comprehension in a Hypermedia Reading Environment

ERIC Educational Resources Information Center

Akbulut, Yavuz

2008-01-01

This study investigated factors affecting second/foreign language (L2) reading comprehension in a hypermedia environment within the theoretical framework of dual coding and cognitive load theories, and interactive models of L2 reading. The independent variables were reading ability, topic interest, prior topical knowledge, and the number of times…

Collecting the Data: Monitoring the Mission Statement

ERIC Educational Resources Information Center

McGriff, Nancy; Harvey, Carl A., II; Preddy, Leslie B.

2004-01-01

Reading motivation, reading promotion, free voluntary reading, or recreational reading is an activity that most library media specialists consider a vital part of the school library media program. According to Dr. Michael Eisenberg, co-founder of the Big6[TM] research model, reading is how one ensures that students are effective and efficient…

Tips for Supporting Reading Skills at Home

ERIC Educational Resources Information Center

What Works Clearinghouse, 2018

2018-01-01

This document provides the following four tips for supporting reading skills for children ages K-3 at home: (1) Have conversations before, during, and after reading together; (2) Help children learn how to break sentences; (3) Help children sound out words smoothly; and (4) Model reading fluently by practicing reading out loud with your child.…

The Relationship among Correct and Error Oral Reading Rates and Comprehension.

ERIC Educational Resources Information Center

Roberts, Michael; Smith, Deborah Deutsch

1980-01-01

Eight learning disabled boys (10 to 12 years old) who were seriously deficient in both their oral reading and comprehension performances participated in the study which investigated, through an applied behavior analysis model, the interrelationships of three reading variables--correct oral reading rates, error oral reading rates, and percentage of…

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,…

The effects of reading comprehension and launch site on frequency-predictability interactions during paragraph reading.

PubMed

Whitford, Veronica; Titone, Debra

2014-01-01

We used eye movement measures of paragraph reading to examine whether word frequency and predictability interact during the earliest stages of lexical processing, with a specific focus on whether these effects are modulated by individual differences in reading comprehension or launch site (i.e., saccade length between the prior and currently fixated word--a proxy for the amount of parafoveal word processing). The joint impact of frequency and predictability on reading will elucidate whether these variables additively or multiplicatively affect the earliest stages of lexical access, which, in turn, has implications for computational models of eye movements during reading. Linear mixed effects models revealed additive effects during both early- and late-stage reading, where predictability effects were comparable for low- and high-frequency words. Moreover, less cautious readers (e.g., readers who engaged in skimming, scanning, mindless reading) demonstrated smaller frequency effects than more cautious readers. Taken together, our findings suggest that during extended reading, frequency and predictability exert additive influences on lexical and postlexical processing, and that individual differences in reading comprehension modulate sensitivity to the effects of word frequency.

Testing and Refining the Direct and Inferential Mediation Model of Reading Comprehension

ERIC Educational Resources Information Center

Cromley, Jennifer G.; Azevedo, Roger

2007-01-01

A significant proportion of American high school students struggle with reading comprehension. Theoretical models of reading comprehension might help researchers understand these difficulties, because they can point to variables that make the largest contributions to comprehension. On the basis of an extensive review of the literature, we created…

Systems for Teaching Complex Texts: A Proof-of-Concept Investigation

ERIC Educational Resources Information Center

Fisher, Douglas; Frey, Nancy

2016-01-01

In this article we investigate the systems that need to be in place for students to learn from increasingly complex texts. Our concept, drawn from past research, includes clear learning targets, teacher modeling, collaborative conversations, close reading, small group reading, and wide reading. Using a "proof of concept" model, we follow…

Integration of Basic Skills into Social Studies Content.

ERIC Educational Resources Information Center

Lunstrum, John P.; Irvin, Judith L.

1981-01-01

A basic skills model is presented which stresses the skills of writing, reading, study, and research for elementary school pupils. The model focuses on lesson background, the purpose of the reading, independent reading, follow-up discussion, developing related skills, and extending and applying ideas. A lesson about the 1910 British expedition to…

Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School

ERIC Educational Resources Information Center

Connor, Carol McDonald; Day, Stephanie L.; Phillips, Beth; Sparapani, Nicole; Ingebrand, Sarah W.; McLean, Leigh; Barrus, Angela; Kaschak, Michael P.

2016-01-01

Many assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR), subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this "lattice" model with children (n = 852)…

Language Disorders and Reading: Interdependence Necessitates Combined Intervention Approaches.

ERIC Educational Resources Information Center

Scavuzzo, Annebelle

The presentation examines information on the issue of language-reading dependency and the roles that speech language pathologists (SLPs) can play to address both skills. The relationship of oral language and reading development is examined in terms of models (such as the Top-Down/Bottom-Up model) and hypotheses and research etiology. Studies on…

Reading skill and word skipping: Implications for visual and linguistic accounts of word skipping.

PubMed

Eskenazi, Michael A; Folk, Jocelyn R

2015-11-01

We investigated whether high-skill readers skip more words than low-skill readers as a result of parafoveal processing differences based on reading skill. We manipulated foveal load and word length, two variables that strongly influence word skipping, and measured reading skill using the Nelson-Denny Reading Test. We found that reading skill did not influence the probability of skipping five-letter words, but low-skill readers were less likely to skip three-letter words when foveal load was high. Thus, reading skill is likely to influence word skipping when the amount of information in the parafovea falls within the word identification span. We interpret the data in the context of visual-based (extended optimal viewing position model) and linguistic based (E-Z Reader model) accounts of word skipping. The models make different predictions about how and why a word and skipped; however, the data indicate that both models should take into account the fact that different factors influence skipping rates for high- and low-skill readers. (c) 2015 APA, all rights reserved).

Deep Reading, Cost/Benefit, and the Construction of Meaning: Enhancing Reading Comprehension and Deep Learning in Sociology Courses

ERIC Educational Resources Information Center

Roberts, Judith C.; Roberts, Keith A.

2008-01-01

Reading comprehension skill is often assumed by sociology instructors, yet many college students seem to have marginal reading comprehension skills, which may explain why fewer than half of them are actually doing the reading. Sanctions that force students to either read or to pay a price are based on a rational choice model of behavior--a…

Acoustic markers to differentiate gender in prepubescent children's speaking and singing voice.

PubMed

Guzman, Marco; Muñoz, Daniel; Vivero, Martin; Marín, Natalia; Ramírez, Mirta; Rivera, María Trinidad; Vidal, Carla; Gerhard, Julia; González, Catalina

2014-10-01

Investigation sought to determine whether there is any acoustic variable to objectively differentiate gender in children with normal voices. A total of 30 children, 15 boys and 15 girls, with perceptually normal voices were examined. They were between 7 and 10 years old (mean: 8.1, SD: 0.7 years). Subjects were required to perform the following phonatory tasks: (1) to phonate sustained vowels [a:], [i:], [u:], (2) to read a phonetically balanced text, and (3) to sing a song. Acoustic analysis included long-term average spectrum (LTAS), fundamental frequency (F0), speaking fundamental frequency (SFF), equivalent continuous sound level (Leq), linear predictive code (LPC) to obtain formant frequencies, perturbation measures, harmonic to noise ratio (HNR), and Cepstral peak prominence (CPP). Auditory perceptual analysis was performed by four blinded judges to determine gender. No significant gender-related differences were found for most acoustic variables. Perceptual assessment showed good intra and inter rater reliability for gender. Cepstrum for [a:], alpha ratio in text, shimmer for [i:], F3 in [a:], and F3 in [i:], were the parameters that composed the multivariate logistic regression model to best differentiate male and female children's voices. Since perceptual assessment reliably detected gender, it is likely that other acoustic markers (not evaluated in the present study) are able to make clearer gender differences. For example, gender-specific patterns of intonation may be a more accurate feature for differentiating gender in children's voices. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Identification and verification of potential piRNAs from domesticated yak testis.

PubMed

Gong, Jishang; Zhang, Quanwei; Wang, Qi; Ma, Youji; Du, Jiaxiang; Zhang, Yong; Zhao, Xingxu

2018-02-01

PIWI-interacting RNAs (piRNA) are small non-coding RNA molecules expressed in animal germ cells that interact with PIWI family proteins to form RNA-protein complexes involved in epigenetic and post-transcriptional gene silencing of retrotransposons and other genetic elements in germ line cells, including reproductive stem cell self-sustainment, differentiation, meiosis and spermatogenesis. In the present study, we performed high-throughput sequencing of piRNAs in testis samples from yaks in different stages of sexual maturity. Deep sequencing of the small RNAs (18-40 nt in length) yielded 4,900,538 unique reads from a total of 53,035,635 reads. We identified yak small RNAs (18-30 nt) and performed functional characterization. Yak small RNAs showed a bimodal length distribution, with two peaks at 22 nt and >28 nt. More than 80% of the 3,106,033 putative piRNAs were mapped to 4637 piRNA-producing genomic clusters using RPKM. 6388 candidate piRNAs were identified from clean reads and the annotations were compared with the yak reference genome repeat region. Integrated network analysis suggested that some differentially expressed genes were involved in spermatogenesis through ECM-receptor interaction and PI3K-Akt signaling pathways. Our data provide novel insights into the molecular expression and regulation similarities and diversities in spermatogenesis and testicular development in yaks at different stages of sexual maturity. © 2018 The authors.

Identification and verification of potential piRNAs from domesticated yak testis

PubMed Central

Gong, Jishang; Zhang, Quanwei; Wang, Qi; Ma, Youji; Du, Jiaxiang; Zhang, Yong

2018-01-01

PIWI-interacting RNAs (piRNA) are small non-coding RNA molecules expressed in animal germ cells that interact with PIWI family proteins to form RNA–protein complexes involved in epigenetic and post-transcriptional gene silencing of retrotransposons and other genetic elements in germ line cells, including reproductive stem cell self-sustainment, differentiation, meiosis and spermatogenesis. In the present study, we performed high-throughput sequencing of piRNAs in testis samples from yaks in different stages of sexual maturity. Deep sequencing of the small RNAs (18–40 nt in length) yielded 4,900,538 unique reads from a total of 53,035,635 reads. We identified yak small RNAs (18–30 nt) and performed functional characterization. Yak small RNAs showed a bimodal length distribution, with two peaks at 22 nt and >28 nt. More than 80% of the 3,106,033 putative piRNAs were mapped to 4637 piRNA-producing genomic clusters using RPKM. 6388 candidate piRNAs were identified from clean reads and the annotations were compared with the yak reference genome repeat region. Integrated network analysis suggested that some differentially expressed genes were involved in spermatogenesis through ECM–receptor interaction and PI3K-Akt signaling pathways. Our data provide novel insights into the molecular expression and regulation similarities and diversities in spermatogenesis and testicular development in yaks at different stages of sexual maturity. PMID:29101267

NeuronRead, an open source semi-automated tool for morphometric analysis of phase contrast and fluorescence neuronal images.

PubMed

Dias, Roberto A; Gonçalves, Bruno P; da Rocha, Joana F; da Cruz E Silva, Odete A B; da Silva, Augusto M F; Vieira, Sandra I

2017-12-01

Neurons are specialized cells of the Central Nervous System whose function is intricately related to the neuritic network they develop to transmit information. Morphological evaluation of this network and other neuronal structures is required to establish relationships between neuronal morphology and function, and may allow monitoring physiological and pathophysiologic alterations. Fluorescence-based microphotographs are the most widely used in cellular bioimaging, but phase contrast (PhC) microphotographs are easier to obtain, more affordable, and do not require invasive, complicated and disruptive techniques. Despite the various freeware tools available for fluorescence-based images analysis, few exist that can tackle the more elusive and harder-to-analyze PhC images. To surpass this, an interactive semi-automated image processing workflow was developed to easily extract relevant information (e.g. total neuritic length, average cell body area) from both PhC and fluorescence neuronal images. This workflow, named 'NeuronRead', was developed in the form of an ImageJ macro. Its robustness and adaptability were tested and validated on rat cortical primary neurons under control and differentiation inhibitory conditions. Validation included a comparison to manual determinations and to a golden standard freeware tool for fluorescence image analysis. NeuronRead was subsequently applied to PhC images of neurons at distinct differentiation days and exposed or not to DAPT, a pharmacological inhibitor of the γ-secretase enzyme, which cleaves the well-known Alzheimer's amyloid precursor protein (APP) and the Notch receptor. Data obtained confirms a neuritogenic regulatory role for γ-secretase products and validates NeuronRead as a time- and cost-effective useful monitoring tool. Copyright © 2017. Published by Elsevier Inc.

Modeling individual differences in text reading fluency: a different pattern of predictors for typically developing and dyslexic readers

PubMed Central

Zoccolotti, Pierluigi; De Luca, Maria; Marinelli, Chiara V.; Spinelli, Donatella

2014-01-01

This study was aimed at predicting individual differences in text reading fluency. The basic proposal included two factors, i.e., the ability to decode letter strings (measured by discrete pseudo-word reading) and integration of the various sub-components involved in reading (measured by Rapid Automatized Naming, RAN). Subsequently, a third factor was added to the model, i.e., naming of discrete digits. In order to use homogeneous measures, all contributing variables considered the entire processing of the item, including pronunciation time. The model, which was based on commonality analysis, was applied to data from a group of 43 typically developing readers (11- to 13-year-olds) and a group of 25 chronologically matched dyslexic children. In typically developing readers, both orthographic decoding and integration of reading sub-components contributed significantly to the overall prediction of text reading fluency. The model prediction was higher (from ca. 37 to 52% of the explained variance) when we included the naming of discrete digits variable, which had a suppressive effect on pseudo-word reading. In the dyslexic readers, the variance explained by the two-factor model was high (69%) and did not change when the third factor was added. The lack of a suppression effect was likely due to the prominent individual differences in poor orthographic decoding of the dyslexic children. Analyses on data from both groups of children were replicated by using patches of colors as stimuli (both in the RAN task and in the discrete naming task) obtaining similar results. We conclude that it is possible to predict much of the variance in text-reading fluency using basic processes, such as orthographic decoding and integration of reading sub-components, even without taking into consideration higher-order linguistic factors such as lexical, semantic and contextual abilities. The approach validity of using proximal vs. distal causes to predict reading fluency is discussed. PMID:25477856

Reading Comprehension Improvement with Individualized Cognitive Profiles and Metacognition

ERIC Educational Resources Information Center

Allen, Kathleen D.; Hancock, Thomas E.

2008-01-01

This study models improving classroom reading instruction through valid assessment and individualized metacomprehension. Individualized cognitive profiles of Woodcock-Johnson III cognitive abilities correlated with reading comprehension were used during classroom independent reading for judgments of learning, feedback, self-reflection, and…

A Case Study of Teachers' Development of Well-Structured Mathematical Modelling Activities

ERIC Educational Resources Information Center

Stohlmann, Micah; Maiorca, Cathrine; Allen, Charlie

2017-01-01

This case study investigated how three teachers developed mathematical modelling activities integrated with content standards through participation in a course on mathematical modelling. The class activities involved experiencing a mathematical modelling activity, reading and rating example mathematical modelling activities, reading articles about…

γ-oscillations modulated by picture naming and word reading: intracranial recording in epileptic patients.

PubMed

Wu, Helen C; Nagasawa, Tetsuro; Brown, Erik C; Juhasz, Csaba; Rothermel, Robert; Hoechstetter, Karsten; Shah, Aashit; Mittal, Sandeep; Fuerst, Darren; Sood, Sandeep; Asano, Eishi

2011-10-01

We measured cortical gamma-oscillations in response to visual-language tasks consisting of picture naming and word reading in an effort to better understand human visual-language pathways. We studied six patients with focal epilepsy who underwent extraoperative electrocorticography (ECoG) recording. Patients were asked to overtly name images presented sequentially in the picture naming task and to overtly read written words in the reading task. Both tasks commonly elicited gamma-augmentation (maximally at 80-100 Hz) on ECoG in the occipital, inferior-occipital-temporal and inferior-Rolandic areas, bilaterally. Picture naming, compared to reading task, elicited greater gamma-augmentation in portions of pre-motor areas as well as occipital and inferior-occipital-temporal areas, bilaterally. In contrast, word reading elicited greater gamma-augmentation in portions of bilateral occipital, left occipital-temporal and left superior-posterior-parietal areas. Gamma-attenuation was elicited by both tasks in portions of posterior cingulate and ventral premotor-prefrontal areas bilaterally. The number of letters in a presented word was positively correlated to the degree of gamma-augmentation in the medial occipital areas. Gamma-augmentation measured on ECoG identified cortical areas commonly and differentially involved in picture naming and reading tasks. Longer words may activate the primary visual cortex for the more peripheral field. The present study increases our understanding of the visual-language pathways. Copyright © 2011 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.

Modeling the Relationships Among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents

PubMed Central

Guthrie, John T.; Klauda, Susan Lutz; Ho, Amy N.

2015-01-01

This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive traditional R/LA. CORI emphasizes support for reading motivation, reading engagement, and cognitive strategies for reading informational text. Seven motivation constructs were included: four motivations that are usually positively associated with achievement (intrinsic motivation, self-efficacy, valuing, and prosocial goals) and three motivations that are usually negatively associated with achievement (perceived difficulty, devaluing, and antisocial goals). Reading engagement was also represented by positive and negative constructs, namely dedication to and avoidance of reading. Gender, ethnicity, and income were statistically controlled in all analyses. In the traditional R/LA context, a total network model prevailed, in which motivation was associated with achievement both directly and indirectly through engagement. In contrast, in the intervention R/LA context, a dual-effects model prevailed, in which engagement and achievement were separate outcomes of instruction and motivation. The intervention R/LA context analyses revealed that CORI was associated with positive changes in motivation, engagement, and achievement relative to traditional R/LA instruction. The discussion explains why there were different relations in the two instructional contexts and demonstrates the importance of simultaneously examining both positive (affirming) and negative (undermining) forms of motivation and engagement. PMID:26412903

Social Intuition and Social Information in Physical Child Abuse Evaluation and Diagnosis.

PubMed

Keenan, Heather T; Cook, Lawrence J; Olson, Lenora M; Bardsley, Tyler; Campbell, Kristine A

2017-11-01

Poor and minority children with injuries concerning for abuse are evaluated and diagnosed for abuse differentially. We hypothesized that 2 steps in the decision-making process would influence evaluation and diagnosis: social intuition from meeting the family and objective social information associated with child abuse risk. Between 2009 and 2013, 32 child abuse pediatricians (CAPs) submitted 730 child abuse consultations including original medical evaluations and diagnoses. CAPs evaluated and diagnosed each other's cases. Comparisons of evaluations and diagnoses were made by levels of social understanding available to the CAP: meeting the family (social intuition and information), reading the case (social information), and reading the case without social information. Evaluations were compared with a consensus gold standard by using logistic regression modeling adjusting for child and CAP characteristics. Diagnostic categories were compared by level of social understanding and diagnostic certainty by using contingency tables. CAPs without access to social intuition were approximately twice as likely to perform gold standard evaluations for neurotrauma and long bone fracture compared with CAPs who met families. Diagnostic agreement fell from 73.3% (95% confidence interval [CI]: 70.1%-76.5%) when social information was present to 66.5% (95% CI: 63.1%-70.0%) when social information was restricted. In cases with less certainty, agreement dropped to 51.3% (95% CI: 46.0%-56.7%). Social intuition and information play a role in the physical child abuse decision-making process, which may contribute to differential diagnosis. Simple interventions including decision tools, check lists, and peer review may structure evaluations to ensure children's equal treatment. Copyright © 2017 by the American Academy of Pediatrics.

Analysis of porcine adipose tissue transcriptome reveals differences in de novo fatty acid synthesis in pigs with divergent muscle fatty acid composition.

PubMed

Corominas, Jordi; Ramayo-Caldas, Yuliaxis; Puig-Oliveras, Anna; Estellé, Jordi; Castelló, Anna; Alves, Estefania; Pena, Ramona N; Ballester, Maria; Folch, Josep M

2013-12-01

In pigs, adipose tissue is one of the principal organs involved in the regulation of lipid metabolism. It is particularly involved in the overall fatty acid synthesis with consequences in other lipid-target organs such as muscles and the liver. With this in mind, we have used massive, parallel high-throughput sequencing technologies to characterize the porcine adipose tissue transcriptome architecture in six Iberian x Landrace crossbred pigs showing extreme phenotypes for intramuscular fatty acid composition (three per group). High-throughput RNA sequencing was used to generate a whole characterization of adipose tissue (backfat) transcriptome. A total of 4,130 putative unannotated protein-coding sequences were identified in the 20% of reads which mapped in intergenic regions. Furthermore, 36% of the unmapped reads were represented by interspersed repeats, SINEs being the most abundant elements. Differential expression analyses identified 396 candidate genes among divergent animals for intramuscular fatty acid composition. Sixty-two percent of these genes (247/396) presented higher expression in the group of pigs with higher content of intramuscular SFA and MUFA, while the remaining 149 showed higher expression in the group with higher content of PUFA. Pathway analysis related these genes to biological functions and canonical pathways controlling lipid and fatty acid metabolisms. In concordance with the phenotypic classification of animals, the major metabolic pathway differentially modulated between groups was de novo lipogenesis, the group with more PUFA being the one that showed lower expression of lipogenic genes. These results will help in the identification of genetic variants at loci that affect fatty acid composition traits. The implications of these results range from the improvement of porcine meat quality traits to the application of the pig as an animal model of human metabolic diseases.

Dissecting the 'bacon and eggs' phenotype: transcriptomics of post-anthesis colour change in Lotus.

PubMed

Boehm, Mannfred M A; Ojeda, Dario I; Cronk, Quentin C B

2017-10-17

Post-anthesis colour change (PACC) is widely thought to be an adaptation to signal floral suitability to pollinators. Lotus filicaulis and Lotus sessilifolius are insect-pollinated herbaceous legumes with flowers that open yellow, shift to orange and finally red. This study examines the molecular basis for floral colour change in these Lotus species. Lotus filicaulis was cultivated in a glasshouse from which pollinating insects (bees) were excluded, and the rate of colour change was recorded in both unpollinated and manually pollinated flowers. Unpollinated flowers from both the yellow stage and the red stage were sampled for sequencing. The transcriptomes of L. filicaulis and L. sessilifolius of both colour stages were analysed for differentially expressed genes and enriched ontologies. The rate of progression through PACC doubled when L. filicaulis was hand-pollinated. De novo assembly of RNA-Seq reads from non-model Lotus species outperformed heterologous alignment of reads to the L. japonicus genome. Differential expression analysis suggested that the carotenoid biosynthetic pathway is upregulated at anthesis while the flavonoid biosynthetic pathway is upregulated with the onset of PACC in L. filicaulis and L. sessilifolius . Pollination significantly accelerates PACC in L. filicaulis , consistent with the hypothesis that PACC increases pollination efficiency by directing pollinators to unpollinated flowers. RNA-Seq results show the synchronized upregulation of the entire cyanidin biosynthesis pathway in the red stage of PACC in L. filicaulis and L. sessilifolius . The genes implicated offer the basis for further investigations into how gene families, transcription factors and related pathways are likely to be involved in PACC. © The Author 2017. Published by Oxford University Press on behalf of the Annals of Botany Company. All rights reserved. For Permissions, please email: journals.permissions@oup.com

Development of Morphological Awareness in Young Chinese Readers: Comparing Poor Comprehenders and Good Comprehenders

ERIC Educational Resources Information Center

Zhang, Haomin

2017-01-01

The present study explored the relationship between reading comprehension skill and morphological awareness among young Chinese readers. The objectives were to investigate whether morphological awareness is a critical cognitive and linguistic ability to differentiate poor comprehenders and good comprehenders and to further scrutinize the…

Learning Profiles: The Learning Crisis Is Not (Mostly) about Enrollment

ERIC Educational Resources Information Center

Sandefur, Justin; Pritchett, Lant; Beatty, Amanda

2016-01-01

The differential patterns of grade progression have direct implications for the calculation of learning profiles. Researchers measure learning in primary school using survey data on reading and math skills of a nationally representative, population-based sample of children in India, Pakistan, Kenya, Tanzania, and Uganda. Research demonstrates that…

Beyond Shared Book Reading: Dimensions of Home Literacy and Low-Income African American Preschoolers' Skills.

ERIC Educational Resources Information Center

Britto, Pia Rebello; Brooks-Gunn, Jeanne

2001-01-01

Examined associations between individual dimensions of the home literacy environment and specific emergent literacy skills among low-income preschoolers. Found that three dimensions of family literacy environments--language and verbal interactions, learning climate, and social and emotional climate--differentially foster preschool children's…