Spelling ability selectively predicts the magnitude of disruption in unspaced text reading.

PubMed

Veldre, Aaron; Drieghe, Denis; Andrews, Sally

2017-09-01

We examined the effect of individual differences in written language proficiency on unspaced text reading in a large sample of skilled adult readers who were assessed on reading comprehension and spelling ability. Participants' eye movements were recorded as they read sentences containing a low or high frequency target word, presented with standard interword spacing, or in one of three unsegmented text conditions that either preserved or eliminated word boundary information. The average data replicated previous studies: unspaced text reading was associated with increased fixation durations, a higher number of fixations, more regressions, reduced saccade length, and an inflation of the word frequency effect. The individual differences results provided insight into the mechanisms contributing to these effects. Higher reading ability was associated with greater overall reading speed and fluency in all conditions. In contrast, spelling ability selectively modulated the effect of interword spacing with poorer spelling ability predicting greater difficulty across the majority of sentence- and word-level measures. These results suggest that high quality lexical representations allowed better spellers to extract lexical units from unfamiliar text forms, inoculating them against the disruptive effects of being deprived of spacing information. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Big Improvement in PISA 2009 Reading Achievements in Serbia: Improvement of the Quality of Education or Something Else?

ERIC Educational Resources Information Center

Pavlovic Babic, Dragica; Baucal, Aleksandar

2011-01-01

The PISA 2009 results in Serbia show a big improvement in reading literacy compared to 2006 -- the average score is 41 points higher, which is equal to the effect of a whole year of schooling in OECD countries and represents the second highest improvement ever recorded in a PISA study. In the present paper, we discuss potential reasons for such a…

Does IQ Matter in Adolescents' Reading Disability?

ERIC Educational Resources Information Center

Kortteinen, Hanna; Narhi, Vesa; Ahonen, Timo

2009-01-01

We studied the connection of IQ, reading disability (RD) and their interaction with reading, spelling and other cognitive skills in adolescents with average IQ and RD (n = 22), average IQ, non-RD (n = 71), below average IQ and RD (n = 29), and below average IQ non-RD (n = 33). IQ was not connected to reading and spelling in subjects without RD,…

Syntax and reading comprehension: a meta-analysis of different spoken-syntax assessments.

PubMed

Brimo, Danielle; Lund, Emily; Sapp, Alysha

2018-05-01

Syntax is a language skill purported to support children's reading comprehension. However, researchers who have examined whether children with average and below-average reading comprehension score significantly different on spoken-syntax assessments report inconsistent results. To determine if differences in how syntax is measured affect whether children with average and below-average reading comprehension score significantly different on spoken-syntax assessments. Studies that included a group comparison design, children with average and below-average reading comprehension, and a spoken-syntax assessment were selected for review. Fourteen articles from a total of 1281 reviewed met the inclusionary criteria. The 14 articles were coded for the age of the children, score on the reading comprehension assessment, type of spoken-syntax assessment, type of syntax construct measured and score on the spoken-syntax assessment. A random-effects model was used to analyze the difference between the effect sizes of the types of spoken-syntax assessments and the difference between the effect sizes of the syntax construct measured. There was a significant difference between children with average and below-average reading comprehension on spoken-syntax assessments. Those with average and below-average reading comprehension scored significantly different on spoken-syntax assessments when norm-referenced and researcher-created assessments were compared. However, when the type of construct was compared, children with average and below-average reading comprehension scored significantly different on assessments that measured knowledge of spoken syntax, but not on assessments that measured awareness of spoken syntax. The results of this meta-analysis confirmed that the type of spoken-syntax assessment, whether norm-referenced or researcher-created, did not explain why some researchers reported that there were no significant differences between children with average and below-average reading comprehension, but the syntax construct, awareness or knowledge, did. Thus, when selecting how to measure syntax among school-age children, researchers and practitioners should evaluate whether they are measuring children's awareness of spoken syntax or knowledge of spoken syntax. Other differences, such as participant diagnosis and the format of items on the spoken-syntax assessments, also were discussed as possible explanations for why researchers found that children with average and below-average reading comprehension did not score significantly differently on spoken-syntax assessments. © 2017 Royal College of Speech and Language Therapists.

Functional basic reading skills in Williams syndrome.

PubMed

Brawn, Gabrielle; Kohnen, Saskia; Tassabehji, May; Porter, Melanie

2018-03-30

This study investigated whether individuals with Williams syndrome (WS) can attain a functional level of basic reading skills. The Study also investigated broader cognitive factors associated with reading ability in individuals with WS. Thirty individuals with WS participated in this study (mean chronological age 21 years and mean mental age 7 years 7 months). The results supported our hypotheses that: firstly, reading abilities would be heterogeneous in WS; secondly, at least some WS individuals are capable of achieving a functional basic reading level; and thirdly, on average, WS individuals would find reading of nonwords more difficult than reading of regular and irregular words. Moreover, higher reading ability was found to be associated with increased outcomes in adaptive functioning, in particular, Written and Expressive Communication skills and Community Living skills, highlighting the potential benefits of developing reading abilities in WS. Although Intelligence Quotient (IQ) was related to overall basic reading ability generally, it was not found to be a determining factor in reading subtypes. Several cognitive skills known to be related to reading ability in typically developing individuals were found to be associated with reading performance and reading subtypes. Implications for appropriate reading instruction are discussed.

An assessment of regional differences in corneal thickness in normal human eyes, using the Orbscan II or ultrasound pachymetry.

PubMed

Doughty, Michael J; Jonuscheit, Sven

2007-04-01

In recent years, there has been increasing interest in the characteristics of the peripheral cornea close to the limbus, in both tonometry measures and refractive surgery, but there is relatively little information on these characteristics as provided by modern day pachymetry instruments such as the Orbscan (Bausch & Lomb, Rochester, New York). The current study was therefore undertaken to assess the corneal thickness profile along the horizontal meridian by this scanning slit light method, comparing the data with that obtained with an ultrasound pachymeter. Noncontact specular microscopy was first performed on 17 adults (aged between 20 and 64 years) to check that the corneas were normal. Then, 3 assessments of the corneal thickness profile across the horizontal meridian were taken using the Orbscan II, and both the regional map data (7-mm-diameter measurement ring, 1-mm sample zones) and the point data from the numerical pachymetry output were used to extract data at specific locations nominally 0.5 mm apart. Ultrasound pachymetry (under topical anesthesia with benoxinate 0.4%) was then used to obtain thickness values at central, mid-peripheral (2.75 mm), and peripheral locations close to the limbus (4.5 mm). Specular microscopy yielded mean thickness of 0.529 +/- 0.032 mm, whereas single-point Orbscan readings at the geometric center of the cornea averaged 0.579 +/- 0.037 mm. Orbscan readings around the 7-mm-diameter measurement zone along the horizontal meridian averaged 0.681 +/- 0.034 mm (i.e., were 0.101 mm or 17.6% greater; P < 0.001). Mid-peripheral readings taken from the numerical maps at 2.5 to 3.0 mm averaged 0.645 mm (or 11% higher than central point readings), whereas peripheral readings between 4.0 and 4.5 mm averaged 0.727 mm (i.e., 26% higher than central point values). In marked contrast, ultrasound readings in the mid-periphery (2.75 mm) averaged just 0.553 mm (or 5.5% greater than the central corneal thickness [CCT]) and just 0.612 mm (i.e., 16.6% higher) in the periphery (4.5 mm). CCT profiles generated from the Orbscan numerical output across the horizontal meridian showed a predictable progressive increase in thickness from the center to the 4.5-mm location on both the temporal and nasal side. The mean differences between the Orbscan II and ultrasound pachymetry measures were thus not constant across the cornea. Without correction, these differences were close to 0.05 mm at the center but more than 0.100 mm at the peripheral sites, and proportional differences persisted after application of the default acoustic factor of 0.92 for the Orbscan readings. Orbscan II and ultrasound pachymetry measures generate a rather different profile for corneal thickness. The data from the 2 techniques should be considered as reporting different characteristics, rather than attempts being made to align Orbscan measurements to those of the ultrasound method. A single acoustic correction factor cannot be logically applied to all corneal thickness measures made with an Orbscan II.

Measurement of Toe-Brachial Indices in People with Subnormal Toe Pressures Complexities and Revelations.

PubMed

McAra, Sylvia; Trevethan, Robert

2018-03-01

Insufficient information exists about the nature of toe-brachial indices (TBIs) and how best to obtain them, yet their validity may be particularly important for the identification and management of peripheral artery disease and cardiovascular disease risk. We explore ways in which valid TBI measurements might be obtained. The TBI data were recorded from 97 people with subnormal toe pressures. Most people provided three TBI readings from each foot on six different occasions over a 6-month period. The foot with the lower baseline TBI was noted. For most people, only small inconsistencies existed among the three readings taken from each foot on a single occasion, and there were no consistent differences based on sequence. However, for some people there were noticeable and unsystematic differences among the measures. Selecting any specific one of the three readings based on its sequential position, or averaging specific readings, did not yield TBIs that were unequivocally typical for a person, and taking the lowest reading of each set seemed to offer the most expedient solution in this context. That permitted baseline descriptive statistics to be produced for both the higher and lower pressure feet, between which there was a statistically significant TBI difference. Accurate and consistent TBI readings cannot be assumed for people with subnormal toe pressures, and taking only a single reading or indiscriminately averaging readings seems inadvisable. Two readings and, if they are discrepant, additional readings, are recommended for each foot, ideally on several occasions, and careful consideration should be given to determine the most representative reading for each foot. Cuff sizes and other sources of inaccuracy or distortion should not be ignored, and standardized protocols for obtaining TBIs are recommended.

A Reading Paradigm to Meet the Needs of All Students.

ERIC Educational Resources Information Center

Bonds, Charles W.; Sida, Don

1993-01-01

Describes a reading model that suggests seven components essential for meeting the reading instructional needs of all students in a school. Notes that the model provides differentiated instruction for below-average, average, and above-average readers. (SR)

The quality and readability of internet information regarding clavicle fractures.

PubMed

Zhang, Dafang; Schumacher, Charles; Harris, Mitchel Byron

2016-03-01

The internet has become a major source of health information for patients. However, there has been little scrutiny of health information available on the internet to the public. Our objectives were to evaluate the quality and readability of information available on the internet regarding clavicle fractures and whether they changed with academic affiliation of the website or with complexity of the search term. Through a prospective evaluation of 3 search engines using 3 different search terms of varying complexity ("broken collarbone," "collarbone fracture," and "clavicle fracture"), we evaluated 91 website hits for quality and readability. Websites were specifically analyzed by search term and by website type. Information quality was evaluated on a four-point scale, and information readability was assessed using the Flesch-Kincaid score for reading grade level. The average quality score for our website hits was low, and the average reading grade level was far above the recommended level. Academic websites offered significantly higher quality information, whereas commercial websites offered significantly lower quality information. The use of more complex search terms yielded information of higher reading grade level but not higher quality. Current internet information regarding clavicle fractures is of low quality and low readability. Higher quality information utilizing more accessible language on clavicle fractures is needed on the internet. It is important to be aware of the information accessible to patients prior to their presentation to our clinics. Patients should be advised to visit websites with academic affiliations and to avoid commercial websites. Copyright © 2015 The Japanese Orthopaedic Association. Published by Elsevier B.V. All rights reserved.

Teaching Generation Me

ERIC Educational Resources Information Center

Twenge, Jean M.

2013-01-01

Today's college students are significantly different from previous generations. On average, they are overconfident, have high expectations, report higher narcissism, are lower in creativity, are less interested in civic issues, and are less inclined to read long passages of text. They are highly confident of their abilities and received…

Aging and Individual Differences in Binding During Sentence Understanding: Evidence from Temporary and Global Syntactic Attachment Ambiguities

PubMed Central

Payne, Brennan R.; Grison, Sarah; Gao, Xuefei; Christianson, Kiel; Morrow, Daniel G.; Stine-Morrow, Elizabeth A. L.

2013-01-01

We report an investigation of aging and individual differences in binding information during sentence understanding. An age-continuous sample of adults (N = 91), ranging from 18 to 81 years of age, read sentences in which a relative clause could be attached high to a head noun NP1, attached low to its modifying prepositional phrase NP2 (e.g., The son of the princess who scratched himself / herself in public was humiliated), or in which the attachment site of the relative clause was ultimately indeterminate (e.g., The maid of the princess who scratched herself in public was humiliated). Word-by-word reading times and comprehension (e.g., who scratched?) were measured. A series of mixed-effects models were fit to the data, revealing: (1) that, on average, NP1-attached sentences were harder to process and comprehend than NP2-attached sentences; (2) that these average effects were independently moderated by verbal working memory capacity and reading experience, with effects that were most pronounced in the oldest participants and; (3) that readers on average did not allocate extra time to resolve global ambiguities, though older adults with higher working memory span did. Findings are discussed in relation to current models of lifespan cognitive development, working memory, language experience, and the role of prosodic segmentation strategies in reading. Collectively, these data suggest that aging brings differences in sentence understanding, and these differences may depend on independent influences of verbal working memory capacity and reading experience. PMID:24291806

Aging and individual differences in binding during sentence understanding: evidence from temporary and global syntactic attachment ambiguities.

PubMed

Payne, Brennan R; Grison, Sarah; Gao, Xuefei; Christianson, Kiel; Morrow, Daniel G; Stine-Morrow, Elizabeth A L

2014-02-01

We report an investigation of aging and individual differences in binding information during sentence understanding. An age-continuous sample of adults (N=91), ranging from 18 to 81 years of age, read sentences in which a relative clause could be attached high to a head noun NP1, attached low to its modifying prepositional phrase NP2 (e.g., The son of the princess who scratched himself/herself in public was humiliated), or in which the attachment site of the relative clause was ultimately indeterminate (e.g., The maid of the princess who scratched herself in public was humiliated). Word-by-word reading times and comprehension (e.g., who scratched?) were measured. A series of mixed-effects models were fit to the data, revealing: (1) that, on average, NP1-attached sentences were harder to process and comprehend than NP2-attached sentences; (2) that these average effects were independently moderated by verbal working memory capacity and reading experience, with effects that were most pronounced in the oldest participants and; (3) that readers on average did not allocate extra time to resolve global ambiguities, though older adults with higher working memory span did. Findings are discussed in relation to current models of lifespan cognitive development, working memory, language experience, and the role of prosodic segmentation strategies in reading. Collectively, these data suggest that aging brings differences in sentence understanding, and these differences may depend on independent influences of verbal working memory capacity and reading experience. Copyright © 2013 Elsevier B.V. All rights reserved.

Accurate Reading with Sequential Presentation of Single Letters

PubMed Central

Price, Nicholas S. C.; Edwards, Gemma L.

2012-01-01

Rapid, accurate reading is possible when isolated, single words from a sentence are sequentially presented at a fixed spatial location. We investigated if reading of words and sentences is possible when single letters are rapidly presented at the fovea under user-controlled or automatically controlled rates. When tested with complete sentences, trained participants achieved reading rates of over 60 wpm and accuracies of over 90% with the single letter reading (SLR) method and naive participants achieved average reading rates over 30 wpm with greater than 90% accuracy. Accuracy declined as individual letters were presented for shorter periods of time, even when the overall reading rate was maintained by increasing the duration of spaces between words. Words in the lexicon that occur more frequently were identified with higher accuracy and more quickly, demonstrating that trained participants have lexical access. In combination, our data strongly suggest that comprehension is possible and that SLR is a practicable form of reading under conditions in which normal scanning of text is not possible, or for scenarios with limited spatial and temporal resolution such as patients with low vision or prostheses. PMID:23115548

The role of working memory and fluency practice on the reading comprehension of students who are dysfluent readers.

PubMed

Swanson, H Lee; O'Connor, Rollanda

2009-01-01

The authors investigated whether practice in reading fluency had a causal influence on the relationship between working memory (WM) and text comprehension for 155 students in Grades 2 and 4 who were poor or average readers. Dysfluent readers were randomly assigned to repeated reading or continuous reading practice conditions and compared with untreated dysfluent and fluent readers on posttest measures of fluency, word identification, vocabulary, and reading comprehension. Three main findings emerged: (a) The influence of WM on text comprehension was not related to fluency training, (b) dysfluent readers in the continuous-reading condition had higher posttest scores than dysfluent readers in the other conditions on measures of text comprehension but not on vocabulary, and (c) individual differences in WM better predicted posttest comprehension performance than word-attack skills. In general, the results suggested that although continuous reading increased comprehension, fluency practice did not compensate for WM demands. The results were interpreted within a model that viewed reading comprehension processes as competing for a limited supply of WM resources that operate independent of fluency.

Early Listening and Speaking Skills Predict Later Reading Proficiency in Pediatric Cochlear Implant Users

PubMed Central

Spencer, Linda J.; Oleson, Jacob J.

2011-01-01

Objectives Previous studies have reported that children who use cochlear implants (CIs) tend to achieve higher reading levels than their peers with profound hearing loss who use hearing aids. The purpose of this study was to investigate the influences of auditory information provided by the CI on the later reading skills of children born with profound deafness. The hypothesis was that there would be a positive and predictive relationship between earlier speech perception, production, and subsequent reading comprehension. Design The speech perception and production skills at the vowel, consonant, phoneme, and word level of 72 children with prelingual, profound hearing loss were assessed after 48 mos of CI use. The children's reading skills were subsequently assessed using word and passage comprehension measures after an average of 89.5 mos of CI use. A regression analysis determined the amount of variance in reading that could be explained by the variables of perception, production, and socioeconomic status. Results Regression analysis revealed that it was possible to explain 59% of the variance of later reading skills by assessing the early speech perception and production performance. The results indicated that early speech perception and production skills of children with profound hearing loss who receive CIs predict future reading achievement skills. Furthermore, the study implies that better early speech perception and production skills result in higher reading achievement. It is speculated that the early access to sound helps to build better phonological processing skills, which is one of the likely contributors to eventual reading success. PMID:18595191

A Study of Teacher Resilience in Urban Schools

ERIC Educational Resources Information Center

Patterson, Janice H.; Collins, Loucrecia; Abbott, Gypsy

2004-01-01

This paper describes a qualitative research study that investigated strategies used by urban teachers to build their personal resilience. Sixteen resilient teachers from four urban districts that reported student achievement equal to or higher than the state average on standard tests of reading and mathematics were interviewed. The definition of…

Language Profiles of Poor Comprehenders in English and French

ERIC Educational Resources Information Center

D'Angelo, Nadia; Chen, Xi

2017-01-01

This study explored components of language comprehension (vocabulary, grammar, and higher-level language) skills for poor comprehenders in French immersion. We identified three groups of bilingual comprehenders (poor, average, and good) based on English reading performance and compared their language comprehension skills in English L1 and French…

Enhancing the educational achievement of at-risk youth.

PubMed

Schinke, S P; Cole, K C; Poulin, S R

2000-03-01

This study examined a non-school program aimed at enhancing the educational performance of economically disadvantaged early adolescents who live in public housing. The educational enhancement program included discussions with adults, writing activities, leisure reading, homework, helping others, and games using cognitive skills. A three-arm research design juxtaposed program youth who received educational enhancements with comparison youth in affiliated facilities who did not receive the program and with control youth in other community programs without educational enhancements. From youths, follow-up data collected 2 1/2 years after baseline revealed uniformly positive outcomes for program youth on measures of reading, verbal skills, writing, and tutoring. Teacher reports at final follow-up favored program and comparison youth over controls on measures of reading, writing, games, overall school performance, and interest in class material. School grades were higher for program youth than for comparison and control youth for reading, spelling, history, science, and social studies. Overall grade averages were higher for program youth versus comparisons and controls, as was school attendance. Study data lend empirical support to the provision of educational enhancements in non-school settings for at-risk youths.

Long-term average spectrum in screening of voice quality in speech: untrained male university students.

PubMed

Leino, Timo

2009-11-01

Voice quality has mainly been studied in trained speakers, singers, and dysphonic patients. Few studies have concerned ordinary untrained university students' voices. In light of earlier studies of professional voice users, it was hypothesized that good, poor, and intermediate voices would be distinguishable on the basis of long-term average spectrum characteristics. In the present study, voice quality of 50 Finnish vocally untrained male university students was studied perceptually and using long-term average spectrum analysis of text reading samples of one minute duration. Equivalent sound level (Leq) of text reading was also measured. According to the results, the good and ordinary voices differed from the poor ones in their relatively higher sound level in the frequency range of 1-3 kHz and a prominent peak at 3-4 kHz. Good voices, however, did not differ from the ordinary voices in terms of the characteristics of the long-term average spectrum (LTAS). The strength of the peak at 3-4 kHz and the voice-quality scores correlated weakly but significantly. Voice quality and alpha ratio (level difference above and below 1 kHz) correlated likewise. Leq was significantly higher in the students with good and ordinary voices than in those with poor voices. The connections between Leq, voice quality, and the formation of the peak at 3-4 kHz warrant further studies.

Readability of Invasive Procedure Consent Forms.

PubMed

Eltorai, Adam E M; Naqvi, Syed S; Ghanian, Soha; Eberson, Craig P; Weiss, Arnold-Peter C; Born, Christopher T; Daniels, Alan H

2015-12-01

Informed consent is a pillar of ethical medicine which requires patients to fully comprehend relevant issues including the risks, benefits, and alternatives of an intervention. Given the average reading skill of US adults is at the 8th grade level, the American Medical Association (AMA) and the National Institutes of Health (NIH) recommend patient information materials should not exceed a 6th grade reading level. We hypothesized that text provided in invasive procedure consent forms would exceed recommended readability guidelines for medical information. To test this hypothesis, we gathered procedure consent forms from all surgical inpatient hospitals in the state of Rhode Island. For each consent form, readability analysis was measured with the following measures: Flesch Reading Ease Formula, Flesch-Kincaid Grade Level, Fog Scale, SMOG Index, Coleman-Liau Index, Automated Readability Index, and Linsear Write Formula. These readability scores were used to calculate a composite Text Readability Consensus Grade Level. Invasive procedure consent forms were found to be written at an average of 15th grade level (i.e., third year of college), which is significantly higher than the average US adult reading level of 8th grade (p < 0.0001) and the AMA/NIH recommended readability guidelines for patient materials of 6th grade (p < 0.0001). Invasive procedure consent forms have readability levels which makes comprehension difficult or impossible for many patients. Efforts to improve the readability of procedural consent forms should improve patient understanding regarding their healthcare decisions. © 2015 Wiley Periodicals, Inc.

Readability of Invasive Procedure Consent Forms

PubMed Central

Eltorai, Adam E. M.; Naqvi, Syed S.; Ghanian, Soha; Eberson, Craig P.; Weiss, Arnold‐Peter C.; Born, Christopher T.

2015-01-01

Abstract Background Informed consent is a pillar of ethical medicine which requires patients to fully comprehend relevant issues including the risks, benefits, and alternatives of an intervention. Given the average reading skill of US adults is at the 8th grade level, the American Medical Association (AMA) and the National Institutes of Health (NIH) recommend patient information materials should not exceed a 6th grade reading level. We hypothesized that text provided in invasive procedure consent forms would exceed recommended readability guidelines for medical information. Materials and methods To test this hypothesis, we gathered procedure consent forms from all surgical inpatient hospitals in the state of Rhode Island. For each consent form, readability analysis was measured with the following measures: Flesch Reading Ease Formula, Flesch–Kincaid Grade Level, Fog Scale, SMOG Index, Coleman–Liau Index, Automated Readability Index, and Linsear Write Formula. These readability scores were used to calculate a composite Text Readability Consensus Grade Level. Results Invasive procedure consent forms were found to be written at an average of 15th grade level (i.e., third year of college), which is significantly higher than the average US adult reading level of 8th grade (p < 0.0001) and the AMA/NIH recommended readability guidelines for patient materials of 6th grade (p < 0.0001). Conclusion Invasive procedure consent forms have readability levels which makes comprehension difficult or impossible for many patients. Efforts to improve the readability of procedural consent forms should improve patient understanding regarding their healthcare decisions. PMID:26678039

Readability analysis of internet-based patient information regarding skull base tumors.

PubMed

Misra, Poonam; Kasabwala, Khushabu; Agarwal, Nitin; Eloy, Jean Anderson; Liu, James K

2012-09-01

Readability is an important consideration in assessing healthcare-related literature. In order for a source of information to be the most beneficial to patients, it should be written at a level appropriate for the audience. The National Institute of Health recommends that health literature be written at a maximum level of sixth grade. This is not uniformly found in current health literature, putting patients with lower reading levels at a disadvantage. In February 2012, healthcare-oriented education resources were retrieved from websites obtained using the Google search phrase skull base tumors. Of the first 25 consecutive, unique website hits, 18 websites were found to contain information for patients. Ten different assessment scales were utilized to assess the readability of the patient-specific web pages. Patient-oriented material found online for skull base tumors was written at a significantly higher level than the reading level of the average US patient. The average reading level of this material was found to be at a minimum of eleventh grade across all ten scales. Health related material related to skull base tumors available through the internet can be improved to reach a larger audience without sacrificing the necessary information. Revisions of this material can provide significant benefit for average patients and improve their health care.

40 CFR 63.11647 - What are my monitoring requirements?

Code of Federal Regulations, 2011 CFR

2011-07-01

... temperature limit is the highest temperature measured during any run of the initial compliance test or 10... either the highest reading during the test or at 10 °F higher than the average temperature measured... least 11 days apart from other consecutive tests. The mercury concentration must be maintained below the...

40 CFR 63.11647 - What are my monitoring requirements?

Code of Federal Regulations, 2012 CFR

2012-07-01

... temperature limit is the highest temperature measured during any run of the initial compliance test or 10... either the highest reading during the test or at 10 °F higher than the average temperature measured... least 11 days apart from other consecutive tests. The mercury concentration must be maintained below the...

40 CFR 63.11647 - What are my monitoring requirements?

Code of Federal Regulations, 2013 CFR

2013-07-01

... temperature limit is the highest temperature measured during any run of the initial compliance test or 10... either the highest reading during the test or at 10 °F higher than the average temperature measured... least 11 days apart from other consecutive tests. The mercury concentration must be maintained below the...

40 CFR 63.11647 - What are my monitoring requirements?

Code of Federal Regulations, 2014 CFR

2014-07-01

... temperature limit is the highest temperature measured during any run of the initial compliance test or 10... either the highest reading during the test or at 10 °F higher than the average temperature measured... least 11 days apart from other consecutive tests. The mercury concentration must be maintained below the...

Minimap2: pairwise alignment for nucleotide sequences.

PubMed

Li, Heng

2018-05-10

Recent advances in sequencing technologies promise ultra-long reads of ∼100 kilo bases (kb) in average, full-length mRNA or cDNA reads in high throughput and genomic contigs over 100 mega bases (Mb) in length. Existing alignment programs are unable or inefficient to process such data at scale, which presses for the development of new alignment algorithms. Minimap2 is a general-purpose alignment program to map DNA or long mRNA sequences against a large reference database. It works with accurate short reads of ≥ 100bp in length, ≥1kb genomic reads at error rate ∼15%, full-length noisy Direct RNA or cDNA reads, and assembly contigs or closely related full chromosomes of hundreds of megabases in length. Minimap2 does split-read alignment, employs concave gap cost for long insertions and deletions (INDELs) and introduces new heuristics to reduce spurious alignments. It is 3-4 times as fast as mainstream short-read mappers at comparable accuracy, and is ≥30 times faster than long-read genomic or cDNA mappers at higher accuracy, surpassing most aligners specialized in one type of alignment. https://github.com/lh3/minimap2. hengli@broadinstitute.org.

The Quality and Readability of Information Available on the Internet Regarding Lumbar Fusion

PubMed Central

Zhang, Dafang; Schumacher, Charles; Harris, Mitchel B.; Bono, Christopher M.

2015-01-01

Study Design An Internet-based evaluation of Web sites regarding lumbar fusion. Objective The Internet has become a major resource for patients; however, the quality and readability of Internet information regarding lumbar fusion is unclear. The objective of this study is to evaluate the quality and readability of Internet information regarding lumbar fusion and to determine whether these measures changed with Web site modality, complexity of the search term, or Health on the Net Code of Conduct certification. Methods Using five search engines and three different search terms of varying complexity (“low back fusion,” “lumbar fusion,” and “lumbar arthrodesis”), we identified and reviewed 153 unique Web site hits for information quality and readability. Web sites were specifically analyzed by search term and Web site modality. Information quality was evaluated on a 5-point scale. Information readability was assessed using the Flesch-Kincaid score for reading grade level. Results The average quality score was low. The average reading grade level was nearly six grade levels above that recommended by National Work Group on Literacy and Health. The quality and readability of Internet information was significantly dependent on Web site modality. The use of more complex search terms yielded information of higher reading grade level but not higher quality. Conclusions Higher-quality information about lumbar fusion conveyed using language that is more readable by the general public is needed on the Internet. It is important for health care providers to be aware of the information accessible to patients, as it likely influences their decision making regarding care. PMID:26933614

The Quality and Readability of Information Available on the Internet Regarding Lumbar Fusion.

PubMed

Zhang, Dafang; Schumacher, Charles; Harris, Mitchel B; Bono, Christopher M

2016-03-01

Study Design An Internet-based evaluation of Web sites regarding lumbar fusion. Objective The Internet has become a major resource for patients; however, the quality and readability of Internet information regarding lumbar fusion is unclear. The objective of this study is to evaluate the quality and readability of Internet information regarding lumbar fusion and to determine whether these measures changed with Web site modality, complexity of the search term, or Health on the Net Code of Conduct certification. Methods Using five search engines and three different search terms of varying complexity ("low back fusion," "lumbar fusion," and "lumbar arthrodesis"), we identified and reviewed 153 unique Web site hits for information quality and readability. Web sites were specifically analyzed by search term and Web site modality. Information quality was evaluated on a 5-point scale. Information readability was assessed using the Flesch-Kincaid score for reading grade level. Results The average quality score was low. The average reading grade level was nearly six grade levels above that recommended by National Work Group on Literacy and Health. The quality and readability of Internet information was significantly dependent on Web site modality. The use of more complex search terms yielded information of higher reading grade level but not higher quality. Conclusions Higher-quality information about lumbar fusion conveyed using language that is more readable by the general public is needed on the Internet. It is important for health care providers to be aware of the information accessible to patients, as it likely influences their decision making regarding care.

An optimized methodology for whole genome sequencing of RNA respiratory viruses from nasopharyngeal aspirates.

PubMed

Goya, Stephanie; Valinotto, Laura E; Tittarelli, Estefania; Rojo, Gabriel L; Nabaes Jodar, Mercedes S; Greninger, Alexander L; Zaiat, Jonathan J; Marti, Marcelo A; Mistchenko, Alicia S; Viegas, Mariana

2018-01-01

Over the last decade, the number of viral genome sequences deposited in available databases has grown exponentially. However, sequencing methodology vary widely and many published works have relied on viral enrichment by viral culture or nucleic acid amplification with specific primers rather than through unbiased techniques such as metagenomics. The genome of RNA viruses is highly variable and these enrichment methodologies may be difficult to achieve or may bias the results. In order to obtain genomic sequences of human respiratory syncytial virus (HRSV) from positive nasopharyngeal aspirates diverse methodologies were evaluated and compared. A total of 29 nearly complete and complete viral genomes were obtained. The best performance was achieved with a DNase I treatment to the RNA directly extracted from the nasopharyngeal aspirate (NPA), sequence-independent single-primer amplification (SISPA) and library preparation performed with Nextera XT DNA Library Prep Kit with manual normalization. An average of 633,789 and 1,674,845 filtered reads per library were obtained with MiSeq and NextSeq 500 platforms, respectively. The higher output of NextSeq 500 was accompanied by the increasing of duplicated reads percentage generated during SISPA (from an average of 1.5% duplicated viral reads in MiSeq to an average of 74% in NextSeq 500). HRSV genome recovery was not affected by the presence or absence of duplicated reads but the computational demand during the analysis was increased. Considering that only samples with viral load ≥ E+06 copies/ml NPA were tested, no correlation between sample viral loads and number of total filtered reads was observed, nor with the mapped viral reads. The HRSV genomes showed a mean coverage of 98.46% with the best methodology. In addition, genomes of human metapneumovirus (HMPV), human rhinovirus (HRV) and human parainfluenza virus types 1-3 (HPIV1-3) were also obtained with the selected optimal methodology.

Wallops Island natural rain data analysis

NASA Technical Reports Server (NTRS)

Wang, TING-I.

1994-01-01

ScTI has performed a detailed analysis of four optical rain gauge ORG-105 sensors tested by Wallops Island on 8 May 1992. The four ORG's tested were S/N 2236, 2237, 2239, and 2241. Shown is a 30 minute time series of the individual ORG's, the ORG average, and the weighing gauge. The sensors tracked well with rainrates (RR) up to 45 mm/hr for the period. Also shown is a plot of accumulated rainfall over the same period. It can be seen that even though the ORG's tracked well, some ORG's tended to read higher and some read lower during the event.

A Comparison of the Diagnostic Accuracy of Common Office Blood Pressure Monitoring Protocols.

PubMed

Kronish, I M; Edmondson, D; Shimbo, D; Shaffer, J A; Krakoff, L R; Schwartz, J E

2018-04-20

The optimal approach to measuring office blood pressure (BP) is uncertain. We aimed to compare BP measurement protocols that differed based on numbers of readings within and between visits and by assessment method. We enrolled a sample of 707 employees without known hypertension or cardiovascular disease, and obtained 6 standardized BP readings during each of 3 office visits at least 1 week apart, using mercury sphygmomanometer and BpTRU oscillometric devices (18 readings per participant) for a total of 12,645 readings. We used confirmatory factor analysis to develop a model estimating "true" office BP that could be used to compare the probability of correctly classifying participants' office BP status using differing numbers and types of office BP readings. Averaging two systolic BP readings across two visits correctly classified participants as having BP below or above the 140 mmHg threshold at least 95% of the time if the averaged reading was <134 mmHg or >149 mmHg, respectively. Our model demonstrated that more confidence was gained by increasing the number of visits with readings than by increasing the number of readings within a visit. No clinically significant confidence was gained by dropping the first reading versus averaging all readings, nor by measuring with a manual mercury device versus with an automated oscillometric device. Averaging two BP readings across two office visits appeared to best balance increased confidence in office BP status with efficiency of BP measurement, though the preferred measurement strategy may vary with the clinical context.

Is computer aided detection (CAD) cost effective in screening mammography? A model based on the CADET II study

PubMed Central

2011-01-01

Background Single reading with computer aided detection (CAD) is an alternative to double reading for detecting cancer in screening mammograms. The aim of this study is to investigate whether the use of a single reader with CAD is more cost-effective than double reading. Methods Based on data from the CADET II study, the cost-effectiveness of single reading with CAD versus double reading was measured in terms of cost per cancer detected. Cost (Pound (£), year 2007/08) of single reading with CAD versus double reading was estimated assuming a health and social service perspective and a 7 year time horizon. As the equipment cost varies according to the unit size a separate analysis was conducted for high, average and low volume screening units. One-way sensitivity analyses were performed by varying the reading time, equipment and assessment cost, recall rate and reader qualification. Results CAD is cost increasing for all sizes of screening unit. The introduction of CAD is cost-increasing compared to double reading because the cost of CAD equipment, staff training and the higher assessment cost associated with CAD are greater than the saving in reading costs. The introduction of single reading with CAD, in place of double reading, would produce an additional cost of £227 and £253 per 1,000 women screened in high and average volume units respectively. In low volume screening units, the high cost of purchasing the equipment will results in an additional cost of £590 per 1,000 women screened. One-way sensitivity analysis showed that the factors having the greatest effect on the cost-effectiveness of CAD with single reading compared with double reading were the reading time and the reader's professional qualification (radiologist versus advanced practitioner). Conclusions Without improvements in CAD effectiveness (e.g. a decrease in the recall rate) CAD is unlikely to be a cost effective alternative to double reading for mammography screening in UK. This study provides updated estimates of CAD costs in a full-field digital system and assessment cost for women who are re-called after initial screening. However, the model is highly sensitive to various parameters e.g. reading time, reader qualification, and equipment cost. PMID:21241473

Comparison of real-time instruments and gravimetric method when measuring particulate matter in a residential building.

PubMed

Wang, Zuocheng; Calderón, Leonardo; Patton, Allison P; Sorensen Allacci, MaryAnn; Senick, Jennifer; Wener, Richard; Andrews, Clinton J; Mainelis, Gediminas

2016-11-01

This study used several real-time and filter-based aerosol instruments to measure PM 2.5 levels in a high-rise residential green building in the Northeastern US and compared performance of those instruments. PM 2.5 24-hr average concentrations were determined using a Personal Modular Impactor (PMI) with 2.5 µm cut (SKC Inc., Eighty Four, PA) and a direct reading pDR-1500 (Thermo Scientific, Franklin, MA) as well as its filter. 1-hr average PM 2.5 concentrations were measured in the same apartments with an Aerotrak Optical Particle Counter (OPC) (model 8220, TSI, Inc., Shoreview, MN) and a DustTrak DRX mass monitor (model 8534, TSI, Inc., Shoreview, MN). OPC and DRX measurements were compared with concurrent 1-hr mass concentration from the pDR-1500. The pDR-1500 direct reading showed approximately 40% higher particle mass concentration compared to its own filter (n = 41), and 25% higher PM 2.5 mass concentration compared to the PMI 2.5 filter. The pDR-1500 direct reading and PMI 2.5 in non-smoking homes (self-reported) were not significantly different (n = 10, R 2 = 0.937), while the difference between measurements for smoking homes was 44% (n = 31, R 2 = 0.773). Both OPC and DRX data had substantial and significant systematic and proportional biases compared with pDR-1500 readings. However, these methods were highly correlated: R 2 = 0.936 for OPC versus pDR-1500 reading and R 2 = 0.863 for DRX versus pDR-1500 reading. The data suggest that accuracy of aerosol mass concentrations from direct-reading instruments in indoor environments depends on the instrument, and that correction factors can be used to reduce biases of these real-time monitors in residential green buildings with similar aerosol properties. This study used several real-time and filter-based aerosol instruments to measure PM 2.5 levels in a high-rise residential green building in the northeastern United States and compared performance of those instruments. The data show that while the use of real-time monitors is convenient for measurement of airborne PM at short time scales, the accuracy of those monitors depends on a particular instrument. Bias correction factors identified in this paper could provide guidance for other studies using direct-reading instruments to measure PM concentrations.

Average speaking fundamental frequency in soprano singers with and without symptoms of vocal attrition.

PubMed

Drew, R; Sapir, S

1995-06-01

Nineteen trained soprano singers aged 18-30 years vocalized tasks designed to assess average speaking fundamental frequency (SFF) during spontaneous speaking and reading. Vocal range and perceptual characteristics while singing with low intensity and high frequency were also assessed, and subjects completed a survey of vocal habits/symptoms. Recorded signals were digitized prior to being analyzed for SFF using the Kay Computerized Speech Lab program. Subjects were assigned to a normal voice or impaired voice group based on ratings of perceptual tasks and survey results. Data analysis showed group differences in mean SFF, no differences in vocal range, higher mean SFF values for reading than speaking, and 58% ability to perceive speaking in low pitch. The role of speaking in too low pitch as causal for vocal symptoms and need for voice classification differentiation in vocal performance studies are discussed.

Smart Language: Readers, Readability, and the Grading of Text

ERIC Educational Resources Information Center

DuBay, William H.

2007-01-01

The purpose of this book is to introduce the research on readability, defined here as reading ease. The first part of the book covers how people read. A series of national literacy surveys show that the average person in the U.S. and most other countries are adults of limited reading skills. For example, the average adult in the U.S. reads at the…

Cartoon versus traditional self-study handouts for medical students: CARTOON randomized controlled trial.

PubMed

Junhasavasdikul, Detajin; Sukhato, Kanokporn; Srisangkaew, Suthan; Theera-Ampornpunt, Nawanan; Anothaisintawee, Thunyarat; Dellow, Alan

2017-08-01

The objective of this study is to compare the effectiveness of a "cartoon-style" handout with a "traditional-style" handout in a self-study assignment for preclinical medical students. Third-year medical students (n = 93) at the Faculty of Medicine Ramathibodi Hospital, Mahidol University, took a pre-learning assessment of their knowledge of intercostal chest drainage. They were then randomly allocated to receive either a "cartoon-style" or a "traditional-style" handout on the same topic. After studying these over a 2-week period, students completed a post-learning assessment and estimated their levels of reading completion. Of the 79 participants completing the post-learning test, those in the cartoon-style group achieved a score 13.8% higher than the traditional-style group (p = 0.018). A higher proportion of students in the cartoon-style group reported reading ≥75% of the handout content (70.7% versus 42.1%). In post-hoc analyses, students whose cumulative grade point averages (GPA) from previous academic assessments were in the middle and lower range achieved higher scores with the cartoon-style handout than with the traditional one. In the lower-GPA group, the use of a cartoon-style handout was independently associated with a higher score. Students given a cartoon-style handout reported reading more of the material and achieved higher post-learning test scores than students given a traditional handout.

Health literacy and the Internet: a study on the readability of Australian online health information.

PubMed

Cheng, Christina; Dunn, Matthew

2015-08-01

Almost 80% of Australian Internet users seek out health information online so the readability of this information is important. This study aimed to evaluate the readability of Australian online health information and determine if it matches the average reading level of Australians. Two hundred and fifty-one web pages with information on 12 common health conditions were identified across sectors. Readability was assessed by the Flesch-Kincaid (F-K), Simple Measure of Gobbledygook (SMOG) and Flesch Reading Ease (FRE) formulas, with grade 8 adopted as the average Australian reading level. The average reading grade measured by F-K and SMOG was 10.54 and 12.12 respectively. The mean FRE was 47.54, a 'difficult-to-read' score. Only 0.4% of web pages were written at or below grade 8 according to SMOG. Information on dementia was the most difficult to read overall, while obesity was the most difficult among government websites. The findings suggest that the readability of Australian health websites is above the average Australian levels of reading. A quantifiable guideline is needed to ensure online health information accommodates the reading needs of the general public to effectively use the Internet as an enabler of health literacy. © 2015 Public Health Association of Australia.

Team-Based Learning and Open-Book Quizzes: Determining What Works in an Introductory Geoscience Course

NASA Astrophysics Data System (ADS)

Teed, R.

2008-12-01

Concepts in Geology (EES 345) is an inquiry-based ten-week geoscience course for pre-service elementary and middle-school teachers at Wright State University. For most of them, this is the first and last geoscience class that they take. Required readings are an important part of the class because of the amount of vocabulary and number of concepts that students need to master. It is not possible to spend much class time on lectures that cover the same material, as students are expected to be doing hands-on activities, presentations, discussions, and laboratory exercises applying the material learned from reading. As the instructor, I administer frequent quizzes to encourage students to do the reading and to take notes. The quizzes are 10 multiple-choice questions each and the students are allowed to use a single page of notes. After they complete their quizzes individually, the students gather in groups of three or four and work on the same questions, but are allowed to discuss their answers. This motivates students further to be scrupulous about reading, enables them to help each other overcome mistakes, and helps them work out difficult problems that overwhelmed individuals in the group. The average group scores on in-class, closed- book quizzes are almost always higher than highest average individual score (more than 5% on the average), so even the best-prepared person in the group is managing to learn something from his or her peers. After the all the scores are recorded, I tally the number of correct group and individual answers to each question. If one or more groups gets a question wrong, it's clearly a hard question and worth going over during class time. If more than half of the groups get a question wrong, it is not scored as part of the total. When I used a new text last spring, students found the quizzes overwhelmingly hard. So I let students take the individual quizzes home to answer directly from the book and continued to give group quizzes in class. Students no longer brought notes to the group quizzes. In some groups, all individuals gave identical wrong answers to the same questions (and repeated that answer on the group quiz) indicating probable cooperation on the individual quizzes. The average group scores were no longer significantly higher than the average individual scores, indicating less learning, and the groups still had trouble answering questions involving problem-solving or synthesis or comparison of ideas.

Author Correction: Energy use and life cycle greenhouse gas emissions of drones for commercial package delivery.

PubMed

Stolaroff, Joshuah K; Samaras, Constantine; O'Neill, Emma R; Lubers, Alia; Mitchell, Alexandra S; Ceperley, Daniel

2018-03-08

In the original version of this Article, the first sentence of the sixth paragraph of the "Comparing emissions" section, the Results originally incorrectly read as 'In the base case, delivery of a small (0.5 kg) package with the small quadrotor drone has lower impacts than delivery by diesel truck, ranging from a 59% reduction in GHGs in California, to a 17% reduction in Missouri'. The correct version states '54%' instead of '59%' and '23%' instead of '17%'.The fourth sentence of the same paragraph originally incorrectly read as 'In the base case, delivery of a medium-sized (8 kg) package has 17% lower GHGs than delivery by truck in California, is about equivalent to delivery trucks for the U.S. average electricity mix, but has 77% higher GHGs than truck delivery in Missouri, which has a carbon-intensive electricity grid'. The correct version states 'In the base case, delivery of a medium-sized (8 kg) package has 9% lower GHGs than delivery by truck in California, is about 24% higher than delivery trucks for the U.S. average electricity mix, and has 50% higher GHGs than truck delivery in Missouri, which has a carbon-intensive electricity grid.The last sentence of the seventh paragraph of the same section originally incorrectly read as 'Because of the importance of electricity used to power the octocopter, charging with low-carbon electricity of 200 g GHG/kWh can reduce delivered package GHGs by 34% compared to diesel trucks'. The correct version states '37%' instead of '34%'.These errors have been corrected in both the PDF and HTML versions of the Article.

Convergence Insufficiency Symptom Survey Scores for Reading Versus Other Near Visual Activities in School-Age Children.

PubMed

Clark, Tiana Y; Clark, Robert A

2015-11-01

To measure the difference in Convergence Insufficiency Symptom Survey scores for reading vs favorite near visual activities. Comparative validity analysis of diagnostic tools. At a single clinical private practice, 100 children aged 9-18 with normal binocular vision were recruited to receive either the original survey emphasizing reading or a modified survey replacing "reading" with their favorite near activity. Average survey scores and subscores for questions emphasizing fatigue, discomfort, impaired vision, and cognitive performance were compared using t tests, while responses to individual questions were compared using Mann-Whitney U tests. The average reading survey score was significantly greater than the favorite near activity survey score (14.1 ± 11.5 vs 6.7 ± 5.8, P = .0001). The largest difference resulted from questions emphasizing cognitive performance (subscore 5.8 ± 4.3 vs 2.0 ± 2.1, P = .0000002), although significant differences were also found for fatigue (5.4 ± 3.8 vs 3.0 ± 2.7, P = .0003), discomfort (3.9 ± 4.6 vs 1.8 ± 2.2, P = .004), and impaired vision (3.2 ± 3.9 vs 1.8 ± 2.2, P = .02). Significant differences were found for 7 survey questions, with higher symptom scores for the reading survey in every case. Using survey scores ≥16 to diagnose convergence insufficiency, significantly more children taking the reading survey would have been diagnosed with convergence insufficiency than children taking the favorite near activity survey (19 of 50 [38%] vs 5 of 50 [10%], P = .001). By emphasizing reading, the Convergence Insufficiency Symptom Survey score significantly overestimates near visual symptoms in children with normal binocular vision compared with symptoms caused by preferred near activities that require similar amplitudes of accommodation and convergence. Copyright © 2015 Elsevier Inc. All rights reserved.

Examining the Relationship Between Word Reading Efficiency and Oral Reading Rate in Predicting Comprehension Among Different Types of Readers

PubMed Central

Eason, Sarah H.; Sabatini, John; Goldberg, Lindsay; Bruce, Kelly; Cutting, Laurie E.

2013-01-01

To further explore contextual reading rate, an important aspect of reading fluency, we examined the relationship between word reading efficiency (WRE) and contextual oral reading rate (ORR), the degree to which they overlap across different comprehension measures, whether oral language (semantics and syntax) predicts ORR beyond contributions of word-level skills, and whether the WRE–ORR relationship varies based on different reader profiles. Assessing reading and language of average readers, poor decoders, and poor comprehenders, ages 10 to 14, ORR was the strongest predictor of comprehension across various formats; WRE contributed no unique variance after taking ORR into account. Findings indicated that semantics, not syntax, contributed to ORR. Poor comprehenders performed below average on measures of ORR, despite average WRE, expanding previous findings suggesting specific weaknesses in ORR for this group. Together, findings suggest that ORR draws upon skills beyond those captured by WRE and suggests a role for oral language (semantics) in ORR. PMID:23667307

Comparative study of the blinking time between young adult and adult video display terminal users in indoor environment.

PubMed

Schaefer, Tânia Mara Cunha; Schaefer, Arthur Rubens Cunha; Abib, Fernando Cesar; José, Newton Kara

2009-01-01

Investigate the average blinking time in conversation and in Video Display Terminal use of young adults and adults in the presbyopic age group. A transversal analytical study in a readily accessible sample consisting of Volkswagen do Brasil - Curitiba, Paraná employees was performed. The cohort group consisted of 108 subjects divided into two age groups: Group 1, the young adult group (age range 20-39): 77 employees, mean age of 30.09 +/- 5.09; Group 2, the presbyopic adult group, (age range 40-53): 31 employees, mean age of 44.17 +/- 3. Subjects under 18 years of age, with a history of ocular disorders, contact lens wearers and computer non-users were excluded. The subjects had their faces filmed for 10 minutes in conversation and VDT reading. Student's t-test was used and the statistical significance level was 95%. The average time between blinks in Group 1 for conversation and VDT reading was 5.16 +/- 1.83 and 10.42 +/- 7.78 seconds, respectively; in Group 2. 4,9 +/- 1.49 and 10.46 +/- 5.54 seconds. In both age groups, the time between blinks in VDT reading situations was higher (p<0.0001). There was no statistically meaningful difference for conversation and VDT reading situations when the two studied age groups were compared (p>0.05). There was an increase in the blinking time between young adults and the presbyopic group in VDT use situations when compared with reading situations. The difference in the blinking frequency between young adults and the presbyopic group in VDT use and reading situations was not statistically significant.

Evaluation of gap filling skills and reading mistakes of cochlear implanted and normally hearing students.

PubMed

Çizmeci, Hülya; Çiprut, Ayça

2018-06-01

This study aimed to (1) evaluate the gap filling skills and reading mistakes of students with cochlear implants, and to (2) compare their results with those of their normal-hearing peers. The effects of implantation age and total time of cochlear implant use were analyzed in relation to the subjects' reading skills development. The study included 19 students who underwent cochlear implantation and 20 students with normal hearing, who were enrolled at the 6th to 8th grades. The subjects' ages ranged between 12 and 14 years old. Their reading skills were evaluated by using the Informal Reading Inventory. A significant relationship were found between implanted and normal-hearing students in terms of the percentages of reading error and the percentages of gap filling scores. The average order of the reading errors of students using cochlear implants was higher than that of normal-hearing students. As for the gap filling, the performances of implanted students in the passage are lower than those of their normal-hearing peers. No significant relationship was found between the variables tested in terms of age and duration of implantation on the reading performances of implanted students. Even if they were early implanted, there were significant differences in the reading performances of implanted students compared with those of their normal-hearing peers in older classes. Copyright © 2018 Elsevier B.V. All rights reserved.

Early Reading Programs in High-Poverty Schools: Emerald Elementary Beats the Odds.

ERIC Educational Resources Information Center

Fisher, Charles; Adler, Martha A.

This report describes the early reading program in Emerald Elementary School, located in a Midwest urban fringe district. From 1996 through 1998, Emerald's students performed well above the district average or near the state average on reading achievement. During this period, the school had at least half of its students eligible for free or…

Corneal refractive power and eccentricity in the 40- to 64-year-old population of Shahroud, Iran.

PubMed

Asgari, Soheila; Hashemi, Hassan; Mehravaran, Shiva; Khabazkhoob, Mehdi; Emamian, Mohammad Hassan; Jafarzadehpur, Ebrahim; Shariati, Mohammad; Fotouhi, Akbar

2013-01-01

To determine the normal corneal curvature, power, and eccentricity in an Iranian population and their determinants. This report is part of a population-based study conducted in 2009. Of the 5190 participants of the study, Pentacam data from 8532 eyes of 4266 people who met the inclusion criteria for this analysis were used. For each eye, we extracted minimum and maximum keratometry readings, the average of the 2 readings (mean-K), the difference between these 2 parameters (keratometric astigmatism), and corneal eccentricity. The average mean-K, keratometric astigmatism, and eccentricity were 43.73 ± 2.47, 0.90 ± 0.93, and 0.27 ± 0.63 diopter, respectively. Mean-K was directly correlated with age; inversely correlated with body mass index, axial length, white-to-white corneal diameter, and anterior chamber depth; increased at higher amounts of myopia; and was higher in women compared with men. Keratometric astigmatism was significantly higher in women, increased at higher amount of refractive error, but showed no association with other variables. Eccentricity was correlated indirectly with age and white-to-white corneal diameter, and directly with axial length. It increased with myopia. Compared with other studies, the mean corneal power and eccentricity values were lower in this Iranian population sample. Our findings may have implications for clinical interventions, especially refractive surgery. Further studies can identify the causes of such differences in the shape and size of the cornea, which may also be attributable to the choice of the measuring device.

Toward developing a standardized Arabic continuous text reading chart.

PubMed

Alabdulkader, Balsam; Leat, Susan Jennifer

Near visual acuity is an essential measurement during an oculo-visual assessment. Short duration continuous text reading charts measure reading acuity and other aspects of reading performance. There is no standardized version of such chart in Arabic. The aim of this study is to create sentences of equal readability to use in the development of a standardized Arabic continuous text reading chart. Initially, 109 Arabic pairs of sentences were created for use in constructing a chart with similar layout to the Colenbrander chart. They were created to have the same grade level of difficulty and physical length. Fifty-three adults and sixteen children were recruited to validate the sentences. Reading speed in correct words per minute (CWPM) and standard length words per minute (SLWPM) was measured and errors were counted. Criteria based on reading speed and errors made in each sentence pair were used to exclude sentence pairs with more outlying characteristics, and to select the final group of sentence pairs. Forty-five sentence pairs were selected according to the elimination criteria. For adults, the average reading speed for the final sentences was 166 CWPM and 187 SLWPM and the average number of errors per sentence pair was 0.21. Childrens' average reading speed for the final group of sentences was 61 CWPM and 72 SLWPM. Their average error rate was 1.71. The reliability analysis showed that the final 45 sentence pairs are highly comparable. They will be used in constructing an Arabic short duration continuous text reading chart. Copyright © 2016 Spanish General Council of Optometry. Published by Elsevier España, S.L.U. All rights reserved.

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

PubMed

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

2004-11-01

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

Literacy Skills in Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading

PubMed Central

Ambrose, Sophie E.; Eisenberg, Laurie S.

2009-01-01

The goal of this study was to longitudinally examine relationships between early factors (child and mother) that may influence children's phonological awareness and reading skills 3 years later in a group of young children with cochlear implants (N = 16). Mothers and children were videotaped during two storybook interactions, and children's oral language skills were assessed using the “Reynell Developmental Language Scales, third edition.” Three years later, phonological awareness, reading skills, and language skills were assessed using the “Phonological Awareness Test,” the “Woodcock–Johnson-III Diagnostic Reading Battery,” and the “Oral Written Language Scales.” Variables included in the data analyses were child (age, age at implant, and language skills) and mother factors (facilitative language techniques) and children's phonological awareness and reading standard scores. Results indicate that children's early expressive oral language skills and mothers’ use of a higher level facilitative language technique (open-ended question) during storybook reading, although related, each contributed uniquely to children's literacy skills. Individual analyses revealed that the children with expressive standard scores below 70 at Time 1 also performed below average (<85) on phonological awareness and total reading tasks 3 years later. Guidelines for professionals are provided to support literacy skills in young children with cochlear implants. PMID:18417463

Readability Levels of Dental Patient Education Brochures.

PubMed

Boles, Catherine D; Liu, Ying; November-Rider, Debra

2016-02-01

The objective of this study was to evaluate dental patient education brochures produced since 2000 to determine if there is any change in the Flesch-Kincaid grade level readability. A convenience sample of 36 brochures was obtained for analysis of the readability of the patient education material on multiple dental topics. Readability was measured using the Flesch-Kincaid Grade Level through Microsoft Word. Pearson's correlation was used to describe the relationship among the factors of interest. Backward model selection of multiple linear regression model was used to investigate the relationship between Flesch-Kincaid Grade level and a set of predictors included in this study. A convenience sample (n=36) of dental education brochures produced from 2000 to 2014 showed a mean Flesch-Kincaid reading grade level of 9.15. Weak to moderate correlations existed between word count and grade level (r=0.40) and characters count and grade level (r=0.46); strong correlations were found between grade level and average words per sentence (r=0.70), average characters per word (r=0.85) and Flesch Reading Ease (r=-0.98). Only 1 brochure out of the sample met the recommended sixth grade reading level (Flesch-Kincaid Grade Level 5.7). Overall, the Flesch-Kincaid Grade Level of all brochures was significantly higher than the recommended sixth grade reading level (p<0.0001). The findings from this study demonstrated that there has generally been an improvement in the Flesch-Kincaid grade level readability of the brochures. However, the majority of the brochures analyzed are still testing above the recommended sixth grade reading level. Copyright © 2016 The American Dental Hygienists’ Association.

Coping Strategies Applied to Comprehend Multistep Arithmetic Word Problems by Students with Above-Average Numeracy Skills and Below-Average Reading Skills

ERIC Educational Resources Information Center

Nortvedt, Guri A.

2011-01-01

This article discusses how 13-year-old students with above-average numeracy skills and below-average reading skills cope with comprehending word problems. Compared to other students who are proficient in numeracy and are skilled readers, these students are more disadvantaged when solving single-step and multistep arithmetic word problems. The…

The Role of Heredity in Reading Disability.

ERIC Educational Resources Information Center

Delker, Laryl Lee

A clinical and genetic analysis was made on the basis of 52 families: 27 were from reading clinics where at least one child in the family had been diagnosed as having a reading disability; 25 were families of children selected from a third-, fourth-, or fifth-grade class on the basis of having average or above-average IQ and achievement. Through…

Learning disabled and average readers' working memory and comprehension: does metacognition play a role?

PubMed

Swanson, H L; Trahan, M

1996-09-01

The present study investigates (a) whether learning disabled readers' working memory deficits that underlie poor reading comprehension are related to a general system, and (b) whether metacognition contributes to comprehension beyond what is predicted by working memory and word knowledge. To this end, performance between learning and disabled (N = 60) and average readers (N = 60) was compared on the reading comprehension, reading rate, and vocabulary subtests of the Nelson Skills Reading Test, Sentence Span test composed of high and low imagery words, and a Metacognitive Questionnaire. As expected, differences between groups in working memory, vocabulary, and reading measures emerged, whereas ability groups were statistically comparable on the Metacognitive Questionnaire. A within-group analysis indicated that the correlation patterns between working memory, vocabulary, metacognition, and reading comprehension were not the same between ability groups. For predicting reading comprehension, the metacognitive questionnaire best predicted learning disabled readers' performance, whereas the working memory span measure that included low-imagery words best predicted average achieving readers' comprehension. Overall, the results suggest that the relationship between learning disabled readers' generalised working memory deficits and poor reading comprehension may be mediated by metacognition.

What is the optimal interval between successive home blood pressure readings using an automated oscillometric device?

PubMed

Eguchi, Kazuo; Kuruvilla, Sujith; Ogedegbe, Gbenga; Gerin, William; Schwartz, Joseph E; Pickering, Thomas G

2009-06-01

To clarify whether a shorter interval between three successive home blood pressure (HBP) readings (10 s vs. 1 min) taken twice a day gives a better prediction of the average 24-h BP and better patient compliance. We enrolled 56 patients from a hypertension clinic (mean age: 60 +/- 14 years; 54% female patients). The study consisted of three clinic visits, with two 4-week periods of self-monitoring of HBP between them, and a 24-h ambulatory BP monitoring at the second visit. Using a crossover design, with order randomized, the oscillometric HBP device (HEM-5001) could be programmed to take three consecutive readings at either 10-s or 1-min intervals, each of which was done for 4 weeks. Patients were asked to measure three HBP readings in the morning and evening. All the readings were stored in the memory of the monitors. The analyses were performed using the second-third HBP readings. The average systolic BP/diastolic BP for the 10-s and 1-min intervals at home were 136.1 +/- 15.8/77.5 +/- 9.5 and 133.2 +/- 15.5/76.9 +/- 9.3 mmHg (P = 0.001/0.19 for the differences in systolic BP and diastolic BP), respectively. The 1-min BP readings were significantly closer to the average of awake ambulatory BP (131 +/- 14/79 +/- 10 mmHg) than the 10-s interval readings. There was no significant difference in patients' compliance in taking adequate numbers of readings at the different time intervals. The 1-min interval between HBP readings gave a closer agreement with the daytime average BP than the 10-s interval.

What is the optimal interval between successive home blood pressure readings using an automated oscillometric device?

PubMed Central

Eguchi, Kazuo; Kuruvilla, Sujith; Ogedegbe, Gbenga; Gerin, William; Schwartz, Joseph E.; Pickering, Thomas G.

2010-01-01

Objectives To clarify whether a shorter interval between three successive home blood pressure (HBP) readings (10 s vs. 1 min) taken twice a day gives a better prediction of the average 24-h BP and better patient compliance. Design We enrolled 56 patients from a hypertension clinic (mean age: 60 ±14 years; 54% female patients). The study consisted of three clinic visits, with two 4-week periods of self-monitoring of HBP between them, and a 24-h ambulatory BP monitoring at the second visit. Using a crossover design, with order randomized, the oscillometric HBP device (HEM-5001) could be programmed to take three consecutive readings at either 10-s or 1-min intervals, each of which was done for 4 weeks. Patients were asked to measure three HBP readings in the morning and evening. All the readings were stored in the memory of the monitors. Results The analyses were performed using the second–third HBP readings. The average systolic BP/diastolic BP for the 10-s and 1-min intervals at home were 136.1 ±15.8/77.5 ±9.5 and 133.2 ±15.5/76.9 ±9.3 mmHg (P = 0.001/0.19 for the differences in systolic BP and diastolic BP), respectively. The 1-min BP readings were significantly closer to the average of awake ambulatory BP (131 ±14/79 ±10 mmHg) than the 10-s interval readings. There was no significant difference in patients’ compliance in taking adequate numbers of readings at the different time intervals. Conclusion The 1-min interval between HBP readings gave a closer agreement with the daytime average BP than the 10-s interval. PMID:19462492

Readability Assessment of Online Uveitis Patient Education Materials.

PubMed

Ayoub, Samantha; Tsui, Edmund; Mohammed, Taariq; Tseng, Joseph

2017-12-29

To evaluate the readability of online uveitis patient education materials. A Google search in November 2016 was completed using search term "uveitis" and "uveitis inflammation." The top 50 websites with patient-centered information were selected and analyzed for readability using the Flesch-Kincaid Grade Level (FKGL), Flesch Reading Ease Score (FRES), Gunning FOG Index (GFI), and Simple Measure of Gobbledygook (SMOG). Statistical analysis was performed with two-tailed t-tests. The mean word count of the top 50 websites was 1162.7 words, and averaged 16.2 words per sentence. For these websites, the mean FRES was 38.0 (range 4-66, SD = 12.0), mean FKGL was 12.3 (range 6.8-19, SD = 2.4), mean SMOG score was 14.4 (range 9.8-19, SD = 1.8), and the mean Gunning FOG index was 14.0 (range 8.6-19, SD = 2.0). The majority of online patient directed uveitis materials are at a higher reading level than that of the average American adult.

Effect of diet phase change, dietary Ca and P level and phytase on bird performance and real-time gizzard pH measurements.

PubMed

Lee, S A; Dunne, J; Mottram, T; Bedford, M R

2017-06-01

In this study, a novel capsule technique was used to capture real-time pH readings from the gizzard over several hours, in response to different dietary treatments. 1. The first experiment was a preliminary study into capsule administration and pH recordings using 9 male Ross 308 broilers from 20 d. In the second experiment, broilers (576) were fed in two phases (0-21 and 21-42 d) with 4 treatment groups; low and adequate Ca and AvP diets with and without Quantum Blue phytase (1500 FTU/kg). Capsules were administered to 8 birds from each treatment group, pre and post diet phase change, with readings captured over a 2.5 h period. 2. Phytase addition improved body weight gain (BWG) and feed conversion ratio (FCR) of birds fed low dietary Ca, while having no significant effect on birds fed adequate Ca diets. Unexpectantly, diets with higher Ca levels gave a lower average gizzard pH compared to the low Ca diet. Phytase addition, irrespective of Ca level, increased average gizzard pH. Fluctuations in gizzard pH (0.6-3.8) were observed across all treatment groups. Higher frequencies of pH readings below pH 1.0 were seen in birds fed an adequate Ca diet and with phytase supplementation of a low Ca diet. 3. These results signify the potential use of capsule techniques to monitor real-time pH changes. The implication on gastric protein and fibre hydrolysis as a result of large fluctuations in pH should be considered.

Early home-based intervention in the Netherlands for children at familial risk of dyslexia.

PubMed

van Otterloo, Sandra G; van der Leij, Aryan; Henrichs, Lotte F

2009-08-01

Dutch children at higher familial risk of reading disability received a home-based intervention programme before formal reading instruction started to investigate whether this would reduce the risk of dyslexia. The experimental group (n=23) received a specific training in phoneme awareness and letter knowledge. A control group (n=25) received a non-specific training in morphology, syntax, and vocabulary. Both interventions were designed to take 10 min a day, 5 days a week for 10 weeks. Most parents were sufficiently able to work with the programme properly. At post-test the experimental group had gained more on phoneme awareness than the control group. The control group gained more on one of the morphology measures. On average, these specific training results did not lead to significant group differences in first-grade reading and spelling measures. However, fewer experimental children scored below 10th percentile on word recognition. (c) 2008 John Wiley & Sons, Ltd.

Eye Movements, Prosody, and Word Frequency among Average- and High-Skilled Second-Grade Readers

ERIC Educational Resources Information Center

Valle, Araceli; Binder, Katherine S.; Walsh, Caitlin B.; Nemier, Carolyn; Bangs, Katheryn E.

2013-01-01

readers (as identified by their Woodcock-Johnson III Test of Academic Achievement Broad Reading scores) differed on behavioral measures of reading related to comprehension: eye movements during silent reading and prosody during oral reading. Results from silent reading implicate…

Educational Innovation: Reading Meaning and Sense

ERIC Educational Resources Information Center

Hortiales, Evelyne Suárez; Nieto, Angelica Ramos; Hurtado, María Elena Zepeda

2017-01-01

In recent years concern about Mexican reading habits has increased. Statistics show short reading interest; an average Mexican reads 3.8 books a year [1]. As teachers, reading habits are important and reflect students' skills and academic performances. Many teachers would complain about students reading habits; it is considered to be non-existent.…

Prediction and Stability of Reading Problems in Middle Childhood

ERIC Educational Resources Information Center

Ritchey, Kristen D.; Silverman, Rebecca D.; Schatschneider, Christopher; Speece, Deborah L.

2015-01-01

The longitudinal prediction of reading problems from fourth grade to sixth grade was investigated with a sample of 173 students. Reading problems at the end of sixth grade were defined by significantly below average performance (= 15th percentile) on reading factors defining word reading, fluency, and reading comprehension. Sixth grade poor reader…

Understanding words, understanding numbers: an exploration of the mathematical profiles of poor comprehenders.

PubMed

Pimperton, Hannah; Nation, Kate

2010-06-01

Poor comprehenders are children who show significant deficits in their reading comprehension performance, despite average, or above-average word reading ability. To date, there have been no in-depth studies of the mathematical performance profiles of such children. This study aimed to explore the mathematical profiles of poor comprehenders. Given that language impairment is associated with difficulties with mathematics, and that poor comprehenders tend to have oral language weaknesses, we hypothesized that poor comprehenders would show relative weaknesses in aspects of mathematical performance. From a sample of 109 children aged 7-8 years, we selected 14 poor comprehenders and 14 controls with age-appropriate reading comprehension ability. The groups were matched on non-verbal ability, multiple measures of reading accuracy, and chronological age. We compared the performance of the group of poor comprehenders with that of the matched controls on two standardized measures of mathematical ability, one measuring procedural arithmetic prowess and the other tapping higher-level mathematical reasoning. Although there were no group differences in performance on the arithmetic measure, the poor comprehenders showed significantly lower scores than the controls on the mathematical reasoning task. The poor comprehenders exhibited impaired verbal ability relative to controls, with these differences in verbal ability associated with the group differences found on the test of mathematical reasoning. Poor comprehenders' deficits are not limited to the domain of literacy; their underlying profile of impairments also seems to selectively impact on certain components of mathematical ability.

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

PubMed

Páez, Mariela; Rinaldi, Claudia

2006-10-01

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

Indian Students Outperform Blacks on NAEP: Federal Report Is First In-Depth Analysis of Such Test Scores

ERIC Educational Resources Information Center

Klein, Alyson

2006-01-01

American Indian students tend to lag behind their white and Asian-American peers on National Assessment of Educational Progress reading and mathematics tests in 4th and 8th grade, but they score higher on average than African-American students, according to a first-of-its-kind federal analysis. The U.S. Department of Education says the May 23…

Eye-Movement Parameters and Reading Speed.

ERIC Educational Resources Information Center

Sovik, Nils; Arntzen, Oddvar; Samuelstuen, Marit

2000-01-01

Addresses the relationship between four eye movement parameters and reading speed of 20 twelve-year-old children during silent and oral reading. Predicts reading speed by the following variables: recognition span, average fixation duration, and number of regressive saccades. Indicates that in terms of reading speed, significant interrelationships…

A comparative analysis of minimally invasive and open spine surgery patient education resources.

PubMed

Agarwal, Nitin; Feghhi, Daniel P; Gupta, Raghav; Hansberry, David R; Quinn, John C; Heary, Robert F; Goldstein, Ira M

2014-09-01

The Internet has become a widespread source for disseminating health information to large numbers of people. Such is the case for spine surgery as well. Given the complexity of spinal surgeries, an important point to consider is whether these resources are easily read and understood by most Americans. The average national reading grade level has been estimated to be at about the 7th grade. In the present study the authors strove to assess the readability of open spine surgery resources and minimally invasive spine surgery resources to offer suggestions to help improve the readability of patient resources. Online patient education resources were downloaded in 2013 from 50 resources representing either traditional open back surgery or minimally invasive spine surgery. Each resource was assessed using 10 scales from Readability Studio Professional Edition version 2012.1. Patient education resources representing traditional open back surgery or minimally invasive spine surgery were all found to be written at a level well above the recommended 6th grade level. In general, minimally invasive spine surgery materials were written at a higher grade level. The readability of patient education resources from spine surgery websites exceeds the average reading ability of an American adult. Revisions may be warranted to increase quality and patient comprehension of these resources to effectively reach a greater patient population.

Coherent motion threshold measurements for M-cell deficit differ for above- and below-average readers.

PubMed

Solan, Harold A; Hansen, Peter C; Shelley-Tremblay, John; Ficarra, Anthony

2003-11-01

Research during the past 20 years has influenced the management of diagnosis and treatment of children identified as having learning-related vision problems. The intent of this study is to determine whether coherent motion threshold testing can distinguish better-than-average non-disabled (ND) readers from those who are moderately reading disabled (RD) among sixth-grade students. A sample of 23 better-than-average non-disabled readers (> or = 80th percentile) and 27 moderately disabled readers (< or = 32nd percentile) were identified using a standardized reading comprehension test. Each participant was tested for coherent motion threshold. Previous psychophysical and fMRI research with adults suggests that coherent motion threshold is a valid measure of magnocellular (M-cell) integrity. The average of two coherent motion threshold trials was significantly greater for moderately reading disabled subjects than for above-average readers (p < 0.01). The mean threshold percentage of dots required to observe lateral motion was 9.2% for moderately reading disabled readers and 4.6% for superior readers (p = 0.001). The outcome of this preliminary study provides an efficient procedure to identify sixth-grade students whose reading disability may be associated with an M-cell deficit. Our previous investigations involving visual processing, visual attention, and oculomotor therapy have resulted in significant improvements in reading comprehension, visual attention, and eye movements. It remains to be demonstrated whether vision therapy has an impact on the M-cell deficit, as measured with coherent motion threshold testing for moderately disabled readers.

The Effect of Light Level and Small Pupils on Presbyopic Reading Performance.

PubMed

Xu, Renfeng; Gil, Daniel; Dibas, Mohammed; Hare, William; Bradley, Arthur

2016-10-01

To examine the impact of small pupils and light levels on reading performance of distance-corrected presbyopes. To determine whether small pupils would enable presbyopes to read at near even at low light levels. To establish the lower range of text luminances, we quantified the space-averaged luminance of text in nine different artificially lit interior environments, and examined the impact of the text characters on space-averaged luminance of electronic and printed displays. Distance and near reading speeds of 20 presbyopes (ages 40-60 years) were measured while viewing through artificial pupils (diameters 1-4.5 mm), natural pupils, or with a multifocal contact lens. Space-averaged text luminance levels varied from 0.14 to 140 cd/m2 (including the range of measured environmental text luminances). Adding black text to a white computer display or paper reduces luminance by approximately 15% to 31%, and the lowest encountered environmental text luminance was approximately 2 to 3 cd/m2. For both distance and near reading performance, the 2- to 3-mm small pupil yielded the best overall reading acuity for space-averaged text light levels ≥ 2 cd/m2. The 2- to 3-mm artificial pupils and the multifocal contact lenses both enabled maximum or near-maximum reading speeds for 0.5 logMAR characters at distance and near, but with natural pupils, reading speeds were significantly reduced at near. Although photon noise at low luminance reduces the visual benefits of small pupils, the benefits of 2- to 3-mm artificial pupils are sufficient to enable >80% of distance-corrected presbyopes to read proficiently at near, even at the lowest text luminances found in interior environments.

Beyond reading level: a systematic review of the suitability of cancer education print and Web-based materials.

PubMed

Finnie, Ramona K C; Felder, Tisha M; Linder, Suzanne Kneuper; Mullen, Patricia Dolan

2010-12-01

Consideration of categories related to reading comprehension--beyond reading level--is imperative to reach low literacy populations effectively. "Suitability" has been proposed as a term to encompass six categories of such factors: content, literacy demand graphics, layout/typography, learning stimulation, and cultural appropriateness. Our purpose was to describe instruments used to evaluate categories of suitability in cancer education materials in published reports and their findings. We searched databases and reference lists for evaluations of print and Web-based cancer education materials to identify and describe measures of these categories. Studies had to evaluate reading level and at least one category of suitability. Eleven studies met our criteria. Seven studies reported inter-rater reliability. Cultural appropriateness was most often assessed; four instruments assessed only surface aspects of cultural appropriateness. Only two of seven instruments used, the suitability assessment of materials (SAM) and the comprehensibility assessment of materials (SAM + CAM), were described as having any evidence of validity. Studies using Simplified Measure of Goobledygook (SMOG) and Fry reported higher average reading level scores than those using Flesh-Kincaid. Most materials failed criteria for reading level and cultural appropriateness. We recommend more emphasis on the categories of suitability for those developing cancer education materials and more study of these categories and reliability and validity testing of instruments.

Reading Quizzes Improve Exam Scores for Community College Students.

PubMed

Pape-Lindstrom, Pamela; Eddy, Sarah; Freeman, Scott

2018-06-01

To test the hypothesis that adding course structure may encourage self-regulated learning skills resulting in an increase in student exam performance in the community college setting, we added daily preclass online, open-book reading quizzes to an introductory biology course. We compared three control terms without reading quizzes and three experimental terms with online, open-book reading quizzes; the instructor of record, class size, and instructional time did not vary. Analyzing the Bloom's taxonomy level of a random sample of exam questions indicated a similar cognitive level of high-stakes assessments across all six terms in the study. To control for possible changes in student preparation or ability over time, we calculated each student's grade point average in courses other than biology during the term under study and included it as a predictor variable in our regression models. Our final model showed that students in the experimental terms had significantly higher exam scores than students in the control terms. This result shows that online reading quizzes can boost achievement in community college students. We also comment on the importance of discipline-based education research in community college settings and the structure of our community college/4-year institution collaboration.

Pilot study of telephone tutoring in reading skills.

PubMed

Strayhorn, Joseph M

2005-10-01

This study tested the feasibility of tutoring children in reading via telephone sessions. 19 children received tutoring from any of 6 tutors for an average of 7.6 hr. per month. Initially, these children were an average of 10.4 yr. old, in average Grade 4.8, and averaged 2.9 grade levels behind their grade expectations on the Slosson Oral Reading Test. Before tutoring the children had progressed on the Slosson at an average of 0.44 grade levels per year (95% CI = 0.30 to 0.57). The children participated in telephone tutoring for an average of 1.5 yr. During tutoring the students progressed at an average of 2.0 grade levels per year (95% CI = 1.2 to 2.8). The rate of progress during tutoring was significantly greater than that before tutoring (p<.001). The relations between tutors and students appeared to be positive and pleasant. Telephone tutoring seems to be a practical and feasible service delivery method which should be tested further.

Teaching Deanna to Read: A Case Study.

ERIC Educational Resources Information Center

Tiwald, Jeanette M.

1995-01-01

Describes a Reading Recovery case study involving a first-grade student who was at risk for learning how to read and write. Notes that this student learned to read strategically and was accelerated to the average band in her classroom after 81 Reading Recovery lessons, without first knowing the alphabet. (SR)

Computerized Silent Reading Rate and Strategy Instruction for Fourth Graders at Risk in Silent Reading Rate

ERIC Educational Resources Information Center

Niedo, Jasmin; Lee, Yen-Ling; Breznitz, Zvia; Berninger, Virginia W.

2014-01-01

Fourth graders whose silent word reading and/or sentence reading rate was, on average, two-thirds standard deviation below their oral reading of real and pseudowords and reading comprehension accuracy were randomly assigned to treatment ("n" = 7) or wait-listed ("n" = 7) control groups. Following nine sessions combining…

[Development of a training program for Japanese dyslexic children and its short-term efficacy].

PubMed

Wakamiya, Eiji; Takeshita, Takashi; Nakanishi, Makoto; Mizuta, Mekumi; Kurimoto, Naoko; Okumura, Tomohito; Tamai, Hiroshi; Koeda, Tatsuya; Inagaki, Masumi

2013-07-01

The purpose of this study is to develop a computer training program of reading for the Japanese dyslexic children and to examine its short-term efficacy on their reading and writing abilities. Fifteen dyslexic children underwent two sets of training programs, one for single-hiragana and non-word reading, and the other for the reading of real words, in which each hiragana was followed by the correctly read sound. Subjects were required to use a given program for five minutes a day for three weeks, switching to the other program after a three-week interval. Four kinds of reading test and one writing test were done at the beginning and end of each program period. The averages reading speeds increased, and the single-hiragana reading error average was lower after the training. Hiragana-writing errors also decreased, even though no writing procedure was involved in the programs. The results indicate the usefulness of these training programs as an early intervention of reading and writing for the Japanese dyslexic children.

Potential air pollutant emission from private vehicles based on vehicle route

NASA Astrophysics Data System (ADS)

Huboyo, H. S.; Handayani, W.; Samadikun, B. P.

2017-06-01

Air emissions related to the transportation sector has been identified as the second largest emitter of ambient air quality in Indonesia. This is due to large numbers of private vehicles commuting within the city as well as inter-city. A questionnaire survey was conducted in Semarang city involving 711 private vehicles consisting of cars and motorcycles. The survey was conducted in random parking lots across the Semarang districts and in vehicle workshops. Based on the parking lot survey, the average distance private cars travelled in kilometers (VKT) was 17,737 km/year. The machine start-up number of cars during weekdays; weekends were on average 5.19 and 3.79 respectively. For motorcycles the average of kilometers travelled was 27,092 km/year. The machine start-up number of motorcycles during weekdays and weekends were on average 5.84 and 3.98, respectively. The vehicle workshop survey showed the average kilometers travelled to be 9,510 km/year for motorcycles, while for private cars the average kilometers travelled was 21,347 km/year. Odometer readings for private cars showed a maximum of 3,046,509 km and a minimum of 700 km. Meanwhile, for motorcycles, odometer readings showed a maximum of 973,164 km and a minimum of roughly 54.24 km. Air pollutant emissions on East-West routes were generally higher than those on South-North routes. Motorcycles contribute significantly to urban air pollution, more so than cars. In this study, traffic congestion and traffic volume contributed much more to air pollution than the impact of fluctuating terrain.

Cross-Study Differences in the Etiology of Reading Comprehension: a Meta-Analytical Review of Twin Studies.

PubMed

Little, Callie W; Haughbrook, Rasheda; Hart, Sara A

2017-01-01

Numerous twin studies have examined the genetic and environmental etiology of reading comprehension, though it is likely that etiological estimates are influenced by unidentified sample conditions (e.g. Tucker-Drob and Bates, Psychol Sci:0956797615612727, 2015). The purpose of this meta-analysis was to average the etiological influences of reading comprehension and to explore the potential moderators influencing these estimates. Results revealed an average heritability estimate of h 2  = 0.59, with significant variation in estimates across studies, suggesting potential moderation. Moderation results indicated publication year, grade level, project, zygosity methods, and response type moderated heritability estimates. The average shared environmental estimate was c 2  = 0.16, with publication year, grade and zygosity methods acting as significant moderators. These findings support the role of genetics on reading comprehension, and a small significant role of shared environmental influences. The results suggest that our interpretation of how genes and environments influence reading comprehension should reflect aspects of study and sample.

Longitudinal Study of Children's Oral Reading Behavior. Final Report.

ERIC Educational Resources Information Center

Goodman, Yetta M.

Four Negro children's (two average and two slow readers) oral reading was taped at eight regular intervals during their second and third year of reading instruction in order to analyze their oral reading miscues and to discover any developmental changes. Retelling of stories read was also taped to measure comprehension. The miscues were analyzed…

Binocularity and Reading

ERIC Educational Resources Information Center

Brod, Nathan; Hamilton, David

1973-01-01

A sample of 162 fifth grade students were grouped as good, average, and poor readers on the basis of a standardized reading test to determine whether a relationship existed between binocularity and reading performance. (Author/MC)

Readability of the Most Commonly Accessed Arthroscopy-Related Online Patient Education Materials.

PubMed

Akinleye, Sheriff D; Krochak, Ryan; Richardson, Nicholas; Garofolo, Garret; Culbertson, Maya Deza; Erez, Orry

2018-04-01

To assess the readability and comprehension of written text by the most commonly visited websites containing patient education materials on common conditions that can be treated arthroscopically. We examined 50 websites, assessed independently by 2 orthopaedic surgery residents (S.A. and G.G.), with educational materials on 5 common conditions treated by arthroscopic surgeons: anterior cruciate ligament (ACL) tear, meniscus tear, hip labral tear, shoulder labral tear, and rotator cuff tear. Following a Google search for each condition, we analyzed the 10 most visited websites for each disorder using a widely used and validated tool for assessing the reading levels of written materials (Flesch-Kincaid formula). The average grade reading level of the 50 websites studied was 9.90 with a reading ease of 52.14 ("fairly difficult, high school"). Only 26% of the websites were at or below the national average of an eighth-grade reading level. Of the 5 conditions treated by arthroscopic surgery, ACL tear had the highest average grade reading level at 10.73 ± 1.54, whereas meniscus tear had the lowest at 9.31 ± 1.81. Every condition in this study had an average readability at or above the ninth-grade reading level. The most frequently accessed materials for patients with injuries requiring arthroscopic surgery exceeds the readability recommendations of the American Medical Association and National Institutes of Health, as well as the average reading ability of US adults. Given the fact that these are the most commonly visited websites by the lay public, there needs to be a greater emphasis on tailoring written information to the literacy levels of the patient population. This study emphasizes the discrepancy between the recommended versus the measured reading levels of online patient education materials related to conditions treated by arthroscopic surgeons. The subject matter of these conditions is inherently complex; thus, relying solely on text to inform patients increases the likelihood that the reading level of the material exceeds that of the majority of the lay public. Copyright © 2017 Arthroscopy Association of North America. Published by Elsevier Inc. All rights reserved.

Longitudinal Speech Perception and Language Performance in Pediatric Cochlear Implant Users: the Effect of Age at Implantation

PubMed Central

Dunn, Camille C; Walker, Elizabeth A; Oleson, Jacob; Kenworthy, Maura; Van Voorst, Tanya; Tomblin, J. Bruce; Ji, Haihong; Kirk, Karen I; McMurray, Bob; Hanson, Marlan; Gantz, Bruce J

2013-01-01

Objectives Few studies have examined the long-term effect of age at implantation on outcomes using multiple data points in children with cochlear implants. The goal of this study was to determine if age at implantation has a significant, lasting impact on speech perception, language, and reading performance for children with prelingual hearing loss. Design A linear mixed model framework was utilized to determine the effect of age at implantation on speech perception, language, and reading abilities in 83 children with prelingual hearing loss who received cochlear implants by age 4. The children were divided into two groups based on their age at implantation: 1) under 2 years of age and 2) between 2 and 3.9 years of age. Differences in model specified mean scores between groups were compared at annual intervals from 5 to 13 years of age for speech perception, and 7 to 11 years of age for language and reading. Results After controlling for communication mode, device configuration, and pre-operative pure-tone average, there was no significant effect of age at implantation for receptive language by 8 years of age, expressive language by 10 years of age, reading by 7 years of age. In terms of speech perception outcomes, significance varied between 7 and 13 years of age, with no significant difference in speech perception scores between groups at ages 7, 11 and 13 years. Children who utilized oral communication (OC) demonstrated significantly higher speech perception scores than children who used total communication (TC). OC users tended to have higher expressive language scores than TC users, although this did not reach significance. There was no significant difference between OC and TC users for receptive language or reading scores. Conclusions Speech perception, language, and reading performance continue to improve over time for children implanted before 4 years of age. The current results indicate that the effect of age at implantation diminishes with time, particularly for higher-order skills such as language and reading. Some children who receive CIs after the age of 2 years have the capacity to approximate the language and reading skills of their earlier-implanted peers, suggesting that additional factors may moderate the influence of age at implantation on outcomes over time. PMID:24231628

Limitations of Sensory-Motor Screening for Reading Problems in the First Grade.

ERIC Educational Resources Information Center

Sautter, Scott W.; Barth, Jeffrey T.

1991-01-01

Several assessment procedures were analyzed to determine their ability to discriminate below-average from above-average readers among 50 first graders. Results indicated that language tests were more successful in classifying reading skills than were sensory-motor and perceptual procedures. Clear cut asymmetrical hemispheric specializations,…

Preschool Matters: Predicting Reading Difficulties for Spanish-Speaking Bilingual Students in First Grade.

PubMed

Rinaldi, Claudia; Páez, Mariela

2008-03-01

This article reports on a longitudinal analysis of factors that predict the word reading skills in English and Spanish for a sample of 234 Spanish-speaking students in first grade. The children were assessed at the end of preschool, kindergarten, and first grade. Data include three subtests of the Woodcock Language Proficiency Battery and a researcher-developed phonological awareness task. Results showed that, on average, children's English word reading skills were similar to those of monolingual norms, while their Spanish word readings skills were, on average, one standard deviation below the mean. English vocabulary, English recalling skills, Spanish vocabulary, and Spanish word reading skills in preschool were found to be significant predictors of English word reading skills in first grade. Educational implications for assessment and instruction for this population during the early childhood years are discussed.

Preschool Matters: Predicting Reading Difficulties for Spanish-Speaking Bilingual Students in First Grade

PubMed Central

Rinaldi, Claudia; Páez, Mariela

2010-01-01

This article reports on a longitudinal analysis of factors that predict the word reading skills in English and Spanish for a sample of 234 Spanish-speaking students in first grade. The children were assessed at the end of preschool, kindergarten, and first grade. Data include three subtests of the Woodcock Language Proficiency Battery and a researcher-developed phonological awareness task. Results showed that, on average, children's English word reading skills were similar to those of monolingual norms, while their Spanish word readings skills were, on average, one standard deviation below the mean. English vocabulary, English recalling skills, Spanish vocabulary, and Spanish word reading skills in preschool were found to be significant predictors of English word reading skills in first grade. Educational implications for assessment and instruction for this population during the early childhood years are discussed. PMID:21720567

Benefits of Repeated Reading Intervention for Low-Achieving Fourth- and Fifth-Grade Students

ERIC Educational Resources Information Center

Vadasy, Patricia F.; Sanders, Elizabeth A.

2008-01-01

Many students have difficulty achieving reading fluency, and nearly half of fourth graders are not fluent readers in grade-level texts. Intensive and focused reading practice is recommended to help close the gap between students with poor fluency and their average reading peers. In this study, the "Quick Reads" fluency program was used…

Extending Research on Oral Reading Fluency Measures, Reading Speed, and Comprehension

ERIC Educational Resources Information Center

Schall, Megan; Skinner, Christopher H.; Cazzell, Samantha; Ciancio, Dennis; Ruddy, Jonah; Thompson, Kelly

2016-01-01

Middle-school students completed a comprehension assessment. The following day, they read four, 120-word passages, two standard and two non-standard ransom-note passages with altered font sizes. Altering font sizes increased students' reading time (i.e., reduced reading speed) by an average of 3 s and decreased students' words correct per minute…

Improving digital breast tomosynthesis reading time: A pilot multi-reader, multi-case study using concurrent Computer-Aided Detection (CAD).

PubMed

Balleyguier, Corinne; Arfi-Rouche, Julia; Levy, Laurent; Toubiana, Patrick R; Cohen-Scali, Franck; Toledano, Alicia Y; Boyer, Bruno

2017-12-01

Evaluate concurrent Computer-Aided Detection (CAD) with Digital Breast Tomosynthesis (DBT) to determine impact on radiologist performance and reading time. The CAD system detects and extracts suspicious masses, architectural distortions and asymmetries from DBT planes that are blended into corresponding synthetic images to form CAD-enhanced synthetic images. Review of CAD-enhanced images and navigation to corresponding planes to confirm or dismiss potential lesions allows radiologists to more quickly review DBT planes. A retrospective, crossover study with and without CAD was conducted with six radiologists who read an enriched sample of 80 DBT cases including 23 malignant lesions in 21 women. Area Under the Receiver Operating Characteristic (ROC) Curve (AUC) compared the readings with and without CAD to determine the effect of CAD on overall interpretation performance. Sensitivity, specificity, recall rate and reading time were also assessed. Multi-reader, multi-case (MRMC) methods accounting for correlation and requiring correct lesion localization were used to analyze all endpoints. AUCs were based on a 0-100% probability of malignancy (POM) score. Sensitivity and specificity were based on BI-RADS scores, where 3 or higher was positive. Average AUC across readers without CAD was 0.854 (range: 0.785-0.891, 95% confidence interval (CI): 0.769,0.939) and 0.850 (range: 0.746-0.905, 95% CI: 0.751,0.949) with CAD (95% CI for difference: -0.046,0.039), demonstrating non-inferiority of AUC. Average reduction in reading time with CAD was 23.5% (95% CI: 7.0-37.0% improvement), from an average 48.2 (95% CI: 39.1,59.6) seconds without CAD to 39.1 (95% CI: 26.2,54.5) seconds with CAD. Per-patient sensitivity was the same with and without CAD (0.865; 95% CI for difference: -0.070,0.070), and there was a small 0.022 improvement (95% CI for difference: -0.046,0.089) in per-lesion sensitivity from 0.790 without CAD to 0.812 with CAD. A slight reduction in specificity with a -0.014 difference (95% CI for difference: -0.079,0.050) and a small 0.025 increase (95% CI for difference: -0.036,0.087) in recall rate in non-cancer cases were observed with CAD. Concurrent CAD resulted in faster reading time with non-inferiority of radiologist interpretation performance. Radiologist sensitivity, specificity and recall rate were similar with and without CAD. Copyright © 2017 Elsevier B.V. All rights reserved.

Assessment of an aural infrared sensor for body temperature measurement in children.

PubMed

Rhoads, F A; Grandner, J

1990-02-01

A newly marketed device measures body temperature using an ear probe that detects infrared radiation from the tympanic membrane. It is simple to use and gives a reading in 1-2 seconds. Its accuracy was evaluated in a group of children, aged 1 month through 10 years, by comparing it with either rectal (n = 65), or oral (n = 48) temperatures obtained with a standard electronic thermometer, IVAC (San Diego, CA). The average elapsed time between readings was 11 minutes. Overall, 60 rectal and 40 oral temperatures (88.5%) were higher with IVAC than with the aural sensor. The difference ranged from -0.7 degrees C to +2.5 degrees C. The correlations between the infrared ear-probe values and the rectal and oral temperature readings were 0.77 and 0.75, respectively. Because the average reading using the aural sensor was lower than that using the IVAC, the sensitivity of the aural sensor for detecting clinically important levels of fever was low. None of seven patients with a rectal temperature of 39 degrees C or more and only 7 of 27 with a rectal temperature of 38 degrees C or more were identified by the aural sensor as having temperatures above these cutoff levels. Similarly, none of three patients with an oral temperature of 39 degrees C or more and only three of eight with an oral temperature of 38 degrees C or more were identified correctly by the aural sensor. The authors conclude that the aural sensor is unsatisfactory for detecting clinically significant fevers in a pediatric outpatient setting.

Conceptualizing and Assessing Higher-Order Thinking in Reading

ERIC Educational Resources Information Center

Afflerbach, Peter; Cho, Byeong-Young; Kim, Jong-Yun

2015-01-01

Students engage in higher-order thinking as they read complex texts and perform complex reading-related tasks. However, the most consequential assessments, high-stakes tests, are currently limited in providing information about students' higher-order thinking. In this article, we describe higher-order thinking in relation to reading. We provide a…

Attention Therapy Improves Reading Comprehension in Adjudicated Teens in a Residential Facility

ERIC Educational Resources Information Center

Shelley-Tremblay, John; Langhinrichsen-Rohling, Jennifer; Eyer, Joshua

2012-01-01

This study quantified the influence of visual Attention Therapy (AT) on reading skills and Coherent Motion Threshold (CMT) in adjudicated teens with moderate reading disabilities (RD) residing in a residential alternative sentencing program. Forty-two students with below-average reading scores were identified using standardized reading…

An Investigation of Comprehension Processes among Adolescent English Learners with Reading Difficulties

ERIC Educational Resources Information Center

Lesaux, Nonie K.; Harris, Julie Russ

2017-01-01

This mixed-methods study examines the reading skills and processes of early adolescent Latino English learners demonstrating below-average reading comprehension performance (N = 41, mean age = 13 years). Standardized measures were used to estimate participants' word reading and vocabulary knowledge, and interviews were conducted to examine reading…

University Students with Poor Reading Comprehension

ERIC Educational Resources Information Center

Georgiou, George K.; Das, J. P.

2015-01-01

The present study aimed to examine the nature of the working memory and general cognitive ability deficits experienced by university students with a specific reading comprehension deficit. A total of 32 university students with poor reading comprehension but average word-reading skills and 60 age-word-matched controls with no comprehension…

Beyond Reading Level: A Systematic Review of the Suitability of Cancer Education Print and Web-based Materials

PubMed Central

Finnie, Ramona K.C.; Felder, Tisha M.; Linder, Suzanne Kneuper; Mullen, Patricia Dolan

2010-01-01

Background Consideration of categories related to reading comprehension—beyond reading level—is imperative to reach low literacy populations effectively. “Suitability” has been proposed as a term to encompass six categories of such factors: content, literacy demand graphics, layout/typography, learning stimulation, and cultural appropriateness. Our purpose was to describe instruments used to evaluate categories of suitability in cancer education materials in published reports and their findings. Methods We searched databases and reference lists for evaluations of print and Web-based cancer education materials to identify and describe measures of these categories. Studies had to evaluate reading level and at least one category of suitability. Results Eleven studies met our criteria.. Seven studies reported inter-rater reliability. Cultural appropriateness was most often assessed; four instruments assessed only surface aspects of cultural appropriateness. Only two of seven instruments used, the Suitability Assessment of Materials (SAM) and the Comprehensibility Assessment of Materials (SAM + CAM), were described as having any evidence of validity. Studies using SMOG and Fry reported higher average reading level scores than those using FK. Most materials failed criteria for reading level and cultural appropriateness. Conclusions We recommend more emphasis on the categories of suitability for those developing cancer education materials and more study of these categories and reliability and validity testing of instruments. PMID:20237884

The Long-Term Effectiveness of Reading Recovery and the Cost-Efficiency of Reading Recovery Relative to the Learning Disabled Classification Rate

ERIC Educational Resources Information Center

Galluzzo, Charles A.

2010-01-01

There is a great deal of research supporting Reading Recovery as a successful reading intervention program that assists below level first graders readers in closing the gap in reading at the same level of their average peers. There is a lack of research that analyses the cost-effectiveness of the Reading Recovery program compared to the cost in…

Bimodal Reading: Benefits of a Talking Computer for Average and Less Skilled Readers.

ERIC Educational Resources Information Center

Montali, Julie; Lewandowski, Lawrence

1996-01-01

Eighteen average readers and 18 less-skilled readers (grades 8 and 9) were presented with social studies and science passages via a computer either visually (on screen), auditorily (read by digitized voice), or bimodally (on screen, highlighted while being voiced). Less-skilled readers demonstrated comprehension in the bimodal condition equivalent…

Characterization of indoor diesel exhaust emissions from the parking garage of a school.

PubMed

Debia, Maximilien; Trachy-Bourget, Marie-Claude; Beaudry, Charles; Neesham-Grenon, Eve; Perron, Stéphane; Lapointe, Caroline

2017-02-01

Diesel exhaust (DE) emissions from a parking garage located in the basement of a school were characterized during spring and winter using direct reading devices and integrated sampling methods. Concentrations of CO and NO 2 were evaluated using electrochemical sensors and passive colorimetric tubes, respectively. Elemental and total carbon concentrations were measured using the NIOSH 5040 method. Particle number concentrations (PNCs), respirable particulate matter (PM resp ) mass concentrations, and size distributions were evaluated using direct reading devices. Indoor concentrations of elemental carbon, PNC, CO, and NO 2 showed significant seasonal variation; concentrations were much higher during winter (p < 0.01). Concentrations of the PM resp and total carbon did not show significant seasonal variation. Pearson correlation coefficients were 0.9 (p < 0.01) and 0.94 (p < 0.01) between the parking garage and ground floor average daily PNCs, and between the parking garage and first floor average daily PNCs, respectively. Since DE is the main identified source of fine and ultrafine particles in the school, these results suggest that DE emissions migrate from the parking garage into the school. Our results highlight the relevance of direct reading instruments in identifying migration of contaminants and suggest that monitoring PNC is a more specific way of assessing exposure to DE than monitoring the common PM resp fraction.

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

ERIC Educational Resources Information Center

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

2010-01-01

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

The Efficacy of the Scientific Research Associates Corrective Reading Program for Students with Reading Disabilities

ERIC Educational Resources Information Center

Young, Sharon K.

2012-01-01

In 2009, the National Assessment of Educational Process reported that the average reading score for students in one state was lower than that reported for students from 43 other states. The percentage of students performing at or above the accepted proficiency level in reading was 24% in 2009. School curriculum promotes reading achievement, yet…

Assessing Reading Rate in the Primary Grades (1-3)

ERIC Educational Resources Information Center

Morris, Darrell; Trathen, Woodrow; Gill, Tom; Schlagal, Robert; Ward, Devery; Frye, Elizabeth M.

2017-01-01

In this study we explore students' reading rates in grades 1-3. We begin with a short history of reading rate as an assessment measure in the early grades. Next, we share rate data from a recent study (N = 305) where children's contextual reading was assessed with a traditional passage-reading inventory. A comparison of our average grade-level…

Using Subjective and Objective Measures to Predict Level of Reading Fluency at the End of First Grade

ERIC Educational Resources Information Center

Morris, Darrell; Pennell, Ashley M.; Perney, Jan; Trathen, Woodrow

2018-01-01

This study compared reading rate to reading fluency (as measured by a rating scale). After listening to first graders read short passages, we assigned an overall fluency rating (low, average, or high) to each reading. We then used predictive discriminant analyses to determine which of five measures--accuracy, rate (objective); accuracy, phrasing,…

Cross-study differences in the etiology of reading comprehension: A meta-analytical review of twin studies

PubMed Central

Little, Callie W; Haughbrook, Rasheda; Hart, Sara A

2016-01-01

Numerous twin studies have been published examining the genetic and environmental etiology of reading comprehension, though the etiological estimates may be influenced currently unidentified sample conditions (e.g., Tucker-Drob & Bates, 2015). The purpose of the current meta-analysis was to average the etiological influences of reading comprehension and to explore the potential moderators that may be influencing these estimates. Results revealed an average heritability estimate of h2 = .59, with significant variation in estimates across studies, suggesting potential moderation. Heritability was moderated by publication year, grade level, project, zygosity determination method, and response type. The average shared environmental estimate was c2 = .16, with publication year, grade and zygosity determination method acting as significant moderators. These findings support the large role of genetic influences on reading comprehension, and a small but significant role of shared environmental influences. The significant moderators of etiological influences within the current synthesis suggest our interpretation of how genes and environment influence reading comprehension should reflect aspects of study and sample. PMID:27630039

Negotiating new literacies in science: An examination of at-risk and average-achieving ninth-grade readers' online reading comprehension strategies

NASA Astrophysics Data System (ADS)

Sevensma, Kara

In today's digital world the Internet is becoming an increasingly predominant resource for science information, rapidly eclipsing the traditional science textbook in content area classrooms (Lawless & Schrader, 2008). The shift challenges researchers, educators, administrators, and policy makers to reconsider what it means to read and comprehend online science information. The research on digital literacy is still in its infancy and little is known about the strategies and processes students use when reading science content on the Internet. Even less is known about how at-risk readers comprehend digital science content. Therefore, this study addresses three research questions: (1) What strategies and processes do at-risk and average-achieving readers use as they locate information and generate meaning from science websites? (2) What navigational profiles emerge as at-risk and average-achieving readers construct traversals (unique online paths of information) they locate information and generate meaning from science websites? (3) What individual characteristics influenced students' strategies as they locate information and generate meaning from science websites? Participants were six ninth-grade students in general education biology classrooms. Three were average-achieving readers and three were at-risk readers based on assessments of reading comprehension in traditional print-based texts. The students engaged in a three-day research project about the rainforest biome, locating information online, taking notes, and constructing an information brochure about the rainforest for peers. Data measures prior to and during the research included an Internet use survey, verbal protocols, screen captures of online activity, oral reading fluency assessments, and prior knowledge and topic engagement surveys. Quantitative descriptive and univariate analyses as well as qualitative abductive coding were employed over multiple phases to analyze the data. First, the results suggest that students employed a variety of online reading comprehension strategies in complex and dynamic ways. Among the many strategies revealed, the group of self-regulatory strategies (planning, predicting, monitoring, and evaluating) played a significant role, influencing students' use of all other strategies for locating and generating meaning from science websites. Second, the results also suggested that patterns of strategy use could be examined as unique navigational profiles. Rather than remaining fixed, the navigational profiles of each student altered in response to tasks and research methods. Importantly, all at-risk readers revealed more effective navigational profiles on Day 3 when they were forced by design of the task to attend to project goals and employ more self-regulatory strategies. Third, the results revealed that traditional reading comprehension strategies and prior knowledge of the rainforest also influenced online reading comprehension. Specifically, the at-risk readers with the lowest reading comprehension, oral reading fluency, and prior knowledge scores were more likely than the average-achieving readers to encounter issues in online texts that resulted in constructing ineffective traversals, or online reading paths, and spending significant time investing in online reading that was irrelevant to the research project. Ultimately, this study advanced the understanding about online reading comprehension for average-achieving and at-risk readers in science classrooms, contributing to a gap in the research, suggesting implications for practice, and promoting future research questions.

Sex or Gender Identity? Understanding Children's Reading Choices and Motivation

ERIC Educational Resources Information Center

McGeown, Sarah P.

2015-01-01

The extent to which children's reading choices could be predicted by their motivation and gender identity was examined. Two hundred and twenty-three children (average age 9 years 11 months) completed questionnaires measuring book reading choices, reading motivation, gender identity (identification with masculine and feminine traits) and a…

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

ERIC Educational Resources Information Center

Iwai, Yuko; Filce, Hollie; Ramp, Ellen

2011-01-01

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

Read buffer optimizations to support compiler-assisted multiple instruction retry

NASA Technical Reports Server (NTRS)

Alewine, N. J.; Fuchs, W. K.; Hwu, W. M.

1993-01-01

Multiple instruction retry is a recovery mechanism for transient processor faults. We previously developed a compiler-assisted approach to multiple instruction ferry in which a read buffer of size 2N (where N represents the maximum instruction rollback distance) was used to resolve some data hazards while the compiler resolved the remaining hazards. The compiler-assisted scheme was shown to reduce the performance overhead and/or hardware complexity normally associated with hardware-only retry schemes. This paper examines the size and design of the read buffer. We establish a practical lower bound and average size requirement for the read buffer by modifying the scheme to save only the data required for rollback. The study measures the effect on the performance of a DECstation 3100 running ten application programs using six read buffer configurations with varying read buffer sizes. Two alternative configurations are shown to be the most efficient and differed depending on whether split-cycle-saves are assumed. Up to a 55 percent read buffer size reduction is achievable with an average reduction of 39 percent given the most efficient read buffer configuration and a variety of applications.

Assessing the readability of ClinicalTrials.gov

PubMed Central

Wu, Danny TY; Hanauer, David A; Mei, Qiaozhu; Clark, Patricia M; An, Lawrence C; Proulx, Joshua; Zeng, Qing T; Vydiswaran, VG Vinod; Collins-Thompson, Kevyn

2016-01-01

Objective ClinicalTrials.gov serves critical functions of disseminating trial information to the public and helping the trials recruit participants. This study assessed the readability of trial descriptions at ClinicalTrials.gov using multiple quantitative measures. Materials and Methods The analysis included all 165 988 trials registered at ClinicalTrials.gov as of April 30, 2014. To obtain benchmarks, the authors also analyzed 2 other medical corpora: (1) all 955 Health Topics articles from MedlinePlus and (2) a random sample of 100 000 clinician notes retrieved from an electronic health records system intended for conveying internal communication among medical professionals. The authors characterized each of the corpora using 4 surface metrics, and then applied 5 different scoring algorithms to assess their readability. The authors hypothesized that clinician notes would be most difficult to read, followed by trial descriptions and MedlinePlus Health Topics articles. Results Trial descriptions have the longest average sentence length (26.1 words) across all corpora; 65% of their words used are not covered by a basic medical English dictionary. In comparison, average sentence length of MedlinePlus Health Topics articles is 61% shorter, vocabulary size is 95% smaller, and dictionary coverage is 46% higher. All 5 scoring algorithms consistently rated CliniclTrials.gov trial descriptions the most difficult corpus to read, even harder than clinician notes. On average, it requires 18 years of education to properly understand these trial descriptions according to the results generated by the readability assessment algorithms. Discussion and Conclusion Trial descriptions at CliniclTrials.gov are extremely difficult to read. Significant work is warranted to improve their readability in order to achieve CliniclTrials.gov’s goal of facilitating information dissemination and subject recruitment. PMID:26269536

The Nation's Report Card Reading 2011 State Snapshot Report. Oregon. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other…

The Nation's Report Card Reading 2011 State Snapshot Report. Oregon. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other…

The Nation's Report Card Reading 2011 State Snapshot Report. Minnesota. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other…

The Nation's Report Card Reading 2011 State Snapshot Report. Minnesota. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other…

The Nation's Report Card Reading 2011 State Snapshot Report. West Virginia. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other…

The Nation's Report Card Reading 2009 State Snapshot Report. West Virginia. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other…

The Nation's Report Card Reading 2009 State Snapshot Report. West Virginia. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other…

The Nation's Report Card Reading 2011 State Snapshot Report. West Virginia. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other…

Difference between BPM reading one bunch and the average of multi-bunch in Booster

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

Xi Yang

2004-08-18

Differences caused by BPM reading one bunch and multi-bunch average need to be well understood before the beam parameters, such as the synchrotron tune, betatron tune, and chromaticity, are extracted from those BPM data. It is easy to perform such a study using numerical simulation other than modifying the BPM electronics.

The Nation's Report Card Reading 2009 State Snapshot Report. Idaho. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other…

The Nation's Report Card Reading 2009 State Snapshot Report. Idaho. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other…

The Nation's Report Card Reading 2011 State Snapshot Report. Idaho. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other…

The Nation's Report Card Reading 2011 State Snapshot Report. Idaho. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other…

The Nation's Report Card Reading 2011 State Snapshot Report. New Hampshire. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other…

The Nation's Report Card Reading 2011 State Snapshot Report. New Hampshire. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other…

The Nation's Report Card Reading 2009 State Snapshot Report. New Hampshire. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other…

The Nation's Report Card Reading 2009 State Snapshot Report. New Hampshire. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other…

The Nation's Report Card Reading 2011 State Snapshot Report. Hawaii. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other…

The Nation's Report Card Reading 2009 State Snapshot Report. Hawaii. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other…

The Nation's Report Card Reading 2009 State Snapshot Report. Hawaii. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other…

The Nation's Report Card Reading 2011 State Snapshot Report. Hawaii. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other…

The Nation's Report Card Reading 2011 State Snapshot Report. DoDEA. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other…

The Nation's Report Card Reading 2011 State Snapshot Report. DoDEA. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other…

The Nation's Report Card Reading 2009 State Snapshot Report. DoDEA. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other…

The Nation's Report Card Reading 2009 State Snapshot Report. DoDEA. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other…

High-Achieving and Average Students' Reading Growth: Contrasting School and Summer Trajectories

ERIC Educational Resources Information Center

Rambo-Hernandez, Karen E.; McCoach, D. Betsy

2015-01-01

Much is unknown about how initially high-achieving students grow academically, especially given the measurement issues inherent in assessing growth for the highest performing students. This study compared initially high-achieving and average students' growth in reading (in a cohort of third-grade students from 2,000 schools) over 3 years.…

Assessing agreement between malaria slide density readings.

PubMed

Alexander, Neal; Schellenberg, David; Ngasala, Billy; Petzold, Max; Drakeley, Chris; Sutherland, Colin

2010-01-04

Several criteria have been used to assess agreement between replicate slide readings of malaria parasite density. Such criteria may be based on percent difference, or absolute difference, or a combination. Neither the rationale for choosing between these types of criteria, nor that for choosing the magnitude of difference which defines acceptable agreement, are clear. The current paper seeks a procedure which avoids the disadvantages of these current options and whose parameter values are more clearly justified. Variation of parasite density within a slide is expected, even when it has been prepared from a homogeneous sample. This places lower limits on sensitivity and observer agreement, quantified by the Poisson distribution. This means that, if a criterion of fixed percent difference criterion is used for satisfactory agreement, the number of discrepant readings is over-estimated at low parasite densities. With a criterion of fixed absolute difference, the same happens at high parasite densities. For an ideal slide, following the Poisson distribution, a criterion based on a constant difference in square root counts would apply for all densities. This can be back-transformed to a difference in absolute counts, which, as expected, gives a wider range of acceptable agreement at higher average densities. In an example dataset from Tanzania, observed differences in square root counts correspond to a 95% limits of agreement of -2,800 and +2,500 parasites/microl at average density of 2,000 parasites/microl, and -6,200 and +5,700 parasites/microl at 10,000 parasites/microl. However, there were more outliers beyond those ranges at higher densities, meaning that actual coverage of these ranges was not a constant 95%, but decreased with density. In a second study, a trial of microscopist training, the corresponding ranges of agreement are wider and asymmetrical: -8,600 to +5,200/microl, and -19,200 to +11,700/microl, respectively. By comparison, the optimal limits of agreement, corresponding to Poisson variation, are +/- 780 and +/- 1,800 parasites/microl, respectively. The focus of this approach on the volume of blood read leads to other conclusions. For example, no matter how large a volume of blood is read, some densities are too low to be reliably detected, which in turn means that disagreements on slide positivity may simply result from within-slide variation, rather than reading errors. The proposed method defines limits of acceptable agreement in a way which allows for the natural increase in variability with parasite density. This includes defining the levels of between-reader variability, which are consistent with random variation: disagreements within these limits should not trigger additional readings. This approach merits investigation in other settings, in order to determine both the extent of its applicability, and appropriate numerical values for limits of agreement.

On the use of Orbscan II to assess the peripheral corneal thickness in humans: a comparison with ultrasound pachometry measures.

PubMed

Jonuscheit, Sven; Doughty, Michael J; Button, Norman F

2007-03-01

To compare the measures of corneal thickness measurements obtained by an optical scanning slit method with those obtained by an ultrasound (US) pachometer, with special interest in the mid-peripheral (2.5 mm from centre) and peripheral (4.5 mm from centre) region of the cornea. Three measures of corneal thickness were taken using Orbscan II and then by US pachometry (under topical anaesthesia with benoxinate 0.4%) on 24 adults, aged 20-58 years and with up to 8.5 D of myopia. The full Orbscan topography maps were used to extract single point data along the horizontal corneal meridian for the geometric centre, 2.5 mm from centre (nasal and temporal) and 4.5 mm (nasal and temporal) from centre. No correction factor was used for the Orbscan data. The same set of measures were made with the US pachometer. In all cases, the averages of three (centre) or six (mid-periphery and periphery) readings were taken as the measurements from each cornea. Orbscan readings on the right eyes averaged 0.576, 0.632 and 0.712 mm for central, mid-peripheral and peripheral sites with average values for emmetropic subjects (<1 DS, n = 12) being marginally higher than for myopic subjects (average - 4.00 DS, n = 12). For US pachometry, the average values were however 0.522, 0.554 and 0.606 mm. Similar results were obtained on left eyes. Combining data from both eyes also showed that the mean difference between Orbscan II and US measures was not constant across the cornea, being 0.055 +/- 0.014 mm at the centre, 0.080 +/- 0.019 mm at mid-peripheral locations and 0.107 +/- 0.046 mm at the peripheral sites. These differences persisted after application of the generally recommended acoustic factor (x0.92) to all of the Orbscan readings. A single acoustic factor correction cannot be applied to all corneal thickness measures made with an Orbscan II to equate the measures to those made with an US pachometer.

Using Method of Instruction to Predict the Skills Supporting Initial Reading Development: Insight from a Synthetic Phonics Approach

ERIC Educational Resources Information Center

McGeown, Sarah P.; Medford, Emma

2014-01-01

This study examined the skills predicting early reading development when children were taught by a synthetic phonics approach. Eighty five children taught to read by systematic synthetic phonics were assessed on reading and cognitive assessments prior to reading instruction (average age 4 years, 7 months), 6 months later (5 years, 1 month), and 73…

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

PubMed

Tighe, Elizabeth L; Schatschneider, Christopher

2016-07-01

The current study employed a meta-analytic approach to investigate the relative importance of component reading skills to reading comprehension in struggling adult readers. A total of 10 component skills were consistently identified across 16 independent studies and 2,707 participants. Random effects models generated 76 predictor-reading comprehension effect sizes among the 10 constructs. The results indicated that six of the component skills exhibited strong relationships with reading comprehension (average rs ≥ .50): morphological awareness, language comprehension, fluency, oral vocabulary knowledge, real word decoding, and working memory. Three of the component skills yielded moderate relationships with reading comprehension (average rs ≥ .30 and < .50): pseudoword decoding, orthographic knowledge, and phonological awareness. Rapid automatized naming (RAN) was the only component skill that was weakly related to reading comprehension (r = .15). Morphological awareness was a significantly stronger correlate of reading comprehension than phonological awareness and RAN. This study provides the first attempt at a systematic synthesis of the recent research investigating the reading skills of adults with low literacy skills, a historically understudied population. Directions for future research, the relation of our results to the children's literature, and the implications for researchers and adult basic education programs are discussed. © Hammill Institute on Disabilities 2014.

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

PubMed Central

Tighe, Elizabeth L.; Schatschneider, Christopher

2015-01-01

The current study employed a meta-analytic approach to investigate the relative importance of component reading skills to reading comprehension in struggling adult readers. A total of 10 component skills were consistently identified across 16 independent studies and 2,707 participants. Random effects models generated 76 predictor-reading comprehension effect sizes among the 10 constructs. The results indicated that six of the component skills exhibited strong relationships with reading comprehension (average rs ≥ .50): morphological awareness, language comprehension, fluency, oral vocabulary knowledge, real word decoding, and working memory. Three of the component skills yielded moderate relationships with reading comprehension (average rs ≥ .30 and < .50): pseudoword decoding, orthographic knowledge, and phonological awareness. Rapid automatized naming (RAN) was the only component skill that was weakly related to reading comprehension (r = .15). Morphological awareness was a significantly stronger correlate of reading comprehension than phonological awareness and RAN. This study provides the first attempt at a systematic synthesis of the recent research investigating the reading skills of adults with low literacy skills, a historically under-studied population. Directions for future research, the relation of our results to the children’s literature, and the implications for researchers and Adult Basic Education (ABE) programs are discussed. PMID:25350926

National Survey of Patients’ Bill of Rights Statutes

PubMed Central

Jacob, Dan M.; Hochhauser, Mark; Parker, Ruth M.

2009-01-01

BACKGROUND Despite vigorous national debate between 1999–2001 the federal patients’ bill of rights (PBOR) was not enacted. However, states have enacted legislation and the Joint Commission defined an accreditation standard to present patients with their rights. Because such initiatives can be undermined by overly complex language, we surveyed the readability of hospital PBOR documents as well as texts mandated by state law. METHODS State Web sites and codes were searched to identify PBOR statutes for general patient populations. The rights addressed were compared with the 12 themes presented in the American Hospital Association’s (AHA) PBOR text of 2002. In addition, we obtained PBOR texts from a sample of hospitals in each state. Readability was evaluated using Prose, a software program which reports an average of eight readability formulas. RESULTS Of 23 states with a PBOR statute for the general public, all establish a grievance policy, four protect a private right of action, and one stipulates fines for violations. These laws address an average of 7.4 of the 12 AHA themes. Nine states’ statutes specify PBOR text for distribution to patients. These documents have an average readability of 15th grade (range, 11.6, New York, to 17.0, Minnesota). PBOR documents from 240 US hospitals have an average readability of 14th grade (range, 8.2 to 17.0). CONCLUSIONS While the average U.S. adult reads at an 8th grade reading level, an advanced college reading level is routinely required to read PBOR documents. Patients are not likely to learn about their rights from documents they cannot read. PMID:19189192

Relationship Between Metabolic Syndrome and Cognitive Abilities in U.S. Adolescents.

PubMed

Rubens, Muni; Ramamoorthy, Venkataraghavan; Saxena, Anshul; George, Florence; Shehadeh, Nancy; Attonito, Jennifer; McCoy, H Virginia; Beck-Sagué, Consuelo M

2016-10-01

Metabolic syndrome is increasingly common in U.S. adolescents and has been linked to cognitive dysfunction. Purpose of this study is to explore associations between metabolic syndrome and cognitive impairment in U.S. adolescents using population-based data. Participants included adolescents aged 12-16 years who participated in the National Health and Nutrition Examination Survey (NHANES) III. The main outcome measures included assessments of cognitive function using Wide Range Achievement Test-Revised (WRAT-R) and Wechsler Intelligence Scale for Children-Revised (WISC-R) tools. The WRAT-R consisted of mathematics and reading tests. The WISC-R consisted of block design test, which measures spatial visualization and motor skills, and digit span test, which measures working memory and attention. Linear regression models were used to examine associations between metabolic syndrome and cognitive function. We used education levels of the family reference person, while controlling for education levels because of missing data. Presence or absence of metabolic syndrome was tested in 1170 of 2216 NHANES III participants aged 12-16 years. Regression models showed that participants with metabolic syndrome scored an average 1.25 [95% confidence interval (CI) = -2.14 to -0.36] points lower in reading examination and an average 0.89 (95% CI = -1.65 to -0.13) points lower in digit span examination, compared to those without metabolic syndrome. In addition, components of metabolic syndrome-elevated systolic blood pressure and increased waist circumference (WC)-were associated with impaired working memory/attention, and higher fasting glucose and increased WC were associated with poorer reading test scores. Metabolic syndrome was associated with impaired reading, working memory, and attention among adolescents.

An analysis of the readability characteristics of oral health information literature available to the public in Tasmania, Australia.

PubMed

Barnett, Tony; Hoang, Ha; Furlan, Ashlea

2016-03-17

The effectiveness of print-based health promotion materials is dependent on their readability. This study aimed to assess the characteristics of print-based oral health information literature publically available in Tasmania, Australia. Oral health education brochures were collected from 11 dental clinics across Tasmania and assessed for structure and format, content and readability. Reading level was calculated using three widely-used measures: Flesch-Kincaid Grade Level (FKGL), Flesch Reading Ease, and Simple Measure of Gobbledygook (SMOG) reading grade level. The FKGL of the 67 brochures sampled ranged from grade 3 to 13. The grade level for government health department brochures (n = 14) ranged from grade 4 to 11 (5.6 ± 1.8). Reading levels for materials produced by commercial sources (n = 22) ranged from 3 to 13 (8.3 ± 2.1), those from professional associations (n = 22) ranged from grade 7 to 11 (8.9 ± 0.9) and brochures produced by other sources (n = 9) ranged from 5 to 10 (7.6 ± 1.5). The SMOG test was positively correlated with the FKGL (rs = 0.92, p < 0.001) though consistently rated materials 2-3 grades higher. The reading level required to comprehend brochures published by government sources were, on average, lower than those from commercial, professional and other sources. Government materials were also more likely to contain fewer words and professional jargon terms than brochures from the other sources. A range of oral health information brochures were publically available for patients in both public and private dental clinics. However, their readability characteristics differed. Many brochures required a reading skill level higher than that suited to a large proportion of the Tasmanian population. Readability and other characteristics of oral health education materials should be assessed to ensure their suitability for use with patients, especially those suspected of having low literacy skills.

Literacy Learning of At-Risk First-Grade Students in the Reading Recovery Early Intervention

ERIC Educational Resources Information Center

Schwartz, Robert M.

2005-01-01

This study investigated the effectiveness and efficiency of the Reading Recovery early intervention. At-risk 1st-grade students were randomly assigned to receive the intervention during the 1st or 2nd half of the school year. High-average and low-average students from the same classrooms provided additional comparisons. Thirty-seven teachers from…

The Short- and Long-Term Effectiveness of Reading Recovery in a Rural School Setting

ERIC Educational Resources Information Center

Choi, Hee-sook; Bieber, Gregg

2011-01-01

Five years of emergent literacy and literacy data from 2002 to 2007 were reviewed for first through third graders in a small, rural school in the Midwest. Forty first graders had received Reading Recovery services over that time span. Their scores on DIBELS were compared to 41 low average to average students. Subsequent placement in special…

Executive Dysfunction among Children with Reading Comprehension Deficits

ERIC Educational Resources Information Center

Locascio, Gianna; Mahone, E. Mark; Eason, Sarah H.; Cutting, Laurie E.

2010-01-01

Emerging research supports the contribution of executive function (EF) to reading comprehension; however, a unique pattern has not been established for children who demonstrate comprehension difficulties despite average word recognition ability (specific reading comprehension deficit; S-RCD). To identify particular EF components on which children…

The English-Language and Reading Achievement of a Cohort of Deaf Students Speaking and Signing Standard English: A Preliminary Study.

PubMed

Nielsen, Diane Corcoran; Luetke, Barbara; McLean, Meigan; Stryker, Deborah

2016-01-01

Research suggests that English-language proficiency is critical if students who are deaf or hard of hearing (D/HH) are to read as their hearing peers. One explanation for the traditionally reported reading achievement plateau when students are D/HH is the inability to hear insalient English morphology. Signing Exact English can provide visual access to these features. The authors investigated the English morphological and syntactic abilities and reading achievement of elementary and middle school students at a school using simultaneously spoken and signed Standard American English facilitated by intentional listening, speech, and language strategies. A developmental trend (and no plateau) in language and reading achievement was detected; most participants demonstrated average or above-average English. Morphological awareness was prerequisite to high test scores; speech was not significantly correlated with achievement; language proficiency, measured by the Clinical Evaluation of Language Fundamentals-4 (Semel, Wiig, & Secord, 2003), predicted reading achievement.

Can You Read Me Now? Disciplinary Literacy Reading Strategies in the 7th Grade Science Classroom

NASA Astrophysics Data System (ADS)

McQuaid, Kelly Kathleen

Adolescent readers require a broad range of reading skills to deal with the challenges of reading complex text. Some researchers argue for a discipline-specific focus to address the low reading proficiency rates among secondary students. Disciplinary literacy attends to the different ways disciplines, such as science, generate and communicate knowledge. The purpose of this quasi-experimental study was to examine if and to what degree disciplinary literacy reading strategies impact student learning outcomes in reading comprehension and science content knowledge for 132 7th grade science students in five Southern Arizona charter schools and whether reading ability moderates that impact. The theoretical foundation for this study rested on expert-novice theory and Halliday's theory of critical moments of language development. It is not known if and to what degree disciplinary literacy reading strategies impact student learning outcomes in reading comprehension and science content knowledge for 7th grade science students and whether or not reading ability has a moderating effect on those student learning outcomes. The results for MANCOVA did not produce statistically significant results nor did the moderation analysis for the influence of reading ability on reading comprehension in the disciplinary literacy group. However, the moderation analysis for the influence of reading ability on science content knowledge resulted in conditional significant results for low (p < .01) and average readers (p <. 05). Low to average readers in the disciplinary literacy group appeared to benefit the most from reading comprehension instruction focused on learning science content in the science classroom.

Assessing neglect dyslexia with compound words.

PubMed

Reinhart, Stefan; Schunck, Alexander; Schaadt, Anna Katharina; Adams, Michaela; Simon, Alexandra; Kerkhoff, Georg

2016-10-01

The neglect syndrome is frequently associated with neglect dyslexia (ND), which is characterized by omissions or misread initial letters of single words. ND is usually assessed with standardized reading texts in clinical settings. However, particularly in the chronic phase of ND, patients often report reading deficits in everyday situations but show (nearly) normal performances in test situations that are commonly well-structured. To date, sensitive and standardized tests to assess the severity and characteristics of ND are lacking, although reading is of high relevance for daily life and vocational settings. Several studies found modulating effects of different word features on ND. We combined those features in a novel test to enhance test sensitivity in the assessment of ND. Low-frequency words of different length that contain residual pronounceable words when the initial letter strings are neglected were selected. We compared these words in a group of 12 ND-patients suffering from right-hemispheric first-ever stroke with word stimuli containing no existing residual words. Finally, we tested whether the serially presented words are more sensitive for the diagnosis of ND than text reading. The severity of ND was modulated strongly by the ND-test words and error frequencies in single word reading of ND words were on average more than 10 times higher than in a standardized text reading test (19.8% vs. 1.8%). The novel ND-test maximizes the frequency of specific ND-errors and is therefore more sensitive for the assessment of ND than conventional text reading tasks. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Cognitive and linguistic predictors of reading comprehension in children with intellectual disabilities.

PubMed

van Wingerden, Evelien; Segers, Eliane; van Balkom, Hans; Verhoeven, Ludo

2014-11-01

A considerable number of children with intellectual disabilities (ID) are able to acquire basic word reading skills. However, not much is known about their achievements in more advanced reading comprehension skills. In the present study, a group of 49 children with ID and a control group of 21 typically developing children with word decoding skills in the normal ranges of first grade were compared in lower level (explicit meaning) and higher level (implicit meaning) reading comprehension abilities. Moreover, in the group of children with ID it was examined to what extent their levels of lower level and higher level reading comprehension could be predicted from their linguistic skills (word decoding, vocabulary, language comprehension) and cognitive skill (nonverbal reasoning). It was found that children with ID were weaker than typically developing children in higher level reading comprehension but not in lower level reading comprehension. Children with ID also performed below the control group on nonverbal reasoning and language comprehension. After controlling for nonverbal reasoning, linguistic skills predicted lower level reading comprehension but not higher level reading comprehension. It can be concluded that children with ID who have basic decoding skill do reasonably well on lower level reading comprehension but continue to have problems with higher level reading comprehension. Copyright © 2014 Elsevier Ltd. All rights reserved.

Evaluation of the i3 Scale-up of Reading Recovery: Year One Report, 2011-12. RR-76

ERIC Educational Resources Information Center

May, Henry; Gray, Abigail; Gillespie, Jessica N.; Sirinides, Philip; Sam, Cecile; Goldsworthy, Heather; Armijo, Michael; Tognatta, Namrata

2013-01-01

Reading Recovery (RR) is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. Students identified to receive Reading Recovery meet individually with a specially trained Reading Recovery (RR) teacher every school day for 30-minute lessons over a…

Reading in Class & out of Class: An Experience Sampling Method Study

ERIC Educational Resources Information Center

Shumow, Lee; Schmidt, Jennifer A.; Kackar, Hayal

2008-01-01

This study described and compared the reading of sixth and eighth grade students both in and out of school using a unique data set collected with the Experience Sampling Method (ESM). On average, students read forty minutes a day out of class and seventeen minutes a day in class indicating that reading is a common leisure practice for…

Comparing the Impact of Rates of Text-to-Speech Software on Reading Fluency and Comprehension for Adults with Reading Difficulties

ERIC Educational Resources Information Center

Coleman, Mari Beth; Killdare, Laura K.; Bell, Sherry Mee; Carter, Amanda M.

2014-01-01

The purpose of this study was to determine the impact of text-to-speech software on reading fluency and comprehension for four postsecondary students with below average reading fluency and comprehension including three students diagnosed with learning disabilities and concomitant conditions (e.g., attention deficit hyperactivity disorder, seizure…

Relative Contributions of Caregivers' Level of Education, Role Definition and Average Household Income to Caregiver Involvement in Children's Emergent Reading

ERIC Educational Resources Information Center

Wambiri, Gladwell N.; Ndani, Mary N.

2015-01-01

Recent studies have consistently reported low reading achievement levels among primary school children in Kenya. Reading is a very critical component of children's development. Many aspects of learning at school revolve around this skill. Being the media via which other subjects are taught and learnt, reading is very significant and could…

The Optimum Font Size and Type for Students Aged 9-12 Reading Arabic Characters on Screen: A Case Study

NASA Astrophysics Data System (ADS)

Abubaker, A. A.; Lu, J.

2012-05-01

More and more, interest in the way data is displayed on screen has increased, especially with the increase in the number of people using e-text for learning purposes. So, this requires more focus on factors that affect screen legibility. Text display factors, such as font size, line length and font type, have an impact on reading online. Two font types [Arabic Traditional and Simplified Arabic] in four different sizes [10, 14, 16 and 18] are measured using Arabic text. On-line processes were measured using reading-aloud technique. Accuracy of reading was also measured by the average of errors that students made when reading the text, while reading speed was tested by the time it took students to read the text. However, results indicated that Arabic text in font size 10 is not readable to students aged 10 to 12. On the other hand, font sizes sixteen and eighteen are more readable than any smaller-sized font, the averages of error size 18 improve in all font types, while age has a significant impact on reading speed. Simplified Arabic font is reported as readable to students aged 10-12, especially in sizes 14 and 18.

Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9

PubMed Central

Sanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D.

2017-01-01

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in grades 4–9 (N=103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n=25), word reading and spelling (dyslexia, n=60), or oral and written language (OWL LD, n=18). That is, SLDs are defined on basis of cascading level of language impairment (subword, word, and syntax/text). A 5-block regression model sequentially predicted literacy achievement from cognitive-linguistic translation (Block 1); working memory components for word form coding (Block 2), phonological and orthographic loops (Block 3), and supervisory focused or switching attention (Block4); and SLD groups (Block 5). Results showed that cognitive-linguistic translation explained an average of 27% and 15% of the variance in reading and writing achievement, respectively, but working memory components explained an additional 39% and 27% variance. Orthographic word form coding uniquely predicted nearly every measure, whereas attention switching only uniquely predicted reading. Finally, differences in reading and writing persisted between dyslexia and dysgraphia, with dysgraphia higher, even after controlling for Block 1 to 4 predictors. Differences in literacy achievement between students with dyslexia and OWL LD were largely explained by the Block 1 predictors. Applications to identifying and teaching students with these SLDs are discussed. PMID:28199175

Readability assessment of online thyroid surgery patient education materials.

PubMed

Patel, Chirag R; Cherla, Deepa V; Sanghvi, Saurin; Baredes, Soly; Eloy, Jean Anderson

2013-10-01

Published guidelines recommend written health information be written at or below the sixth-grade level. We evaluate the readability of online materials related to thyroid surgery. Thyroid surgery materials were evaluated using Flesch Reading Ease Score (FRES), Flesch Kincaid Grade Level (FKGL), Gunning Frequency of Gobbledygook (GFOG), and Simple Measure of Gobbledygook (SMOG). Thirty-one documents were evaluated. FRES scores ranged from 29.3 to 67.8 (possible range = 0 to 100), and averaged 50.5. FKGL ranged from 6.9 to 14.9 (possible range = 3 to 12), and averaged 10.4. SMOG scores ranged from 11.8 to 14.5 (possible range = 3 to 19), and averaged 13.0. GFOG scores ranged from 10.6 to 18.0 (possible range = 3 to 19), and averaged 13.5. Readability scores for online thyroid surgery materials are higher (i.e., more difficult) than the recommended levels. However, readability is only one aspect of comprehension. Written information should be designed with that fact in mind. Copyright © 2013 Wiley Periodicals, Inc.

Evaluating the quality and readability of Internet information sources regarding the treatment of swallowing disorders.

PubMed

O'Connell Ferster, Ashley P; Hu, Amanda

2017-03-01

The Internet has become a popular resource for patient education. The information it provides, however, is rarely peer-reviewed, and its quality may be a concern. Since the average American reads at an 8th grade level, the American Medical Association and the National Institutes of Health have recommended that health information be written at a 4th to 6th grade level. We performed a study to assess the quality and readability of online information regarding the treatment of swallowing disorders. A Google search for "swallowing treatment" was conducted. We studied the first 50 websites that appeared on the search engine's results with the use of the DISCERN quality index tool, the Flesch Ease of Reading Score (FRES), and the Flesch-Kincaid Grade Level (FKGL) readability test. DISCERN is a validated 16-item questionnaire used to assess the quality of written health information; FRES and FKGL are used to assess readability. We classified the websites as either patient-targeted or professional-targeted sites, as well as either major or minor. The overall DISCERN score was 1.61 ± 0.61 (range: 1 to 5), the overall FRES was 39.1 ± 19.0 (range: 1 to 100), and the overall FKGL was 11.8 ± 3.4 (range: 3 to 12). As would be expected, patient-targeted websites had significantly higher FRES and significantly lower FKGL scores than did the professional-targeted websites (p = 0.01 and p = 0.04, respectively); there was no significant difference between the two in DISCERN scores. The major websites had significantly higher DISCERN scores than did the minor sites (p = 0.002); there were no significant differences in FRES and FKGL scores. We conclude that online information sources regarding the treatment of swallowing disorders were of suboptimal quality in that information was written at a level too difficult for the average American to easily understand. Also, the patient-targeted websites were written at a lower reading level, and the major websites contained a higher quality of information.

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

PubMed

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

2007-01-01

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

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

Comparison of the Minnesota Percepto-Diagnostic Test and Bender-Gestalt: relationship with achievement criteria.

PubMed

Fuller, G B; Wallbrown, F H

1983-11-01

Administered the Bender-Gestalt (BG) and Minnesota Percepto-Diagnostic Test (MPD) to 69 first-grade children prior to administration of the California Achievement Test (CAT). Order of administration for the BG and MPD was counterbalanced to control for practice effects. Correlations (rs) were computed between the 9 CAT subtests and scores from the BG and MPD. The DD score from the MPD correlated significantly with all 9 CAT subtests. The SpCD score from the MPD correlated significantly with 6 of the 9 CAT subtests. The BG Koppitz score correlated significantly with 6 of the 9 CAT subtests. Both the DD and SpCD scores showed a significantly higher negative r with Reading Vocabulary, Total Reading, and Arithmetic Computation than the BG. Furthermore, both types of MPD scores showed a much higher average r with the 9 CAT subtests than was evident for the BG. These findings suggest that DD and SpCD scores from the MPD provide a more sensitive measure of deficits in visual-motor perception than the Koppitz score from the BG.

Math Disabilities and Reading Disabilities: Can They Be Separated?

ERIC Educational Resources Information Center

Swanson, H. Lee; Jerman, Olga; Zheng, Xinhua

2009-01-01

This article synthesizes some of the published literature that selectively compares the cognitive functioning of children with math disabilities (MDs) with average-achieving children and poor readers (children with reading disabilities [RDs] or comorbid disabilities [RDs + MDs]). All studies in the synthesis report reading, IQ, and math scores for…

Developing Critical Reading Skills through Whole Language Strategies.

ERIC Educational Resources Information Center

Combs, Robin

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

Cattell-Horn-Carroll Cognitive Ability Profiles of Poor Comprehenders

ERIC Educational Resources Information Center

Floyd, Randy G.; Bergeron, Renee; Alfonso, Vincent C.

2006-01-01

This study examines cognitive ability profiles of children with specific age-based normative weaknesses in reading comprehension and compares those profiles to the profiles of (a) children with at least average achievement in reading comprehension, reading decoding skills, and mathematics and (b) children with low achievement across the 3…

Working Memory in Children with Reading Disabilities and/or Mathematical Disabilities

ERIC Educational Resources Information Center

De Weerdt, Frauke; Desoete, Annemie; Roeyers, Herbert

2013-01-01

Elementary school children with reading disabilities (RD; "n" = 17), mathematical disabilities (MD; "n" = 22), or combined reading and mathematical disabilities (RD+MD; "n" = 28) were compared to average achieving (AA; "n" = 45) peers on working memory measures. On all working memory components, 2 (RD vs. no…

Cochlear implantation: An assessment of quality and readability of web-based information aimed at patients.

PubMed

Seymour, Nicky; Lakhani, Raj; Hartley, Benjamin; Cochrane, Lesley; Jephson, Christopher

2015-01-01

Patients should have access to high-quality health information websites on which to base their decision-making. There are concerns regarding the accuracy and quality of some health websites. We aimed to objectively measure website quality related to cochlear implantation. Selected patient-information websites were scored, depending on how highly they ranked on search engines and if they were ranked on more than one of the search engines used. The top 40 websites from three major search engines were analysed. The quality of each website was scored using the DISCERN tool and the readability was scored using the Flesch-Kincaid reading ease and the Gunning-Fog index. The average Flesch-Kincaid score was 49.7, giving an average reading age of a 15-17 years old, and the average Gunning-fog score was 13.1, which equals that of an 18 years old. Internet-based information regarding cochlear implantation is of varied quality and is written above the expected reading level of an average person.

The effect of education type on common misconceptions of traumatic brain injury.

PubMed

De Iorio, Monica L; Nolan, Susan A; Teague, Susan

2017-11-01

In the current study, we investigated the effects of existing education materials-either a Traumatic Brain Injury (TBI) factsheet or personal stories of people with TBI-on undergraduate students' misconceptions and attributions about the causes of TBI-related behavior. Undergraduate students (N = 164) were recruited through the university participant pool. The participants were randomly assigned to receive either a factsheet about TBI, personal stories of people with TBI, or a control reading. Groups were compared on the number of TBI misconceptions endorsed, scores on an attribution measure, and their willingness to interact with people who have TBIs. Both the TBI factsheet group and the personal stories group endorsed fewer misconceptions, on average, than the control group (p = .02). Additionally, those who read either the personal stories or the factsheet had significantly lower attribution scores, on average, than the control group (p = .001; p = .03). That is, those who read either of the educational materials were more likely to endorse a TBI explanation over an adolescent explanation, compared to those who read a control reading. The groups did not significantly differ on their willingness for social interaction. Results suggest that, on average, factsheets and personal stories are effective for increasing knowledge about moderate-to-severe TBI as compared to a control group. Personal stories and factsheets may also be useful, on average, for addressing tendencies to discount TBIs as explanations for behavioral change, as compared to a control group. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Generalist genes and learning disabilities: a multivariate genetic analysis of low performance in reading, mathematics, language and general cognitive ability in a sample of 8000 12-year-old twins.

PubMed

Haworth, Claire M A; Kovas, Yulia; Harlaar, Nicole; Hayiou-Thomas, Marianna E; Petrill, Stephen A; Dale, Philip S; Plomin, Robert

2009-10-01

Our previous investigation found that the same genes influence poor reading and mathematics performance in 10-year-olds. Here we assess whether this finding extends to language and general cognitive disabilities, as well as replicating the earlier finding for reading and mathematics in an older and larger sample. Using a representative sample of 4000 pairs of 12-year-old twins from the UK Twins Early Development Study, we investigated the genetic and environmental overlap between internet-based batteries of language and general cognitive ability tests in addition to tests of reading and mathematics for the bottom 15% of the distribution using DeFries-Fulker extremes analysis. We compared these results to those for the entire distribution. All four traits were highly correlated at the low extreme (average group phenotypic correlation = .58). and in the entire distribution (average phenotypic correlation = .59). Genetic correlations for the low extreme were consistently high (average = .67), and non-shared environmental correlations were modest (average = .23). These results are similar to those seen across the entire distribution (.68 and .23, respectively). The 'Generalist Genes Hypothesis' holds for language and general cognitive disabilities, as well as reading and mathematics disabilities. Genetic correlations were high, indicating a strong degree of overlap in genetic influences on these diverse traits. In contrast, non-shared environmental influences were largely specific to each trait, causing phenotypic differentiation of traits.

Emergence of the neural network underlying phonological processing from the prereading to the emergent reading stage: A longitudinal study.

PubMed

Yu, Xi; Raney, Talia; Perdue, Meaghan V; Zuk, Jennifer; Ozernov-Palchik, Ola; Becker, Bryce L C; Raschle, Nora M; Gaab, Nadine

2018-05-01

Numerous studies have shown that phonological skills are critical for successful reading acquisition. However, how the brain network supporting phonological processing evolves and how it supports the initial course of learning to read is largely unknown. Here, for the first time, we characterized the emergence of the phonological network in 28 children over three stages (prereading, beginning reading, and emergent reading) longitudinally. Across these three time points, decreases in neural activation in the left inferior parietal cortex (LIPC) were observed during an audiovisual phonological processing task, suggesting a specialization process in response to reading instruction/experience. Furthermore, using the LIPC as the seed, a functional network consisting of the left inferior frontal, left posterior occipitotemporal, and right angular gyri was identified. The connection strength in this network co-developed with the growth of phonological skills. Moreover, children with above-average gains in phonological processing showed a significant developmental increase in connection strength in this network longitudinally, while children with below-average gains in phonological processing exhibited the opposite trajectory. Finally, the connection strength between the LIPC and the left posterior occipitotemporal cortex at the prereading level significantly predicted reading performance at the emergent reading stage. Our findings highlight the importance of the early emerging phonological network for reading development, providing direct evidence for the Interactive Specialization Theory and neurodevelopmental models of reading. © 2018 Wiley Periodicals, Inc.

Improving Eighth Grade Students' Reading Comprehension through the Use of the Collision Plus Arts-Integrated Program

ERIC Educational Resources Information Center

Knight, Taneka L.

2016-01-01

African American and Latino students attending Title I schools in the metropolitan Atlanta area were not reading on grade level. The majority of students are low performing readers and minimally met the reading comprehension requirements. The 2015 average 8th grade reading score for these students was 246 out of 500. This applied dissertation was…

The Soft Start of the Danish Schools: Learning to Read--Slowly.

ERIC Educational Resources Information Center

Low, Anni

Although a recent study shows that school children in Denmark are acquiring initial reading proficiencies at a slower pace than in previous years, that there were more very good readers and more very poor readers in 1972-73 than in 1966, that the average reading performance was lower in 1972-73 than in 1966, and that children in 1972-73 read more…

Adults with reading disabilities: converting a meta-analysis to practice.

PubMed

Swanson, H Lee

2012-01-01

This article reviews the results of a meta-analysis of the experimental published literature that compares the academic, cognitive, and behavioral performance of adults with reading disabilities (RD) with average achieving adult readers. The meta-analysis shows that deficits independent of the classification measures emerged for adults with RD on measures of vocabulary, math, spelling, and specific cognitive process related to naming speed, phonological processing, and verbal memory. The results also showed that adults with high verbal IQs (scores > 100) but low word recognition standard scores (< 90) yielded greater deficits related to their average reading counterparts when compared to studies that included adults with RD with verbal IQ and reading scores in the same low range. Implications of the findings related to assessment and intervention are discussed.

The efficacy of print and video in correcting cognitive misconceptions in science

NASA Astrophysics Data System (ADS)

Finney, Mary Jo

One hundred fifty-three fifth grade students found to have misconceptions about seasonal change were randomly assigned to either a video-print or print-video group. In Study One, each group read or viewed content about seasonal change and a free recall, multiple choice and application task were administered during the following week. Two weeks later, Study Two replicated the procedures with the groups receiving content in the alternate media. Hypotheses predicting video would be more effective than print in correcting misconceptions were rejected since there was either no significance on the measures or performance was higher after reading. Exposure to both media favored the video-print order. Low and high ability readers performed better after print treatment with no significant difference between media among average ability readers. More concepts than content vocabulary were present in written responses by both video and print groups. Post-hoc analysis revealed no gender differences, no significant difference in length of free recall between Study One and Study Two and significant differences between reading abilities on all measures.

Longitudinal follow-up of academic achievement in children with autism from age 2 to 18.

PubMed

Kim, So Hyun; Bal, Vanessa H; Lord, Catherine

2018-03-01

This study examined early predictors of and changes in school-age academic achievement and class placement in children referred for autism spectrum disorder (ASD) at age 2. Of 111 ASD referrals, 74 were diagnosed with ASD at age 18. Regression analyses were performed to identify age 3 predictors of achievement in arithmetic, passage comprehension, word reading, and spelling at ages 9 and 18. Linear Mixed Models were used to examine predictors of academic growth between ages 9 and 18. Academic skills varied widely at 9 and 18, but were mostly commensurate with or higher than expected given cognitive levels. However, 22% (age 9) and 32% (age 18) of children with average/above average IQ showed below/low average achievement in at least one academic domain. Children who remained in general education/inclusion classrooms had higher achievement than those who moved to special education classrooms. Stronger cognitive skills at age 3 and 9 predicted better academic achievement and faster academic growth from age 9 to 18. Parent participation in intervention by age 3 predicted better achievement at age 9 and 18. Many children with ASD achieve basic academic skills commensurate with or higher than their cognitive ability. However, more rigorous screening for learning difficulties may be important for those with average cognitive skills because a significant minority show relative academic delays. Interventions targeting cognitive skills and parent participation in early treatment may have cascading effects on long-term academic development. © 2017 Association for Child and Adolescent Mental Health.

Dyslexia Limits the Ability to Categorize Talker Dialect

PubMed Central

Long, Gayle Beam; Jacewicz, Ewa

2016-01-01

Purpose The purpose of this study was to determine whether the underlying phonological impairment in dyslexia is associated with a deficit in categorizing regional dialects. Method Twenty adults with dyslexia, 20 school-age children with dyslexia, and 40 corresponding control listeners with average reading ability listened to sentences produced by multiple talkers (both sexes) representing two dialects: Midland dialect in Ohio (same as listeners' dialect) and Southern dialect in Western North Carolina. Participants' responses were analyzed using signal detection theory. Results Listeners with dyslexia were less sensitive to talker dialect than listeners with average reading ability. Children were less sensitive to dialect than adults. Under stimulus uncertainty, listeners with average reading ability were biased toward Ohio dialect, whereas listeners with dyslexia were unbiased in their responses. Talker sex interacted with sensitivity and bias differently for listeners with dyslexia than for listeners with average reading ability. The correlations between dialect sensitivity and phonological memory scores were strongest for adults with dyslexia. Conclusions The results imply that the phonological deficit in dyslexia arises from impaired access to intact phonological representations rather than from poorly specified representations. It can be presumed that the impeded access to implicit long-term memory representations for indexical (dialect) information is due to less efficient operations in working memory, including deficiencies in utilizing talker normalization processes. PMID:27575597

Characterization and Prediction of Early Reading Abilities in Children on the Autism Spectrum

PubMed Central

Davidson, Meghan M.; Weismer, Susan Ellis

2013-01-01

Many children with autism spectrum disorder (ASD) have reading profiles characterized by higher decoding skills and lower reading comprehension. This study assessed whether this profile was apparent in young children with ASD and examined concurrent and longitudinal predictors of early reading. A discrepant profile of reading (higher alphabet and lower meaning) was found in 62% of this sample. Concurrent analyses revealed that reading proficiency was associated with higher nonverbal cognition and expressive language, and that social ability was negatively related to alphabet knowledge. Nonverbal cognition and expressive language at mean age 2½ years predicted later reading performance at mean age 5½ years. These results support the importance of early language skills as a foundation for reading in children with ASD. PMID:24022730

Working memory, short-term memory and reading proficiency in school-age children with cochlear implants.

PubMed

Bharadwaj, Sneha V; Maricle, Denise; Green, Laura; Allman, Tamby

2015-10-01

The objective of the study was to examine short-term memory and working memory through both visual and auditory tasks in school-age children with cochlear implants. The relationship between the performance on these cognitive skills and reading as well as language outcomes were examined in these children. Ten children between the ages of 7 and 11 years with early-onset bilateral severe-profound hearing loss participated in the study. Auditory and visual short-term memory, auditory and visual working memory subtests and verbal knowledge measures were assessed using the Woodcock Johnson III Tests of Cognitive Abilities, the Wechsler Intelligence Scale for Children-IV Integrated and the Kaufman Assessment Battery for Children II. Reading outcomes were assessed using the Woodcock Reading Mastery Test III. Performance on visual short-term memory and visual working memory measures in children with cochlear implants was within the average range when compared to the normative mean. However, auditory short-term memory and auditory working memory measures were below average when compared to the normative mean. Performance was also below average on all verbal knowledge measures. Regarding reading outcomes, children with cochlear implants scored below average for listening and passage comprehension tasks and these measures were positively correlated to visual short-term memory, visual working memory and auditory short-term memory. Performance on auditory working memory subtests was not related to reading or language outcomes. The children with cochlear implants in this study demonstrated better performance in visual (spatial) working memory and short-term memory skills than in auditory working memory and auditory short-term memory skills. Significant positive relationships were found between visual working memory and reading outcomes. The results of the study provide support for the idea that WM capacity is modality specific in children with hearing loss. Based on these findings, reading instruction that capitalizes on the strengths in visual short-term memory and working memory is suggested for young children with early-onset hearing loss. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

A genetic scale of reading frame coding.

PubMed

Michel, Christian J

2014-08-21

The reading frame coding (RFC) of codes (sets) of trinucleotides is a genetic concept which has been largely ignored during the last 50 years. A first objective is the definition of a new and simple statistical parameter PrRFC for analysing the probability (efficiency) of reading frame coding (RFC) of any trinucleotide code. A second objective is to reveal different classes and subclasses of trinucleotide codes involved in reading frame coding: the circular codes of 20 trinucleotides and the bijective genetic codes of 20 trinucleotides coding the 20 amino acids. This approach allows us to propose a genetic scale of reading frame coding which ranges from 1/3 with the random codes (RFC probability identical in the three frames) to 1 with the comma-free circular codes (RFC probability maximal in the reading frame and null in the two shifted frames). This genetic scale shows, in particular, the reading frame coding probabilities of the 12,964,440 circular codes (PrRFC=83.2% in average), the 216 C(3) self-complementary circular codes (PrRFC=84.1% in average) including the code X identified in eukaryotic and prokaryotic genes (PrRFC=81.3%) and the 339,738,624 bijective genetic codes (PrRFC=61.5% in average) including the 52 codes without permuted trinucleotides (PrRFC=66.0% in average). Otherwise, the reading frame coding probabilities of each trinucleotide code coding an amino acid with the universal genetic code are also determined. The four amino acids Gly, Lys, Phe and Pro are coded by codes (not circular) with RFC probabilities equal to 2/3, 1/2, 1/2 and 2/3, respectively. The amino acid Leu is coded by a circular code (not comma-free) with a RFC probability equal to 18/19. The 15 other amino acids are coded by comma-free circular codes, i.e. with RFC probabilities equal to 1. The identification of coding properties in some classes of trinucleotide codes studied here may bring new insights in the origin and evolution of the genetic code. Copyright © 2014 Elsevier Ltd. All rights reserved.

L2 Reading Comprehension and Its Correlates: A Meta-Analysis

ERIC Educational Resources Information Center

Jeon, Eun Hee; Yamashita, Junko

2014-01-01

The present meta-analysis examined the overall average correlation (weighted for sample size and corrected for measurement error) between passage-level second language (L2) reading comprehension and 10 key reading component variables investigated in the research domain. Four high-evidence correlates (with 18 or more accumulated effect sizes: L2…

National Workplace Literacy Program. Final Report.

ERIC Educational Resources Information Center

Illinois Eastern Community Colleges, Olney.

The Snap-On Tools Workplace Literacy Grant developed a curriculum for training adult workers in technical math and reading, English as a Second Language (ESL), and blueprint reading. Curriculum development was based on a workplace audit. Reading levels increased an average of 0.8 of a grade level. Flexibility and implementation of adult student…

Reading Habits of Third-Year Medical Students during an Integrated Endocrinology Course.

ERIC Educational Resources Information Center

Friedberg, Mark; Mahanaimi, David; Lev-Zion, Rafael; Sidi, Aviel; Glick, Shimon

1998-01-01

Independent reading by medical students beyond formal classroom activities is considered central to medical education. This study examines self-directed study among third-year students in a six-year medical program. Students averaged 151 minutes daily on independent study using lecture notes, textbooks, and reading articles. Suggests ways to…

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

ERIC Educational Resources Information Center

Taylor, Zachary W.

2017-01-01

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

SQ 10 R.

ERIC Educational Resources Information Center

Shaughnessy, Michael F.

While many students have found SQ3R (Survey, Question, Read, Recite, Review) and PQ 4 R (Preview, Question, Read, Reflect, Recite, Review) systems to be helpful, developmental/remedial students may need more assistance than the average freshman. Students who need more help to deal with the massive amounts of reading that needs to be done in…

Reading through the Life Span: Individual Differences in Psycholinguistic Effects

ERIC Educational Resources Information Center

Davies, Rob A. I.; Arnell, Ruth; Birchenough, Julia M. H.; Grimmond, Debbie; Houlson, Sam

2017-01-01

The effects of psycholinguistic variables are critical to the evaluation of theories about the cognitive reading system. However, reading research has tended to focus on the impact of key variables on average performance. We report the first investigation examining variation in psycholinguistic effects across the life span, from childhood into old…

Reading Disabilities in Adults: A Selective Meta-Analysis of the Literature

ERIC Educational Resources Information Center

Swanson, H. Lee; Hsieh, Ching-Ju

2009-01-01

This article synthesizes the experimental literature that compares the academic, cognitive, and behavioral performance of adults with reading disabilities to those of average-achieving adult readers. The central question posed by this review is to what extent and in what manner do adults with reading disabilities differ from adults without reading…

Making a Case for the Teaching of Reading across the Curriculum in Higher Education

ERIC Educational Resources Information Center

Bharuthram, Sharita

2012-01-01

Over the past two decades there has been much written in the literature about the importance of reading and the importance of teaching students reading strategies to improve their reading comprehension. Reading is one of the most important academic tasks encountered by students. In higher education, students are exposed to a number of texts and…

Developmental Versus Remedial: Does a Confusion of Terms Exist in Higher Education Reading Programs?

ERIC Educational Resources Information Center

Nist, Sherrie L.

1985-01-01

Examines the differences between remedial and developmental reading programs and their places in higher education. Finds a consistency among definitions of remedial reading but no clear consensus for developmental reading. Sees a clear delineation between remedial and developmental students. Offers guidelines for programs and instruction…

Reading enjoyment amongst non-leisure readers can affect achievement in secondary school.

PubMed

Mol, Suzanne E; Jolles, Jelle

2014-01-01

This study aimed to evaluate determinants of differences in leisure reading behavior and school achievement. We specifically examined reading enjoyment, mental imagery, and sex as predictors in a large, age-homogeneous sample of Dutch secondary school students (N = 1,071). Results showed that the prevalence of leisure reading was low in both the lower, pre-vocational track (19.5%) and the higher, pre-academic track (32.5%). Boys read even less than girls. Almost all leisure readers enjoyed reading and engaged in mental imagery, i.e., the propensity "to see images" of a written story in the mind's eye. Overall, boys who did not like to read for leisure had the poorest school performance. Non-leisure readers who reported that they enjoyed reading got higher school grades in the higher educational track. In the lower track, this was the case for girls. Our study findings imply that reading promotion programs should take into account individual differences in sex, achievement level, and reading enjoyment when aiming to decrease the academic achievement gap.

A Logistic Regression Analysis of Turkey's 15-Year-Olds' Scoring above the OECD Average on the PISA'09 Reading Assessment

ERIC Educational Resources Information Center

Kasapoglu, Koray

2014-01-01

This study aims to investigate which factors are associated with Turkey's 15-year-olds' scoring above the OECD average (493) on the PISA'09 reading assessment. Collected from a total of 4,996 15-year-old students from Turkey, data were analyzed by logistic regression analysis in order to model the data of students who were split into two: (1)…

Phonological or orthographic training for children with phonological or orthographic decoding deficits.

PubMed

Gustafson, Stefan; Ferreira, Janna; Rönnberg, Jerker

2007-08-01

In a longitudinal intervention study, Swedish reading disabled children in grades 2-3 received either a phonological (n = 41) or an orthographic (n = 39) training program. Both programs were computerized and interventions took place in ordinary school settings with trained special instruction teachers. Two comparison groups, ordinary special instruction and normal readers, were also included in the study. Results showed strong average training effects on text reading and general word decoding for both phonological and orthographic training, but not significantly higher improvements than for the comparison groups. The main research finding was a double dissociation: children with pronounced phonological problems improved their general word decoding skill more from phonological than from orthographic training, whereas the opposite was observed for children with pronounced orthographic problems. Thus, in this population of children, training should focus on children's relative weakness rather than their relative strength in word decoding. Copyright (c) 2007 John Wiley & Sons, Ltd.

Readability of Trauma-Related Patient Education Materials From the American Academy of Orthopaedic Surgeons.

PubMed

Eltorai, Adam E M; P Thomas, Nathan; Yang, Heejae; Daniels, Alan H; Born, Christopher T

2016-02-01

According to the american medical association (AMA) and the national institutes of health (NIH), the recommended readability of patient education materials should be no greater than a sixth-grade reading level. The online patient education information produced by the american academy of orthopaedic surgeons (AAOS) may be too complicated for some patients to understand. This study evaluated whether the AAOS's online trauma-related patient education materials meet recommended readability guidelines for medical information. Ninety-nine articles from the "Broken Bones and Injuries" section of the AAOS-produced patient education website, orthoinfo.org, were analyzed for grade level readability using the Flesch-Kincaid formula, a widely-used and validated tool to evaluate the text reading level. Results for each webpage were compared to the AMA/NIH recommended sixth-grade reading level and the average reading level of U.S. adults (eighth-grade). The mean (SD) grade level readability for all patient education articles was 8.8 (1.1). All but three of the articles had a readability score above the sixth-grade level. The readability of the articles exceeded this level by an average of 2.8 grade levels (95% confidence interval, 2.6 - 3.0; P < 0.0001). Furthermore, the average readability of the articles exceeded the average reading skill level of U.S. adults (eighth grade) by nearly an entire grade level (95% confidence interval, 0.6-1.0; P < 0.0001). The majority of the trauma-related articles from the AAOS patient education website have readability levels that may make comprehension difficult for a substantial portion of the patient population.

How Many Measurements Are Needed to Estimate Blood Pressure Variability Without Loss of Prognostic Information?

PubMed Central

2014-01-01

BACKGROUND Average real variability (ARV) is a recently proposed index for short-term blood pressure (BP) variability. We aimed to determine the minimum number of BP readings required to compute ARV without loss of prognostic information. METHODS ARV was calculated from a discovery dataset that included 24-hour ambulatory BP measurements for 1,254 residents (mean age = 56.6 years; 43.5% women) of Copenhagen, Denmark. Concordance between ARV from full (≥80 BP readings) and randomly reduced 24-hour BP recordings was examined, as was prognostic accuracy. A test dataset that included 5,353 subjects (mean age = 54.0 years; 45.6% women) with at least 48 BP measurements from 11 randomly recruited population cohorts was used to validate the results. RESULTS In the discovery dataset, a minimum of 48 BP readings allowed an accurate assessment of the association between cardiovascular risk and ARV. In the test dataset, over 10.2 years (median), 806 participants died (335 cardiovascular deaths, 206 cardiac deaths) and 696 experienced a major fatal or nonfatal cardiovascular event. Standardized multivariable-adjusted hazard ratios (HRs) were computed for associations between outcome and BP variability. Higher diastolic ARV in 24-hour ambulatory BP recordings predicted (P < 0.01) total (HR = 1.12), cardiovascular (HR = 1.19), and cardiac (HR = 1.19) mortality and fatal combined with nonfatal cerebrovascular events (HR = 1.16). Higher systolic ARV in 24-hour ambulatory BP recordings predicted (P < 0.01) total (HR = 1.12), cardiovascular (HR = 1.17), and cardiac (HR = 1.24) mortality. CONCLUSIONS Forty-eight BP readings over 24 hours were observed to be adequate to compute ARV without meaningful loss of prognostic information. PMID:23955605

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

ERIC Educational Resources Information Center

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

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

READING PERFORMANCE OF ELEMENTARY STUDENT TEACHERS IN A DEVELOPING INSTITUTION.

ERIC Educational Resources Information Center

ADAMS, EFFIE KAYE

A STUDY WAS CONDUCTED AT BISHOP COLLEGE, DALLAS, TEXAS, TO EXAMINE THE READING NEEDS OF PROSPECTIVE ELEMENTARY TEACHERS. SCORES ON THE NELSON DENNY READING TESTS, ADVANCED FORM A, ON THE OTIS QUICK SCORING TESTS OF MENTAL ABILITY, GAMMA FORM BM, AND GRADE POINT AVERAGES COVERING 4 YEARS OF COLLEGE WORK WERE ANALYZED FOR 29 NEGRO ELEMENTARY STUDENT…

The Application of Weikart's Theories in Teaching Non-English Speaking Students How to Read.

ERIC Educational Resources Information Center

Layton, Kent

Non-English speaking students of average intelligence experience extreme frustration when learning to read. The frustration is partly a result of simultaneous requirements to speak, read, listen, and write in the new language. It also is possible that the teaching methods and strategies employed by the teachers could be harmful to non-English…

Relations among Cognitive Styles and Reading Readiness in Preschoolers.

ERIC Educational Resources Information Center

Demick, Jack; Koerber, Heather J.

This study assessed the relationship between cognitive style and reading readiness, and examined effects of age and gender on measures of cognitive style and reading readiness. Subjects were 33 males and 27 females between 4 and 7 years of age. All subjects scored within the average range of intellectual functioning and were not color blind.…

Identifying Preschool Children at Risk of Later Reading Difficulties: Evaluation of Two Emergent Literacy Screening Tools

ERIC Educational Resources Information Center

Wilson, Shauna B.; Lonigan, Christopher J.

2010-01-01

Emergent literacy skills are predictive of children's early reading success, and literacy achievement in early schooling declines more rapidly for children who are below-average readers. It is therefore important for teachers to identify accurately children at risk for later reading difficulty so children can be exposed to effective emergent…

Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9.

PubMed

Sanders, Elizabeth A; Berninger, Virginia W; Abbott, Robert D

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 ( N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling (dyslexia, n = 60), or oral and written language (oral and written language learning disabilities, n = 18). That is, SLDs are defined on the basis of cascading level of language impairment (subword, word, and syntax/text). A five-block regression model sequentially predicted literacy achievement from cognitive-linguistic translation (Block 1); working memory components for word-form coding (Block 2), phonological and orthographic loops (Block 3), and supervisory focused or switching attention (Block 4); and SLD groups (Block 5). Results showed that cognitive-linguistic translation explained an average of 27% and 15% of the variance in reading and writing achievement, respectively, but working memory components explained an additional 39% and 27% of variance. Orthographic word-form coding uniquely predicted nearly every measure, whereas attention switching uniquely predicted only reading. Finally, differences in reading and writing persisted between dyslexia and dysgraphia, with dysgraphia higher, even after controlling for Block 1 to 4 predictors. Differences in literacy achievement between students with dyslexia and oral and written language learning disabilities were largely explained by the Block 1 predictors. Applications to identifying and teaching students with these SLDs are discussed.

Evaluation of chest tomosynthesis for the detection of pulmonary nodules: effect of clinical experience and comparison with chest radiography

NASA Astrophysics Data System (ADS)

Zachrisson, Sara; Vikgren, Jenny; Svalkvist, Angelica; Johnsson, Åse A.; Boijsen, Marianne; Flinck, Agneta; Månsson, Lars Gunnar; Kheddache, Susanne; Båth, Magnus

2009-02-01

Chest tomosynthesis refers to the technique of collecting low-dose projections of the chest at different angles and using these projections to reconstruct section images of the chest. In this study, a comparison of chest tomosynthesis and chest radiography in the detection of pulmonary nodules was performed and the effect of clinical experience of chest tomosynthesis was evaluated. Three senior thoracic radiologists, with more than ten years of experience of chest radiology and 6 months of clinical experience of chest tomosynthesis, acted as observers in a jackknife free-response receiver operating characteristics (JAFROC-1) study, performed on 42 patients with and 47 patients without pulmonary nodules examined with both chest tomosynthesis and chest radiography. MDCT was used as reference and the total number of nodules found using MDCT was 131. To investigate the effect of additional clinical experience of chest tomosynthesis, a second reading session of the tomosynthesis images was performed one year after the initial one. The JAFROC-1 figure of merit (FOM) was used as the principal measure of detectability. In comparison with chest radiography, chest tomosynthesis performed significantly better with regard to detectability. The observer-averaged JAFROC-1 FOM was 0.61 for tomosynthesis and 0.40 for radiography, giving a statistically significant difference between the techniques of 0.21 (p<0.0001). The observer-averaged JAFROC-1 FOM of the second reading of the tomosynthesis cases was not significantly higher than that of the first reading, indicating no improvement in detectability due to additional clinical experience of tomosynthesis.

Assessing the readability of ClinicalTrials.gov.

PubMed

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

2016-03-01

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

Prediction and stability of reading problems in middle childhood.

PubMed

Ritchey, Kristen D; Silverman, Rebecca D; Schatschneider, Christopher; Speece, Deborah L

2015-01-01

The longitudinal prediction of reading problems from fourth grade to sixth grade was investigated with a sample of 173 students. Reading problems at the end of sixth grade were defined by significantly below average performance (≤ 15th percentile) on reading factors defining word reading, fluency, and reading comprehension. Sixth grade poor reader status was predicted by fall of fourth grade passage reading fluency, spelling fluency, and the number of reading problems identified by teachers. Reading fluency and spelling fluency were significant predictors in logistic regression equation that combined to yield a screening battery with an area under the curve of .91. These results suggest that brief assessments of reading and spelling fluency in fourth grade may be able to identify students in middle childhood who have a reading problem or who are at risk for experiencing reading problems in sixth grade. © Hammill Institute on Disabilities 2013.

Adapted shared reading at school for minimally verbal students with autism.

PubMed

Mucchetti, Charlotte A

2013-05-01

Almost nothing is known about the capacity of minimally verbal students with autism to develop literacy skills. Shared reading is a regular practice in early education settings and is widely thought to encourage language and literacy development. There is some evidence that children with severe disabilities can be engaged in adapted shared reading activities. The current study examines the impact of teacher-led adapted shared reading activities on engagement and story comprehension in minimally verbal 5-6-year-old children with autism using a multiple baseline/alternating treatment design. Four students and three teachers participated. Teachers conducted adapted shared reading activities with modified books (visual supports, three-dimensional objects, simplified text) and used specific strategies for increasing student engagement. Student performance during adapted activities was compared to performance during standard shared reading sessions. All four students showed increased story comprehension and engagement during adapted shared reading. Average percentage of session engaged was 87%-100% during adapted sessions, compared with 41%-52% during baseline. Average number of correct responses to story comprehension questions was 4.2-4.8 out of 6 during adapted sessions compared with 1.2-2 during baseline. Visual supports, tactile objects, and specific teaching strategies offer ways for minimally verbal students to meaningfully participate in literacy activities. Future research should investigate adapted shared reading activities implemented classroom-wide as well as joint engagement, language, and literacy outcomes after using such activities over time.

The Effectiveness and Critical Success Factors of Extensive Reading Lessons, Which We Have Learned during Our Three Years of Practice

NASA Astrophysics Data System (ADS)

Nishizawa, Hitoshi; Yoshioka, Takayoshi; Itoh, Kazuaki

Three years of extensive reading lessons have improved engineering students‧ reading and listening skills in English. The average TOEIC score has increased to 441 points, and the relative numbers of students of lower scores than 350 points have decreased to 14% in the third year when the median reading amount of easy-to-read English texts is about a half million words. The critical success factors are the reading amount and the easiness of English texts read especially in the first term. When students read extremely easy English texts with the help of pictures, they can finally avoid the translation into Japanese and grasp the meaning of the texts directly in English

A Comparison of Two Reading Programs on Third Grade Reading Achievement

ERIC Educational Resources Information Center

Miller, Tawana D.

2008-01-01

Background: The No Child Left Behind Act legislation requires both higher standards and higher success rates at the same time. Failure of students to learn to read adequately as shown by national and state test results and the need for continued school success had prompted education officials to implement two reading programs--Voyager Universal…

Reading enjoyment amongst non-leisure readers can affect achievement in secondary school

PubMed Central

Mol, Suzanne E.; Jolles, Jelle

2014-01-01

This study aimed to evaluate determinants of differences in leisure reading behavior and school achievement. We specifically examined reading enjoyment, mental imagery, and sex as predictors in a large, age-homogeneous sample of Dutch secondary school students (N = 1,071). Results showed that the prevalence of leisure reading was low in both the lower, pre-vocational track (19.5%) and the higher, pre-academic track (32.5%). Boys read even less than girls. Almost all leisure readers enjoyed reading and engaged in mental imagery, i.e., the propensity “to see images” of a written story in the mind’s eye. Overall, boys who did not like to read for leisure had the poorest school performance. Non-leisure readers who reported that they enjoyed reading got higher school grades in the higher educational track. In the lower track, this was the case for girls. Our study findings imply that reading promotion programs should take into account individual differences in sex, achievement level, and reading enjoyment when aiming to decrease the academic achievement gap. PMID:25386154

Evaluating asthma websites using the Brief DISCERN instrument.

PubMed

Banasiak, Nancy Cantey; Meadows-Oliver, Mikki

2017-01-01

The primary purpose of this study was to examine the quality of sponsored and unsponsored asthma websites using the Brief DISCERN instrument and to evaluate whether the Health On the Net Code of Conduct (HONcode) logo was present, thereby indicating that the site met the criteria. The Internet is an important source of health information for patients and their families. The primary purpose of this study was to examine the quality of sponsored and unsupported asthma websites. A secondary aim was to determine the readability and reading ease of the materials for each website along with the grade level. We queried seven Internet search engines using the keyword "asthma." The websites were evaluated using the six-item Brief DISCERN instrument and by ascertaining whether the HONcode quality label was present. The websites were also evaluated for readability employing Flesch-Kincaid grade level and Flesch reading ease tools using Microsoft Office Word 2013 software. A total of 22 unique websites were included in the study. Approximately 68% of the websites reviewed had a Brief DISCERN cutoff score of ≥16. The overall Brief DISCERN scores ranged from 6 to 30, and the mean score was 17.32 (SD =6.71). The Flesch-Kincaid grade level scores ranged from 2.9 to 15.4, and the average reading grade score was 9.49 (SD =2.7). The Flesch reading ease scores ranged from 17 to 82.7, with a mean reading ease score of 53.57 (SD =15.03). Sites with a HONcode quality label had significantly higher Brief DISCERN scores than those without one ( t =2.3795; df =20; p =0.02). Brief DISCERN scores revealed that there is quality asthma information for children and their families available on the Internet. The grade level ranged between 2.9 and 15.4 among the websites. However, the mean grade level scores were 9.3-9.89, which is high for the average consumer. Access to accurate information via the Internet, with appropriate readability, may enable pediatric asthma patients and their caregivers to better control and manage asthma.

Evaluating asthma websites using the Brief DISCERN instrument

PubMed Central

Banasiak, Nancy Cantey; Meadows-Oliver, Mikki

2017-01-01

Purpose The primary purpose of this study was to examine the quality of sponsored and unsponsored asthma websites using the Brief DISCERN instrument and to evaluate whether the Health On the Net Code of Conduct (HONcode) logo was present, thereby indicating that the site met the criteria. The Internet is an important source of health information for patients and their families. The primary purpose of this study was to examine the quality of sponsored and unsupported asthma websites. A secondary aim was to determine the readability and reading ease of the materials for each website along with the grade level. Methods We queried seven Internet search engines using the keyword “asthma.” The websites were evaluated using the six-item Brief DISCERN instrument and by ascertaining whether the HONcode quality label was present. The websites were also evaluated for readability employing Flesch-Kincaid grade level and Flesch reading ease tools using Microsoft Office Word 2013 software. Results A total of 22 unique websites were included in the study. Approximately 68% of the websites reviewed had a Brief DISCERN cutoff score of ≥16. The overall Brief DISCERN scores ranged from 6 to 30, and the mean score was 17.32 (SD =6.71). The Flesch-Kincaid grade level scores ranged from 2.9 to 15.4, and the average reading grade score was 9.49 (SD =2.7). The Flesch reading ease scores ranged from 17 to 82.7, with a mean reading ease score of 53.57 (SD =15.03). Sites with a HONcode quality label had significantly higher Brief DISCERN scores than those without one (t=2.3795; df=20; p=0.02). Conclusion Brief DISCERN scores revealed that there is quality asthma information for children and their families available on the Internet. The grade level ranged between 2.9 and 15.4 among the websites. However, the mean grade level scores were 9.3–9.89, which is high for the average consumer. Access to accurate information via the Internet, with appropriate readability, may enable pediatric asthma patients and their caregivers to better control and manage asthma. PMID:28670135

The Effect of Rate of Presentation on Digit Serial Recall in Reading Retarded Children.

ERIC Educational Resources Information Center

Gan, Jennifer; Tymchuk, Alexander J.

This study examined the effect of presentation rate on accuracy of digit serial recall and on serial position curves of digit strings of different lengths with 18 boys classified as reading retarded and a comparison group of children (ages for both groups averaged 11 years) who read at grade level. The results indicated that normal children…

Middle School Reading Comprehension and Content Learning Intervention for Below-Average Readers

ERIC Educational Resources Information Center

Swanson, Elizabeth; Wanzek, Jeanne; Vaughn, Sharon; Fall, Anna-Maria; Roberts, Greg; Hall, Colby; Miller, Veronica L.

2017-01-01

This study aimed to determine the efficacy of a content knowledge and reading comprehension treatment implemented by 8th-grade social studies teachers over the course of 1 school year. We randomly assigned 8th-grade students with reading difficulties to the intervention treatment condition (n = 45) or the business-as-usual comparison condition…

Morphological and syntactic awareness in poor comprehenders: another piece of the puzzle.

PubMed

Tong, Xiuli; Deacon, S Hélène; Cain, Kate

2014-01-01

Poor comprehenders have intact word-reading skills but struggle specifically with understanding what they read. We investigated whether two metalinguistic skills, morphological and syntactic awareness, are specifically related to poor reading comprehension by including separate and combined measures of each. We identified poor comprehenders (n = 15) and average comprehenders (n = 15) in Grade 4 who were matched on word-reading accuracy and speed, vocabulary, nonverbal cognitive ability, and age. The two groups performed comparably on a morphological awareness task that involved both morphological and syntactic cues. However, poor comprehenders performed less well than average comprehenders on a derivational word analogy task in which there was no additional syntactic information, thus tapping only morphological awareness, and also less well on a syntactic awareness task, in which there were no morphological manipulations. Our task and participant-selection process ruled out key nonmetalinguistic sources of influence on these tasks. These findings suggest that the relationships among reading comprehension, morphological awareness, and syntactic awareness depend on the tasks used to measure the latter two. Future research needs to identify precisely in which ways these metalinguistic difficulties connect to challenges with reading comprehension.

Cognitive Capitalism: Economic Freedom Moderates the Effects of Intellectual and Average Classes on Economic Productivity.

PubMed

Coyle, Thomas R; Rindermann, Heiner; Hancock, Dale

2016-10-01

Cognitive ability stimulates economic productivity. However, the effects of cognitive ability may be stronger in free and open economies, where competition rewards merit and achievement. To test this hypothesis, ability levels of intellectual classes (top 5%) and average classes (country averages) were estimated using international student assessments (Programme for International Student Assessment; Trends in International Mathematics and Science Study; and Progress in International Reading Literacy Study) (N = 99 countries). The ability levels were correlated with indicators of economic freedom (Fraser Institute), scientific achievement (patent rates), innovation (Global Innovation Index), competitiveness (Global Competitiveness Index), and wealth (gross domestic product). Ability levels of intellectual and average classes strongly predicted all economic criteria. In addition, economic freedom moderated the effects of cognitive ability (for both classes), with stronger effects at higher levels of freedom. Effects were particularly robust for scientific achievements when the full range of freedom was analyzed. The results support cognitive capitalism theory: cognitive ability stimulates economic productivity, and its effects are enhanced by economic freedom. © The Author(s) 2016.

Determining the Best Science Blogger: Teachers or Scientists?

NASA Astrophysics Data System (ADS)

Timm, K.; Lower, T. A.; Sparrow, E. B.; Niles, B. A.

2011-12-01

The International Polar Year (2007-2008) was an international scientific campaign to study and raise awareness of the Earth's polar regions. Several scientists and educators that visited the polar regions during this time used a blog to share their day-to-day and scientific research activities with school children and the general public. Due to advances in technology, scientists and others were able to post their daily stories and photos online to share the science and their adventures from sometimes very remote locations in the polar regions. Not having large budgets for outreach, blogs are a commonly used outreach tool because they can be free or relatively inexpensive to set up and maintain. However, in order for this approach to be successful, the readability and words used must be accessible to the target audience. This study uses the Flesch Reading Ease Analysis and Quantitative Phenomenology to compare blogs from three groups of people, including teachers, scientists, and scientists who had received special blog and multimedia training. Quantitative Phenomenology provides a quantitative means to analyze large quantities of written text and determine relative word frequencies by comparing word counts from a selected body of text with that of the American National Corpus. This method was used to determine the amount of scientific jargon used in the blogs of each group, because cognitively, approaching jargon when reading is like approaching a complex word with several syllables. Despite training, both groups of scientists wrote on average at an eighth to ninth grade reading level and used more scientific jargon in their blogs. Teachers who wrote from the field wrote on average at a seventh grade level, and while they used some scientific jargon they spent more time talking about life in the field than scientists. As funding agencies continue to require and encourage outreach activities by scientists, such as blogs, it is important that proper training and tools are in place so that activities are accessible to the target audiences and match their cognitive abilities. While the seventh to ninth grade reading level is probably fairly accessible for many adults, the grade level is probably too high for most elementary and early middle school students and much higher than popular literature. Science blogs have the potential to contribute greatly to scientific literacy, but only if the public and students are able to read and understand what they are reading with ease.

The Índice Flesch-Szigriszt and Spanish Lexile Analyzer to evaluate Spanish patient education materials in otolaryngology.

PubMed

Nassif, Samih J; Wong, Kevin; Levi, Jessica R

2018-01-01

Evaluate the reading difficulty of Spanish patient education materials using the validated Índice Flesch-Szigriszt (INFLESZ) and Spanish Lexile Analyzer, and to identify relationships between English and Spanish readability formulas. Cross-sectional analysis. All otolaryngology-related patient education articles written in Spanish from the health libraries of the top 10 US News & World Report-ranked hospitals, top 10 Doximity-ranked otolaryngology residencies, the American Academy of Otolaryngology-Head and Neck Surgery website, and the US National Library of Medicine online section on ears, nose and throat were collected. Reading difficulty was assessed using the INFLESZ and Spanish Lexile Analyzer. Additional readability assessments included the traditional English tools: Flesch-Kincaid Grade Level, Flesch Reading Ease Score, and the Simple Measure of Gobbledygook score. A total of 497 articles were reviewed. The average INFLESZ score for all articles was 57.75, which is considered normal and requires the reading ability of a student who finished Escuela Secundaria Obligatoria or 10th grade equivalent in the United States. The average Spanish Lexile measure for all articles was 1062L, equivalent to a reading level between the 6th and 12th grade. English readability tools calculated a more difficult reading level compared to Spanish tools when performed on the same text. Current Spanish patient education materials in otolaryngology may be too difficult for the average Spanish-speaking reader to understand. Future improvements may be warranted to improve the readability of educational materials and increase health literacy. NA. Laryngoscope, 128:E21-E26, 2018. © 2017 The American Laryngological, Rhinological and Otological Society, Inc.

Identification of optimum sequencing depth especially for de novo genome assembly of small genomes using next generation sequencing data.

PubMed

Desai, Aarti; Marwah, Veer Singh; Yadav, Akshay; Jha, Vineet; Dhaygude, Kishor; Bangar, Ujwala; Kulkarni, Vivek; Jere, Abhay

2013-01-01

Next Generation Sequencing (NGS) is a disruptive technology that has found widespread acceptance in the life sciences research community. The high throughput and low cost of sequencing has encouraged researchers to undertake ambitious genomic projects, especially in de novo genome sequencing. Currently, NGS systems generate sequence data as short reads and de novo genome assembly using these short reads is computationally very intensive. Due to lower cost of sequencing and higher throughput, NGS systems now provide the ability to sequence genomes at high depth. However, currently no report is available highlighting the impact of high sequence depth on genome assembly using real data sets and multiple assembly algorithms. Recently, some studies have evaluated the impact of sequence coverage, error rate and average read length on genome assembly using multiple assembly algorithms, however, these evaluations were performed using simulated datasets. One limitation of using simulated datasets is that variables such as error rates, read length and coverage which are known to impact genome assembly are carefully controlled. Hence, this study was undertaken to identify the minimum depth of sequencing required for de novo assembly for different sized genomes using graph based assembly algorithms and real datasets. Illumina reads for E.coli (4.6 MB) S.kudriavzevii (11.18 MB) and C.elegans (100 MB) were assembled using SOAPdenovo, Velvet, ABySS, Meraculous and IDBA-UD. Our analysis shows that 50X is the optimum read depth for assembling these genomes using all assemblers except Meraculous which requires 100X read depth. Moreover, our analysis shows that de novo assembly from 50X read data requires only 6-40 GB RAM depending on the genome size and assembly algorithm used. We believe that this information can be extremely valuable for researchers in designing experiments and multiplexing which will enable optimum utilization of sequencing as well as analysis resources.

Longitudinal stability of pre-reading skill profiles of kindergarten children: implications for early screening and theories of reading.

PubMed

Ozernov-Palchik, Ola; Norton, Elizabeth S; Sideridis, Georgios; Beach, Sara D; Wolf, Maryanne; Gabrieli, John D E; Gaab, Nadine

2017-09-01

Research suggests that early identification of developmental dyslexia is important for mitigating the negative effects of dyslexia, including reduced educational attainment and increased socioemotional difficulties. The strongest pre-literacy predictors of dyslexia are rapid automatized naming (RAN), phonological awareness (PA), letter knowledge, and verbal short-term memory. The relationship among these constructs has been debated, and several theories have emerged to explain the unique role of each in reading ability/disability. Furthermore, the stability of identification of risk based on these measures varies widely across studies, due in part to the different cut-offs employed to designate risk. We applied a latent profile analysis technique with a diverse sample of 1215 kindergarten and pre-kindergarten students from 20 schools, to investigate whether PA, RAN, letter knowledge, and verbal short-term memory measures differentiated between homogenous profiles of performance on these measures. Six profiles of performance emerged from the data: average performers, below average performers, high performers, PA risk, RAN risk, and double-deficit risk (both PA and RAN). A latent class regression model was employed to investigate the longitudinal stability of these groups in a representative subset of children (n = 95) nearly two years later, at the end of 1st grade. Profile membership in the spring semester of pre-kindergarten or fall semester of kindergarten was significantly predictive of later reading performance, with the specific patterns of performance on the different constructs remaining stable across the years. There was a higher frequency of PA and RAN deficits in children from lower socioeconomic status (SES) backgrounds. There was no evidence for the IQ-achievement discrepancy criterion traditionally used to diagnose dyslexia. Our results support the feasibility of early identification of dyslexia risk and point to the heterogeneity of risk profiles. These findings carry important implications for improving outcomes for children with dyslexia, based on more targeted interventions. © 2016 John Wiley & Sons Ltd.

Mobile applications and patient education: Are currently available GERD mobile apps sufficient?

PubMed

Bobian, Michael; Kandinov, Aron; El-Kashlan, Nour; Svider, Peter F; Folbe, Adam J; Mayerhoff, Ross; Eloy, Jean Anderson; Raza, S Naweed

2017-08-01

Despite the increasing role of mobile applications (apps) in patient education, there has been little inquiry evaluating the quality of these resources. Because poor health literacy has been associated with inferior health outcomes, evaluating the quality of patient education materials takes on great importance. Our objective was to employ validated readability tools for the evaluation of gastroesophageal reflux (GERD) mobile apps. GERD-specific apps found in the Apple App Store (Apple Inc., Cupertino CA) were evaluated using the Readability Studio Professional Version 2015 for Windows (Oleander Software, Ltd, Vandalia, OH). All text was evaluated using nine validated algorithms measuring readability including Flesch-Kincaid Grade Level, Simple Measure of Gobbledygook grading, Gunning Fog index, Coleman-Liau, New Fog Count formula, Raygor Readability Estimate, FORCAST, Fry graph, and Flesch Reading Ease score. Average reading grade levels for individual GERD apps ranged from 9.6 to 12.9 (interquartile range 10.3-12). The average reading grade level for all apps analyzed was 11.1 ± 0.2 standard error of the mean (SEM), with an average Flesch Reading Ease score for all mobile apps analyzed of 51 ± 2.05 (SEM), falling into the "fairly difficult" category given by this measure. Raygor Readability estimates that most mobile apps have a reading grade level between 10 and 12, with the majority of this outcome due to long words. This analysis demonstrates the feasibility of assessing readability of mobile health apps. Our findings suggest significant gaps in potential comprehension between the apps analyzed and the average reader, diminishing the utility of these resources. We hope our findings influence future mobile health-related app development and thereby improve patient outcomes in GERD and other chronic diseases. NA. Laryngoscope, 127:1775-1779, 2017. © 2016 The American Laryngological, Rhinological and Otological Society, Inc.

A few words about dyslexia.

PubMed

Peretz, Benny

2009-10-01

More and more, one encounters people who describe themselves as dyslectic. What is dyslexia? A detailed article in the July issue of Science, explains the phenomenon, and related aspects (1). The following are some of its points. Dyslexia is characterized by a difficulty is understanding and using alphabetic or logographic principles to acquire accurate and fluent reading skills. Dyslexia is persistent: a child who fails to read adequately in 1st grade has a high probability of reading poorly in 4th grade and in high school. Thus, difficulty in early reading limits reading comprehension in the later years of education, as students shift from learning to read to reading to learn. Dyslexia is often defined by a discrepancy between an average or above-average score on a test of general intelligence (intelligence quotient [IQ] test) and a low score on a standardized reading test. There is an observation that dyslexia is independent of other talents that allow some children with dyslexia to grow into re markably successful adults. Dyslexia is strongly heritable, occurring in up to 70% of identical twins and 50% of individuals who have a parent or sibling with dyslexia. Environmental factors are also important in reading development, even in children at genetic risk for dyslexia. Dyslexia can be treated. Once children are diagnosed with dyslexia because of reading failure, treatments are instructional. Instruction yields substantial improvement in reading accuracy for many, but not all, children if instruction is more intensive (for instance, 100 minutes per day for 8 weeks), occurs in small groups (1 or 2 students per teacher), and includes explicit and systematic instruction in phonological awareness and decoding strategies.

Estimates of premorbid ability in a neurodegenerative disease clinic population: comparing the Test of Premorbid Functioning and the Wide Range Achievement Test, 4th Edition.

PubMed

Berg, Jody-Lynn; Durant, January; Banks, Sarah J; Miller, Justin B

2016-05-01

Two frequently used measures to assess premorbid intellectual ability include the Wide Range Achievement Test, 4th Edition Reading Subtest (WRAT-4 READ) and the Test of Premorbid Functioning (TOPF). The present study compared estimates obtained from these measures in a neurodegenerative disease population. Records from 85 referrals seen for neuropsychological evaluation in a neurodegenerative disorders clinic were reviewed. Evaluations included TOPF, WRAT-4 READ, and measures of memory, reasoning, language, and executive functioning. Pairwise correlations and concordance correlation coefficients (CCC) were calculated between raw scores and predicted intelligence estimates. Discrepancy scores were calculated between estimates and data were divided into three groups based on size of standardized discrepancy score: Equal, WRAT-4 READ > TOPF, and TOPF > WRAT-4 READ. analysis of variances compared groups on demographic characteristics and cognitive performance. Despite strong Pearson correlation, CCC between predicted IQ estimates showed poor agreement between measures, with evidence of both fixed and proportional bias. Discrepancies ranged from -24.0 to 22.0 (M = 1.78, SD = 6.65), with TOPF generating higher estimates on average. Individuals performing better on WRAT-4 READ were significantly older (M age = 76.26, SD = 7.53) than those performing similarly on both measures and those performing better on TOPF (F (2, 82) = 7.31, p < .001). All other comparisons between groups on demographic variables and cognitive measures were non-significant. Estimates of premorbid intelligence obtained from the TOPF and WRAT-4 READ have a strong linear relationship, but systematically generate inconsistent estimates in a neurodegenerative disease clinical sample and should not be used interchangeably.

Associations between Public Library Use and Reading Aloud among Families with Young Children.

PubMed

Chen, Pamela; Rea, Corinna; Shaw, Rebecca; Bottino, Clement J

2016-06-01

To measure public library use in a sample of families with young children and examine associations with reading aloud. We interviewed 200 parents of 6- to 18-month-old children visiting a hospital-based pediatric clinic. We assessed public library card ownership, public library visitation, and awareness of public library programming. We assessed reading aloud using the StimQ READ questionnaire. We used multivariable logistic and linear regression to examine associations while adjusting for sociodemographic characteristics. In multivariable analysis, parents who owned a public library card had greater odds of reading aloud daily to their 6- to 18-month-old child (aOR, 2.0; 95% CI, 1.0-3.8) and higher StimQ READ scores (β = 0.9; 95% CI, 0.2-1.6). Parents who visited a public library once a month or more often had greater odds of reading aloud daily (aOR, 3.4; 95% CI, 1.8-6.7) and higher StimQ READ scores (β = 1.3; 95% CI, 0.6-2.0). Parents whose 6- to 18-month-old child had ever visited a public library did not have greater odds of reading aloud daily (aOR, 1.4; 95% CI, 0.7-2.9), but did have higher StimQ read scores (β = 1.2; 95% CI, 0.4-2.0). Parents who felt informed about available public library programs for children had greater odds of reading aloud daily (aOR, 2.5; 95% CI, 1.3-5.1) and higher StimQ READ scores (β = 1.1; 95% CI, 0.4-1.9). In this sample of families with young children, we found positive associations between public library use and reading aloud. Copyright © 2016 Elsevier Inc. All rights reserved.

Lexile Reading Growth as a Function of Starting Level in At-Risk Middle School Students

ERIC Educational Resources Information Center

Archer, Laura E.

2010-01-01

This study investigated average yearly reading growth norms of at-risk middle school students as a function of start of year reading grade level. Data for this study were collected from an urban school in the western United States over five years and tracked the yearly growth of 2,485 seventh- and eighth-grade students using a Lexile-linked…

Examining the Average and Local Effects of a Standardized Treatment for Fourth Graders with Reading Difficulties

ERIC Educational Resources Information Center

Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kent, Shawn C.; Schatschneider, Christopher; Haynes, Martha; Rivas, Brenna K.; Jones, Francesca G.

2016-01-01

The present study used a randomized control trial to examine the effects of a widely used multicomponent Tier 2-type intervention, Passport to Literacy, on the reading ability of 221 fourth graders who initially scored at or below the 30th percentile in reading comprehension. Intervention was provided by research staff to groups of 4-7 students…

Examining the Average and Local Effects of a Standardized Treatment for Fourth Graders with Reading Difficulties

ERIC Educational Resources Information Center

Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kent, Shawn; Christopher, Schatschneider; Haynes, Martha; Rivas, Brenna K.; Jones, Francesca G.

2016-01-01

The present study used a randomized control trial to examine the effects of a widely-used multi-component Tier 2 type intervention, Passport to Literacy, on the reading ability of 221 fourth graders who initially scored at or below the 30th percentile in reading comprehension. Intervention was provided by research staff to groups of 4-7 students…

The Validity of ITBS Reading Comprehension Test Scores for Learning Disabled and Non Learning Disabled Students under Extended-Time Conditions.

ERIC Educational Resources Information Center

Huesman, Ronald L., Jr.; Frisbie, David A.

This study investigated the effect of extended-time limits in terms of performance levels and score comparability for reading comprehension scores on the Iowa Tests of Basic Skills (ITBS). The first part of the study compared the average reading comprehension scores on the ITBS of 61 sixth-graders with learning disabilities and 397 non learning…

Cognitive Constraints on the Simple View of Reading: A Longitudinal Study in Children with Intellectual Disabilities

ERIC Educational Resources Information Center

van Wingerden, Evelien; Segers, Eliane; van Balkom, Hans; Verhoeven, Ludo

2018-01-01

The present article aimed to explore how the development of reading comprehension is affected when its cognitive basis is compromised. The simple view of reading was adopted as the theoretical framework. The study followed 76 children with mild intellectual disabilities (average IQ = 60.38, age 121 months) across a period of 3 years. The children…

SU-E-T-379: Evaluation of An EPID-Based System for Daily Dosimetry Check by Comparison with a Widely-Used Ionization Chamber-Based Device

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

McDonald, D; Koch, N; Peng, J

2015-06-15

Purpose: To examine the feasibility of using Varian’s EPID-based Machine Performance Check (MPC) system to track daily machine output through comparison with Sun Nuclear’s DailyQA3 (DQA) device. Methods: Daily machine outputs for two photon energies (6 and 16MV) and five electron energies (6, 9, 12, 16, 20MeV) were measured for one month using both MPC and DQA. Baselines measurements for MPC were taken at the start of the measurement series, while DQA baselines were set at an earlier date. In order to make absolute comparisons with MPC, all DQA readings were referenced to the average of the first three DQAmore » readings in that series, minimizing systematic differences between the measurement techniques due to baseline differences. In addition to daily output measurements, weekly averages were also calculated and compared. Finally, the electron energy dependence of each measurement technique was examined by comparing energy-specific measurements to the average electron output of all energies each day. Results: For 6 and 16MV photons, the largest absolute percent differences between MPC and DQA were 0.60% and 0.73%, respectively. Weekly averages were within 0.17% and 0.23%, respectively. For all five electron energies, the greatest absolute percent differences between MPC and DQA for each energy ranged from 0.49%–0.83%. Weekly averages ranged from 0.07%–0.28%. DQA energy-specific electron readings matched the average electron output within 0.29% for all days and all energies. MPC energy-specific readings matched the average within 0.21% for 9–20MeV. However, 6MeV showed a larger distribution about the average with four days showing a difference greater than 0.30% and a maximum difference of 0.51%. Conclusion: MPC output measurements correlated well with the widely-used DQA3 for most beam energies, making it a reliable back up technique for daily output monitoring. However, MPC may display an energy dependence for lower electrons energies, requiring additional investigation.« less

The Effects of Prompting and Feedback on Drivers' Stopping at Stop Signs

PubMed Central

Austin, John; Hackett, Stacey; Gravina, Nicole; Lebbon, Angela

2006-01-01

Complete stops at a high-traffic intersection on the campus of a public university were increased with a prompting and consequence intervention. Data were collected at two opposing stop signs (Stop A and Stop B); however, the intervention was implemented only at Stop A. During the intervention, a volunteer stood next to Stop A holding a poster that read, “Please Stop—I Care,” with “Thank You For Stopping” on the reverse side. The poster was held by the volunteer so that drivers approaching Stop A could read the sign. Drivers approaching Stop B could see the volunteer but could not read the sign. When vehicles approaching Stop A made a complete stop, the volunteer flashed the “thank you” side of the poster to the driver. The strategy was evaluated using a multielement design. The intervention increased stops completed at Stop A from a baseline average of 13% to an intervention average of 52%. Stop B also showed improved stopping, from a baseline average of 6% to an intervention average of 28%. Data showed no relation between complete stops made and the drivers' use of turn signals and safety belts. PMID:16602391

Story Retelling Used with Average and Learning Disabled Readers as a Measure of Reading Comprehension.

ERIC Educational Resources Information Center

Hansen, Cheryl L.

1978-01-01

A method for quantifying story retells, called proposition analysis, was used to study the reading comprehension performances of 34 learning disabled and normal fifth and sixth graders. Journal availability: see EC 112 927. (DLS) 927

Readability assessment of internet-based patient education materials related to facial fractures.

PubMed

Sanghvi, Saurin; Cherla, Deepa V; Shukla, Pratik A; Eloy, Jean Anderson

2012-09-01

Various professional societies, clinical practices, hospitals, and health care-related Web sites provide Internet-based patient education material (IPEMs) to the general public. However, this information may be written above the 6th-grade reading level recommended by the US Department of Health and Human Services. The purpose of this study is to assess the readability of facial fracture (FF)-related IPEMs and compare readability levels of IPEMs provided by four sources: professional societies, clinical practices, hospitals, and miscellaneous sources. Analysis of IPEMs on FFs available on Google.com. The readability of 41 FF-related IPEMs was assessed with four readability indices: Flesch-Kincaid Grade Level (FKGL), Flesch Reading Ease Score (FRES), Simple Measure of Gobbledygook (SMOG), and Gunning Frequency of Gobbledygook (Gunning FOG). Averages were evaluated against national recommendations and between each source using analysis of variance and t tests. Only 4.9% of IPEMs were written at or below the 6th-grade reading level, based on FKGL. The mean readability scores were: FRES 54.10, FKGL 9.89, SMOG 12.73, and Gunning FOG 12.98, translating into FF-related IPEMs being written at a "difficult" writing level, which is above the level of reading understanding of the average American adult. IPEMs related to FFs are written above the recommended 6th-grade reading level. Consequently, this information would be difficult to understand by the average US patient. Copyright © 2012 The American Laryngological, Rhinological, and Otological Society, Inc.

Connected Text Reading and Differences in Text Reading Fluency in Adult Readers

PubMed Central

Wallot, Sebastian; Hollis, Geoff; van Rooij, Marieke

2013-01-01

The process of connected text reading has received very little attention in contemporary cognitive psychology. This lack of attention is in parts due to a research tradition that emphasizes the role of basic lexical constituents, which can be studied in isolated words or sentences. However, this lack of attention is in parts also due to the lack of statistical analysis techniques, which accommodate interdependent time series. In this study, we investigate text reading performance with traditional and nonlinear analysis techniques and show how outcomes from multiple analyses can used to create a more detailed picture of the process of text reading. Specifically, we investigate reading performance of groups of literate adult readers that differ in reading fluency during a self-paced text reading task. Our results indicate that classical metrics of reading (such as word frequency) do not capture text reading very well, and that classical measures of reading fluency (such as average reading time) distinguish relatively poorly between participant groups. Nonlinear analyses of distribution tails and reading time fluctuations provide more fine-grained information about the reading process and reading fluency. PMID:23977177

Improving Reading Comprehension through Higher-Order Thinking Skills

ERIC Educational Resources Information Center

McKown, Brigitte A.; Barnett, Cynthia L.

2007-01-01

This action research project report documents the action research project that was conducted to improve reading comprehension with second grade and third grade students. The teacher researchers intended to improve reading comprehension by using higher-order thinking skills such as predicting, making connections, visualizing, inferring,…

Effect of text type on near work-induced contrast adaptation in myopic and emmetropic young adults.

PubMed

Yeo, Anna C H; Atchison, David A; Schmid, Katrina L

2013-02-27

Contrast adaptation has been speculated to be an error signal for emmetropization. Myopic children exhibit higher contrast adaptation than emmetropic children. This study aimed to determine whether contrast adaptation varies with the type of text viewed by emmetropic and myopic young adults. Baseline contrast sensitivity was determined in 25 emmetropic and 25 spectacle-corrected myopic young adults for 0.5, 1.2, 2.7, 4.4, and 6.2 cycles per degree (cpd) horizontal sine wave gratings. The adults spent periods looking at a 6.2 cpd high-contrast horizontal grating and reading lines of English and Chinese text (these texts comprised 1.2 cpd row and 6 cpd stroke frequencies). The effects of these near tasks on contrast sensitivity were determined, with decreases in sensitivity indicating contrast adaptation. Contrast adaptation was affected by the near task (F2,672 = 43.0; P < 0.001). Adaptation was greater for the grating task (0.13 ± 0.17 log unit, averaged across all frequencies) than reading tasks, but there was no significant difference between the two reading tasks (English 0.05 ± 0.13 log unit versus Chinese 0.04 ± 0.13 log unit). The myopic group showed significantly greater adaptation (by 0.04, 0.04, and 0.05 log units for English, Chinese, and grating tasks, respectively) than the emmetropic group (F1,48 = 5.0; P = 0.03). In young adults, reading Chinese text induced similar contrast adaptation as reading English text. Myopes exhibited greater contrast adaptation than emmetropes. Contrast adaptation, independent of text type, might be associated with myopia development.

Assessment of newborn screening parent education materials.

PubMed

Arnold, Connie L; Davis, Terry C; Frempong, Janet Ohene; Humiston, Sharon G; Bocchini, Anna; Kennen, Estela M; Lloyd-Puryear, Michele

2006-05-01

The purpose of this study was to measure the readability and user-friendliness (clarity, complexity, organization, appearance, and cultural appropriateness of materials) of parent education brochures on newborn screening. We studied English-language versions of the brochures that state newborn screening programs prepare and distribute. We obtained brochures from 48 states and Puerto Rico. We evaluated each brochure for readability with the Flesch reading ease formula. User-friendliness of the brochures was assessed with an instrument we created that contained 22 specific criteria grouped into 5 categories, ie, layout, illustrations, message, manageable information, and cultural appropriateness. Most current newborn screening brochures should be revised to make them more readable and user-friendly for parents. Ninety-two percent of brochures were written at a reading level that is higher than the average reading level of US adults (eighth-grade level). In most brochures, the essential information for parents was buried. Although all brochures were brief and focused on the newborn screening tests being performed, 81% needed improvement in getting to the point quickly and making it easy for parents to identify what they needed to know or to do. None of the brochures scored high in all 22 criteria on the user-friendliness checklist. Parent education materials about newborn screening should be revised to be easier to read and more user-friendly, by lowering the reading difficulty to eighth-grade level and focusing on issues such as layout, illustrations, message, information, and cultural appropriateness. It is important that state newborn screening programs and organizations work with parents to develop and to evaluate materials to ensure that they are user-friendly.

The readability of pediatric patient education materials on the World Wide Web.

PubMed

D'Alessandro, D M; Kingsley, P; Johnson-West, J

2001-07-01

Literacy is a national and international problem. Studies have shown the readability of adult and pediatric patient education materials to be too high for average adults. Materials should be written at the 8th-grade level or lower. To determine the general readability of pediatric patient education materials designed for adults on the World Wide Web (WWW). GeneralPediatrics.com (http://www.generalpediatrics.com) is a digital library serving the medical information needs of pediatric health care providers, patients, and families. Documents from 100 different authoritative Web sites designed for laypersons were evaluated using a built-in computer software readability formula (Flesch Reading Ease and Flesch-Kincaid reading levels) and hand calculation methods (Fry Formula and SMOG methods). Analysis of variance and paired t tests determined significance. Eighty-nine documents constituted the final sample; they covered a wide spectrum of pediatric topics. The overall Flesch Reading Ease score was 57.0. The overall mean Fry Formula was 12.0 (12th grade, 0 months of schooling) and SMOG was 12.2. The overall Flesch-Kincaid grade level was significantly lower (P<.0001), at a mean of 7.1, when compared with the other 2 methods. All author and institution groups had an average reading level above 10.6 by the Fry Formula and SMOG methods. Pediatric patient education materials on the WWW are not written at an appropriate reading level for the average adult. We propose that a practical reading level and how it was determined be included on all patient education materials on the WWW for general guidance in material selection. We discuss suggestions for improved readability of patient education materials.

Relationships among Rapid Digit Naming, Phonological Processing, Motor Automaticity, and Speech Perception in Poor, Average, and Good Readers and Spellers

ERIC Educational Resources Information Center

Savage, Robert S.; Frederickson, Norah; Goodwin, Roz; Patni, Ulla; Smith, Nicola; Tuersley, Louise

2005-01-01

In this article, we explore the relationship between rapid automatized naming (RAN) and other cognitive processes among below-average, average, and above-average readers and spellers. Nonsense word reading, phonological awareness, RAN, automaticity of balance, speech perception, and verbal short-term and working memory were measured. Factor…

Literacy assessment of family health history tools for public health prevention.

PubMed

Wang, C; Gallo, R E; Fleisher, L; Miller, S M

2011-01-01

This study aimed to systematically identify and evaluate the readability and document complexity of currently available family history tools for the general public. Three steps were undertaken to identify family history tools for evaluation: (a) Internet searches, (b) expert consultation, and (c) literature searches. Tools identified were assessed for readability using the Simple Measure of Gobbledygook (SMOG) readability formula. The complexity of documents (i.e., forms collecting family history information) was assessed using the PMOSE/IKIRSCH document readability formula. A total of 78 tools were identified, 47 of which met the criteria for inclusion. SMOG reading grade levels for multimedia-based tools ranged from 10.1 to 18.3, with an average score of 13.6. For print-based tools, SMOG ranged from 8.7 to 14.1, with an average score of 12.0. Document complexity ranged from very low complexity (level 1 proficiency) to high complexity (level 4 proficiency). The majority of tools are written at a reading grade level that is beyond the 8th grade average reading level in the United States. The lack of family history tools that are easy to read or use may compromise their potential effectiveness in identifying individuals at increased risk for chronic diseases in the general population. Copyright © 2010 S. Karger AG, Basel.

Growing Readers: A Hierarchical Linear Model of Children's Reading Growth During the First 2 Years of School

ERIC Educational Resources Information Center

McCoach, D. Betsy; O'Connell, Ann A.; Reis, Sally M.; Levitt, Heather A.

2006-01-01

Using the first 4 waves of data from the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K), this piecewise 3-level (time-student-school) growth-curve model provides a portrait of students' reading growth over the first 2 years of school. On average, students make much greater reading gains in 1st grade than they do in kindergarten.…

Executive Dysfunction Among Children With Reading Comprehension Deficits

PubMed Central

Locascio, Gianna; Mahone, E. Mark; Eason, Sarah H.; Cutting, Laurie E.

2010-01-01

Emerging research supports the contribution of executive function (EF) to reading comprehension; however, a unique pattern has not been established for children who demonstrate comprehension difficulties despite average word recognition ability (specific reading comprehension deficit; S-RCD). To identify particular EF components on which children with S-RCD struggle, a range of EF skills was compared among 86 children, ages 10 to 14, grouped by word reading and comprehension abilities: 24 average readers, 44 with word recognition deficits (WRD), and 18 S-RCD. An exploratory principal components analysis of EF tests identified three latent factors, used in subsequent group comparisons: Planning/Spatial Working Memory, Verbal Working Memory, and Response Inhibition. The WRD group exhibited deficits (relative to controls) on Verbal Working Memory and Inhibition factors; S-RCD children performed more poorly than controls on the Planning factor. Further analyses suggested the WRD group’s poor performance on EF factors was a by-product of core deficits linked to WRD (after controlling for phonological processing, this group no longer showed EF deficits). In contrast, the S-RCD group’s poor performance on the planning component remained significant after controlling for phonological processing. Findings suggest reading comprehension difficulties are linked to executive dysfunction; in particular, poor strategic planning/organizing may lead to reading comprehension problems. PMID:20375294

Executive dysfunction among children with reading comprehension deficits.

PubMed

Locascio, Gianna; Mahone, E Mark; Eason, Sarah H; Cutting, Laurie E

2010-01-01

Emerging research supports the contribution of executive function (EF) to reading comprehension; however, a unique pattern has not been established for children who demonstrate comprehension difficulties despite average word recognition ability (specific reading comprehension deficit; S-RCD). To identify particular EF components on which children with S-RCD struggle, a range of EF skills was compared among 86 children, ages 10 to 14, grouped by word reading and comprehension abilities: 24 average readers, 44 with word recognition deficits (WRD), and 18 S-RCD. An exploratory principal components analysis of EF tests identified three latent factors, used in subsequent group comparisons: Planning/ Spatial Working Memory, Verbal Working Memory, and Response Inhibition. The WRD group exhibited deficits (relative to controls) on Verbal Working Memory and Inhibition factors; S-RCD children performed more poorly than controls on the Planning factor. Further analyses suggested the WRD group's poor performance on EF factors was a by-product of core deficits linked to WRD (after controlling for phonological processing, this group no longer showed EF deficits). In contrast, the S-RCD group's poor performance on the planning component remained significant after controlling for phonological processing. Findings suggest reading comprehension difficulties are linked to executive dysfunction; in particular, poor strategic planning/organizing may lead to reading comprehension problems.

A critical review of the readability of online patient education resources from RadiologyInfo.Org.

PubMed

Hansberry, David R; John, Ann; John, Elizabeth; Agarwal, Nitin; Gonzales, Sharon F; Baker, Stephen R

2014-03-01

Health consumers and their families rely on the Internet as a source of authoritative information regarding the procedures used to reach a diagnosis, effect treatment, and influence prognosis. In radiology, online materials can be a means by which to offer patients comprehensible explanations of the capabilities, the risks and rewards, and the techniques under our purview. Consequently, estimations of health literacy should take into account the reading level of the average American when composing and transmitting such information to the lay public without the mediation of a referring physician. In December 2012, patient education reports from the files of RadiologyInfo.org, a jointly sponsored website of the American College of Radiology and the Radiological Society of North America, were downloaded to assess their textual sophistication. All 138 patient education articles including the glossary were analyzed for their respective level of "readability" using the following 10 evaluative scales: Flesch Reading Ease, Flesch-Kincaid Grade Level, Simple Measure of Gobbledygook Grading, Coleman-Liau Index, Gunning Fog Index, New Dale-Chall scale, FORCAST, Fry graph, Raygor Readability Estimate, and New Fog Count. The 138 online patient education articles were written, on average, between the 10th and 14th grade levels, which exceeds both the American Medical Association and the National Institutes of Health recommendations that patient education resources be comprehensible to those who read no higher than the seventh grade level. Patients may accrue a greater benefit from written articles available on RadiologyInfo.org if the texts were revised to be in compliance with the National Institutes of Health and American Medical Association grade level recommendations. This could lead to a broadened appreciation of the capabilities of radiology's role in general and enhanced understanding of imaging techniques and their application to clinical practice.

Home Reading: The Key to Proficiency.

ERIC Educational Resources Information Center

Henderson, Bill

2000-01-01

A Boston principal reflects on decade-long efforts to get students and their families to read together. Initiatives ranged from reading contests and upgraded reading materials to reading contracts, literacy shows, parent/home visiting programs, pizza parties, and off-site tutors. Persistence paid off in higher reading scores. (MLH)

University Students With Poor Reading Comprehension: The Hidden Cognitive Processing Deficit.

PubMed

Georgiou, George K; Das, J P

2015-01-01

The present study aimed to examine the nature of the working memory and general cognitive ability deficits experienced by university students with a specific reading comprehension deficit. A total of 32 university students with poor reading comprehension but average word-reading skills and 60 age-matched controls with no comprehension difficulties participated in the study. The participants were assessed on three verbal working memory tasks that varied in terms of their processing demands and on the Das-Naglieri Cognitive Assessment System, which was used to operationalize intelligence. The results indicated first that the differences between poor and skilled comprehenders on working memory were amplified as the processing demands of the tasks increased. In addition, although poor comprehenders as a group had average intelligence, they experienced significant difficulties in simultaneous and successive processing. Considering that working memory and general cognitive ability are highly correlated processes, these findings suggest that the observed differences between poor and skilled comprehenders are likely a result of a deficient information processing system. © Hammill Institute on Disabilities 2013.

Design and Implementation of Pointer-Type Multi Meters Intelligent Recognition Device Based on ARM Platform

NASA Astrophysics Data System (ADS)

Cui, Yang; Luo, Wang; Fan, Qiang; Peng, Qiwei; Cai, Yiting; Yao, Yiyang; Xu, Changfu

2018-01-01

This paper adopts a low power consumption ARM Hisilicon mobile processing platform and OV4689 camera, combined with a new skeleton extraction based on distance transform algorithm and the improved Hough algorithm for multi meters real-time reading. The design and implementation of the device were completed. Experimental results shows that The average error of measurement was 0.005MPa, and the average reading time was 5s. The device had good stability and high accuracy which meets the needs of practical application.

Comparison of exercise blood pressure measured by technician and an automated system.

PubMed

Garcia-Gregory, J A; Jackson, A S; Studeville, J; Squires, W G; Owen, C A

1984-05-01

We evaluated the automated system Blood Pressure Measuring System (BPMS) developed by NASA on 277 adult males who elected to have a treadmill test as part of their annual physical. The BPMS uses acoustic transduction with a computer-assisted ECG gating to detect nonsynchronous noise. The BPMS readings were compared to pressures simultaneously measured by trained technicians. For all stages of work, BPMS readings were higher for systolic and lower for diastolic than technician readings. At peak stages of work, BPMS systolic pressures were about 20 mmHg higher than technician readings. Within each 3-min workstage, BPMS readings were found to be more inconsistent than technician readings. The standard errors of measurement for BPMS were from two to three times higher than technician values. These data showed automated blood pressure readings were significantly different than technician values and subject to more random fluctuations. These findings demonstrate the need to view exercise blood pressure measured by automated systems with caution.

Reading Amount as a Mediator of the Effects of Intrinsic and Extrinsic Reading Motivation on Reading Comprehension

ERIC Educational Resources Information Center

Schaffner, Ellen; Schiefele, Ulrich; Ulferts, Hannah

2013-01-01

This study examined the role of reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on higher order reading comprehension (comprised of paragraph-and passage-level comprehension) in a sample of 159 fifth-grade elementary students. A positive association between intrinsic reading motivation and reading amount…

E-Readers and Visual Fatigue

PubMed Central

Benedetto, Simone; Drai-Zerbib, Véronique; Pedrotti, Marco; Tissier, Geoffrey; Baccino, Thierry

2013-01-01

The mass digitization of books is changing the way information is created, disseminated and displayed. Electronic book readers (e-readers) generally refer to two main display technologies: the electronic ink (E-ink) and the liquid crystal display (LCD). Both technologies have advantages and disadvantages, but the question whether one or the other triggers less visual fatigue is still open. The aim of the present research was to study the effects of the display technology on visual fatigue. To this end, participants performed a longitudinal study in which two last generation e-readers (LCD, E-ink) and paper book were tested in three different prolonged reading sessions separated by - on average - ten days. Results from both objective (Blinks per second) and subjective (Visual Fatigue Scale) measures suggested that reading on the LCD (Kindle Fire HD) triggers higher visual fatigue with respect to both the E-ink (Kindle Paperwhite) and the paper book. The absence of differences between E-ink and paper suggests that, concerning visual fatigue, the E-ink is indeed very similar to the paper. PMID:24386252

Evaluation of the Fake Resistance of a Forced-choice Paired-comparison Computer Adaptive Personality Measure

DTIC Science & Technology

2008-08-01

version of NCAPS, participants higher in cognitive ability and reading ability were able to produce higher fakability scores. Higher intelligence ... intelligence and reading ability. Therefore, the adaptive paired- comparison NCAPS is very likely to provide scores close to the true trait scores for...regardless of the intelligence or reading levels associated with those taking the adaptive NCAPS; it will be difficult to fake the adaptive paired

Sex Differences in Reading: A Biological Explanation.

ERIC Educational Resources Information Center

Aliotti, Nicholas C.

Although sex differences in reading and related language functions have frequently been reported for both average and retarded readers, the explanations thus far proposed (maturation rate, sex-role development, textbook content, "female bias," and psycho-social factors) do not satisfactorily account for these differences. One hypothesis that might…

Lip-Reading by Deaf and Hearing Children

ERIC Educational Resources Information Center

Conradm, R.

1977-01-01

A group of profoundly deaf 15-year-old subjects with no other handicap and of average non-verbal intelligence were given a lip-reading test. The same test was given to comparable hearing subjects "deafened" by white noise masking. The difference between the groups was not significant. (Editor)

Reading Comprehension, Working Memory and Higher-Level Language Skills in Children with SLI and/or Dyslexia

ERIC Educational Resources Information Center

Wong, Anita M.-Y.; Ho, Connie S.-H.; Au, Terry K.-F.; McBride, Catherine; Ng, Ashley K.-H.; Yip, Lesley P.-W.; Lam, Catherine C.-C.

2017-01-01

This study examined (1) whether working memory and higher-level languages skills--inferencing and comprehension monitoring--accounted for individual differences among Chinese children in Chinese reading comprehension, after controlling for age, Chinese word reading and oral language skills, and (2) whether children with specific language…

The Readability of Online Patient Information About Mohs Micrographic Surgery.

PubMed

Vargas, Christina R; DePry, Jennifer; Lee, Bernard T; Bordeaux, Jeremy S

2016-10-01

Mohs micrographic surgery has become increasingly used in the treatment of cutaneous malignancies over the past decade. Concurrently, more patients are using the Internet as a resource for medical information than ever before. The average American adult reads at an eighth grade level. The American Medical Association and National Institutes of Health have recommended a sixth grade target reading level for patient health materials. This study evaluates the readability of currently available online information about Mohs micrographic surgery in the context of these recommendations. An Internet search for the term "Mohs surgery" was performed and the first 10 results were identified. Patient information from each primary site was downloaded and formatted into plain text. Readability was assessed using 9 established tests; text was analyzed both overall and by Web site for comparison. A total of 101 articles were collected from the first 10 Web site search results; the overall average reading level was 14.4. All articles exceeded the recommended sixth grade reading level. Online resources about Mohs micrographic surgery are too difficult for many patients to read. The paucity of appropriately written patient information available on the Internet may hinder informed decision-making, participation, and subsequent postoperative satisfaction.

Encouraging science reading beyond the curriculum.

PubMed

Lamberson, W R; Smith, M F

2005-08-01

Students in genetics and reproductive physiology, junior-/senior-level courses with enrollments averaging 76 and 41 students, respectively, were encouraged to read popular science books for extra credit. The objectives of the readings were to reinforce basic class concepts by forming ties to everyday life, and to expose students to a genre that can provide information to prepare them as citizens to engage in the debate over current issues. The books for genetics were The Double Helix, Genome, Voyage of the Beagle, and The Engineer in the Garden; and the books for reproductive physiology were Clone, Lives of a Cell, Life Before Birth and A Time to be Born, and The Second Creation: Dolly and The Age of Biological Control. To earn credit (3% of the course grade for each of up to three books), students had to demonstrate knowledge and understanding of each book during a 15-min discussion with the instructor. Discussions focused on questions designed to stimulate critical thinking about each book's content. For example: "There is approximately 98% homology in DNA sequence between humans and chimpanzees; in aspects ranging from basic physiology to behavior, what makes us similar to or different from the species that is our closest living relative?" The numbers of students reading three books in Years 1 and 2 were 2 and 12 in genetics, and 4 and 3 in reproductive physiology; those reading two books in Years 1 and 2 were 5 and 20 in genetics, and 0 and 2 in reproductive physiology; and those reading one book in Years 1 and 2 were 21 and 31 in genetics, and 7 and 8 in reproductive physiology. The numbers of students that read no books in Years 1 and 2 were 33 and 27 in genetics, and 45 and 20 in reproductive physiology. Participation in the reading project occurred independently of course grades. Sixteen genetics students from the second year's class, eight that had participated in the extra credit reading and eight that had not, volunteered to be reexamined on material from the class. The reexamination was conducted 3 mo after the end of the class. With first exam score fitted as a covariate (P < 0.10), participation in the extra credit reading assignment did not affect score on the reexamination; participants averaged 67% correct answers, nonparticipants averaged 59% (P = 0.37). Comments on course evaluations indicated broad satisfaction with the assignments. Although no improvement of retention could be documented from this project, our objective of encouraging students to engage in reading material supplemental to courses in genetics and reproductive physiology was satisfied.

Interventions for reading difficulties: a comparison of response to intervention by ELL and EFL struggling readers.

PubMed

Lovett, Maureen W; De Palma, Maria; Frijters, Jan; Steinbach, Karen; Temple, Meredith; Benson, Nancy; Lacerenza, Léa

2008-01-01

This article explores whether struggling readers from different primary language backgrounds differ in response to phonologically based remediation. Following random assignment to one of three reading interventions or to a special education reading control program, reading and reading-related outcomes of 166 struggling readers were assessed before, during, and following 105 intervention hours. Struggling readers met criteria for reading disability, were below average in oral language and verbal skills, and varied in English as a first language (EFL) versus English-language learner (ELL) status. The research-based interventions proved superior to the special education control on both reading outcomes and rate of growth. No differences were revealed for children of EFL or ELL status in intervention outcomes or growth during intervention. Oral language abilities at entry were highly predictive of final outcomes and of reading growth during intervention, with greater language impairment being associated with greater growth.

Give blood today or save lives tomorrow: Matching decision and message construal level to maximize blood donation intentions.

PubMed

Czeizler, Amalia; Garbarino, Ellen

2017-01-01

The research extends construal theory by testing if a match between the temporal construal framing of a blood donation decision and a blood donation request leads to higher donation intentions than a mismatch. Results show participants considering future donation who read an abstract donation request have significantly higher donation intentions than those who read a concrete request. Conversely, participants considering donating today who read a concrete donation request have significantly higher donation intentions than those who read an abstract request. This study confirms the importance of matching the construal framing of the communication to the temporal framing of the decision.

An evaluation of image quality and accuracy of eye bank measurement of donor cornea endothelial cell density in the Specular Microscopy Ancillary Study.

PubMed

Lass, Jonathan H; Gal, Robin L; Ruedy, Katrina J; Benetz, Beth Ann; Beck, Roy W; Baratz, Keith H; Holland, Edward J; Kalajian, Andrea; Kollman, Craig; Manning, Francis J; Mannis, Mark J; McCoy, Kristen; Montoya, Monty; Stulting, Doyle; Xing, Dongyuan

2005-03-01

The Specular Microscopy Ancillary Study was designed to examine donor corneal endothelial specular image quality, compare the central endothelial cell density determined by eye banks with the endothelial cell density determined by a central specular microscopy reading center, and evaluate donor factors that may have an impact on specular image quality and endothelial cell density accuracy. Nonrandomized comparative trial. Endothelial specular images of donor corneas assigned in the Cornea Donor Study. Certified readers assessed donor image quality (analyzable from fair to excellent vs. unanalyzable) and determined the central endothelial cell density. Independent adjudication was performed if there was a difference in the quality of grading or if the endothelial cell density varied by > or =5.0% between readers. Average reading center-determined endothelial cell density was compared with the endothelial cell density determined by each eye bank. Evaluation of image quality and accuracy of endothelial cell density. Of 688 donor endothelial images submitted by 23 eye banks, 663 (96%) were analyzable (excellent, 40 [6%]; good, 302 [44%]; fair, 321 [47%]), and 25 (4%) were unanalyzable by reading center standards. In situ retrieval and greater epithelial exposure correlated with a higher image quality grading. The eye bank-determined endothelial cell density of 434 of the 663 (65%) analyzable images were within 10% of the endothelial cell density determined by the reading center, whereas 185 (28%) were more than 10% higher and 44 (7%) were more than 10% lower. Greater variation in endothelial cell density between the eye banks and the reading center was observed with shorter time of death to preservation, presence of an epithelial defect, folds in Descemet's membrane, lower image quality, and the use of fixed-frame or center method endothelial cell density analysis. Overall, donor endothelial specular image quality and accuracy of endothelial cell density determination were good. However, the data suggest that factors that may affect image quality and contribute to variation in interpretation of the endothelial cell density should be addressed, because the donor endothelial cell density is an important parameter for assessing long-term corneal graft survival.

Classroom Quality and Student Engagement: Contributions to Third-Grade Reading Skills

PubMed Central

Guo, Ying; Connor, Carol McDonald; Tompkins, Virginia; Morrison, Frederick J.

2011-01-01

This study, using NICHD Study of Early Child Care and Youth Development longitudinal data, investigated the effects of classroom quality and students’ third-grade behavioral engagement on students’ third-grade reading achievement (n = 1,364) and also examined the extent to which students’ third-grade behavioral engagement mediated the association between classroom quality and children's reading skills. SEM results revealed that controlling for family socio economic risk and students’ first-grade reading achievement, classroom quality significantly, and positively predicted children's behavioral engagement, which in turn predicted greater reading achievement. Higher levels of children's behavioral engagement were associated with higher reading achievement. Implications for policy and practice are discussed. PMID:21779272

Possible Relationships between Depressive Symptoms and Reading

ERIC Educational Resources Information Center

Stringer, Ronald W.; Heath, Nancy

2006-01-01

One hundred and fifty-five students (average age of 127 months) were tested using the WRAT-3 reading and arithmetic subtests, the Self-Perception Profile for Children with Learning Disabilities (SPPLD) and the Children's Depression Inventory (CDI). One year later they were again tested with the same instruments. The authors hypothesised that…

Is Scientifically Based Reading Instruction Effective for Students with Below-Average IQs?

ERIC Educational Resources Information Center

Allor, Jill H.; Mathes, Patricia G.; Roberts, J. Kyle; Cheatham, Jennifer P.; Al Otaiba, Stephanie

2014-01-01

This longitudinal randomized-control trial investigated the effectiveness of scientifically based reading instruction for students with IQs ranging from 40 to 80, including students with intellectual disability (ID). Students were randomly assigned into treatment (n = 76) and contrast (n = 65) groups. Students in the treatment group received…

Sensory and Cognitive Determinants of Reading Speed

ERIC Educational Resources Information Center

Jackson, Mark D.; McClelland, James L.

1975-01-01

Fast and average readers were tested on four tasks. Fast readers appear to pick up more information per fixation on structured textual material, and had a greater span of apprehension for unrelated elements. Results disagree with the view that reading speed depends solely on ability to infer missing information. (CHK)

Accelerated Change in Reading Instruction: The Arkansas Comprehensive School Reform Model.

ERIC Educational Resources Information Center

Balkman, Jami Ann

2001-01-01

Describes the Arkansas Comprehensive School Reform Model, which focuses on staff development and a collaborative support system for teaching reading in the elementary grades. Reports that preliminary results indicate an average increase of at least 20% on standardized testing scores for students in model classrooms. (NB)

Developing Literacy for the Vocational-Technical Trades.

ERIC Educational Resources Information Center

Penisten, John

The University of Hawaii at Hilo offers a vocational-technical occupational reading curriculum that encourages literacy for technology. The program is geared to meet the special needs of enrollees in the university's trade and industry division, most of whom are postsecondary open-admission students. Most have poor reading skills, averaging a…

77 FR 74876 - Agency Information Collection Activities; Existing Collection, Comments Requested; Federal...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-18

... Office of Management and Budget, Office of Information and Regulatory Affairs, Attention Department of... 3,000 enrollments per year. The average response time for reading the directions for the Federal... = 100 hours. The entire process of reading the letter and completing both forms would take 15 minutes...

On the impacts of computing daily temperatures as the average of the daily minimum and maximum temperatures

NASA Astrophysics Data System (ADS)

Villarini, Gabriele; Khouakhi, Abdou; Cunningham, Evan

2017-12-01

Daily temperature values are generally computed as the average of the daily minimum and maximum observations, which can lead to biases in the estimation of daily averaged values. This study examines the impacts of these biases on the calculation of climatology and trends in temperature extremes at 409 sites in North America with at least 25 years of complete hourly records. Our results show that the calculation of daily temperature based on the average of minimum and maximum daily readings leads to an overestimation of the daily values of 10+ % when focusing on extremes and values above (below) high (low) thresholds. Moreover, the effects of the data processing method on trend estimation are generally small, even though the use of the daily minimum and maximum readings reduces the power of trend detection ( 5-10% fewer trends detected in comparison with the reference data).

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.

Inattentiveness and Language Abilities in Preschoolers: A Latent Profile Analysis.

PubMed

Tambyraja, Sherine R; Rhoad-Drogalis, A; Khan, K S; Justice, L M; Sawyer, B E

2018-06-23

Growing evidence suggests that early symptoms of inattentiveness may affect the language development and academic success of young children. In the present study, we examined the extent to which profiles of inattentiveness and language could be discerned within a heterogeneous group of preschoolers attending early childhood special education programs (n = 461). Based on parent-reported observations of children's symptoms of inattentiveness and direct assessments of children's language skills (grammar, vocabulary, and narrative ability), three distinct profiles were identified. The three groups, representing levels of severity (at risk, almost average, above average), differed not only by their end of year performance, but also with respect to which their abilities changed over the course of the academic year. Children in the poorest performing profile had poorer mean scores in the spring of their preschool year on all measures, but exhibited patterns of gain that exceeded or equaled their peers in higher-performing groups, in the domains of vocabulary and grammar. Examination of subsequent kindergarten reading skills suggested that profile differences remained consistent. Findings underscore the associations between early symptoms of inattentiveness and language difficulties, and further indicate that these relations extend to the acquisition of early reading skills. Future research is needed to corroborate these findings with more robust measures of attention, and to understand the long-term associations between inattentiveness, language and literacy, and potential effects on these associations from early intervention.

Completeness, accuracy, and readability of Wikipedia as a reference for patient medication information.

PubMed

Candelario, Danielle M; Vazquez, Victoria; Jackson, William; Reilly, Timothy

This study determined the completeness, accuracy, and reading level of Wikipedia patient drug information compared with the corresponding United States product insert medication guides. From the Top 200 Drugs of 2012, the top 33 medications with medication guides were analyzed. Medication guides and Wikipedia pages were downloaded on a single date to ensure continuity of Wikipedia content. To quantify the completeness and accuracy of the Wikipedia medication information, a scoring system was adapted from previously published work and compared with the 7 core domains of medication guides. Wikipedia did not provide patient information that was as complete or accurate as the information within the medication guides: 14.73 out of 42 (SD 5.75). Wikipedia medication pages were written at a significantly higher reading level compared with medication guides (Flesch reading ease score 52.93 vs. 33.24 [P <0.001]; Flesch-Kincaid grade level 10.26 vs. 6.86 [P <0.001]). Wikipedia medication pages include incomplete and inaccurate patient information compared with the corresponding product medication guides. Wikipedia patient drug information was also written at reading levels above that of medication guides and substantially above the average United States consumer health literacy level. As the public use of Wikipedia increases, the need for educating patients about the quality of information on Wikipedia and the availability of adequate patient education resources is ever more important to minimize inaccuracies and incomplete information sharing. Copyright © 2017 American Pharmacists Association®. Published by Elsevier Inc. All rights reserved.

Ethnic identity, school connectedness, and achievement in standardized tests among Mexican-origin youth.

PubMed

Santos, Carlos E; Collins, Mary Ann

2016-07-01

The aim of this study was to investigate the association between school connectedness and performance in standardized test scores and whether this association was moderated by ethnic private regard. The study combines self-report data with school district reported data on standardized test scores in reading and math and free and reduced lunch status. Participants included 436 Mexican-origin youth attending a middle school in a southwestern U.S. state. Participants were on average 12.34 years of age (SD = .95) and 51.8% female and 48.2% male. After controlling for age, gender, free and reduced lunch status, and generational status, school connectedness and ethnic private regard were both positive predictors of standardized test scores in reading and math. Results also revealed a significant interaction between school connectedness and ethnic private regard in predicting standardized test scores in reading, such that participants who were low on ethnic private regard and low on school connectedness reported lower levels of achievement compared to participants who were low on ethnic private regard but high on school connectedness. At high levels of ethnic private regard, high or low levels of school connectedness were not associated with higher or lower standardized test scores in reading. The findings in this study provide support for the protective role that ethnic private regard plays in the educational experiences of Mexican-origin youth and highlights how the local school context may play a role in shaping this finding. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Investigating the Effects of Background Knowledge on Chinese Word Processing during Text Reading: Evidence from Eye Movements

ERIC Educational Resources Information Center

Jian, Yu-Cin; Ko, Hwa-Wei

2014-01-01

This study investigates the effects of background knowledge on Chinese word processing during silent reading by monitoring adult readers' eye movements. Both higher knowledge (physics major) and lower knowledge (nonphysics major) graduate students were given physics texts to read. Higher knowledge readers spent less time rereading and had…

Evidence for simultaneous syntactic processing of multiple words during reading.

PubMed

Snell, Joshua; Meeter, Martijn; Grainger, Jonathan

2017-01-01

A hotly debated issue in reading research concerns the extent to which readers process parafoveal words, and how parafoveal information might influence foveal word recognition. We investigated syntactic word processing both in sentence reading and in reading isolated foveal words when these were flanked by parafoveal words. In Experiment 1 we found a syntactic parafoveal preview benefit in sentence reading, meaning that fixation durations on target words were decreased when there was a syntactically congruent preview word at the target location (n) during the fixation on the pre-target (n-1). In Experiment 2 we used a flanker paradigm in which participants had to classify foveal target words as either noun or verb, when those targets were flanked by syntactically congruent or incongruent words (stimulus on-time 170 ms). Lower response times and error rates in the congruent condition suggested that higher-order (syntactic) information can be integrated across foveal and parafoveal words. Although higher-order parafoveal-on-foveal effects have been elusive in sentence reading, results from our flanker paradigm show that the reading system can extract higher-order information from multiple words in a single glance. We propose a model of reading to account for the present findings.

Test Anxiety and Academic Procrastination Among Prelicensure Nursing Students.

PubMed

Custer, Nicole

Test anxiety may cause nursing students to cope poorly with academic demands, affecting academic performance and attrition and leading to possible failure on the National Council Licensure Examination for Registered Nurses (NCLEX-RN®). Test-anxious nursing students may engage academic procrastination as a coping mechanism. The Test Anxiety Inventory and the Procrastination Assessment Scale for Students were administered to 202 prelicensure nursing students from diploma, associate, and baccalaureate nursing programs in southwestern Pennsylvania. Statistically significant correlations between test anxiety and academic procrastination were found. The majority of participants reported procrastinating most on weekly reading assignments. Students with higher grade point averages exhibited less academic procrastination.

Terminal digit bias is not an issue for properly trained healthcare personnel using manual or semi-automated devices - biomed 2010.

PubMed

Butler, Kenneth R; Minor, Deborah S; Benghuzzi, Hamed A; Tucci, Michelle

2010-01-01

The objective of this study was to evaluate terminal digit preference in blood pressure (BP) measurements taken from a sample of clinics at a large academic health sciences center. We hypothesized that terminal digit preference would occur more frequently in BP measurements taken with manual mercury sphygmomanometry compared to those obtained with semi-automated instruments. A total of 1,393 BP measures were obtained in 16 ambulatory and inpatient sites by personnel using both mercury (n=1,286) and semi-automated (n=107) devices For the semi-automated devices, a trained observer repeated the patients BP following American Heart Association recommendations using a similar device with a known calibration history. At least two recorded systolic and diastolic blood pressures (average of two or more readings for each) were obtained for all manual mercury readings. Data were evaluated using descriptive statistics and Chi square as appropriate (SPSS software, 17.0). Overall, zero and other terminal digit preference was observed more frequently in systolic (?2 = 883.21, df = 9, p < 0.001) and diastolic readings (?2 = 1076.77, df = 9, p < 0.001) from manual instruments, while all end digits obtained by clinic staff using semi-automated devices were more evenly distributed (?2 = 8.23, df = 9, p = 0.511 for systolic and ?2 = 10.48, df = 9, p = 0.313 for diastolic). In addition to zero digit bias in mercury readings, even numbers were reported with significantly higher frequency than odd numbers. There was no detectable digit preference observed when examining semi-automated measurements by clinic staff or device type for either systolic or diastolic BP measures. These findings demonstrate that terminal digit preference was more likely to occur with manual mercury sphygmomanometry. This phenomenon was most likely the result of mercury column graduation in 2 mm Hg increments producing a higher than expected frequency of even digits.

Web server for priority ordered multimedia services

NASA Astrophysics Data System (ADS)

Celenk, Mehmet; Godavari, Rakesh K.; Vetnes, Vermund

2001-10-01

In this work, our aim is to provide finer priority levels in the design of a general-purpose Web multimedia server with provisions of the CM services. The type of services provided include reading/writing a web page, downloading/uploading an audio/video stream, navigating the Web through browsing, and interactive video teleconferencing. The selected priority encoding levels for such operations follow the order of admin read/write, hot page CM and Web multicasting, CM read, Web read, CM write and Web write. Hot pages are the most requested CM streams (e.g., the newest movies, video clips, and HDTV channels) and Web pages (e.g., portal pages of the commercial Internet search engines). Maintaining a list of these hot Web pages and CM streams in a content addressable buffer enables a server to multicast hot streams with lower latency and higher system throughput. Cold Web pages and CM streams are treated as regular Web and CM requests. Interactive CM operations such as pause (P), resume (R), fast-forward (FF), and rewind (RW) have to be executed without allocation of extra resources. The proposed multimedia server model is a part of the distributed network with load balancing schedulers. The SM is connected to an integrated disk scheduler (IDS), which supervises an allocated disk manager. The IDS follows the same priority handling as the SM, and implements a SCAN disk-scheduling method for an improved disk access and a higher throughput. Different disks are used for the Web and CM services in order to meet the QoS requirements of CM services. The IDS ouput is forwarded to an Integrated Transmission Scheduler (ITS). The ITS creates a priority ordered buffering of the retrieved Web pages and CM data streams that are fed into an auto regressive moving average (ARMA) based traffic shaping circuitry before being transmitted through the network.

Association Study of Gut Flora in Coronary Heart Disease through High-Throughput Sequencing.

PubMed

Cui, Li; Zhao, Tingting; Hu, Haibing; Zhang, Wen; Hua, Xiuguo

2017-01-01

Objectives. We aimed to explore the impact of gut microbiota in coronary heart disease (CHD) patients through high-throughput sequencing. Methods. A total of 29 CHD in-hospital patients and 35 healthy volunteers as controls were included. Nucleic acids were extracted from fecal samples, followed by α diversity and principal coordinate analysis (PCoA). Based on unweighted UniFrac distance matrices, unweighted-pair group method with arithmetic mean (UPGMA) trees were created. Results. After data optimization, an average of 121312 ± 19293 reads in CHD patients and 234372 ± 108725 reads in controls was obtained. Reads corresponding to 38 phyla, 90 classes, and 584 genera were detected in CHD patients, whereas 40 phyla, 99 classes, and 775 genera were detected in controls. The proportion of phylum Bacteroidetes (56.12%) was lower and that of phylum Firmicutes was higher (37.06%) in CHD patients than those in the controls (60.92% and 32.06%, P < 0.05). PCoA and UPGMA tree analysis showed that there were significant differences of gut microbial compositions between the two groups. Conclusion. The diversity and compositions of gut flora were different between CHD patients and healthy controls. The incidence of CHD might be associated with the alteration of gut microbiota.

Readability of Healthcare Literature for Gastroparesis and Evaluation of Medical Terminology in Reading Difficulty.

PubMed

Meillier, Andrew; Patel, Shyam

2017-02-01

Gastroparesis is a chronic condition that can be further enhanced with patient understanding. Patients' education resources on the Internet have become increasingly important in improving healthcare literacy. We evaluated the readability of online resources for gastroparesis and the influence by medical terminology. Google searches were performed for "gastroparesis", "gastroparesis patient education material" and "gastroparesis patient information". Following, all medical terminology was determined if included on Taber's Medical Dictionary 22nd Edition. The medical terminology was replaced independently with "help" and "helping". Web resources were analyzed with the Readability Studio Professional Edition (Oleander Solutions, Vandalia, OH) using 10 different readability scales. The average of the 26 patient education resources was 12.7 ± 1.8 grade levels. The edited "help" group had 6.6 ± 1.0 and "helping" group had 10.4 ± 2.1 reading levels. In comparing the three groups, the "help" and "helping" groups had significantly lower readability levels (P < 0.001). The "help" group was significantly less than the "helping" group (P < 0.001). The web resources for gastroparesis were higher than the recommended reading level by the American Medical Association. Medical terminology was shown to be the cause for this elevated readability level with all, but four resources within the recommended grade levels following word replacement.

The Impact of a Language Learning Task on Instructional Outcomes in Two Student Populations: High-Ability and Average-Ability Students.

ERIC Educational Resources Information Center

Nikolova, Ofelia; Taylor, Gregory

2003-01-01

High-ability (n=97) and average-ability students (n=84) were asked to read a Spanish passage on a computer and use glosses provided for certain words to aid in comprehension or create glosses using a Spanish-English dictionary and annotation software (experimental task). High-ability students performed significantly better after the experimental…

Tiers of intervention in kindergarten through third grade.

PubMed

O'Connor, Rollanda E; Harty, Kristin R; Fulmer, Deborah

2005-01-01

This study measured the effects of increasing levels of intervention in reading for a cohort of children in Grades K through 3 to determine whether the severity of reading disability (RD) could be significantly reduced in the catchment schools. Tier 1 consisted of professional development for teachers of reading. The focus of this study is on additional instruction that was provided as early as kindergarten for children whose achievement fell below average. Tier 2 intervention consisted of small-group reading instruction 3 times per week, and Tier 3 of daily instruction delivered individually or in groups of two. A comparison of the reading achievement of third-grade children who were at risk in kindergarten showed moderate to large differences favoring children in the tiered interventions in decoding, word identification, fluency, and reading comprehension.

Mind-reading accuracy in intimate relationships: assessing the roles of the relationship, the target, and the judge.

PubMed

Thomas, Geoff; Fletcher, Garth J O

2003-12-01

Using a video-review procedure, multiple perceivers carried out mind-reading tasks of multiple targets at different levels of acquaintanceship (50 dating couples, friends of the dating partners, and strangers). As predicted, the authors found that mind-reading accuracy was (a). higher as a function of increased acquaintanceship, (b). relatively unaffected by target effects, (c). influenced by individual differences in perceivers' ability, and (d). higher for female than male perceivers. In addition, superior mind-reading accuracy (for dating couples and friends) was related to higher relationship satisfaction, closeness, and more prior disclosure about the problems discussed, but only under moderating conditions related to sex and relationship length. The authors conclude that the nature of the relationship between the perceiver and the target occupies a pivotal role in determining mind-reading accuracy.

Improvement of Engineering Students' Communication Skills in English through Extensive Reading

NASA Astrophysics Data System (ADS)

Nishizawa, Hitoshi; Yoshioka, Takayoshi; Itoh, Kazuaki

The students' communication skills in English have improved after introducing Extensive Reading courses into the curriculum of Electrical and Electronic Engineering Department. The students' average TOEIC scores, which used to be far lower than the ones of students in other educational institutions, have increased in recent two years. The students who used to avoid learning English have welcomed extensive reading of graded readers for foreign learners and books for native children of English. This is because the extensive reading causes less stress and it is enjoyable. The students who have read more than 0.2 million words of English texts have faster reading speed and more confidence in reading. They seem to change their reading style from English-to-Japanese translation (and comprehension in Japanese) to direct comprehension in English. Their listening comprehension is also improved. Extensive reading is an effective educational method to improve English communication skills of engineering students, and it also becomes a useful method of continuous education for engineers in need of improving their skills.

Word Recognition and Critical Reading.

ERIC Educational Resources Information Center

Groff, Patrick

1991-01-01

This article discusses the distinctions between literal and critical reading and explains the role that word recognition ability plays in critical reading behavior. It concludes that correct word recognition provides the raw material on which higher order critical reading is based. (DB)

An online community improves adherence in an internet-mediated walking program. Part 1: results of a randomized controlled trial.

PubMed

Richardson, Caroline R; Buis, Lorraine R; Janney, Adrienne W; Goodrich, David E; Sen, Ananda; Hess, Michael L; Mehari, Kathleen S; Fortlage, Laurie A; Resnick, Paul J; Zikmund-Fisher, Brian J; Strecher, Victor J; Piette, John D

2010-12-17

Approximately half of American adults do not meet recommended physical activity guidelines. Face-to-face lifestyle interventions improve health outcomes but are unlikely to yield population-level improvements because they can be difficult to disseminate, expensive to maintain, and inconvenient for the recipient. In contrast, Internet-based behavior change interventions can be disseminated widely at a lower cost. However, the impact of some Internet-mediated programs is limited by high attrition rates. Online communities that allow participants to communicate with each other by posting and reading messages may decrease participant attrition. Our objective was to measure the impact of adding online community features to an Internet-mediated walking program on participant attrition and average daily step counts. This randomized controlled trial included sedentary, ambulatory adults who used email regularly and had at least 1 of the following: overweight (body mass index [BMI] ≥ 25), type 2 diabetes, or coronary artery disease. All participants (n = 324) wore enhanced pedometers throughout the 16-week intervention and uploaded step-count data to the study server. Participants could log in to the study website to view graphs of their walking progress, individually-tailored motivational messages, and weekly calculated goals. Participants were randomized to 1 of 2 versions of a Web-based walking program. Those randomized to the "online community" arm could post and read messages with other participants while those randomized to the "no online community" arm could not read or post messages. The main outcome measures were participant attrition and average daily step counts over 16 weeks. Multiple regression analyses assessed the effect of the online community access controlling for age, sex, disease status, BMI, and baseline step counts. Both arms significantly increased their average daily steps between baseline and the end of the intervention period, but there were no significant differences in increase in step counts between arms using either intention-to-treat or completers analysis. In the intention-to-treat analysis, the average step count increase across both arms was 1888 ± 2400 steps. The percentage of completers was 13% higher in the online community arm than the no online community arm (online community arm, 79%, no online community arm, 66%, P = .02). In addition, online community arm participants remained engaged in the program longer than no online community arm participants (hazard ratio = 0.47, 95% CI = 0.25 - 0.90, P = .02). Participants with lower baseline social support posted more messages to the online community (P < .001) and viewed more posts (P < .001) than participants with higher baseline social support. Adding online community features to an Internet-mediated walking program did not increase average daily step counts but did reduce participant attrition. Participants with low baseline social support used the online community features more than those with high baseline social support. Thus, online communities may be a promising approach to reducing attrition from online health behavior change interventions, particularly in populations with low social support. NCT00729040; http://clinicaltrials.gov/ct2/show/NCT00729040 (Archived by WebCite at http://www.webcitation.org/5v1VH3n0A).

Understanding the Relative Contributions of Lower-Level Word Processes, Higher-Level Processes, and Working Memory to Reading Comprehension Performance in Proficient Adult Readers

ERIC Educational Resources Information Center

Hannon, Brenda

2012-01-01

Although a considerable amount of evidence has been amassed regarding the contributions of lower-level word processes, higher-level processes, and working memory to reading comprehension, little is known about the relationships among these sources of individual differences or their relative contributions to reading comprehension performance. This…

The Texas Reading Initiative: Mobilizing Resources for Literacy.

ERIC Educational Resources Information Center

Denton, David

1997-01-01

This paper states that the unequivocal goal that Governor George Bush has set for the state of Texas is that "all students should be able to read on grade level or higher by the end of third grade and continue to read on grade level or higher throughout their schooling." The paper explains that the governor identified eight key elements…

The Effect of Teaching Strategies and Curiosity on Students' Achievement in Reading Comprehension

ERIC Educational Resources Information Center

Gurning, Busmin; Siregar, Aguslani

2017-01-01

The objectives of this study were to find out whether 1) students' achievement in reading comprehension taught by using INSERT strategy was higher than those taught by using SQ3R strategy, 2) Students' achievement in reading comprehension having high curiosity was higher than those having low curiosity, 3) there was an interaction between teaching…

Cognitive Patterns of Learning Disability Subtypes as Measured by the Woodcock-Johnson Psycho-Educational Battery.

ERIC Educational Resources Information Center

Breen, Michael J.

1986-01-01

The cognitive patterns of three learning disability subtypes were studied: (1) students with higher math than reading skills, (2) students with higher reading than math skills, and (3) students with equally low math and reading skills. Results indicated that although the three groups were characterized by a number of discrete or unique patterns,…

Does Linguistic Comprehension Support the Decoding Skills of Struggling Readers?

ERIC Educational Resources Information Center

Blick, Michele; Nicholson, Tom; Chapman, James; Berman, Jeanette

2017-01-01

This study investigated the contribution of linguistic comprehension to the decoding skills of struggling readers. Participants were 36 children aged between eight and 12 years, all below average in decoding but differing in linguistic comprehension. The children read passages from the Neale Analysis of Reading Ability and their first 25 miscues…

Foreign Language Reading and Spelling in Gifted Students with Dyslexia in Secondary Education

ERIC Educational Resources Information Center

van Viersen, Sietske; de Bree, Elise H.; Kalee, Lilian; Kroesbergen, Evelyn H.; de Jong, Peter F.

2017-01-01

A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the native language (NL), the level of foreign language…

19. Perimeter acquisition radar building room #105, sign reads: Three ...

Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

19. Perimeter acquisition radar building room #105, sign reads: Three 660-ton trane chillers, each chiller can supply enough cooling for approximately 250 average air-conditioned homes - Stanley R. Mickelsen Safeguard Complex, Perimeter Acquisition Radar Building, Limited Access Area, between Limited Access Patrol Road & Service Road A, Nekoma, Cavalier County, ND

Assessing Competence in ESL: Reading.

ERIC Educational Resources Information Center

Oller, John W., Jr.

Results from research with eye movement photography (EMP) are discussed with a view to defining differences between native-speaker and non-native reading processes. The greatest contrast is in terms of the duration of eye fixations; non-native speakers at the college level require about as much time for a fixation as an average native-speaker at…

Readers' Tellings: Narrators, Settings, Flashbacks and Comprehension

ERIC Educational Resources Information Center

Kucer, Stephen B.

2010-01-01

This research explores the impact of flashbacks and changes in settings and narrators on reader comprehension. Individually, 34 fourth graders (9 and 10 years of age), mostly with above average reading abilities (5.0), orally read the first chapter of a novel. Both publisher and readability formulae estimated the text to be at a fourth- grade…

An Investigation of Reading Strategy Use for a Third Grade Cohort: Correlational and Descriptive Data

ERIC Educational Resources Information Center

Finore, Ann G.

2013-01-01

This study investigated elementary teachers' observations of how a representative sample of achieving, average and struggling readers adapted the use of best practice comprehension strategies taught in the classroom as well as during instructional level guided reading time. A researcher-constructed strategy checklist was the instrument teachers…

Using Time-on-Task Measurements to Understand Student Performance in a Physics Class: A Ten-Year Study

NASA Astrophysics Data System (ADS)

Stewart, John

2015-04-01

The amount of time spent on out-of-class activities such as working homework, reading, and studying for examinations is presented for 10 years of an introductory, calculus-based physics class at a large public university. While the class underwent significant change in the 10 years studied, the amount of time invested by students in weeks not containing an in-semester examination was constant and did not vary with the length of the reading or homework assignments. The amount of time spent preparing for examinations did change as the course was modified. The time spent on class assignments, both reading and homework, did not scale linearly with the length of the assignment. The time invested in both reading and homework per length of the assignment decreased as the assignments became longer. The class average time invested in examination preparation did change with the average performance on previous examinations in the same class, with more time spent in preparation for lower previous examination scores (R2 = 0 . 70).

L2 Reading in Thailand: Vocational College Students' Application of Reading Strategies to Their Reading of English Texts

ERIC Educational Resources Information Center

Kasemsap, Bharani; Lee, Hugo Yu-Hsiu

2015-01-01

This study aims to explore the application of reading strategies to the reading of English texts by Thai vocational college students. Data were collected via questionnaire surveys, think-aloud experiments and semi-structured interviews. The research results reveal different typologies of reading strategies adopted by lower and higher level English…

Comparative Transcriptome Analysis of the Accessory Sex Gland and Testis from the Chinese Mitten Crab (Eriocheir sinensis)

PubMed Central

He, Lin; Jiang, Hui; Cao, Dandan; Liu, Lihua; Hu, Songnian; Wang, Qun

2013-01-01

The accessory sex gland (ASG) is an important component of the male reproductive system, which functions to enhance the fertility of spermatozoa during male reproduction. Certain proteins secreted by the ASG are known to bind to the spermatozoa membrane and affect its function. The ASG gene expression profile in Chinese mitten crab (Eriocheir sinensis) has not been extensively studied, and limited genetic research has been conducted on this species. The advent of high-throughput sequencing technologies enables the generation of genomic resources within a short period of time and at minimal cost. In the present study, we performed de novo transcriptome sequencing to produce a comprehensive transcript dataset for the ASG of E. sinensis using Illumina sequencing technology. This analysis yielded a total of 33,221,284 sequencing reads, including 2.6 Gb of total nucleotides. Reads were assembled into 85,913 contigs (average 218 bp), or 58,567 scaffold sequences (average 292 bp), that identified 37,955 unigenes (average 385 bp). We assembled all unigenes and compared them with the published testis transcriptome from E. sinensis. In order to identify which genes may be involved in ASG function, as it pertains to modification of spermatozoa, we compared the ASG and testis transcriptome of E. sinensis. Our analysis identified specific genes with both higher and lower tissue expression levels in the two tissues, and the functions of these genes were analyzed to elucidate their potential roles during maturation of spermatozoa. Availability of detailed transcriptome data from ASG and testis in E. sinensis can assist our understanding of the molecular mechanisms involved with spermatozoa conservation, transport, maturation and capacitation and potentially acrosome activation. PMID:23342039

Unique hyper-thermal composting process in Kagoshima City forms distinct bacterial community structures.

PubMed

Tashiro, Yukihiro; Tabata, Hanae; Itahara, Asuka; Shimizu, Natsuki; Tashiro, Kosuke; Sakai, Kenji

2016-11-01

A unique compost, Satsuma soil, is produced from three types of wastewater sludge using hyper-thermal processes at temperatures much higher than that of general thermophilic processes in Kagoshima City, Japan. We analyzed the bacterial community structures of this hyper-thermal compost sample and other sludges and composts by a high-throughput barcoded pyrosequencing method targeting the 16S rRNA gene. In total, 621,076 reads were derived from 17 samples and filtered. Artificial sequences were deleted and the reads were clustered based on the operational taxonomic units (OTUs) at 97% similarity. Phylum-level analysis of the hyper-thermal compost revealed drastic changes of the sludge structures (each relative abundance) from Firmicutes (average 47.8%), Proteobacteria (average 22.3%), and Bacteroidetes (average 10.1%) to two main phyla including Firmicutes (73.6%) and Actinobacteria (25.0%) with less Proteobacteria (∼0.3%) and Bacteroidetes (∼0.1%). Furthermore, we determined the predominant species (each relative abundance) of the hyper-thermal compost including Firmicutes related to Staphylococcus cohnii (13.8%), Jeotgalicoccus coquinae (8.01%), and Staphylococcus lentus (5.96%), and Actinobacteria related to Corynebacterium stationis (6.41%), and found that these species were not predominant in wastewater sludge. In contrast, we did not observe any common structures among eight other composts produced, using the hyper-thermal composts as the inoculums, under thermophilic conditions from different materials. Principle coordinate analysis of the hyper-thermal compost indicated a large difference in bacterial community structures from material sludge and other composts. These results suggested that a distinct bacterial community structure was formed by hyper-thermal composting. Copyright © 2016 The Society for Biotechnology, Japan. Published by Elsevier B.V. All rights reserved.

78 FR 36199 - Indian Self-Determination and Education Assistance Contracts; Correction

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-17

... 1 to 1040 hours, with an average of 11 hours per response'' it should read ``Estimated Time per Response: Varies from 1 to 1040 hours, with an average of 15.968 hours per response.'' Dated: June 10, 2013...

The association between arithmetic and reading performance in school: A meta-analytic study.

PubMed

Singer, Vivian; Strasser, Kathernie

2017-12-01

Many studies of school achievement find a significant association between reading and arithmetic achievement. The magnitude of the association varies widely across the studies, but the sources of this variation have not been identified. The purpose of this paper is to examine the magnitude and determinants of the relation between arithmetic and reading performance during elementary and middle school years. We meta-analyzed 210 correlations between math and reading measures, coming from 68 independent samples (the overall sample size was 58923 participants). The meta-analysis yielded an average correlation of 0.55 between math and reading measures. Among the moderators tested, only transparency of orthography and use of timed or untimed tests were significant in explaining the size of the correlation, with the largest correlations observed between timed measures of arithmetic and reading and between math and reading in opaque orthographies. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Effects of text-to-speech software use on the reading proficiency of high school struggling readers.

PubMed

Park, Hye Jin; Takahashi, Kiriko; Roberts, Kelly D; Delise, Danielle

2017-01-01

The literature highlights the benefits of text-to-speech (TTS) software when used as an assistive technology facilitating struggling readers' access to print. However, the effects of TTS software use, upon students' unassisted reading proficiency, have remained relatively unexplored. The researchers utilized an experimental design to investigate whether 9th grade struggling readers who use TTS software to read course materials demonstrate significant improvements in unassisted reading performance. A total of 164 students of 30 teachers in Hawaii participated in the study. Analyses of covariance results indicated that the TTS intervention had a significant, positive effect on student reading vocabulary and reading comprehension after 10 weeks of TTS software use (average 582 minutes). There are several limitations to the study; however, the current study opens up for discussions and need for further studies investigating TTS software as a viable reading intervention for adolescent struggling readers.

Academic status and progress of deaf and hard-of-hearing students in general education classrooms.

PubMed

Antia, Shirin D; Jones, Patricia B; Reed, Susanne; Kreimeyer, Kathryn H

2009-01-01

The study participants were 197 deaf or hard-of-hearing students with mild to profound hearing loss who attended general education classes for 2 or more hours per day. We obtained scores on standardized achievement tests of math, reading, and language/writing, and standardized teacher's ratings of academic competence annually, for 5 years, together with other demographic and communication data. Results on standardized achievement tests indicated that, over the 5-year period, 63%-79% of students scored in the average or above-average range in math, 48%-68% in reading, and 55%-76% in language/writing. The standardized test scores for the group were, on average, half an SD below hearing norms. Average student progress in each subject area was consistent with or better than that made by the norm group of hearing students, and 79%-81% of students made one or more year's progress annually. Teachers rated 69%-81% of students as average or above average in academic competence over the 5 years. The teacher's ratings also indicated that 89% of students made average or above-average progress. Students' expressive and receptive communication, classroom participation, communication mode, and parental participation in school were significantly, but moderately, related to academic outcomes.

A New Font, Specifically Designed for Peripheral Vision, Improves Peripheral Letter and Word Recognition, but Not Eye-Mediated Reading Performance

PubMed Central

Bernard, Jean-Baptiste; Aguilar, Carlos; Castet, Eric

2016-01-01

Reading speed is dramatically reduced when readers cannot use their central vision. This is because low visual acuity and crowding negatively impact letter recognition in the periphery. In this study, we designed a new font (referred to as the Eido font) in order to reduce inter-letter similarity and consequently to increase peripheral letter recognition performance. We tested this font by running five experiments that compared the Eido font with the standard Courier font. Letter spacing and x-height were identical for the two monospaced fonts. Six normally-sighted subjects used exclusively their peripheral vision to run two aloud reading tasks (with eye movements), a letter recognition task (without eye movements), a word recognition task (without eye movements) and a lexical decision task. Results show that reading speed was not significantly different between the Eido and the Courier font when subjects had to read single sentences with a round simulated gaze-contingent central scotoma (10° diameter). In contrast, Eido significantly decreased perceptual errors in peripheral crowded letter recognition (-30% errors on average for letters briefly presented at 6° eccentricity) and in peripheral word recognition (-32% errors on average for words briefly presented at 6° eccentricity). PMID:27074013

A New Font, Specifically Designed for Peripheral Vision, Improves Peripheral Letter and Word Recognition, but Not Eye-Mediated Reading Performance.

PubMed

Bernard, Jean-Baptiste; Aguilar, Carlos; Castet, Eric

2016-01-01

Reading speed is dramatically reduced when readers cannot use their central vision. This is because low visual acuity and crowding negatively impact letter recognition in the periphery. In this study, we designed a new font (referred to as the Eido font) in order to reduce inter-letter similarity and consequently to increase peripheral letter recognition performance. We tested this font by running five experiments that compared the Eido font with the standard Courier font. Letter spacing and x-height were identical for the two monospaced fonts. Six normally-sighted subjects used exclusively their peripheral vision to run two aloud reading tasks (with eye movements), a letter recognition task (without eye movements), a word recognition task (without eye movements) and a lexical decision task. Results show that reading speed was not significantly different between the Eido and the Courier font when subjects had to read single sentences with a round simulated gaze-contingent central scotoma (10° diameter). In contrast, Eido significantly decreased perceptual errors in peripheral crowded letter recognition (-30% errors on average for letters briefly presented at 6° eccentricity) and in peripheral word recognition (-32% errors on average for words briefly presented at 6° eccentricity).

Readability of patient information pamphlets in urogynecology.

PubMed

Reagan, Krista M L; O'Sullivan, David M; Harvey, David P; Lasala, Christine A

2015-01-01

The purpose of this study was to determine the reading level of frequently used patient information pamphlets and documents in the field of urogynecology. Urogynecology pamphlets were identified from a variety of sources. Readability was determined using 4 different accepted formulas: the Flesch-Kincaid Grade Level, the simple measure of gobbledygook Index, the Coleman-Liau Index, and the Gunning Fog index. The scores were calculated using an online calculator (http://www.readability-score.com). Descriptive statistics were used for analysis. The average of the 4 scores was calculated for each pamphlet. Subsequently, Z-scores were used to standardize the averages between the reading scales. Of the 40 documents reviewed, only a single pamphlet met the National Institutes of Health-recommended reading level. This document was developed by the American Urological Association and was specifically designated as a "Low-Literacy Brochure." The remainder of the patient education pamphlets, from both industry-sponsored and academic-sponsored sources, consistently rated above the recommended reading level for maximum comprehension. The majority of patient education pamphlets, from both industry-sponsored and academic-sponsored sources, are above the reading level recommended by the National Institutes of Health for maximum patient comprehension. Future work should be done to improve the educational resources available to patients by simplifying the verbiage in these documents.

Contributions of syntactic awareness to reading in Chinese-speaking adolescent readers with and without dyslexia.

PubMed

Chung, Kevin K H; Ho, Connie S-H; Chan, David W; Tsang, Suk-Man; Lee, Suk-Han

2013-02-01

This study investigated the relative contribution of syntactic awareness to Chinese reading among Chinese-speaking adolescent readers with and without dyslexia. A total of 78 junior high school students in Hong Kong, 26 dyslexic adolescent readers, 26 average adolescent readers of the same age (chronological age control group) and 26 younger readers matched with the same reading level (reading-level group) participated and were administered measures of IQ, syntactic awareness, morphological awareness, vocabulary knowledge, working memory, word reading, and reading comprehension. Results showed that dyslexic readers scored significantly lower than chronological age but similarly to reading level control groups in most measures, especially in the areas of syntactic skills. Analyses of individual data also revealed that over half of the dyslexic readers exhibited certain aspects of deficits in syntactic skills. In regression analyses, syntactic skills were the strongest predictors of ability in word reading and reading comprehension measures. This study highlights the uniquely important correlates of syntactic skills in Chinese reading acquisition and impairment. Copyright © 2013 John Wiley & Sons, Ltd.

French immersion experience and reading skill development in at-risk readers.

PubMed

Kruk, Richard S; Reynolds, Kristin A A

2012-06-01

We tracked the developmental influences of exposure to French on developing English phonological awareness, decoding and reading comprehension of English-speaking at-risk readers from Grade 1 to Grade 3. Teacher-nominated at-risk readers were matched with not-at-risk readers in French immersion and English language programs. Exposure to spoken French phonetic and syllabic forms and to written French orthographic and morphological forms by children attending French immersion programs was expected to promote phonological, decoding and reading comprehension achievement. Growth in all outcomes was found, with children in immersion experiencing higher final status in phonological awareness and more rapid growth and higher final status in decoding, using multilevel modeling. At-risk readers in French immersion experienced faster growth and higher final status in reading comprehension. Benefits to reading of exposure to an additional language are discussed in relation to cross-language transfer, phonological grain size and enhanced executive control processes.

Linguistic Knowledge Aspects in Academic Reading: Challenges and Deployed Strategies by English-Major Undergraduates at a Jordanian Institution of Higher Education

ERIC Educational Resources Information Center

Albashtawi, Abeer H.; Jaganathan, Paramaswari; Singh, Manjet

2016-01-01

This study aimed to investigate the linguistic knowledge aspect in academic reading, the challenges and the deployed strategies by English major undergraduates at a Jordanian institution of higher education. The importance of the study is attributed to the importance of the academic reading at university which is closely related to the academic…

Physical activity and sedentary time in relation to academic achievement in children.

PubMed

Haapala, Eero A; Väistö, Juuso; Lintu, Niina; Westgate, Kate; Ekelund, Ulf; Poikkeus, Anna-Maija; Brage, Soren; Lakka, Timo A

2017-06-01

To investigate the independent and combined associations of objectively measured moderate-to-vigorous physical activity (MVPA) and sedentary time (ST) with reading and arithmetic skills. Cross-sectional/prospective. Participants were 89 boys and 69 girls aged 6-8 years. MVPA and ST were measured using a combined heart rate and movement sensor and body fat percentage by dual-energy X-ray absorptiometry in Grade 1. Reading fluency, reading comprehension, and arithmetic skills were assessed using standardized tests in Grades 1-3. The data were analyzed using linear regression analyses and analyses of covariance with repeated measures. In boys, MVPA was directly and ST inversely associated with reading fluency in Grades 1-3 and arithmetic skills in Grade 1 (P<0.05). Higher levels of MVPA were also related to better reading comprehension in Grade 1 (P<0.05). Most of the associations of MVPA and ST with reading and arithmetic skills attenuated after mutual adjustment for MVPA or ST. Furthermore, boys with a combination of lower levels of MVPA and higher levels of ST had consistently poorer reading fluency (P=0.002) and reading comprehension (P=0.027) across Grades 1-3 than other boys. In girls, ST was directly associated with arithmetic skills in Grade 2 (P<0.05). However, this relationship of ST with arithmetic skills was no longer significant after adjustment for body fat percentage. Lower levels of MVPA and higher levels of ST and particularly their combination were related to poorer reading skills in boys. In girls, higher levels of ST were related to better arithmetic skills. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Hybrid-denovo: a de novo OTU-picking pipeline integrating single-end and paired-end 16S sequence tags.

PubMed

Chen, Xianfeng; Johnson, Stephen; Jeraldo, Patricio; Wang, Junwen; Chia, Nicholas; Kocher, Jean-Pierre A; Chen, Jun

2018-03-01

Illumina paired-end sequencing has been increasingly popular for 16S rRNA gene-based microbiota profiling. It provides higher phylogenetic resolution than single-end reads due to a longer read length. However, the reverse read (R2) often has significant low base quality, and a large proportion of R2s will be discarded after quality control, resulting in a mixture of paired-end and single-end reads. A typical 16S analysis pipeline usually processes either paired-end or single-end reads but not a mixture. Thus, the quantification accuracy and statistical power will be reduced due to the loss of a large amount of reads. As a result, rare taxa may not be detectable with the paired-end approach, or low taxonomic resolution will result in a single-end approach. To have both the higher phylogenetic resolution provided by paired-end reads and the higher sequence coverage by single-end reads, we propose a novel OTU-picking pipeline, hybrid-denovo, that can process a hybrid of single-end and paired-end reads. Using high-quality paired-end reads as a gold standard, we show that hybrid-denovo achieved the highest correlation with the gold standard and performed better than the approaches based on paired-end or single-end reads in terms of quantifying the microbial diversity and taxonomic abundances. By applying our method to a rheumatoid arthritis (RA) data set, we demonstrated that hybrid-denovo captured more microbial diversity and identified more RA-associated taxa than a paired-end or single-end approach. Hybrid-denovo utilizes both paired-end and single-end 16S sequencing reads and is recommended for 16S rRNA gene targeted paired-end sequencing data.

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.

Effect of urbanization activities towards the formation of urban heat island in Cameron Highlands, Malaysia

NASA Astrophysics Data System (ADS)

Ibrahim, M. H.; Latiff, N. A. A.; Ismail, K.; Isa, N. K. M.

2018-04-01

This study carried out to study the effect of urbanization activities towards the formation of Urban Heat Islands (UHI) in Cameron Highlands (CH).The aim of this study is to identify the formation of UHI in CH following the urbanization activities. This study also involved two main data that are primary through field survey and secondary data from collection data. In addition, this study was used qualitative and quantitative method. The data was taken two times a day, at a day and night between the hours of 12:00 to 14:00 and 19:00 to 21:00. Data in this study analyzed by using correlation analysis and analysis of Geographic Information Systems (GIS) which known as interpolation. Result found the formation of UHI in CH was concentrated at city centre namely in Pekan Tanah Rata. From the whole average value, city centre was recorded the highest reading of temperatures which is 30.5°C, while reading of temperature for subtown and suburban was recorded 28.6°C and 23.8°C. Average of humidity in CH during the day was recorded as highest reading in the suburban area namely Tringkap Bee Farm (station 11) which is 58.4%. Then, average of humidity in CH at night was recorded highest reading in the suburban area namely Habu Mini Market 91 (station 9) which the value is 83.2%. The reading of wind speed in CH during the day recorded the highest reading day at the suburban namely Tringkap Bee Farm (station 11) which the value is 2.3 m/s. While, following the reading of wind speed in CH at night, suburban namely Habu Mini Market 91(station 9) was recorded the highest reading which is 0.8 m/s. The Intensity of Urban Heat Island in CH during the day was recorded 2.8°C, while at night intensity of UHI was recorded 1.4°C. Overall, the urbanization activities in CH had caused the formation of UHI. Therefore, measures of legislation such as protect forest from development by control the urbanization activities need to be implemented so that the formation of UHI can be reduced and overcome.

Readability Assessment of Internet-Based Patient Education Materials Related to Parathyroid Surgery.

PubMed

Patel, Chirag R; Sanghvi, Saurin; Cherla, Deepa V; Baredes, Soly; Eloy, Jean Anderson

2015-07-01

Patient education is critical in obtaining informed consent and reducing preoperative anxiety. Written patient education material (PEM) can supplement verbal communication to improve understanding and satisfaction. Published guidelines recommend that health information be presented at or below a sixth-grade reading level to facilitate comprehension. We investigate the grade level of online PEMs regarding parathyroid surgery. A popular internet search engine was used to identify PEM discussing parathyroid surgery. Four formulas were used to calculate readability scores: Flesch Reading Ease (FRE), Flesch-Kincaid Grade Level (FKGL), Gunning Frequency of Gobbledygook (GFOG), and Simple Measure of Gobbledygook (SMOG). Thirty web-based articles discussing parathyroid surgery were identified. The average FRE score was 42.8 (±1 standard deviation [SD] 16.3; 95% confidence interval [CI], 36.6-48.8; range, 6.1-71.3). The average FKGL score was 11.7 (±1 SD 3.3; 95% CI, 10.5-12.9; range, 6.1-19.0). The SMOG scores averaged 14.2 (±1 SD 2.6; 95% CI, 13.2-15.2; range, 10.7-21.9), and the GFOG scores averaged 15.0 (±1 SD 3.5; 95% CI, 13.7-16.3; range, 10.6-24.8). Online PEM on parathyroid surgery is written above the recommended sixth-grade reading level. Improving readability of PEM may promote better health education and compliance. © The Author(s) 2015.

Relationships among Reading Performance, Locus of Control and Achievement for Marginal Admission Students.

ERIC Educational Resources Information Center

Pepper, Roger S.; Drexler, John A., Jr.

The first phase of the study was a 2 x 2 factorial design, with locus of control and instructional method (lecture and demonstration) as independent variables and honor point average (HPA) as the dependent variable. The second phase used correlational techniques to test the extent to which reading performance and traditional predictors of…

The Relationship between Parental Literacy Involvement, Socio-Economic Status and Reading Literacy

ERIC Educational Resources Information Center

Hemmerechts, Kenneth; Agirdag, Orhan; Kavadias, Dimokritos

2017-01-01

In this article, we explore the relationship between parental literacy activities with the child, socio-economic status (SES) and reading literacy. We draw upon the Bourdieusian theory of habitus development to explore this relationship. Multilevel analyses of a survey of 43,870 pupils (with an average age of 10 years) in 10 Western European…

A Longitudinal Analysis of English Language Learners' Word Decoding and Reading Comprehension

ERIC Educational Resources Information Center

Nakamoto, Jonathan; Lindsey, Kim A.; Manis, Franklin R.

2007-01-01

This longitudinal investigation examined word decoding and reading comprehension measures from first grade through sixth grade for a sample of Spanish-speaking English language learners (ELLs). The sample included 261 children (average age of 7.2 years; 120 boys; 141 girls) at the initial data collection in first grade. The ELLs' word decoding and…

SMRT sequencing of the Vitis vinifera cv. ‘Flame seedless’ genome using a SMRTbell-free library preparation from Swift Biosciences

USDA-ARS?s Scientific Manuscript database

Single Molecule Real-Time (SMRT) sequencing provides advantages to the sequencing of complex genomes. The long reads generated are superior for resolving complex genomic regions and provide highly contiguous de novo assemblies. Current SMRTbell libraries generate average read lengths of 10-15kb. How...

Motivating Middle School Readers: The Graphic Novel Link

ERIC Educational Resources Information Center

Edwards, Buffy

2009-01-01

Middle school students are not reading for pleasure as frequently as they formally have, due to the influx of video games, cell phones, MP3 players, and other electronic device. This is not even to mention the common stresses of the average middle school student. Current research on reading motivation finds that as children move from upper…

Contributions of Syntactic Awareness to Reading in Chinese-Speaking Adolescent Readers with and without Dyslexia

ERIC Educational Resources Information Center

Chung, Kevin K. H.; Ho, Connie S.-H.; Chan, David W.; Tsang, Suk-Man; Lee, Suk-Han

2013-01-01

This study investigated the relative contribution of syntactic awareness to Chinese reading among Chinese-speaking adolescent readers with and without dyslexia. A total of 78 junior high school students in Hong Kong, 26 dyslexic adolescent readers, 26 average adolescent readers of the same age (chronological age control group) and 26 younger…

Time to English Reading Proficiency. Research Brief. RB 1201

ERIC Educational Resources Information Center

Shneyderman, Aleksandr; Froman, Terry

2012-01-01

The time it takes for an English Language Learner (ELL) to reach reading proficiency in English depends on the grade level of entry into the English for Speakers of Other Languages (ESOL) program and on the student's initial English proficiency level. The summary table below presents the average years to English proficiency across different grade…

49 CFR 325.79 - Application of correction factors.

Code of Federal Regulations, 2014 CFR

2014-10-01

... microphone location point and the microphone target point is 60 feet (18.3 m) and that the measurement area... vehicle would be 87 dB(A), calculated as follows: 88 dB(A)Uncorrected average of readings −3 dB(A)Distance correction factor +2 dB(A)Ground surface correction factor _____ 87 dB(A)Corrected reading ...

49 CFR 325.79 - Application of correction factors.

Code of Federal Regulations, 2013 CFR

2013-10-01

... microphone location point and the microphone target point is 60 feet (18.3 m) and that the measurement area... vehicle would be 87 dB(A), calculated as follows: 88 dB(A)Uncorrected average of readings −3 dB(A)Distance correction factor +2 dB(A)Ground surface correction factor _____ 87 dB(A)Corrected reading ...

49 CFR 325.79 - Application of correction factors.

Code of Federal Regulations, 2012 CFR

2012-10-01

... microphone location point and the microphone target point is 60 feet (18.3 m) and that the measurement area... vehicle would be 87 dB(A), calculated as follows: 88 dB(A)Uncorrected average of readings −3 dB(A)Distance correction factor +2 dB(A)Ground surface correction factor _____ 87 dB(A)Corrected reading ...

Correlation between National Board Certified Teachers and Reading Achievement in Elementary Schools

ERIC Educational Resources Information Center

Rorie, Lillian G.

2014-01-01

The purpose of this quantitative correlational study was to determine if a relationship exists between National Board Certified Teachers and Reading achievement in elementary schools. The study included a comparison of the average mean developmental scale scores from the End-of-Grade Tests for a three-year period between National Board Certified…

Design of Interrogation Protocols for Radiation Dose Measurements Using Optically-Stimulated Luminescent Dosimeters.

PubMed

Abraham, Sara A; Kearfott, Kimberlee J; Jawad, Ali H; Boria, Andrew J; Buth, Tobias J; Dawson, Alexander S; Eng, Sheldon C; Frank, Samuel J; Green, Crystal A; Jacobs, Mitchell L; Liu, Kevin; Miklos, Joseph A; Nguyen, Hien; Rafique, Muhammad; Rucinski, Blake D; Smith, Travis; Tan, Yanliang

2017-03-01

Optically-stimulated luminescent dosimeters are capable of being interrogated multiple times post-irradiation. Each interrogation removes a fraction of the signal stored within the optically-stimulated luminescent dosimeter. This signal loss must be corrected to avoid systematic errors in estimating the average signal of a series of optically-stimulated luminescent dosimeter interrogations and requires a minimum number of consecutive readings to determine an average signal that is within a desired accuracy of the true signal with a desired statistical confidence. This paper establishes a technical basis for determining the required number of readings for a particular application of these dosimeters when using certain OSL dosimetry systems.

Readability of HIV/AIDS educational materials: the role of the medium of communication, target audience, and producer characteristics.

PubMed

Wells, J A

1994-12-01

The reading difficulty of many HIV/AIDS brochures and pamphlets limits their effectiveness. This analysis addresses correlates of readability in 136 HIV/AIDS educational items. Readability is measured using the SMOG Index. The medium of communication is significantly related to readability: comic books and brochures are, on average, more readable than books and pamphlets (10.9 versus 11.9). The target audience also differentiates readability. Materials for HIV antibody test seekers, the general community, and sexually active adults have a more difficult reading grade, averaging 12.1, whereas materials for ethnic minorities average a more readable 9.2. The producer organization's type and location are unrelated to readability, but an AIDS-specific organizational focus correlates with better readability (grade 10.8 vs. 11.8). These findings remain significant in multivariate analysis. The results indicate that brochures and comics are more likely to be comprehended by low-literacy populations, that an understanding of the literacy of target audiences is needed to produce materials with appropriate reading levels, and that policies to influence producer organizations may result in the creation of more readable materials.

Uncertainty analysis of gas flow measurements using clearance-sealed piston provers in the range from 0.0012 g min-1 to 60 g min-1

NASA Astrophysics Data System (ADS)

Bobovnik, G.; Kutin, J.; Bajsić, I.

2016-08-01

This paper deals with an uncertainty analysis of gas flow measurements using a compact, high-speed, clearance-sealed realization of a piston prover. A detailed methodology for the uncertainty analysis, covering the components due to the gas density, dimensional and time measurements, the leakage flow, the density correction factor and the repeatability, is presented. The paper also deals with the selection of the isothermal and adiabatic measurement models, the treatment of the leakage flow and discusses the need for averaging multiple consecutive readings of the piston prover. The analysis is prepared for the flow range (50 000:1) covered by the three interchangeable flow cells. The results show that using the adiabatic measurement model and averaging the multiple readings, the estimated expanded measurement uncertainty of the gas mass flow rate is less than 0.15% in the flow range above 0.012 g min-1, whereas it increases for lower mass flow rates due to the leakage flow related effects. At the upper end of the measuring range, using the adiabatic instead of the isothermal measurement model, as well as averaging multiple readings, proves important.

Defining the healthy "core microbiome" of oral microbial communities

PubMed Central

2009-01-01

Background Most studies examining the commensal human oral microbiome are focused on disease or are limited in methodology. In order to diagnose and treat diseases at an early and reversible stage an in-depth definition of health is indispensible. The aim of this study therefore was to define the healthy oral microbiome using recent advances in sequencing technology (454 pyrosequencing). Results We sampled and sequenced microbiomes from several intraoral niches (dental surfaces, cheek, hard palate, tongue and saliva) in three healthy individuals. Within an individual oral cavity, we found over 3600 unique sequences, over 500 different OTUs or "species-level" phylotypes (sequences that clustered at 3% genetic difference) and 88 - 104 higher taxa (genus or more inclusive taxon). The predominant taxa belonged to Firmicutes (genus Streptococcus, family Veillonellaceae, genus Granulicatella), Proteobacteria (genus Neisseria, Haemophilus), Actinobacteria (genus Corynebacterium, Rothia, Actinomyces), Bacteroidetes (genus Prevotella, Capnocytophaga, Porphyromonas) and Fusobacteria (genus Fusobacterium). Each individual sample harboured on average 266 "species-level" phylotypes (SD 67; range 123 - 326) with cheek samples being the least diverse and the dental samples from approximal surfaces showing the highest diversity. Principal component analysis discriminated the profiles of the samples originating from shedding surfaces (mucosa of tongue, cheek and palate) from the samples that were obtained from solid surfaces (teeth). There was a large overlap in the higher taxa, "species-level" phylotypes and unique sequences among the three microbiomes: 84% of the higher taxa, 75% of the OTUs and 65% of the unique sequences were present in at least two of the three microbiomes. The three individuals shared 1660 of 6315 unique sequences. These 1660 sequences (the "core microbiome") contributed 66% of the reads. The overlapping OTUs contributed to 94% of the reads, while nearly all reads (99.8%) belonged to the shared higher taxa. Conclusions We obtained the first insight into the diversity and uniqueness of individual oral microbiomes at a resolution of next-generation sequencing. We showed that a major proportion of bacterial sequences of unrelated healthy individuals is identical, supporting the concept of a core microbiome at health. PMID:20003481

Knowledge, its Application, and Attitudes Associated with the Reading of Diverse Genres of Science Texts

NASA Astrophysics Data System (ADS)

Gonçalves Nigro, Rogerio; Frateschi Trivelato, Silvia

2012-11-01

The purpose of this article is to assess the knowledge, application of knowledge, and attitudes associated with the reading of different genres of expository science texts. We assigned approximately half of a sample consisting of 220 students 14-15 years of age, chosen at random, to read an excerpt from a popular scientific text, and the other half to read an excerpt from a textbook addressing the same topic. Readers took knowledge and application tests immediately after the reading and again 15 days later. Students also took knowledge and reading proficiency pre-tests, and attitude tests related to the selected texts. Overall, girls scored higher than boys and readers of the popular scientific text scored higher than their colleagues who read the textbook excerpt. We noted interaction between 'reader gender' and 'genre of the text read' in terms of long-term learning based on the reading. Attitude regarding the text read appears as an important factor in explaining behavior of boys who read the popular scientific text. Surprisingly, knowledge and application test scores were not statistically different among girls with different degrees of reading proficiency who read the textbook excerpt. In addition, on the application tests, among the boys who read the popular scientific text, good readers scored lower than their colleagues who read the textbook excerpt. In our opinion, this study can serve to show that 'reading in science education' is not a trivial matter and we feel that the subject merits more in-depth investigation.

Effects of Spectral Overlays on Reading Performance of Brazilian Elementary School Children.

PubMed

Garcia, Ana Carla Oliveira; Momensohn-Santos, Teresa Maria; Vilhena, Douglas de Araújo

2018-03-20

To investigate the effects of spectral overlays on reading performance of Brazilian elementary school children. Sixty-eight children (aged 9-12 years) enrolled in the 5th and 6th grade were included in the study. The Rate of Reading Test (RRT - Brazilian Portuguese version) was used to evaluate reading speed and the Irlen Reading Perceptual Scale was used to allocate the sample according to reading difficulty/discomfort symptoms and to define the optimal spectral overlays. A total of 13% of the children presented an improvement of at least 15% in reading speed with the use of spectral overlays. Pupils with severe reading difficulties tended to have more improvement in RRT with spectral overlays. Children with severe reading discomfort obtained the highest gains in RRT, with an average of 9.6% improvement with intervention, compared to a decrease of -8.2% in the control group. Participants with severe discomfort had an odds ratio of 3.36 to improve reading speed with intervention compared to the control group. The use of spectral overlays can improve reading performance, particularly in those children with severe visual discomfort. © 2018 S. Karger AG, Basel.

[Acoustic characteristics of adductor spasmodic dysphonia].

PubMed

Yang, Yang; Wang, Li-Ping

2008-06-01

To explore the acoustic characteristics of adductor spasmodic dysphonia. The acoustic characteristics, including acoustic signal of recorded voice, three-dimensional sonogram patterns and subjective assessment of voice, between 10 patients (7 women, 3 men) with adductor spasmodic dysphonia and 10 healthy volunteers (5 women, 5 men), were compared. The main clinical manifestation of adductor spasmodic dysphonia included the disorders of sound quality, rhyme and fluency. It demonstrated the tension dysphonia when reading, acoustic jitter, momentary fluctuation of frequency and volume, voice squeezing, interruption, voice prolongation, and losing normal chime. Among 10 patients, there were 1 mild dysphonia (abnormal syllable number < 25%), 6 moderate dysphonia (abnormal syllable number 25%-49%), 1 severe dysphonia (abnormal syllable number 50%-74%) and 2 extremely severe dysphonia (abnormal syllable number > or = 75%). The average reading time in 10 patients was 49 s, with reading time extension and aphasia area interruption in acoustic signals, whereas the average reading time in health control group was 30 s, without voice interruption. The aphasia ratio averaged 42%. The respective symptom syllable in different patients demonstrated in the three-dimensional sonogram. There were voice onset time prolongation, irregular, interrupted and even absent vowel formants. The consonant of symptom syllables displayed absence or prolongation of friction murmur in the block-friction murmur occasionally. The acoustic characteristics of adductor spasmodic dysphonia is the disorders of sound quality, rhyme and fluency. The three-dimensional sonogram of the symptom syllables show distinctive changes of proportional vowels or consonant phonemes.

Grade differences in reading motivation among Hong Kong primary and secondary students.

PubMed

Lau, Kit-Ling

2009-12-01

Most previous studies in Western societies have demonstrated a general decline in school motivation. However, it is not clear whether motivational decline occurs uniformly for all students. The moderating effects of individual and cultural differences on students' motivational decline need to be further explored. This study aimed to examine the grade differences in students' reading motivation, including self-efficacy, intrinsic motivation, extrinsic motivation, and social motivation, in a Chinese educational context. Grade by gender and grade by school-average achievement interactions were also checked to explore the role of individual differences in students' motivational changes. A total of 1,794 students (860 boys and 934 girls) volunteered to take part in this study, of whom 648 were Grade 4-6 students from 11 primary schools, 627 were Grade 7-9 students from 12 junior secondary schools, and 519 Grade 10-11 students from 6 senior secondary schools. A Chinese version of the Motivation for Reading Questionnaire (CRMQ) was administered to all participants during regular class periods by their teachers. Reliability analyses and confirmatory factor analysis (CFA) were first undertaken to assess the psychometric quality of the CRMQ. Then, multisample CFA was conducted to examine whether the factor structure of the CRMQ was equivalent across students at different grade levels. Grade differences in various reading motivation constructs as well as grade x gender and grade x school-average achievement interactions were examined using multiple-indicator-multiple-causes modelling. The findings of this study supported the reliability and the factor structure of the CRMQ in measuring the reading motivation of Chinese students at different grade levels. The factor pattern of the CRMQ was invariant across primary, junior secondary, and senior secondary students in multisample CFA. As far as the scores on the four reading motivation constructs were concerned, students scored most highly on intrinsic motivation, followed by self-efficacy, extrinsic motivation, and social motivation. Significant grade differences were found in all reading motivation constructs whereas only a few grade by gender and grade by school-average interactions were found. Consistent with previous studies in Western countries, the findings suggest that motivational decline is also a common phenomenon among Chinese students in Hong Kong. In addition, the pattern of motivational differences is generally consistent among students with different genders and from schools with different achievement levels. The implications of these findings for understanding Chinese students' reading motivation and for planning effective reading instruction to enhance their motivation are discussed.

Effects of the Higher Order Thinking Skills Program on At-Risk Young Adolescents' Self-Concept, Reading Achievement, and Thinking Skills.

ERIC Educational Resources Information Center

Eisenman, Gordon; Payne, Beverly D.

1997-01-01

Contrasted effects of Higher Order Thinking Skills (HOTS) program to those of Chapter 1 programs on fourth and fifth graders' reading achievement, self-concept, and higher-order thinking skills. Found that HOTS is more effective in raising self-concept and some higher-order thinking skills in fifth grade and after two years of treatment, with…

Effect of reading on blood flow changes in the posterior cerebral artery in early blind and sighted people--A transcranial Doppler study.

PubMed

Viski, Sandor; Orgovan, David; Szabo, Katalin; Rosengarten, Bernhard; Csiba, Laszlo; Olah, Laszlo

2016-04-15

Neuroimaging studies proved that Braille reading resulted in visual cortex activation in blind people, however, very few data are available about the measure of flow increase in these subjects. Therefore, we investigated the flow response in the posterior cerebral artery (PCA) of eleven early blind and ten sighted subjects induced by reading Braille and print, respectively. Two experimental protocols were used in both groups: PCA flow velocity during reading was compared to the resting phase and "NLC" phase (volunteers "read" non-lexical characters; e.g. .,-.:,-.:...,). The use of these experimental protocols allowed to investigate separately the effect of "light stimulus+print reading" versus "print reading alone" in sighted, and "hand/finger movement+Braille reading" versus "Braille reading alone" in blind subjects. The flow response in the PCA evoked by "Braille reading alone" in blind (10.5±4.5%) and "print reading alone" in sighted subjects (8.1±3.5%) was similar. The flow increase induced by "hand/finger movement+Braille reading" and by "Braille reading alone" did not differ in blind people, however, "light stimulus+print reading" in sighted subjects caused higher PCA flow increase (25.9±6.9%) than "print reading alone" (8.1±3.5%). The similar PCA flow response induced by Braille and print reading alone suggested a similar degree of occipital cortex activation in blind and sighted subjects. In sighted people, the 3-times higher flow velocity increase induced by "light stimulus+print reading" compared with "print reading alone" indicated that 2/3 of PCA flow increase during reading was due to the light stimulus and only 1/3 of flow response was caused by reading alone. Copyright © 2016 Elsevier B.V. All rights reserved.

Patient-appropriate health literacy educational materials in ophthalmology.

PubMed

Mikhail, David; Visscher, Kari L; Chen, Nancy; Wang, Joy; Emara, Barry Y; Hutnik, Cindy M

2015-02-01

To evaluate the literacy level of patients with glaucoma in a tertiary care teaching centre compared with a rural community centre and to assess comprehension of and preference for educational material written at different reading levels. Prospective, randomized, double-blinded study. Patients with glaucoma presenting for routine examination or referral at a tertiary care academic centre in southwestern Ontario and a single general ophthalmology clinic located in a moderately sized suburban community in Ontario, Canada, were invited to participate in this study. Patients aged 19 to 90 with sufficient visual acuity to read the pamphlets were recruited. Eligible and consenting participants underwent a validated literacy study, and their literacy levels were classified as adequate, barely adequate, marginal, or inadequate. They were then randomized to receive educational pamphlets written at either a grade 5 (intervention group) or grade 10 (control group) reading level. Comprehension of and preference for the material were determined by analysis of cloze testing and a feedback questionnaire. Of 199 participants, 179 were included in the analysis. The literacy testing found that 35% of patients in the community practice and 30% in the tertiary care academic centre had "marginal" or "inadequate" literacy skills, but there was no significant difference between sites (p = 0.77). Comprehension of the educational material was higher in the intervention group versus the control group (p = 0.0057), with a mean cloze score of 57.9% in the intervention group and 48.3% in the control group. The intervention group spent significantly less time reading the pamphlets (p < 0.0001), with an average of 2.52 minutes compared with 4.51 minutes. The feedback survey indicated that patients found the pamphlet with the lower reading level easier to read (p = 0.02), which was reflected in their comments as well. In both academic and community practice settings, about 30% of patients with glaucoma have marginal or inadequate literacy skills. However, regardless of practice, all patients better comprehend, and were more receptive to, educational material written at grade 5 reading level with illustrations, regardless of initial literacy level. Copyright © 2015 Canadian Ophthalmological Society. Published by Elsevier Inc. All rights reserved.

Insect Gut Bacterial Diversity Determined by Environmental Habitat, Diet, Developmental Stage, and Phylogeny of Host

PubMed Central

Yun, Ji-Hyun; Roh, Seong Woon; Whon, Tae Woong; Jung, Mi-Ja; Kim, Min-Soo; Park, Doo-Sang; Yoon, Changmann; Nam, Young-Do; Kim, Yun-Ji; Choi, Jung-Hye; Kim, Joon-Yong; Shin, Na-Ri; Kim, Sung-Hee; Lee, Won-Jae

2014-01-01

Insects are the most abundant animals on Earth, and the microbiota within their guts play important roles by engaging in beneficial and pathological interactions with these hosts. In this study, we comprehensively characterized insect-associated gut bacteria of 305 individuals belonging to 218 species in 21 taxonomic orders, using 454 pyrosequencing of 16S rRNA genes. In total, 174,374 sequence reads were obtained, identifying 9,301 bacterial operational taxonomic units (OTUs) at the 3% distance level from all samples, with an average of 84.3 (±97.7) OTUs per sample. The insect gut microbiota were dominated by Proteobacteria (62.1% of the total reads, including 14.1% Wolbachia sequences) and Firmicutes (20.7%). Significant differences were found in the relative abundances of anaerobes in insects and were classified according to the criteria of host environmental habitat, diet, developmental stage, and phylogeny. Gut bacterial diversity was significantly higher in omnivorous insects than in stenophagous (carnivorous and herbivorous) insects. This insect-order-spanning investigation of the gut microbiota provides insights into the relationships between insects and their gut bacterial communities. PMID:24928884

MDA and AAEM informational brochures: can patients read them?

PubMed

Galloway, Gloria; Murphy, Peggy; Chesson, Andrew L; Martinez, Karen

2003-06-01

The purpose of this study was to assess patient literacy and the readability of patient education brochures from the American Academy of Electrodiagnostic Medicine and Muscular Dystrophy Association. Materials with the appropriate readability and suitability are more likely to provide instruction patients will understand. The readability of the brochure was assessed with Grammatik (Fry, 1977), the literacy of the participants with the Rapid Estimate of Adult Literacy (REALM) in Medicine test, and the suitability of the brochure was tested with the Suitability Assessment of Materials measure (Doak, Doak, & Root, 1993). The average REALM score for participation in this study correlated with a reading level of 7th-8th grade. All six brochures were found to be too difficult for many patients. Readability levels in four of the brochures were at 11th- or 12th-grade levels, one at 9th grade, and one at 10th grade. Materials with readability levels for 9th grade or higher should be rewritten to be understandable by most Americans, or supplemental instruction should be given. Readability and suitability assessments should be made to determine whether educational materials are appropriate for patients.

Using Children's Literature To Build Literacy: A Cooperative Learning Approach.

ERIC Educational Resources Information Center

Love, Fannye E.; And Others

When teaching beginning reading, the use of certain children's stories, called predictable books, can yield higher reading comprehension skills, provide excellent practice for sight words, and teach good oral reading skills. A nurturing classroom environment is an important component of an effective beginning reading curriculum. An effective…

Differential Third-Grade Outcomes Associated With Attending Publicly Funded Preschool Programs for Low-Income Latino Children.

PubMed

Ansari, Arya; Lόpez, Michael; Manfra, Louis; Bleiker, Charles; Dinehart, Laura H B; Hartman, Suzanne C; Winsler, Adam

2017-09-01

This study examined the third-grade outcomes of 11,902 low-income Latino children who experienced public school pre-K or child care via subsidies (center-based care) at age 4 in Miami-Dade County, Florida. Regression and propensity score analyses revealed that children who experienced public school pre-K earned higher scores on standardized assessments of math and reading in third grade and had higher grade point averages than those who attended center-based care 4 years earlier. The sustained associations between public school pre-K (vs. center-based care) and third-grade outcomes were mediated by children's kindergarten entry preacademic and social-behavioral skills, and among English-language learners, English proficiency. Implications for investing in early childhood programs to assist with the school readiness of young Latino children in poverty are discussed. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

Current Readings: Single Versus Bilateral Internal Mammary Artery in Coronary Artery Bypass Grafting.

PubMed

Ejiofor, Julius I; Kaneko, Tsuyoshi; Aranki, Sary F

2018-06-24

There is strong retrospective data demonstrating that BIMA grafting leads to better long-term survival as compared to LIMA grafting. However, this survival advantage was not corroborated by the interim results of the Arterial Revascularization Trial(ART). Today, there are barriers to widespread adoption of BIMA grafting. One of the main disadvantages of the use of BIMA grafts is the higher risk of DSWI. Deep sternal wound infections can be minimized by skeletonized harvesting of the IMA grafts, which preserves blood flow to the sternum. Also, utilizing the BIMA graft as a "Y" graft may lead to more complete revascularization compared to its in-situ use. BIMA grafting on average takes 25 minutes longer operating time with a higher in-hospital costs. We eagerly await the 10-year results of the ART trial to determine the truly unbiased randomized long-term effectiveness of BIMA grafting. Copyright © 2018 Elsevier Ltd. All rights reserved.

Radionuclide concentrations in soil and lifetime cancer risk due to gamma radioactivity in Kirklareli, Turkey.

PubMed

Taskin, H; Karavus, M; Ay, P; Topuzoglu, A; Hidiroglu, S; Karahan, G

2009-01-01

The objective of this study is to evaluate and map soil radionuclides' activity concentrations and environmental outdoor gamma dose rates (terrestrial and cosmic) in Kirklareli, Turkey. The excess lifetime cancer risks are also calculated. Outdoor gamma dose rates were determined in 230 sampling stations and soil samples were taken from 177 locations. The coordinates of the readings were determined by the Global Positioning System (GPS). The outdoor gamma dose rates were determined by Eberline smart portable device (ESP-2) and measurements were taken in air for two minutes at 1m from the ground. The average outdoor gamma dose rate was 118+/-34nGyh(-1). Annual effective gamma dose of Kirklareli was 144microSv and the excess lifetime cancer risk of 5.0x10(-4). Soil samples were analyzed by gamma spectroscopy. The average 226Ra, 238U, 232Th, 137Cs, and 40K activities were 37+/-18Bqkg(-1), 28+/-13Bqkg(-1), 40+/-18Bqkg(-1), 8+/-5Bqkg(-1) and 667+/-281Bqkg(-1), respectively. The average soil radionuclides' concentrations of Kirklareli were within the worldwide range although some extreme values had been determined. Annual effective gamma doses and the excess lifetime risks of cancer were higher than the world's average.

An Evaluation of ChalleNGe Graduates DOD Employability

DTIC Science & Technology

2018-01-22

initial reading and applied math TABE scores are more likely to complete ChalleNGe. In addition, those graduates who begin ChalleNGe with higher TABE...students arrive at ChalleNGe at low levels of reading comprehension, writing, and basic math ; they simply are not ready to acquire a second language...positive, long-term impacts for ChalleNGe graduates. Our previous work has shown that cadets with higher initial reading and applied math TABE scores are

An Evaluation of ChalleNGe Graduates DOD Employability

DTIC Science & Technology

2017-12-01

long-term impacts for ChalleNGe graduates. Our previous work has shown that cadets with higher initial reading and applied math TABE scores are...levels of reading comprehension, writing, and basic math ; they simply are not ready to acquire a second language. In addition, program directors noted...graduates. Our previous work has shown that cadets with higher initial reading and applied math TABE scores are more likely to complete ChalleNGe. In

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.

Personality, sex of participant, and face-to-face interaction affect reading of informed consent forms.

PubMed

Knepp, Michael M

2014-02-01

Students (N = 183) participated in a study designed to determine if each student read the informed consent form. Approximately 12% of students in the online condition followed the procedure compared with 38% in the laboratory phase. Participants with higher trait worry and those with lower emotion reappraisal were more likely to follow the procedure, while women were more likely to read the form than men. Across conditions, most students do not read informed consent documents, particularly in online formats. These findings of this research support the idea that women tend to be more information-seeking than men in health and research settings and those with higher trait worry tend to read the consent forms to alleviate uncertainty and trust concerns.

Effect of attention therapy on reading comprehension.

PubMed

Solan, Harold A; Shelley-Tremblay, John; Ficarra, Anthony; Silverman, Michael; Larson, Steven

2003-01-01

This study quantified the influence of visual attention therapy on the reading comprehension of Grade 6 children with moderate reading disabilities (RD) in the absence of specific reading remediation. Thirty students with below-average reading scores were identified using standardized reading comprehension tests. Fifteen children were placed randomly in the experimental group and 15 in the control group. The Attention Battery of the Cognitive Assessment System was administered to all participants. The experimental group received 12 one-hour sessions of individually monitored, computer-based attention therapy programs; the control group received no therapy during their 12-week period. Each group was retested on attention and reading comprehension measures. In order to stimulate selective and sustained visual attention, the vision therapy stressed various aspects of arousal, activation, and vigilance. At the completion of attention therapy, the mean standard attention and reading comprehension scores of the experimental group had improved significantly. The control group, however, showed no significant improvement in reading comprehension scores after 12 weeks. Although uncertainties still exist, this investigation supports the notion that visual attention is malleable and that attention therapy has a significant effect on reading comprehension in this often neglected population.

High Interest Easy Reading: For Junior and Senior High School Students. Fourth Edition.

ERIC Educational Resources Information Center

Agee, Hugh, Ed.

Intended for students who are able to read but lack the motivation to do so because they have not encountered books that speak to their interests and concerns, this revised booklist contains more than 400 titles. The titles represent books of high quality that deal with topics of interest to the average adolescent. Titles and annotations are…

Do Immediate Memory Deficits in Students with Learning Disabilities in Reading Reflect a Developmental Lag or Deficit?: A Selective Meta-Analysis of the Literature.

ERIC Educational Resources Information Center

O'Shaughnessy, Tam E.; Swanson, H. Lee

1998-01-01

A study synthesized findings of 41 studies that compared children with and without learning disabilities in reading on immediate-memory performance. Results indicate children with learning disabilities were distinctly disadvantaged compared to average readers when memory manipulations required the naming of visual information and task conditions…

Beyond the Fourth Grade Glass Ceiling: Understanding Reading Comprehension among Bilingual/Bimodal Deaf and Hard of Hearing Students

ERIC Educational Resources Information Center

Scott, Jessica Armytage

2015-01-01

Research has found that, on average, deaf and hard of hearing (DHH) students graduate from high school reading at the fourth grade level (Allen, 1986). Additionally, DHH children of deaf parents (Charrow & Fletcher, 1974) and those with strong American Sign Language (ASL) proficiency (Strong & Prinz, 1997) tend to outperform DHH students…

General Education Teachers' Ratings of the Academic Engagement Level of Students Who Read Braille: A Comparison with Sighted Peers

ERIC Educational Resources Information Center

Bardin, Julie A.; Lewis, Sandra

2011-01-01

English and language arts teachers of braille-reading students in general education classes rated these students' academic engagement and the academic achievement of low- and average-achieving sighted students in the same classrooms. The braille readers were found to be statistically similar to the low-achieving students with regard to effort,…

Negotiating New Literacies in Science: An Examination of At-Risk and Average-Achieving Ninth-Grade Readers' Online Reading Comprehension Strategies

ERIC Educational Resources Information Center

Sevensma, Kara

2013-01-01

In today's digital world the Internet is becoming an increasingly predominant resource for science information, rapidly eclipsing the traditional science textbook in content area classrooms (Lawless & Schrader, 2008). The shift challenges researchers, educators, administrators, and policy makers to reconsider what it means to read and…

On Mathematicians' Proof Skimming: A Reply to Inglis and Alcock

ERIC Educational Resources Information Center

Weber, Keith; Mejia-Ramos, Juan Pablo

2013-01-01

n a recent article, Inglis and Alcock (2012) contended that their data challenge the claim that when mathematicians validate proofs, they initially skim a proof to grasp its main idea before reading individual parts of the proof more carefully. This result is based on the fact that when mathematicians read proofs in their study, on average their…

The 1996 High Schools That Work Assessment: Good News, Bad News and Hope. Research Brief.

ERIC Educational Resources Information Center

Bottoms, Gene

Implementation of the High Schools That Work (HSTW) key practices improved achievement for career-bound students in these four ways: (1) HSTW sites showed significant improvement in average reading and math scores; (2) the percentage of career- bound students meeting HSTW performance goals in 1994 and 1996 increased from 33% to 43% in reading and…

Exploring the Relationship among New Literacies, Reading, Mathematics and Science Performance of Turkish Students in PISA 2012

ERIC Educational Resources Information Center

Arikan, Serkan; Yildirim, Kasim; Erbilgin, Evrim

2016-01-01

Turkish students on average had lower scores than OECD countries on mathematics, science, and reading at international assessment programs. As PISA measures the extent to which 15-year-old students are prepared to handle the challenges they may encounter in their future lives, and evaluates students' ability to reflect and to apply their knowledge…

Observer performance assessment of JPEG-compressed high-resolution chest images

NASA Astrophysics Data System (ADS)

Good, Walter F.; Maitz, Glenn S.; King, Jill L.; Gennari, Rose C.; Gur, David

1999-05-01

The JPEG compression algorithm was tested on a set of 529 chest radiographs that had been digitized at a spatial resolution of 100 micrometer and contrast sensitivity of 12 bits. Images were compressed using five fixed 'psychovisual' quantization tables which produced average compression ratios in the range 15:1 to 61:1, and were then printed onto film. Six experienced radiologists read all cases from the laser printed film, in each of the five compressed modes as well as in the non-compressed mode. For comparison purposes, observers also read the same cases with reduced pixel resolutions of 200 micrometer and 400 micrometer. The specific task involved detecting masses, pneumothoraces, interstitial disease, alveolar infiltrates and rib fractures. Over the range of compression ratios tested, for images digitized at 100 micrometer, we were unable to demonstrate any statistically significant decrease (p greater than 0.05) in observer performance as measured by ROC techniques. However, the observers' subjective assessments of image quality did decrease significantly as image resolution was reduced and suggested a decreasing, but nonsignificant, trend as the compression ratio was increased. The seeming discrepancy between our failure to detect a reduction in observer performance, and other published studies, is likely due to: (1) the higher resolution at which we digitized our images; (2) the higher signal-to-noise ratio of our digitized films versus typical CR images; and (3) our particular choice of an optimized quantization scheme.

Visual supports for shared reading with young children: the effect of static overlay design.

PubMed

Wood Jackson, Carla; Wahlquist, Jordan; Marquis, Cassandra

2011-06-01

This study examined the effects of two types of static overlay design (visual scene display and grid display) on 39 children's use of a speech-generating device during shared storybook reading with an adult. This pilot project included two groups: preschool children with typical communication skills (n = 26) and with complex communication needs (n = 13). All participants engaged in shared reading with two books using each visual layout on a speech-generating device (SGD). The children averaged a greater number of activations when presented with a grid display during introductory exploration and free play. There was a large effect of the static overlay design on the number of silent hits, evidencing more silent hits with visual scene displays. On average, the children demonstrated relatively few spontaneous activations of the speech-generating device while the adult was reading, regardless of overlay design. When responding to questions, children with communication needs appeared to perform better when using visual scene displays, but the effect of display condition on the accuracy of responses to wh-questions was not statistically significant. In response to an open ended question, children with communication disorders demonstrated more frequent activations of the SGD using a grid display than a visual scene. Suggestions for future research as well as potential implications for designing AAC systems for shared reading with young children are discussed.

Behavioral self-regulation in a physics class

NASA Astrophysics Data System (ADS)

Stewart, John; DeVore, Seth; Stewart, Gay; Michaluk, Lynnette

2016-06-01

This study examined the regulation of out-of-class time invested in the academic activities associated with a physics class for 20 consecutive semesters. The academic activities of 1676 students were included in the study. Students reported investing a semester average of 6.5 ±2.9 h out of class per week. During weeks not containing an examination, a total of 4.3 ±2.1 h was reported which was divided between 2.5 ±1.2 h working homework and 1.8 ±1.4 h reading. Students reported spending 7.6 ±4.8 h preparing for each in-semester examination. Students showed a significant correlation between the change in time invested in examination preparation (r =-0.12 , p <0.0001 ) and their score on the previous examination. The correlation increased as the data were averaged over semester (r =-0.70 , p =0.0006 ) and academic year (r =-0.82 , p =0.0039 ). While significant, the overall correlation indicates a small effect size and implies that an increase of 1 standard deviation of test score (18%) was related to a decrease of 0.12 standard deviations or 0.9 h of study time. Students also modified their time invested in reading as the length of the textbook changed; however, this modification was not proportional to the size of the change in textbook length. Very little regulation of the time invested in homework was detected either in response to test grades or in response to changes in the length of homework assignments. Patterns of regulation were different for higher performing students than for lower performing students with students receiving a course grade of "C" or "D" demonstrating little change in examination preparation time in response to lower examination grades. This study suggests that homework preparation time is a fixed variable while examination preparation time and reading time are weakly mutable variables.

Radon mitigation at Birch Cliff Public School.

PubMed

Moridi, R; Becker, E

1996-01-01

In 1991, Canadian Institute for Radiation Safety (CAIRS) conducted a radon screening program in all Metropolitan Toronto public schools. Birch Cliff Public School had a radon progeny level higher than the action level of 4.16 x 10(-7) Jm-3 (20 mWL). Follow-up radon testing was carried out at the school. Locations on the ground floor and in the basement were tested. All locations on the ground floor had radon progeny levels below the action level. Six locations in the basement had readings above the action level. All cracks and openings in the basement were sealed and a new heating/ventilating (HV) system for the basement was designed and installed. Then, the basement was tested again. Radon progeny levels are now well below the action level with an average of 7.43 x 10(-8) Jm-3 (3.57 mWL). This is about one fifth of the average radon progeny level found in the first stage of follow-up testing.

Influence of voice focus on tongue movement in speech.

PubMed

Bressmann, Tim; de Boer, Gillian; Marino, Viviane Cristina de Castro; Fabron, Eliana Maria Gradim; Berti, Larissa Cristina

2017-01-01

The present study evaluated global aspects of lingual movement during sentence production with backward and forward voice focus. Nine female participants read a sentence with a variety of consonants in a normal condition and with backward and forward voice focus. Midsagittal tongue movement was recorded with ultrasound. Tongue height over time at an anterior, a central, and a posterior measurement angle was measured. The outcome measures were speech rate, cumulative distance travelled, and average movement speed of the tongue. There were no differences in speech rate between the different conditions. The cumulative distance travelled by the tongue and the average speed indicated that the posterior tongue travelled a smaller cumulative distance and at a slower speed in the forward focus condition. The central tongue moved a larger cumulative distance and at a higher speed in the backward focus condition. The study offers first insights on how tongue movement is affected by different voice focus settings and illustrates the plasticity of tongue movement in speech.

Math Disabilities: A Selective Meta-Analysis of the Literature

ERIC Educational Resources Information Center

Swanson, H. Lee; Jerman, Olga

2006-01-01

This article synthesizes published literature comparing the cognitive functioning of children who have math disabilities (MD) with that of (a) average-achieving children; (b) children who have reading disabilities (RD); and (c) children who have co-morbid disabilities (MD+RD). Average achievers outperformed children with MD on measures of verbal…

Why Johnny Can Be Average Today.

ERIC Educational Resources Information Center

Sturrock, Alan

1997-01-01

During a (hypothetical) phone interview with a university researcher, an elementary principal reminisced about a lifetime of reading groups with unmemorable names, medium-paced math problems, patchworked social studies/science lessons, and totally "average" IQ and batting scores. The researcher hung up at the mention of bell-curved assembly lines…

A Call to Embrace Social Reading in Higher Education

ERIC Educational Resources Information Center

Dean, Matthew D.

2016-01-01

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

Effects of reading-oriented tasks on students' reading comprehension of geometry proof

NASA Astrophysics Data System (ADS)

Yang, Kai-Lin; Lin, Fou-Lai

2012-06-01

This study compared the effects of reading-oriented tasks and writing-oriented tasks on students' reading comprehension of geometry proof (RCGP). The reading-oriented tasks were designed with reading strategies and the idea of problem posing. The writing-oriented tasks were consistent with usual proof instruction for writing a proof and applying it. Twenty-two classes of ninth-grade students ( N = 683), aged 14 to 15 years, and 12 mathematics teachers participated in this quasi-experimental classroom study. While the experimental group was instructed to read and discuss the reading tasks in two 45-minute lessons, the control group was instructed to prove and apply the same propositions. Generalised estimating equation (GEE) method was used to compare the scores of the post-test and the delayed post-test with the pre-test scores as covariates. Results showed that the total scores of the delayed post-test of the experimental group were significantly higher than those of the control group. Furthermore, the scores of the experimental group on all facets of reading comprehension except the application facet were significantly higher than those of the control group for both the post-test and delayed post-test.

Indoor aldehydes concentration and emission rate of formaldehyde in libraries and private reading rooms

NASA Astrophysics Data System (ADS)

Kim, Jeonghoon; Kim, Seojin; Lee, Kiyoung; Yoon, Dongwon; Lee, Jiryang; Ju, DaeYoung

2013-06-01

Aldehydes are of particularly interest due to their potential adverse impact on human health. Formaldehyde is one of the most abundant indoor pollutants. To improve indoor air quality, identifying and removing the major emission sources of formaldehyde would be desirable. The purposes of this study were to determine aldehyde concentrations in libraries and reading rooms and to identify emission sources of formaldehyde in private reading rooms. Indoor aldehyde concentrations were quantified at 66 facilities, including public libraries, children's libraries, public reading rooms, and private reading rooms, in the Seoul metropolitan area. Emission fluxes of formaldehyde from the surfaces of desks, chairs, floors, walls, and ceilings in 19 private reading rooms were measured using a passive emission colorimetric sensor. Indoor aldehyde (formaldehyde, acetaldehyde, propioaldehyde, benzaldehyde, and hexaldehyde) levels were significantly higher than outdoor levels. Indoor formaldehyde geometric mean concentrations in private reading rooms (119.3 μg m-3) were significantly higher than in public libraries (29.2 μg m-3), children's libraries (29.3 μg m-3), and public reading rooms (40.8 μg m-3). Indoor formaldehyde levels were associated with relative humidity. In private reading rooms, the emission rates from desks (255.5 ± 214.8 μg h-1) and walls (231.7 ± 192.3 μg h-1) were significantly higher than that from chairs (79.6 ± 88.5 μg h-1). Desks (31%) and walls (29%) were the major emission sources of formaldehyde in 14 facilities in which measurements exceeded the indoor standard of 100 μg m-3. The age of interior materials was a significant factor for indoor formaldehyde emission flux. Controlling the emission rates of desks and walls is recommended to improve formaldehyde concentrations in private reading rooms.

Readability of the Patient Education Section of the AOFAS Website.

PubMed

Bluman, Eric M; Foley, Ryan P; Chiodo, Christopher P

2009-04-01

One of the goals of the AOFAS website is to provide easily understandable information about orthopaedic foot and ankle conditions to the public. However, validation of this goal has not been conducted. Evaluation of text reading level is frequently performed using the Flesch-Kincaid formula (FKF). This study evaluated whether the patient information section of the AOFAS website meets recommended readability guidelines for medical information. Seventy-nine publicly accessible entries within the patient education section of the AOFAS website were analyzed for grade level readability using the FKF. Two entries were unable to be effectively evaluated using the FKF. The average grade reading level of all patient education entries was 8.3 (95% CI 7.8 to 8.9). Only 20.8% of entries were at or below a 6th grade reading level. Almost 30% were above the 8th grade level. The average grade levels of the constituent sections were: ;;Ailments and Conditions'', 8.7; ;;Steps to Recovery'', 7.1; ;;Adult Feet'', 8.3; ;;Children's Feet'', 7.5; ;;Foot Health and Fitness'', 7.8; ;;Shoes'', 8.5; and ;;Glossary'', 10.1. The percentage of entries within these sections below a 7th grade reading level were 13%, 30%, 0%, 0%, 43%, 24% and 0%, respectively. The percentage of entries at or below the recommended 6th grade reading level on the AOFAS website compared favorably with other orthopaedic organizations' websites. However, the majority still exceeds a recommended reading level. To enhance the readability of patient education materials, we believe use of computer aided readability assessment tools should be considered in future website revisions.

Familial history of reading difficulty is associated with diffused bilateral brain activation during reading and greater association with visual attention abilities.

PubMed

Horowitz-Kraus, Tzipi

2017-10-01

Reading difficulty (RD; or dyslexia) is a heritable condition characterized by slow, inaccurate reading accompanied by executive dysfunction, specifically with respect to visual attention. The current study was designed to examine the effect of familial history of RD on the relationship between reading and visual attention abilities in children with RD using a functional MRI reading task. Seventy-one children with RD participated in the study. Based on parental reports of the existence of RD in one or both of each child's parents, children with RD were divided into two groups: (1) those with a familial history of RD and (2) those without a familial history of RD. Reading and visual attention measures were collected from all participants. Functional MRI data during word reading was acquired in 30 participants of the entire cohort. Children with or without a familial history of RD demonstrated below-average reading and visual attention scores, with greater interaction between these measures in the group with a familial history of RD. Greater bilateral and diffused activation during word reading also were found in this group. We suggest that a familial history of RD is related to greater association between lower reading abilities and visual attention abilities. Parental history of RD therefore may be an important preschool screener (before reading age) to prompt early intervention focused on executive functions and reading-related skills.

Readability of "Dear Patient" device advisory notification letters created by a device manufacturer.

PubMed

Mueller, Luke A; Sharma, Arjun; Ottenberg, Abigale L; Mueller, Paul S

2013-04-01

In 2006, the Heart Rhythm Society (HRS) recommended that cardiovascular implantable electronic device (CIED) manufacturers use advisory notification letters to communicate with affected patients. To evaluate the readability of the HRS sample "patient device advisory notification" letter and those created by 1 CIED manufacturer. The HRS sample letter and 25 Boston Scientific Corporation letters dated from 2005 through 2011 were evaluated by using 6 readability tests. Readability (Flesch-Kincaid score) of the HRS sample letter was grade level 12.5, and median readability of the device manufacturer letters was grade level 12.8 (range 10.8-18.9). Similar results were obtained by using other readability scales. No letters had readability scores at the National Work Group on Literacy and Health's recommended reading level-fifth grade; the letters' readability exceeded this recommended level by an average of 7.7 grades (95% confidence interval 6.9-8.5; P<.001). Likewise, no letters had readability scores at the average reading level of US adults-eighth grade; the letters' readability exceeded this level by an average of 4.7 grades (95% confidence interval 3.9-5.5; P< .001). The readability of the HRS sample letter and those created by a CIED manufacturer significantly exceeded the recommended and average US adults' reading skill levels. Such letters are unlikely to be informative to many patients. CIED manufacturers should ensure that advisory letters are comprehensible to most affected patients. Copyright © 2013 Heart Rhythm Society. Published by Elsevier Inc. All rights reserved.

New and updated tests of print exposure and reading abilities in college students

PubMed Central

Acheson, Daniel J.; Wells, Justine B.; MacDonald, Maryellen C.

2010-01-01

The relationship between print exposure and measures of reading skill was examined in college students (N = 99, 58 female; mean age = 20.3 years). Print exposure was measured with several new self-reports of reading and writing habits, as well as updated versions of the Author Recognition Test and the Magazine Recognition Test (Stanovich & West, 1989). Participants completed a sentence comprehension task with syntactically complex sentences, and reading times and comprehension accuracy were measured. An additional measure of reading skill was provided by participants’ scores on the verbal portions of the ACT, a standardized achievement test. Higher levels of print exposure were associated with higher sentence processing abilities and superior verbal ACT performance. The relative merits of different print exposure assessments are discussed. PMID:18411551

A Model of Pantun Learning to Develop Elementary Student’s Entrepreneurship Awareness

NASA Astrophysics Data System (ADS)

Asteria, P. V.; Yulianto, B.

2018-01-01

The principle of entrepreneurship should be instilled from an early age. Pantun is one of Indonesian local culture taught for the elementary school student. Therefore, this study aims to describe (1) the ability to understand the content from pantun based entrepreneurship, (2) the ability to determine the messages from pantun based entrepreneurship, and (3) the ability to apply the messages from pantun based entrepreneurship into their real life. The research type is descriptive quantitative and conducted on the subject of 35 students from SDN Margomulyo I Ngawi. The data is the student’s skill in reading comprehension from the pantun based entrepreneurship with the writing test items instrument. The results showed that the student’s ability to determine the content from pantun based entrepreneurship shows achievement by an average of 9.3 (include an excellent category) and the ability of students to determine the entrepreneurship messages by an average of 7.8 (good). Meanwhile, the average student’s ability to apply the entrepreneurship messages in pantun into their real life by an average of 8.7 (excellent). Overall, the student’s skill in reading comprehension from the pantun based entrepreneurship as a whole reached an average of 86.4 (excellent category).

Nebraska State Report Card, 1999-2000 = Tarjeta informativa del Estado de Nebraska, 1999-2000.

ERIC Educational Resources Information Center

Nebraska State Dept. of Education, Lincoln.

This report, printed in English and Spanish versions, is the first Nebraska State Report Card. It provides a snapshot of Nebraska schools using statewide averages. Nebraska students scored better than students nationwide in reading, with 60% of Nebraska students in grades 3-4, 7-8, and 10-12 scoring above the median on a standardized reading test.…

How to Read a U.S. Supreme Court Opinion

ERIC Educational Resources Information Center

Middleton, Tiffany

2013-01-01

Reading U.S. Supreme Court opinions can be intimidating. Yet, in the digital age, it has never been easier to access them. The average opinion is about 4,750 words, and is one of approximately 75 issued by the Court each year. It might be reassuring to know that opinions contain similar parts and tend to follow a similar format. There are also…

Improving Reading and Language Arts Skills of At-Risk First Graders through Direct Instruction of Print Awareness, Phoneme Awareness, and Phonological Processing.

ERIC Educational Resources Information Center

Bump, Sandra K.; Swedberg, Trina L.; Yates, Carol R.

This report describes a program to improve reading and language arts skills. The targeted population consisted of students in 2 first grade classrooms (average class size 25) from a midwestern elementary school in a predominantly white, middle to upper-middle class neighborhood. Data documenting the problem was obtained from the previous year's…

Comparative Study: Impact of Family, School, and Students Factors on Students Achievements in Reading in Developed (Estonia) and Developing (Azerbaijan) Countries

ERIC Educational Resources Information Center

Shukakidze, Berika

2013-01-01

The work is based on PISA 2009 International Assessment Study. Two counties were selected: a developed country, Estonia and a developing country, Azerbaijan. The following Datum was used for statistical analysis: students average scores in reading (162 schools, 4 600 students from Azerbaijan; 17 schools, 4 923 students from Estonia). The work is…

Language, reading, and math learning profiles in an epidemiological sample of school age children.

PubMed

Archibald, Lisa M D; Oram Cardy, Janis; Joanisse, Marc F; Ansari, Daniel

2013-01-01

Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities.

Language, Reading, and Math Learning Profiles in an Epidemiological Sample of School Age Children

PubMed Central

Archibald, Lisa M. D.; Oram Cardy, Janis; Joanisse, Marc F.; Ansari, Daniel

2013-01-01

Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities. PMID:24155959

L2 Working Memory Capacity and L2 Reading Skill.

ERIC Educational Resources Information Center

Harrington, Mike; Sawyer, Mark

1992-01-01

Examines the sensitivity of second-language (L2) working memory (ability to store and process information simultaneously) to differences in reading skills among advanced L2 learners. Subjects with larger L2 working memory capacities scored higher on measures of L2 reading skills, but no correlation was found between reading and passive short-term…

The Relationship between Implementation of Collaborative Strategic Reading and Student Outcomes for Adolescents with Disabilities

ERIC Educational Resources Information Center

Boardman, Alison; Buckley, Pamela; Maul, Andrew; Vaughn, Sharon

2014-01-01

Collaborative Strategic Reading (CSR) is a set of research-based strategies designed to improve reading comprehension, enhance students' content area learning, facilitate access to higher-level texts, and to promote student engagement. The present study examines how fidelity of implementation of CSR is associated with reading outcomes for students…

Comparing Performance Standards on the Retention of Words Read Correctly per Minute

ERIC Educational Resources Information Center

Kubina, Richard M., Jr.; Amato, Janelle; Schwilk, Christopher L.; Therrien, William J.

2008-01-01

To measure retention of oral reading fluency, three students attending a learning support classroom used a repeating reading strategy with two passages. Each student read one passage to a high performance standard and the other passage to a lower performance standard. Results show it took the students more practice to reach the higher performance…

The Impact of Accelerated Reader (AR) Program on Students' MCT Reading Scores

ERIC Educational Resources Information Center

Brown, Kenyartic LeWon

2010-01-01

This study was needed to determine if the Accelerated Reader (AR) program made a positive impact in schools, which were attempting to increase student achievement in reading. The purpose of this study was to determine if students who received reading instruction supplemented with the AR Program achieved higher reading scores as measured by the…

OUR READING TOOLBOX: The Reading-Thinking Connection in a Community College Developmental Reading Class

ERIC Educational Resources Information Center

Garcia-Navarrete, Sylvia; Sax, Caren; Levine, Joel

2012-01-01

The nature and role of developmental education classes are under tremendous scrutiny across the nation today. Specifically, students are entering community college and four-year institutions of higher education unprepared to understand and apply much of the reading material presented to them in college-level classes. This article describes the…

Brain-Based Reading Model for Students Who Struggle with Reading

ERIC Educational Resources Information Center

Cowan, Wanda

2009-01-01

Despite educational reforms to increase standards, many American children fail to read at levels that will enable them to compete in higher education and in the global economy. Standardized testing has reported a gradual decline in the reading scores of local second grade elementary students. The purpose of this project study was to create a…

The Effect of Consanguineous Marriage on Reading Disability in the Arab Community

ERIC Educational Resources Information Center

Abu-Rabia, Salim; Maroun, Lateefeh

2005-01-01

The present study examined the effect of consanguineous marriage in the Arab community on reading disabilities of offspring. It examined whether the rate of reading disabilities was higher among offspring of first-cousin parents than offspring of unrelated parents; and whether reading-disabled children of first-cousin parents were more disabled in…

A Snapshot of 2003-4: Blind and Partially Sighted Students in Higher Education in England and Northern Ireland

ERIC Educational Resources Information Center

Gray, Gemma; Wilkins, Sarah Morley

2005-01-01

This survey explored the numbers and proportion of partially sighted, blind braille reading and blind non-braille reading students in Higher Education (HE) in 2003-4. As part of a HEFCE/DELNI funded project, all 134 disability offices in Higher Education Institutions (HEIs) in England and Northern Ireland were contacted by telephone and email, to…

Comparison of routine and unprepped CT colonography augmented by low fiber diet and stool tagging: a pilot study.

PubMed

Dachman, Abraham H; Dawson, Damien O; Lefere, Philippe; Yoshida, Hiro; Khan, Nasreen U; Cipriani, Nicole; Rubin, David T

2007-01-01

We performed a pilot study examining the feasibility of a new unprepped CT colonography (CTC) strategy: low fiber diet and tagging (unprepped) vs. low fiber diet, tagging and a magnesium citrate cleansing preparation (prepped). Prior reports of tagging were limited in that the residual stool was neither measured and stratified by size nor did prior reports subjectively evaluate the ease of interpretation by a reader experienced in interpreting CTC examinations. Prospective randomized to unprepped n = 14 and prepped n = 14. Colonic segments were subjectively evaluated for residual stool that would potentially interfere with interpretation. Scores were given in the following categories: percentage of residual stool that was touching or nearly touching mucosa, the largest piece of retained stool, effectiveness of tagging, height of residual fluid, degree of distention, ease of interpretation, and reading time. Ease of the CT read (scale where 4 = optimal read) averaged 1.3 for the unprepped group and 2.3 for the prepped group. The mean read time averaged 17.5 min for unprepped and 17.9 min for prepped. The degree of distention (scale where 4 = well distended) averaged 3.7 for unprepped and 3.6 for prepped. Supine and prone images combined, the unprepped group had 160 segments with stool; prepped group had 58 segments. The amount of stool covering the mucosa in all segments averaged 1.6 (33%-66% coverage) in the unprepped group and 0.35 (<33% mucosal coverage) in the prepped group. The mean size of the largest piece of stool was 33.67 mm for unprepped and 4.01 mm for prepped. Percentage of tagged stool was not significantly different between the groups (range of 94-98%). The height of residual fluid averaged 8.37 mm for unprepped and 13.4 mm for prepped. Three polyps in three patients were found during optical colonoscopy (OC) in the unprepped group (5, 6, and 10 mm), none of which were prospectively detected at CTC. Three polyps in three patients were detected during OC in the prepped group (5, 10, and 15 mm), two of which were prospectively detected at CTC. Two false-positive lesions were observed at CTC in one patient in the prepped group. There was more stool in the unprepped group and while this factor did not slow down the reading time, it made the examination subjectively harder to interpret and likely caused the three polyps in this group to be missed. We conclude that a truly unprepped strategy that leaves significant residual stool, even if well tagged, is not desirable.

[The comorbidity of learning difficulties and ADHD symptoms in primary-school-age children].

PubMed

Schuchardt, Kirsten; Fischbach, Anne; Balke-Melcher, Christina; Mähler, Claudia

2015-05-01

Children having difficulties in acquiring early literacy and mathematical skills often show an increased rate of inattention, hyperactivity, and impulsivity. This study provides data on the comorbidity rates of specific learning difficulties and ADHD symptoms. We analyzed the data of 273 children with learning difficulties despite an at least average IQ, 57 children with low IQ, and 270 children without learning difficulties and average IQ (comparison group). We assessed children’s IQ and school achievement using standardized achievement tests. ADHD symptoms were assessed via parents’ ratings. Our results showed that only 5 % of both the control group and the group with solely mathematical difficulties fulfilled the criteria of an ADHD subtype according to the DSM-IV based on parents’ ratings. In contrast, this was the case in even 20 % of the children with difficulties in reading/writing and of those with low IQ. Compared to girls, boys in the control group had a 150% higher risk for matching the criteria of one of the ADHD subtypes in parents’ ratings, whereas boys with learning difficulties and those with low IQ had an even 200% to 600% higher risk for it. The relationship between learning difficulties and ADHD symptoms can be found predominantly in the inattentive type. Possible reasons for the results are discussed.

40 CFR 63.1439 - General recordkeeping and reporting provisions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... for 6 hours, then the daily average is the average of the temperature measurements taken during those... operating conditions, considering typical variability of the specific process and combustion, recovery, or... temperature reading of −200 °C on a boiler), and will alert the operator by alarm or other means. The owner or...

Behavior of an Aromatic Heterocyclic Polymer in Salt Solution.

DTIC Science & Technology

1983-08-01

corresponding to the LiCl concentrations in the PBI samples. Z9 fet The viscosities of the 20 samples were determined using a #50 Cannon- Fenske viscometer at... Fenske capillary viscometers thermostated at 30 C. From four to six readings were taken and averaged to determine the average flow time of each solution

Comparisons of Learning Ease and Transfer Propensity in Poor and Average Readers.

ERIC Educational Resources Information Center

Day, Jeanne D.; Zajakowski, Amy

1991-01-01

Assisted and unassisted performance of 14 average readers and 14 readers with learning disabilities (ages 10-13) were compared on a reading comprehension task. The groups differed in how easily they learned to find the main idea under different topic sentence placement conditions, with the learning-disabled readers requiring significantly more…

Classroom Learning Environment Differences between Resilient, Average, and Nonresilient Middle School Students in Reading

ERIC Educational Resources Information Center

Padrón, Yolanda N.; Waxman, Hersh C.; Lee, Yuan-Hsuan

2014-01-01

The lack of achievement of students from high-risk and high-poverty environments necessitates changes in today's middle school environments to create a caring, supportive environment where all middle school students can succeed. This study investigated the classroom learning environments of resilient, average, and nonresilient minority students in…

Most American Academy of Orthopaedic Surgeons' online patient education material exceeds average patient reading level.

PubMed

Eltorai, Adam E M; Sharma, Pranav; Wang, Jing; Daniels, Alan H

2015-04-01

Advancing health literacy has the potential to improve patient outcomes. The American Academy of Orthopaedic Surgeons' (AAOS) online patient education materials serve as a tool to improve health literacy for orthopaedic patients; however, it is unknown whether the materials currently meet the National Institutes of Health/American Medical Association's recommended sixth grade readability guidelines for health information or the mean US adult reading level of eighth grade. The purposes of this study were (1) to evaluate the mean grade level readability of online AAOS patient education materials; and (2) to determine what proportion of the online materials exceeded recommended (sixth grade) and mean US (eighth grade) reading level. Reading grade levels for 99.6% (260 of 261) of the online patient education entries from the AAOS were analyzed using the Flesch-Kincaid formula built into Microsoft Word software. Mean grade level readability of the AAOS patient education materials was 9.2 (SD ± 1.6). Two hundred fifty-one of the 260 articles (97%) had a readability score above the sixth grade level. The readability of the AAOS articles exceeded the sixth grade level by an average of 3.2 grade levels. Of the 260 articles, 210 (81%) had a readability score above the eighth grade level, which is the average reading level of US adults. Most of the online patient education materials from the AAOS had readability levels that are far too advanced for many patients to comprehend. Efforts to adjust the readability of online education materials to the needs of the audience may improve the health literacy of orthopaedic patients. Patient education materials can be made more comprehensible through use of simpler terms, shorter sentences, and the addition of pictures. More broadly, all health websites, not just those of the AAOS, should aspire to be comprehensible to the typical reader.

Identification of the Optimal Protocol for Automated Office Blood Pressure Measurement Among Patients With Treated Hypertension.

PubMed

Moore, Myles N; Schultz, Martin G; Nelson, Mark R; Black, J Andrew; Dwyer, Nathan B; Hoban, Ella; Jose, Matthew D; Kosmala, Wojciech; Przewlocka-Kosmala, Monika; Zachwyc, Jowita; Otahal, Petr; Picone, Dean S; Roberts-Thomson, Philip; Veloudi, Panagiota; Sharman, James E

2018-02-09

Automated office blood pressure (AOBP) involving repeated, unobserved blood pressure (BP) readings during one clinic visit is recommended for in-office diagnosis and assessment of hypertension. However, the optimal AOBP protocol to determine BP control in the least amount of time with the fewest BP readings is yet to be determined and was the aim of this study. One hundred and eighty-nine patients (mean age 62.8 ± 12.1 years; 50.3% female) with treated hypertension referred to specialist clinics at 2 sites underwent AOBP in a quiet room alone. Eight BP measurements were taken starting immediately after sitting and then at 2-minute intervals (15 minutes total). The optimal AOBP protocol was defined by the smallest mean difference and highest intraclass correlation coefficient (ICC) compared with daytime ambulatory BP (ABP). The same BP device (Mobil-o-graph, IEM) was used for both AOBP and daytime ABP. Average 15-minute AOBP and daytime ABP were 134 ± 22/82 ± 13 and 137 ± 17/83 ± 11 mm Hg, respectively. The optimal AOBP protocol was derived within a total duration of 6 minutes from the average of 2 measures started after 2 and 4 minutes of seated rest (systolic BP: mean difference (95% confidence interval) 0.004(-2.21, 2.21) mm Hg, P = 1.0; ICC = 0.81; diastolic BP: mean difference 0.37(-0.90, 1.63) mm Hg, P = 0.57; ICC = 0.86). AOBP measures taken after 8 minutes tended to underestimate daytime ABP (whether as a single BP or the average of more than 1 BP reading). Only 2 AOBP readings taken over 6 minutes (excluding an initial reading immediately after sitting) may be needed to be comparable with daytime ABP. © American Journal of Hypertension, Ltd 2017. All rights reserved. For Permissions, please email: journals.permissions@oup.com

Sex Differences in Mathematics and Reading Achievement Are Inversely Related: Within- and Across-Nation Assessment of 10 Years of PISA Data

PubMed Central

Stoet, Gijsbert; Geary, David C.

2013-01-01

We analyzed one decade of data collected by the Programme for International Student Assessment (PISA), including the mathematics and reading performance of nearly 1.5 million 15 year olds in 75 countries. Across nations, boys scored higher than girls in mathematics, but lower than girls in reading. The sex difference in reading was three times as large as in mathematics. There was considerable variation in the extent of the sex differences between nations. There are countries without a sex difference in mathematics performance, and in some countries girls scored higher than boys. Boys scored lower in reading in all nations in all four PISA assessments (2000, 2003, 2006, 2009). Contrary to several previous studies, we found no evidence that the sex differences were related to nations’ gender equality indicators. Further, paradoxically, sex differences in mathematics were consistently and strongly inversely correlated with sex differences in reading: Countries with a smaller sex difference in mathematics had a larger sex difference in reading and vice versa. We demonstrate that this was not merely a between-nation, but also a within-nation effect. This effect is related to relative changes in these sex differences across the performance continuum: We did not find a sex difference in mathematics among the lowest performing students, but this is where the sex difference in reading was largest. In contrast, the sex difference in mathematics was largest among the higher performing students, and this is where the sex difference in reading was smallest. The implication is that if policy makers decide that changes in these sex differences are desired, different approaches will be needed to achieve this for reading and mathematics. Interventions that focus on high-achieving girls in mathematics and on low achieving boys in reading are likely to yield the strongest educational benefits. PMID:23516422

Sex differences in mathematics and reading achievement are inversely related: within- and across-nation assessment of 10 years of PISA data.

PubMed

Stoet, Gijsbert; Geary, David C

2013-01-01

We analyzed one decade of data collected by the Programme for International Student Assessment (PISA), including the mathematics and reading performance of nearly 1.5 million 15 year olds in 75 countries. Across nations, boys scored higher than girls in mathematics, but lower than girls in reading. The sex difference in reading was three times as large as in mathematics. There was considerable variation in the extent of the sex differences between nations. There are countries without a sex difference in mathematics performance, and in some countries girls scored higher than boys. Boys scored lower in reading in all nations in all four PISA assessments (2000, 2003, 2006, 2009). Contrary to several previous studies, we found no evidence that the sex differences were related to nations' gender equality indicators. Further, paradoxically, sex differences in mathematics were consistently and strongly inversely correlated with sex differences in reading: Countries with a smaller sex difference in mathematics had a larger sex difference in reading and vice versa. We demonstrate that this was not merely a between-nation, but also a within-nation effect. This effect is related to relative changes in these sex differences across the performance continuum: We did not find a sex difference in mathematics among the lowest performing students, but this is where the sex difference in reading was largest. In contrast, the sex difference in mathematics was largest among the higher performing students, and this is where the sex difference in reading was smallest. The implication is that if policy makers decide that changes in these sex differences are desired, different approaches will be needed to achieve this for reading and mathematics. Interventions that focus on high-achieving girls in mathematics and on low achieving boys in reading are likely to yield the strongest educational benefits.

Risk Factors for Developing Myopia among Schoolchildren in Yerevan and Gegharkunik Province, Armenia.

PubMed

Giloyan, Aida; Harutyunyan, Tsovinar; Petrosyan, Varduhi

2017-04-01

Myopia is a complex condition leading to visual impairment and blindness. This study assessed the prevalence of and risk factors for myopia among schoolchildren in urban and rural areas of Armenia. A cross-sectional interviewer-administered survey together with eye screenings was conducted among schoolchildren in the capital Yerevan and in Gegharkunik Province. The study used multi-stage random sampling to obtain the sample of 1260 schoolchildren. Study questionnaires were developed based on the Sydney Myopia Study questionnaire. Continuous reading was defined as the average number of hours spent reading or on near work without a break. Children underwent measurements of visual acuity using a Golovin-Sivtsev eye chart, cycloplegic retinoscopy, and dilated fundus examination. The mean age of the children was 13 years, and myopia was present in 18.1%. The prevalence of myopia was higher among Yerevan children (23.3%) than those living in Gegharkunik Province (12.5%). In the adjusted model, myopia was significantly associated with age (odds ratio, OR, 1.11, 95% confidence interval, CI, 1.04-1.18), region (OR 2.40, 95% CI 1.62-3.57), school achievement (OR 1.62, 95% CI 1.05-2.51), parental myopia (OR 2.89, 95% CI 1.79-4.69), and continuous reading (OR 1.99, 95% CI 1.31-3.02), but not near work (OR 0.97, 95% CI 0.89-1.05). The study found that a positive family history of myopia and environmental factors had independent associations with myopia. The number of near work hours did not play a major role in the development of myopia, but length of time of focused continuous reading did.

Internet resources for Tommy John injuries: what are patients reading?

PubMed

Johnson, Christine C; Garcia, Grant H; Liu, Joseph N; Stepan, Jeffrey G; Patel, Ronak M; Dines, Joshua S

2016-12-01

The quality of medical information on the Internet has come under scrutiny. This study investigates the quality, accuracy, and readability of online information regarding ulnar collateral ligament (UCL) injuries. Three search terms ("elbow ulnar collateral ligament injury," "tommy john injury," and "pitcher's elbow") were entered into 3 Internet search engines. Three independent reviewers evaluated the content and accuracy of the information with a set of predetermined scoring criteria. Website quality was further assessed by the Journal of the American Medical Association benchmark criteria and Health on the Net Foundation certification. Website readability was ascertained with the Flesch-Kincaid score. We evaluated 113 unique websites. The average quality for all websites was 8.88 ± 6.8 (maximum, 32 points). Website quality and accuracy were lower with use of the search term "pitcher's elbow" as compared with "elbow ulnar collateral ligament injury" or "tommy john injury" (P ≤ .001). Sites certified by the Health on the Net Foundation had higher quality scores than non-certified sites (P = .034). The mean reading grade level was 10.7. Reading level was significantly correlated with website accuracy and quality (P ≤ .001) and physician authorship (P = .012). Forty-three websites (38.1%) described surgical reconstruction; of these, 16 (37.2%) mentioned improved pitching performance postoperatively. Online information on UCL injuries is often inaccurate and written at an inappropriate reading level. Information quality depends on the search term used, website authorship, and commercial bias. Clinicians must be aware of factors influencing website quality in order to direct patients to appropriate resources. Copyright © 2016 Journal of Shoulder and Elbow Surgery Board of Trustees. Published by Elsevier Inc. All rights reserved.

Luminance level of a monitor: influence on detectability and detection rate of breast cancer in 2D mammography

NASA Astrophysics Data System (ADS)

Bemelmans, Frédéric; Rashidnasab, Alaleh; Chesterman, Frédérique; Kimpe, Tom; Bosmans, Hilde

2016-03-01

Purpose: To evaluate lesion detectability and reading time as a function of luminance level of the monitor. Material and Methods: 3D mass models and microcalcification clusters were simulated into ROIs of for processing mammograms. Randomly selected ROIs were subdivided in three groups according to their background glandularity: high (>30%), medium (15-30%) and low (<15%). 6 non-spiculated masses (9 - 11mm), 6 spiculated masses (5 - 7mm) and 6 microcalcification clusters (2 - 4mm) were scaled in 3D to create a range of sizes. The linear attenuation coefficient (AC) of the masses was adjusted from 100% glandular tissue to 90%, 80%, 70%, to create different contrasts. Six physicists read the full database on Barco's Coronis Uniti monitor for four different luminance levels (300, 800, 1000 and 1200 Cd/m2), using a 4-AFC tool. Percentage correct (PC) and time were computed for all different conditions. A paired t-test was performed to evaluate the effect of luminance on PC and time. A multi-factorial analysis was performed using MANOVA.. Results: Paired t-test indicated a statistically significant difference for the average time per session between 300 and 1200; 800 and 1200; 1000 and 1200 Cd/m2, for all participants combined. There was no effect on PC. MANOVA denoted significantly lower reading times for high glandularity images at 1200 Cd/m2. Both types of masses were significantly faster detected at 1200 Cd/m2, for the contrast study. In the size study, microcalcification clusters and spiculated masses had a significantly higher detection rate at 1200 Cd/m2. Conclusion: These results demonstrate a significant decrease in reading time, while detectability remained constant.

Speech, language, and reading skills in 10-year-old children with palatal clefts: The impact of additional conditions.

PubMed

Feragen, Kristin Billaud; Aukner, Ragnhild; Særvold, Tone K; Hide, Øydis

2017-03-01

This study examined speech (hypernasality and intelligibility), language, and reading skills in children with a cleft palate, specifically investigating additional conditions to the cleft, in order to differentiate challenges related to a cleft only, and challenges associated with an additional condition. Cross-sectional data collected during routine assessments of speech and language in a centralised treatment setting. Children born with cleft with palatal involvement from four birth cohorts (n=184), aged 10. Speech: SVANTE-N; Language: Language 6-16; Reading: Word Chain Test and Reading Comprehension Test. Descriptive analyses revealed that 123 of the children had a cleft only (66.8%), while 61 children (33.2%) had a cleft that was associated with an additional condition (syndrome, developmental difficulty, attentional difficulties). Due to close associations with the outcome variables, children with specific language impairments and dyslexia were excluded from the sample (n=14). In the total cleft sample, 33.1% had mild to severe hypernasality, and 27.9% had mild to severe intelligibility deviances. Most children with intelligibility and hypernasality scores within the normal range had a cleft without any other condition. A high number of children with developmental difficulties (63.2%) or AD/HD (45.5%) had problems with intelligibility. Hypernasality scores were also associated with developmental difficulties (58.8%), whereas most children with AD/HD had normal hypernasality scores (83.3%). As could be expected, results demonstrated that children with a cleft and an additional condition had language and reading scores below average. Children with a cleft only had language and reading scores within the normal range. Among the children with scores below average, 33.3-44.7% had no other conditions explaining difficulties with language and reading. The findings highlight the need for routine assessments of language and reading skills, in addition to assessments of speech, in children with a cleft, in order to identify potential problems as early as possible. Study designs need to take additional difficulties into account, so that potential problems with language and reading are not ascribed the cleft diagnosis, and can be followed by appropriate treatment and interventions. Copyright © 2017 Elsevier Inc. All rights reserved.

Parental Education Moderates Genetic Influences on Reading Disability

PubMed Central

Friend, Angela; DeFries, John C.; Olson, Richard K.

2008-01-01

Environmental moderation of the level of genetic influence on children's reading disabilities (RD) was explored in a sample of 545 identical and fraternal twins (mean age = 11.5 years). Parents' years of education, which are correlated with a broad range of environmental factors related to reading development, were significantly related to the level of genetic influence on reading disability (t = 3.23, Prep = .99). Genetic influence was higher and environmental influence was lower among children with higher compared to children with lower parent education. We discuss the implications of these results for behavior- and molecular-genetic research, for the diagnosis and remediation of RD, and for policy in public education. PMID:19076484

The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder.

PubMed

McIntyre, Nancy S; Solari, Emily J; Gonzales, Joseph E; Solomon, Marjorie; Lerro, Lindsay E; Novotny, Stephanie; Oswald, Tasha M; Mundy, Peter C

2017-09-01

This study of 8-16-year-olds was designed to test the hypothesis that reading comprehension impairments are part of the social communication phenotype for many higher-functioning students with autism spectrum disorder (HFASD). Students with HFASD (n = 81) were compared to those with high attention-deficit/hyperactivity disorder symptomatology (ADHD; n = 39), or typical development (TD; n = 44), on a comprehensive battery of oral language, word recognition, and reading comprehension measures. Results indicated that students with HFASD performed significantly lower on the majority of the reading and language tasks as compared to TD and ADHD groups. Structural equation models suggested that greater ASD symptomatology was related to poorer reading comprehension outcomes; further analyses suggested that this relation was mediated by oral language skills.

SOME DIFFERENCES BETWEEN SILENT AND ORAL READING RESPONSES ON A STANDARDIZED READING TEST.

ERIC Educational Resources Information Center

LEIBERT, ROBERT E.

A STUDY DESIGNED TO IDENTIFY SOME OF THE DIFFERENCES BETWEEN THE RESPONSES ON THE GATES ADVANCED PRIMARY READING TEST AND THE KINDS OF RESPONSES OBTAINED FROM AN INFORMAL READING INVENTORY (IRI) IS REPORTED. SUBJECTS WERE 65 THIRD-GRADE PUPILS IN WEST BABYLON, NEW YORK. PUPILS AT THE SAME INSTRUCTIONAL LEVEL SCORED HIGHER IN THE RECOGNITION TEST…

The Whole Language Approach versus the Basal Reading Approach and the Effects on Reading Achievement Scores.

ERIC Educational Resources Information Center

Puorro, Michelle

A study examined two first-grade classrooms implementing the whole language approach and two utilizing the basal reading approach to determine the differences, if any, between the treatments. The hypothesis was that the whole language reading approach when combined with a phonics program would not result in higher test scores on a standardized…

"I Don't Know What It Is to Be Able to Read": How Students with Dyslexia Experience Their Reading Impairment

ERIC Educational Resources Information Center

Wennas Brante, Eva

2013-01-01

Better understanding of the diverse reading abilities of people with dyslexia is necessary for the design of more effective learning situations, which are vital both to students with dyslexia and to their teachers. Seven individuals with dyslexia currently or formerly in higher education were interviewed about their reading experiences to learn…

Effective Early Reading Instruction: Teaching Young Children from Higher-Risk Families How To Read. Family Review.

ERIC Educational Resources Information Center

Lindjord, Denise

2003-01-01

Describes the benefits of effective reading instruction for at-risk children at the preschool, kindergarten, and first grade levels. Notes that early reading delays are quickly magnified as children move through the early grades. Asserts that public education is the fundamental equalizer in the United States and that it enables children from poor…

The Effects of Formative Reading Assessments Closely Linked to Classroom Texts on High School Reading Comprehension

ERIC Educational Resources Information Center

Hooley, Diana S.; Thorpe, Justin

2017-01-01

Older student reading of informational texts like those found in most high school classrooms continue to be a concern. College entrance exams scores attest to the fact that this age group of readers remain largely unprepared for the rigorous, discipline area reading and comprehension demands of higher education. In response to this issue content…

BBMerge – Accurate paired shotgun read merging via overlap

DOE PAGES

Bushnell, Brian; Rood, Jonathan; Singer, Esther

2017-10-26

Merging paired-end shotgun reads generated on high-throughput sequencing platforms can substantially improve various subsequent bioinformatics processes, including genome assembly, binning, mapping, annotation, and clustering for taxonomic analysis. With the inexorable growth of sequence data volume and CPU core counts, the speed and scalability of read-processing tools becomes ever-more important. The accuracy of shotgun read merging is crucial as well, as errors introduced by incorrect merging percolate through to reduce the quality of downstream analysis. Thus, we designed a new tool to maximize accuracy and minimize processing time, allowing the use of read merging on larger datasets, and in analyses highlymore » sensitive to errors. We present BBMerge, a new merging tool for paired-end shotgun sequence data. We benchmark BBMerge by comparison with eight other widely used merging tools, assessing speed, accuracy and scalability. Evaluations of both synthetic and real-world datasets demonstrate that BBMerge produces merged shotgun reads with greater accuracy and at higher speed than any existing merging tool examined. BBMerge also provides the ability to merge non-overlapping shotgun read pairs by using k-mer frequency information to assemble the unsequenced gap between reads, achieving a significantly higher merge rate while maintaining or increasing accuracy.« less

BBMerge – Accurate paired shotgun read merging via overlap

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

Bushnell, Brian; Rood, Jonathan; Singer, Esther

Merging paired-end shotgun reads generated on high-throughput sequencing platforms can substantially improve various subsequent bioinformatics processes, including genome assembly, binning, mapping, annotation, and clustering for taxonomic analysis. With the inexorable growth of sequence data volume and CPU core counts, the speed and scalability of read-processing tools becomes ever-more important. The accuracy of shotgun read merging is crucial as well, as errors introduced by incorrect merging percolate through to reduce the quality of downstream analysis. Thus, we designed a new tool to maximize accuracy and minimize processing time, allowing the use of read merging on larger datasets, and in analyses highlymore » sensitive to errors. We present BBMerge, a new merging tool for paired-end shotgun sequence data. We benchmark BBMerge by comparison with eight other widely used merging tools, assessing speed, accuracy and scalability. Evaluations of both synthetic and real-world datasets demonstrate that BBMerge produces merged shotgun reads with greater accuracy and at higher speed than any existing merging tool examined. BBMerge also provides the ability to merge non-overlapping shotgun read pairs by using k-mer frequency information to assemble the unsequenced gap between reads, achieving a significantly higher merge rate while maintaining or increasing accuracy.« less

Deaf Readers’ Response to Syntactic Complexity: Evidence from Self-Paced Reading

PubMed Central

Traxler, Matthew J.; Corina, David P.; Morford, Jill P.; Hafer, Sarah; Hoversten, Liv J.

2013-01-01

This study was designed to determine the feasibility of using self-paced reading methods to study deaf readers and to assess how deaf readers respond to two syntactic manipulations. Three groups of participants read the test sentences: deaf readers, hearing monolingual English readers, and hearing bilingual readers whose second language was English. In Experiment 1, participants read sentences containing subject relative or object relative clauses. The test sentences contained semantic information that influences on-line processing outcomes (Traxler et al., 2002; 2005). All of the participant groups had greater difficulty processing sentences containing object relative clauses. This difficulty was reduced when helpful semantic cues were present. In Experiment 2, participants read active voice and passive voice sentences. The sentences were processed similarly by all three groups. Comprehension accuracy was higher in hearing readers than in deaf readers. Within deaf readers, native signers read the sentences faster and comprehended them to a higher degree than did non-native signers. These results indicate that self-paced reading is a useful method for studying sentence interpretation among deaf readers. PMID:23868696

Training directionally selective motion pathways can significantly improve reading efficiency

NASA Astrophysics Data System (ADS)

Lawton, Teri

2004-06-01

This study examined whether perceptual learning at early levels of visual processing would facilitate learning at higher levels of processing. This was examined by determining whether training the motion pathways by practicing leftright movement discrimination, as found previously, would improve the reading skills of inefficient readers significantly more than another computer game, a word discrimination game, or the reading program offered by the school. This controlled validation study found that practicing left-right movement discrimination 5-10 minutes twice a week (rapidly) for 15 weeks doubled reading fluency, and significantly improved all reading skills by more than one grade level, whereas inefficient readers in the control groups barely improved on these reading skills. In contrast to previous studies of perceptual learning, these experiments show that perceptual learning of direction discrimination significantly improved reading skills determined at higher levels of cognitive processing, thereby being generalized to a new task. The deficits in reading performance and attentional focus experienced by the person who struggles when reading are suggested to result from an information overload, resulting from timing deficits in the direction-selectivity network proposed by Russell De Valois et al. (2000), that following practice on direction discrimination goes away. This study found that practicing direction discrimination rapidly transitions the inefficient 7-year-old reader to an efficient reader.

Healthy Eating for Life English as a second language curriculum: primary outcomes from a nutrition education intervention targeting cancer risk reduction.

PubMed

Duncan, Lindsay R; Martinez, Josefa L; Rivers, Susan E; Latimer, Amy E; Bertoli, Michelle C; Domingo, Samantha; Salovey, Peter

2013-07-01

We conducted a pre-post feasibility trial of Healthy Eating for Life, a theory-based, multimedia English as a second language curriculum that integrates content about healthy nutrition into an English language learning program to decrease cancer health disparities. Teachers in 20 English as a second language classrooms delivered Healthy Eating for Life to 286 adult English as a second language students over one semester. Postintervention data are available for 227 students. The results indicated that Healthy Eating for Life is effective for increasing fruit and vegetable intake as well as knowledge, action planning, and coping planning related to healthy eating. Participants also achieved higher reading scores compared to the state average.

Shared Reading and Television Across the Perinatal Period in Low-SES Households.

PubMed

Hutton, John S; Lin, Li; Gruber, Rachel; Berndsen, Jennifer; DeWitt, Thomas; Van Ginkel, Judith B; Ammerman, Robert T

2017-10-01

The American Academy of Pediatrics recommends that shared reading commence as soon as possible after birth and screen-based media be discouraged for those less than 18 months old. Early routines can predict long-term use and health outcomes. This longitudinal study involved low-socioeconomic status mothers (n = 282) enrolled in home visiting. Surveys were administered prenatally and at 2 months old regarding shared reading and infant television viewing, and health literacy was screened prenatally. Planned age to initiate reading decreased from 2.8 to 1.8 months old, 80% reading by 2 months old, averaging 1 to 3 days per week, with "too busy" being the major barrier. Planned age for infant TV decreased from 13.2 to 4.3 months old, 68% viewing by 2 months old and more than half daily. TV was observed in 70% of infant sleep environments. Health literacy was correlated with perceived developmental benefits of shared reading (positively) and TV viewing (negatively), 43% of mothers scoring at risk for inadequate levels. A majority cited the prenatal period as opportune to discuss reading and TV.

Reading in Subjects with an Oral Cleft: Speech, Hearing and Neuropsychological Skills

PubMed Central

Conrad, Amy L.; McCoy, Thomasin E.; DeVolder, Ian; Richman, Lynn C.; Nopoulos, Peg

2014-01-01

Objective Evaluate speech, hearing, and neuropsychological correlates to reading among children, adolescents and young adults with non-syndromic cleft of the lip and/or palate (NSCL/P). Method All testing was completed in one visit at a Midwestern university hospital. Subjects in both the NSCL/P (n = 80) and control group (n = 62) ranged in age from 7 to 26 years (average age = 17.60 and 17.66, respectively). Subjects completed a battery of standardized tests evaluating intelligence, neuropsychological skills, and word reading. Subjects with NSCL/P also underwent speech assessment and past audiology records were evaluated. Results After controlling for age and SES, subjects with cleft performed significantly worse on a test of word reading. For subjects with cleft, word reading deficits were not associated with measures of speech or hearing, but were correlated with impairments in auditory memory. Conclusions These findings show poorer reading among subjects with NCL/P compared to those without. Further work needs to focus on correlates of reading among subjects with cleft to allow early identification and appropriate intervention/accommodation for those at risk. PMID:24188114

Investigating the Effects of Prompt Characteristics on the Comparability of TOEFL iBT™ Integrated Writing Tasks

ERIC Educational Resources Information Center

Cho, Yeonsuk; Rijmen, Frank; Novák, Jakub

2013-01-01

This study examined the influence of prompt characteristics on the averages of all scores given to test taker responses on the TOEFL iBT[TM] integrated Read-Listen-Write (RLW) writing tasks for multiple administrations from 2005 to 2009. In the context of TOEFL iBT RLW tasks, the prompt consists of a reading passage and a lecture. To understand…

Lee y trabaja: Libro de lectura 2, nivel 1 (Read and Work: Reader 2, Level 1).

ERIC Educational Resources Information Center

Martinez, Emiliano; and Others

This reading textbook, the second of a series, is an anthology of stories designed to relate to the natural interest of the elementary school child. On this level the number of words to memorize is increased (on the average, four per unit) while at the same time, the study of word variants is introduced to begin analysis exercises based on the…

The Effects of Computer Technology in Assisting the Development of Literacy in Young Struggling Readers and Spellers

ERIC Educational Resources Information Center

Fasting, Rolf B.; Lyster, Solveig-Alma Halaas

2005-01-01

The aim of the present study is to evaluate the effect of MultiFunk, a computer program designed to assist reading, on the reading and spelling proficiency of struggling readers. Fifty-two below-average readers and spellers, in grades 5, 6 and 7, were randomly assigned as experimental and control groups (N = 26 + 26). In addition, 114 classmates,…

Executive Functions Contribute Uniquely to Reading Competence in Minority Youth

ERIC Educational Resources Information Center

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

2017-01-01

Competent reading requires various skills beyond those for basic word reading (i.e., core language skills, rapid naming, phonological processing). Contributing "higher-level" or domain-general processes include information processing speed and executive functions (working memory, strategic problem solving, attentional switching).…

Processing changes across reading encounters.

PubMed

Levy, B A; Newell, S; Snyder, J; Timmins, K

1986-10-01

Five experiments examined changes in the processing of a text across reading encounters. Experiment 1 showed that reading speed increased systematically across encounters, with no loss in the extensiveness of analyses of the printed text, as indicated by the ability to detect nonword errors embedded within that passage. Experiment 2 replicated this improved reading fluency with experience and showed that it occurred even with typescript changes across trials, thus indicating that a primed visual operations explanation cannot account for the effect. The third and fourth experiments then extended the study of the familiarity effect to higher level processing, as indicated by the detection of word errors. Familiarity facilitated the detection of these violations at the syntactic-semantic levels. Finally, Experiment 5 showed that these higher level violations continued to be well detected over a series of reading encounters with the same text. The results indicate that prior experience improves reading speed, with no attenuation of analysis of the printed words or of the passage's message.

Reading time allocation strategies and working memory using rapid serial visual presentation.

PubMed

Busler, Jessica N; Lazarte, Alejandro A

2017-09-01

Rapid serial visual presentation (RSVP) is a useful method for controlling the timing of text presentations and studying how readers' characteristics, such as working memory (WM) and reading strategies for time allocation, influence text recall. In the current study, a modified version of RSVP (Moving Window RSVP [MW-RSVP]) was used to induce longer pauses at the ends of clauses and ends of sentences when reading texts with multiple embedded clauses. We studied if WM relates to allocation of time at end of clauses or sentences in a self-paced reading task and in 2 MW-RSVP reading conditions (Constant MW-RSVP and Paused MW-RSVP) in which the reading rate was kept constant or pauses were induced. Higher WM span readers were more affected by the restriction of time allocation in the MW-RSVP conditions. In addition, the recall of both higher and lower WM-span readers benefited from the paused MW-RSVP presentation. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Evaluating the Quantitative Capabilities of Metagenomic Analysis Software.

PubMed

Kerepesi, Csaba; Grolmusz, Vince

2016-05-01

DNA sequencing technologies are applied widely and frequently today to describe metagenomes, i.e., microbial communities in environmental or clinical samples, without the need for culturing them. These technologies usually return short (100-300 base-pairs long) DNA reads, and these reads are processed by metagenomic analysis software that assign phylogenetic composition-information to the dataset. Here we evaluate three metagenomic analysis software (AmphoraNet--a webserver implementation of AMPHORA2--, MG-RAST, and MEGAN5) for their capabilities of assigning quantitative phylogenetic information for the data, describing the frequency of appearance of the microorganisms of the same taxa in the sample. The difficulties of the task arise from the fact that longer genomes produce more reads from the same organism than shorter genomes, and some software assign higher frequencies to species with longer genomes than to those with shorter ones. This phenomenon is called the "genome length bias." Dozens of complex artificial metagenome benchmarks can be found in the literature. Because of the complexity of those benchmarks, it is usually difficult to judge the resistance of a metagenomic software to this "genome length bias." Therefore, we have made a simple benchmark for the evaluation of the "taxon-counting" in a metagenomic sample: we have taken the same number of copies of three full bacterial genomes of different lengths, break them up randomly to short reads of average length of 150 bp, and mixed the reads, creating our simple benchmark. Because of its simplicity, the benchmark is not supposed to serve as a mock metagenome, but if a software fails on that simple task, it will surely fail on most real metagenomes. We applied three software for the benchmark. The ideal quantitative solution would assign the same proportion to the three bacterial taxa. We have found that AMPHORA2/AmphoraNet gave the most accurate results and the other two software were under-performers: they counted quite reliably each short read to their respective taxon, producing the typical genome length bias. The benchmark dataset is available at http://pitgroup.org/static/3RandomGenome-100kavg150bps.fna.

Short read Illumina data for the de novo assembly of a non-model snail species transcriptome (Radix balthica, Basommatophora, Pulmonata), and a comparison of assembler performance

PubMed Central

2011-01-01

Background Until recently, read lengths on the Solexa/Illumina system were too short to reliably assemble transcriptomes without a reference sequence, especially for non-model organisms. However, with read lengths up to 100 nucleotides available in the current version, an assembly without reference genome should be possible. For this study we created an EST data set for the common pond snail Radix balthica by Illumina sequencing of a normalized transcriptome. Performance of three different short read assemblers was compared with respect to: the number of contigs, their length, depth of coverage, their quality in various BLAST searches and the alignment to mitochondrial genes. Results A single sequencing run of a normalized RNA pool resulted in 16,923,850 paired end reads with median read length of 61 bases. The assemblies generated by VELVET, OASES, and SeqMan NGEN differed in the total number of contigs, contig length, the number and quality of gene hits obtained by BLAST searches against various databases, and contig performance in the mt genome comparison. While VELVET produced the highest overall number of contigs, a large fraction of these were of small size (< 200bp), and gave redundant hits in BLAST searches and the mt genome alignment. The best overall contig performance resulted from the NGEN assembly. It produced the second largest number of contigs, which on average were comparable to the OASES contigs but gave the highest number of gene hits in two out of four BLAST searches against different reference databases. A subsequent meta-assembly of the four contig sets resulted in larger contigs, less redundancy and a higher number of BLAST hits. Conclusion Our results document the first de novo transcriptome assembly of a non-model species using Illumina sequencing data. We show that de novo transcriptome assembly using this approach yields results useful for downstream applications, in particular if a meta-assembly of contig sets is used to increase contig quality. These results highlight the ongoing need for improvements in assembly methodology. PMID:21679424

Etiology of the stability of reading difficulties: the longitudinal twin study of reading disabilities.

PubMed

Astrom, Raven L; Wadsworth, Sally J; DeFries, John C

2007-06-01

Results obtained from previous longitudinal studies of reading difficulties indicate that reading deficits are generally stable. However, little is known about the etiology of this stability. Thus, the primary objective of this first longitudinal twin study of reading difficulties is to provide an initial assessment of genetic and environmental influences on the stability of reading deficits. Data were analyzed from a sample of 56 twin pairs, 18 identical (monozygotic, MZ) and 38 fraternal (dizygotic, DZ), in which at least one member of each pair was classified as reading-disabled in the Colorado Learning Disabilities Research Center, and on whom follow-up data were available. The twins were tested at two time points (average age of 10.3 years at initial assessment and 16.1 years at follow-up). A composite measure of reading performance (PIAT Reading Recognition, Reading Comprehension and Spelling) was highly stable, with a stability correlation of .84. Data from the initial time point were first subjected to univariate DeFries-Fulker multiple regression analysis and the resulting estimate of the heritability of the group deficit (h2g) was .84 (+/-.26). When the initial and follow-up data were then fitted to a bivariate extension of the basic DF model, bivariate heritability was estimated at .65, indicating that common genetic influences account for approximately 75% of the stability between reading measures at the two time points.

Comparative analysis of performance in reading and writing of children exposed and not exposed to high sound pressure levels.

PubMed

Santos, Juliana Feitosa dos; Souza, Ana Paula Ramos de; Seligman, Lilian

2013-01-01

To analyze the possible relationships between high sound pressure levels in the classroom and performance in the use of lexical and phonological routes in reading and writing. This consisted on a quantitative and exploratory study. The following measures were carried out: acoustic measurement, using the dosimeter, visual inspection of the external auditory canal, tonal audiometry thresholds, speech recognition tests and acoustic immittance; instrument for evaluation of reading and writing of isolated words. The non-parametric χ² test and Fisher's exact test were used for data analysis. The results of acoustic measurements in 4 schools in Santa Maria divided the sample of 87 children of third and fourth years of primary school, aged 8 to 10 years, in 2 groups. The 1st group was exposed to sound levels higher than 80 dB(A) (Study group) and the 2nd group at levels lower than 80 dB(A) (Control group). Higher prevalence of correct answers in reading and writing of nonwords, reading irregular words and frequency effect were observed. Predominance of correct answers in the writing of irregular words was observed in the Control group. For the Study group, a higher number of type errors neologism in reading and writing were observed, especially regarding the writing of nonwords and the extension effect; fewer errors of lexicalization type and verbal paragraphy in writing were observed. In assessing the reading and writing skills, children in the Study group exposed to high noise levels had poorer performance in the use of lexical and phonological routes, both in reading and in writing.

Computer-assisted reading intervention with a phonics approach for children using cochlear implants or hearing aids.

PubMed

Nakeva von Mentzer, Cecilia; Lyxell, Björn; Sahlén, Birgitta; Dahlström, Orjan; Lindgren, Magnus; Ors, Marianne; Kallioinen, Petter; Uhlén, Inger

2014-10-01

The present study examined computer-assisted reading intervention with a phonics approach for deaf and hard of hearing (DHH) children in Sweden using cochlear implants or hearing aids, or a combination of both. The study included 48 children, 5, 6 and 7 years of age. Sixteen children with normal hearing (NH) served as a reference group. The first purpose of the study was to compare NH and DHH children's reading ability at pre and post-intervention. The second purpose was to investigate effects of the intervention. Cognitive and demographic factors were analyzed in relation to reading improvement. Results showed no statistically significant difference for reading ability at the group level, although NH children showed overall higher reading scores at both test points. Age comparisons revealed a statistically significant higher reading ability in the NH 7-year-olds compared to the DHH 7-year-olds. The intervention proved successful for word decoding accuracy, passage comprehension and as a reduction of nonword decoding errors in both NH and DHH children. Reading improvement was associated with complex working memory and phonological processing skills in NH children. Correspondent associations were observed with visual working memory and letter knowledge in the DHH children. Age was the only demographic factor that was significantly correlated with reading improvement. The results suggest that DHH children's beginning reading may be influenced by visual strategies that might explain the reading delay in the older children. © 2014 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Mammography Patient Information at Hospital Websites: Most Neither Comprehensible Nor Guideline Supported.

PubMed

Sadigh, Gelareh; Singh, Kush; Gilbert, Kirven; Khan, Ramsha; Duszak, Abigail M; Duszak, Richard

2016-11-01

Ongoing controversy regarding screening mammography guidelines has created confusion for many patients. Given recommendations that patient educational material be prepared at or below the 7th grade reading level of average Americans, the purpose of this study was to assess the readability of online mammography information offered by hospitals nationwide. During 2015, online mammography patient educational materials were identified for all Medicare-recognized hospitals nationwide for which screening mammography metrics were publicly available. Patient educational materials were assessed using six validated readability score algorithms. All references to official screening guidelines were captured. Of 4105 hospitals nationwide, 3252 had websites and confirmable screening mammography services. Of those, 1753 (54%) offered mammography information material online. Only 919 (28%) referenced any professional society guidelines. After excluding information not formatted in HTML and shorter than 100 words (to improve algorithm reliability), 1524 hospital mammography webpages were assessed for grade level scores. Nationally, the mean of each readability score for all hospitals varied between the 10th and 14th grade levels, all higher than the recommended 7th grade level (p < 0.001). At the individual hospital level, only 14 hospitals (0.4%) had mean scores at or below the 7th grade level. Of U.S. hospitals that offer screening mammography and have websites, only 54% provide online mammography educational material. Of those, only 0.4% present information at a reading level comprehensible to average Americans, and only 28% offer specific information to help patients reconcile conflicting guidelines. Health systems offering mammography should strive to better meet women's health information and literacy needs.

Can Patients Comprehend the Educational Materials that Hospitals Provide about Common IR Procedures?

PubMed

Sadigh, Gelareh; Hawkins, C Matthew; O'Keefe, John J; Khan, Ramsha; Duszak, Richard

2015-08-01

To assess the readability of online education materials offered by hospitals describing commonly performed interventional radiology (IR) procedures. Online patient education materials from 402 hospitals selected from the Medicare Hospital Compare database were assessed. The presence of an IR service was determined by representation in the Society of Interventional Radiology physician finder directory. Patient online education materials about (i) uterine artery embolization for fibroid tumors, (ii) liver cancer embolization, (iii) varicose vein treatment, (iv) central venous access, (v) inferior vena cava (IVC) filter placement, (vi) nephrostomy tube insertion, (vii) gastrostomy tube placement, and (viii) vertebral augmentation were targeted and assessed by using six validated readability scoring systems. Of 402 hospitals sampled, 156 (39%) were presumed to offer IR services. Of these, 119 (76%) offered online patient education material for one or more of the eight service lines. The average readability scores corresponding to grade varied between the ninth- and 12th-grade levels. All were higher than the recommended seventh-grade level (P < .05) except for nephrostomy and gastrostomy tube placement. Average Flesch-Kincaid Reading Ease scores ranged from 42 to 69, corresponding with fairly difficult to difficult readability for all service lines except IVC filter and gastrostomy tube placement, which corresponded with standard readability. A majority of hospitals offering IR services provide at least some online patient education material. Most, however, are written significantly above the reading comprehension level of most Americans. More attention to health literacy by hospitals and IR physicians is warranted. Copyright © 2015 SIR. Published by Elsevier Inc. All rights reserved.

Developing Higher Order Reading Comprehension Skills in the Learning Disabled Student: A Non-Basal Approach.

ERIC Educational Resources Information Center

Solomon, Sheila

This practicum study evaluated a non-basal, multidisciplinary, multisensory approach to teaching higher order reading comprehension skills to eight fifth-grade learning-disabled students from low socioeconomic minority group backgrounds. The four comprehension skills were: (1) identifying the main idea; (2) determining cause and effect; (3) making…

The Use of the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests in the Diagnosis of a Learning Disability in Reading: A Caveat.

ERIC Educational Resources Information Center

Caskey, William E., Jr.

1985-01-01

Using a counterbalanced order, 34 learning disabled students were given the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests. When scores in reading recognition and comprehension subtests were compared, Peabody scores were higher, indicating that fewer students were certifiable as learning disabled by Peabody scores than…

Beach Books: 2011-2012. What Do Colleges and Universities Want Students to Read outside Class?

ERIC Educational Resources Information Center

Thorne, Ashley

2011-01-01

What books do colleges and universities assign as common reading? What themes do the books contain? Are they old books or recent ones? What kinds of colleges and universities have common reading programs? What does a typical common reading program look like? What does all this tell us about the state of American higher education today? To find…

Reading Strategies to Develop Higher Thinking Skills for Reading Comprehension (Estrategias de lectura para el desarrollo de habilidades de pensamiento para la comprensión de lectura)

ERIC Educational Resources Information Center

Echeverri Acosta, Luz Marina; McNulty Ferri, Maria

2010-01-01

This paper reports an action research project which examined the foreign language reading comprehension of public school eighth graders who experienced a directed reading-thinking approach with strategies for comprehension and application. The strategies used were prediction, prior knowledge, graphic organizers, and questions. Data analyzed…

The Nation's Report Card Mathematics 2011 State Snapshot Report. Minnesota. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other…

Readers' Use of Analogic and Visual Aids for Understanding and Remembering Complex Prose.

ERIC Educational Resources Information Center

Hayes, David A.

A study researched the differential uses readers make of analogic and visual prompts for understanding and remembering complex prose. Fifty-two eleventh grade students with average and above average reading ability enrolled in a comprehensive high school in central Georgia participated in the study. They were ranked according to their ability to…

The Nation's Report Card Mathematics 2011 State Snapshot Report. Idaho. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other…

The Nation's Report Card Mathematics 2011 State Snapshot Report. New Hampshire. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other…

The Nation's Report Card Mathematics 2011 State Snapshot Report. Hawaii. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other…

Lexical Tone Awareness among Chinese Children with Developmental Dyslexia

ERIC Educational Resources Information Center

Li, Wing-Sze; Ho, Connie Suk-Han

2011-01-01

This study examined the extent and nature of lexical tone deficit in Chinese developmental dyslexia. Twenty Cantonese-speaking Chinese dyslexic children (mean age 8 ; 11) were compared to twenty average readers of the same age (CA control group, mean age 8 ; 11), and another twenty younger average readers of the same word reading level (RL control…

High-throughput SNP genotyping of historical and modern samples of five bird species via sequence capture of ultraconserved elements.

PubMed

Lim, Haw Chuan; Braun, Michael J

2016-09-01

Sample availability limits population genetics research on many species, especially taxa from regions with high diversity. However, many such species are well represented in museum collections assembled before the molecular era. Development of techniques to recover genetic data from these invaluable specimens will benefit biodiversity science. Using a mixture of freshly preserved and historical tissue samples, and a sequence capture probe set targeting >5000 loci, we produced high-confidence genotype calls on thousands of single nucleotide polymorphisms (SNPs) in each of five South-East Asian bird species and their close relatives (N = 27-43). On average, 66.2% of the reads mapped to the pseudo-reference genome of each species. Of these mapped reads, an average of 52.7% was identified as PCR or optical duplicates. We achieved deeper effective sequencing for historical samples (122.7×) compared to modern samples (23.5×). The number of nucleotide sites with at least 8× sequencing depth was high, with averages ranging from 0.89 × 10(6)  bp (Arachnothera, modern samples) to 1.98 × 10(6)  bp (Stachyris, modern samples). Linear regression revealed that the amount of sequence data obtained from each historical sample (represented by per cent of the pseudo-reference genome recovered with ≥8× sequencing depth) was positively and significantly (P ≤ 0.013) related to how recently the sample was collected. We observed characteristic post-mortem damage in the DNA of historical samples. However, we were able to reduce the error rate significantly by truncating ends of reads during read mapping (local alignment) and conducting stringent SNP and genotype filtering. © 2016 John Wiley & Sons Ltd.

I Hear You Eat and Speak: Automatic Recognition of Eating Condition and Food Type, Use-Cases, and Impact on ASR Performance

PubMed Central

Hantke, Simone; Weninger, Felix; Kurle, Richard; Ringeval, Fabien; Batliner, Anton; Mousa, Amr El-Desoky; Schuller, Björn

2016-01-01

We propose a new recognition task in the area of computational paralinguistics: automatic recognition of eating conditions in speech, i. e., whether people are eating while speaking, and what they are eating. To this end, we introduce the audio-visual iHEARu-EAT database featuring 1.6 k utterances of 30 subjects (mean age: 26.1 years, standard deviation: 2.66 years, gender balanced, German speakers), six types of food (Apple, Nectarine, Banana, Haribo Smurfs, Biscuit, and Crisps), and read as well as spontaneous speech, which is made publicly available for research purposes. We start with demonstrating that for automatic speech recognition (ASR), it pays off to know whether speakers are eating or not. We also propose automatic classification both by brute-forcing of low-level acoustic features as well as higher-level features related to intelligibility, obtained from an Automatic Speech Recogniser. Prediction of the eating condition was performed with a Support Vector Machine (SVM) classifier employed in a leave-one-speaker-out evaluation framework. Results show that the binary prediction of eating condition (i. e., eating or not eating) can be easily solved independently of the speaking condition; the obtained average recalls are all above 90%. Low-level acoustic features provide the best performance on spontaneous speech, which reaches up to 62.3% average recall for multi-way classification of the eating condition, i. e., discriminating the six types of food, as well as not eating. The early fusion of features related to intelligibility with the brute-forced acoustic feature set improves the performance on read speech, reaching a 66.4% average recall for the multi-way classification task. Analysing features and classifier errors leads to a suitable ordinal scale for eating conditions, on which automatic regression can be performed with up to 56.2% determination coefficient. PMID:27176486

Ambulatory blood pressure monitoring: Is 24 hours necessary?

PubMed

Vornovitsky, Michael; McClintic, Benjamin R; Beck, G Ronald; Bisognano, John D

2013-01-01

The variability of blood pressure (BP) makes any single measurement a poor indicator of a patient's true BP. Multiple studies have confirmed the superiority of ambulatory BP measurements over clinic BP measurements in predicting cardiovascular risk; however, this method presents the problem of patient acceptance as it causes frequent arm discomfort and sleep disturbance. We hypothesized that 6 h of daytime BP measurements would result in slightly higher BP readings, yet reveal similar clinical decision making when compared to 24 h of BP measurements. The source for writing this article was a retrospective analysis of 30 patients who underwent ambulatory BP monitoring. Data obtained included: age, sex, ethnicity, baseline medical problems, medications, laboratory values, reason given for ordering 24-h ambulatory BP measurements, ambulatory BP measurements, and a subsequent decision to change medication. The average BP of the 24-h measurements was 127/75 mm Hg and the average BP of the 6-h daytime measurements was 131/79 mm Hg (SD 15, p = 0.009). Twenty-six out of 30 patients were at goal or pre-hypertensive. Two out of 30 patients had stage 1 hypertension and 2 out of 30 patients had stage 2 hypertension. Thirteen out of 30 patients had nocturnal dipping. Twelve out of 30 patients had a change in medication, but those changes were not associated with the presence or absence of nocturnal dipping (p = 0.5) or other factors beyond mean BP. Although there was a statistically significant, 4 mm Hg systolic difference between 24-h and 6-h average BP readings, there was no evidence that this difference led to changes in clinical management. The presence or absence of nocturnal dipping was not associated with a change in medication. We conclude that 6-h daytime ambulatory BP measurements provide sufficient information to guide clinical decision making without the problems of patient acceptance, arm discomfort, and sleep disturbance associated with 24-h BP measurements.

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.

Reading motivation, reading amount, and text comprehension in deaf and hearing adults.

PubMed

Parault, Susan J; Williams, Heather M

2010-01-01

The purpose of this study is to examine the relationship between the variables of reading motivation, reading amount, and text comprehension in deaf and hearing adults. Research has shown that less than 50% of deaf students leave high school reading at or above a fourth-grade level (Allen, 1994). Our question is, how does this affect the levels of reading motivation and amount of reading in which deaf adults engage? Assessments of 30 hearing and 24 deaf adults showed that deaf participants reported significantly higher levels of reading motivation despite having been found to read at less than a sixth-grade level. No significant difference in the amount of reading between hearing and deaf adults was found. Amount of reading for personal reasons was found to be the best predictor of text comprehension in the deaf participants, and intrinsic motivation was found to be the best predictor of amount of reading in the deaf participants.

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

PubMed

Pham, Andy V; Hasson, Ramzi M

2014-08-01

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

Analysis tool and methodology design for electronic vibration stress understanding and prediction

NASA Astrophysics Data System (ADS)

Hsieh, Sheng-Jen; Crane, Robert L.; Sathish, Shamachary

2005-03-01

The objectives of this research were to (1) understand the impact of vibration on electronic components under ultrasound excitation; (2) model the thermal profile presented under vibration stress; and (3) predict stress level given a thermal profile of an electronic component. Research tasks included: (1) retrofit of current ultrasonic/infrared nondestructive testing system with sensory devices for temperature readings; (2) design of software tool to process images acquired from the ultrasonic/infrared system; (3) developing hypotheses and conducting experiments; and (4) modeling and evaluation of electronic vibration stress levels using a neural network model. Results suggest that (1) an ultrasonic/infrared system can be used to mimic short burst high vibration loads for electronics components; (2) temperature readings for electronic components under vibration stress are consistent and repeatable; (3) as stress load and excitation time increase, temperature differences also increase; (4) components that are subjected to a relatively high pre-stress load, followed by a normal operating load, have a higher heating rate and lower cooling rate. These findings are based on grayscale changes in images captured during experimentation. Discriminating variables and a neural network model were designed to predict stress levels given temperature and/or grayscale readings. Preliminary results suggest a 15.3% error when using grayscale change rate and 12.8% error when using average heating rate within the neural network model. Data were obtained from a high stress point (the corner) of the chip.

Profiles of Motivation for Reading Among African American and Caucasian Students

PubMed Central

Guthrie, John T.; Coddington, Cassandra S.; Wigfield, Allan

2009-01-01

Previous research has investigated motivations for reading by examining positive, or affirming, motivations including intrinsic motivation and self-efficacy. Related to them, we examined two negative, or undermining, motivations consisting of avoidance and perceived difficulty. We proposed that the motivations of intrinsic motivation and avoidance are relatively independent, and thus, can be combined to form meaningful profiles consisting of: avid, ambivalent, apathetic, and averse readers. With Grade 5 students we found that these motivations were relatively independent for both Caucasian and African American students. The two motivations uniquely explained a significant proportion of variance in reading comprehension and other cognitive reading variables. Although intrinsic motivation was stronger for Caucasians, avoidance was stronger for African Americans. The profile of the African American students contained higher proportions of averse and ambivalent readers than the Caucasian profile. The profile of avid readers showed higher reading achievement than the other profiles. PMID:19960100

MIL3DAE

Atmospheric Science Data Center

2018-04-19

... Earthdata Search   Parameters:  Average aerosol optical depth Order Data:  MISR Order Tool:  Order ... Readme Files:  Processing Status:  Aerosol/Land Production Report:  Daily Read Software ...

Online palliative care and oncology patient education resources through Google: Do they meet national health literacy recommendations?

PubMed

Prabhu, Arpan V; Crihalmeanu, Tudor; Hansberry, David R; Agarwal, Nitin; Glaser, Christine; Clump, David A; Heron, Dwight E; Beriwal, Sushil

The Google search engine is a resource commonly used by patients to access health-related patient education information. The American Medical Association and National Institutes of Health recommend that patient education resources be written at a level between the third and seventh grade reading levels. We assessed the readability levels of online palliative care patient education resources using 10 readability algorithms widely accepted in the medical literature. In October 2016, searches were conducted for 10 individual terms pertaining to palliative care and oncology using the Google search engine; the first 10 articles written for the public for each term were downloaded for a total of 100 articles. The terms included palliative care, hospice, advance directive, cancer pain management, treatment of metastatic disease, treatment of brain metastasis, treatment of bone metastasis, palliative radiation therapy, palliative chemotherapy, and end-of-life care. We determined the average reading level of the articles by readability scale and Web site domain. Nine readability assessments with scores equivalent to academic grade level found that the 100 palliative care education articles were collectively written at a 12.1 reading level (standard deviation, 2.1; range, 7.6-17.3). Zero articles were written below a seventh grade level. Forty-nine (49%) articles were written above a high school graduate reading level. The Flesch Reading Ease scale classified the articles as "difficult" to read with a score of 45.6 of 100. The articles were collected from 62 Web site domains. Seven domains were accessed 3 or more times; among these, www.mskcc.org had the highest average reading level at a 14.5 grade level (standard deviation, 1.4; range, 13.4-16.1). Most palliative care education articles readily available on Google are written above national health literacy recommendations. There is need to revise these resources to allow patients and their families to derive the most benefit from these materials. Copyright © 2017 729. Published by Elsevier Inc. All rights reserved.

The woodcock reading mastery test: impact of normative changes.

PubMed

Pae, Hye Kyeong; Wise, Justin C; Cirino, Paul T; Sevcik, Rose A; Lovett, Maureen W; Wolf, Maryanne; Morris, Robin D

2005-09-01

This study examined the magnitude of differences in standard scores, convergent validity, and concurrent validity when an individual's performance was gauged using the revised and the normative update (Woodcock, 1998) editions of the Woodcock Reading Mastery Test in which the actual test items remained identical but norms have been updated. From three metropolitan areas, 899 first to third grade students referred by their teachers for a reading intervention program participated. Results showed the inverse Flynn effect, indicating systematic inflation averaging 5 to 9 standard score points, regardless of gender, IQ, city site, or ethnicity, when calculated using the updated norms. Inflation was greater at lower raw score levels. Implications for using the updated norms for identifying children with reading disabilities and changing norms during an ongoing study are discussed.

Depression and literacy are important factors for missed appointments.

PubMed

Miller-Matero, Lisa Renee; Clark, Kalin Burkhardt; Brescacin, Carly; Dubaybo, Hala; Willens, David E

2016-09-01

Multiple variables are related to missed clinic appointments. However, the prevalence of missed appointments is still high suggesting other factors may play a role. The purpose of this study was to investigate the relationship between missed appointments and multiple variables simultaneously across a health care system, including patient demographics, psychiatric symptoms, cognitive functioning and literacy status. Chart reviews were conducted on 147 consecutive patients who were seen by a primary care psychologist over a six month period and completed measures to determine levels of depression, anxiety, sleep, cognitive functioning and health literacy. Demographic information and rates of missed appointments were also collected from charts. The average rate of missed appointments was 15.38%. In univariate analyses, factors related to higher rates of missed appointments included younger age (p = .03), lower income (p = .05), probable depression (p = .05), sleep difficulty (p = .05) and limited reading ability (p = .003). There were trends for a higher rate of missed appointments for patients identifying as black (p = .06), government insurance (p = .06) and limited math ability (p = .06). In a multivariate model, probable depression (p = .02) and limited reading ability (p = .003) were the only independent predictors. Depression and literacy status may be the most important factors associated with missed appointments. Implications are discussed including regular screening for depression and literacy status as well as interventions that can be utilized to help improve the rate of missed appointments.

Analysis of Textual Features of a New Reading Comprehension Assessment: MOCCA

ERIC Educational Resources Information Center

Seipel, Ben; Biancarosa, Gina; Carlson, Sarah; Davison, Mark

2015-01-01

Previous research has established two types of struggling readers: those who struggle with lower-level reading skills and those who struggle with higher-level reading skills (Cain & Oakhill, 2006; Perfetti, 2007). The latter group is commonly termed "poor comprehenders": readers who exhibit poor comprehension compared to peers with…

Relationships among Learner Characteristics and Adolescents' Perceptions about Reading Strategy Use

ERIC Educational Resources Information Center

Cantrell, Susan Chambers; Carter, Janis C.

2009-01-01

This study investigates relationships among adolescent students' perceived use of academic reading strategies and reading achievement, age, and gender. Good readers reported using global and problem-solving strategies to a greater extent than poor readers. Surface-level problem-solving strategies were more strongly related to higher reading…

Reading, Writing, and Animation in Character Learning in Chinese as a Foreign Language

ERIC Educational Resources Information Center

Xu, Yi; Chang, Li-Yun; Zhang, Juan; Perfetti, Charles A.

2013-01-01

Previous studies suggest that writing helps reading development in Chinese in both first and second language settings by enabling higher-quality orthographic representation of the characters. This study investigated the comparative effectiveness of reading, animation, and writing in developing foreign language learners' orthographic knowledge…

Effect of Piracetam on Dyslexic's Reading Ability.

ERIC Educational Resources Information Center

Wilsher, C.; And Others

1985-01-01

Forty-six dyslexic boys (aged eight to 13) were administered Piracetam or placebo in a double-blind, parallel experiment. Although, overall, there were no significant group effects, the within-subject design revealed improvements in reading speed and accuracy in Piracetam Ss. Dyslexics with higher reading ages improved significantly compared to…

Making Textbook Reading Meaningful

ERIC Educational Resources Information Center

Guthrie, John T.; Klauda, Susan Lutz

2012-01-01

When students enter middle school, they are confronted with the necessity of learning from complex content-area textbooks. Many students find these texts boring, and they may lack the higher-order reading comprehension skills they need to tackle complex text. Yet the ability to read informational text is essential to success in middle school and…

Engaging Children with Autism in Shared Book Reading: Strategies for Parents

ERIC Educational Resources Information Center

Fleury, Veronica P.

2015-01-01

The presence of a developmental disability has been associated with failures in learning to read (Landgren, Kjellman, & Gillberg, 2003). Given that children with disabilities are at higher risk for reading difficulties, it is especially important that they receive repeated opportunities to develop emergent skills--particularly oral language,…

Perceptions of Community College Students and Faculty on Persistence in Developmental Reading

ERIC Educational Resources Information Center

Aofrate, Lisa H.

2016-01-01

Attrition for entry-level, non-traditional college students taking developmental reading courses is a concern for higher education institutions. Students need to complete basic developmental reading courses in order to progress in their vocational or collegiate studies. This phenomenological study followed a social constructivist approach to…

Proceedings of the Asian Reading Conference (Tokyo, Japan, August 3-4, 1993).

ERIC Educational Resources Information Center

Japan Reading Association, Tokyo.

This proceedings of the 1993 Asian Reading Conference contains the following 20 papers: "Adverse Effects of Lower Cognitive Processing Capacity on Achievement: What Can We Do?" (James M. Furukawa); "The Impact of Foreign Language Literacy on Higher Education in Thailand" (Uthai Piromruen); "Reading Achievement of Students…

AlignerBoost: A Generalized Software Toolkit for Boosting Next-Gen Sequencing Mapping Accuracy Using a Bayesian-Based Mapping Quality Framework.

PubMed

Zheng, Qi; Grice, Elizabeth A

2016-10-01

Accurate mapping of next-generation sequencing (NGS) reads to reference genomes is crucial for almost all NGS applications and downstream analyses. Various repetitive elements in human and other higher eukaryotic genomes contribute in large part to ambiguously (non-uniquely) mapped reads. Most available NGS aligners attempt to address this by either removing all non-uniquely mapping reads, or reporting one random or "best" hit based on simple heuristics. Accurate estimation of the mapping quality of NGS reads is therefore critical albeit completely lacking at present. Here we developed a generalized software toolkit "AlignerBoost", which utilizes a Bayesian-based framework to accurately estimate mapping quality of ambiguously mapped NGS reads. We tested AlignerBoost with both simulated and real DNA-seq and RNA-seq datasets at various thresholds. In most cases, but especially for reads falling within repetitive regions, AlignerBoost dramatically increases the mapping precision of modern NGS aligners without significantly compromising the sensitivity even without mapping quality filters. When using higher mapping quality cutoffs, AlignerBoost achieves a much lower false mapping rate while exhibiting comparable or higher sensitivity compared to the aligner default modes, therefore significantly boosting the detection power of NGS aligners even using extreme thresholds. AlignerBoost is also SNP-aware, and higher quality alignments can be achieved if provided with known SNPs. AlignerBoost's algorithm is computationally efficient, and can process one million alignments within 30 seconds on a typical desktop computer. AlignerBoost is implemented as a uniform Java application and is freely available at https://github.com/Grice-Lab/AlignerBoost.

Television viewing, computer game play and book reading during meals are predictors of meal skipping in a cross-sectional sample of 12-, 14- and 16-year-olds.

PubMed

Custers, Kathleen; Van den Bulck, Jan

2010-04-01

To examine whether television viewing, computer game playing or book reading during meals predicts meal skipping with the aim of watching television, playing computer games or reading books (media meal skipping). A cross-sectional study was conducted using a standardized self-administered questionnaire. Analyses were controlled for age, gender and BMI. Data were obtained from a random sample of adolescents in Flanders, Belgium. Seven hundred and ten participants aged 12, 14 and 16 years. Of the participants, 11.8 % skipped meals to watch television, 10.5 % skipped meals to play computer games and 8.2 % skipped meals to read books. Compared with those who did not use these media during meals, the risk of skipping meals in order to watch television was significantly higher for those children who watched television during meals (2.9 times higher in those who watched television during at least one meal a day). The risk of skipping meals for computer game playing was 9.5 times higher in those who played computer games weekly or more while eating, and the risk of meal skipping in order to read books was 22.9 times higher in those who read books during meals less than weekly. The more meals the respondents ate with the entire family, the less likely they were to skip meals to watch television. The use of media during meals predicts meal skipping for using that same medium. Family meals appear to be inversely related to meal skipping for television viewing.

A proposed new handbook for the Federal Emergency Management Agency: Radiation safety in shelters

NASA Astrophysics Data System (ADS)

Haaland, C. M.

1981-09-01

A proposed replacement for the portion of the current Handbook for Radiological Monitoring that deals with protection of people in shelters from radiation from fallout resulting from nuclear war is presented. Basic information at a high school level is given on how to detect nuclear radiation, how to find and improve the safest places in a shelter, the necessity for and how to keep records on individual radiation exposures, and how to minimize exposures. Several procedures are introduced, some of which are based more on theoretical considerations than on actual experiments. These procedures include: (1) the method of time averaging radiation readings taken with one instrument in different locations of a large shelter while fallout is coming down and radiation levels ar climbing too rapidly for direct comparison of readings to determine the safest location; (2) the method of using one's own body to obtain directionality in radiation readings taken with a standard Civil Defense survey meter; (3) the method of using mutual shielding to reduce the average radiation exposure to shelter occupants; and (4) the ratio method for estimating radiation levels in hazardous areas.

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.

A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity

ERIC Educational Resources Information Center

McIntyre, Nancy S.; Solari, Emily J.; Grimm, Ryan P.; E. Lerro, Lindsay; E. Gonzales, Joseph; Mundy, Peter C.

2017-01-01

The goal of this study was to identify unique profiles of readers in a sample of 8-16 year olds with higher functioning autism spectrum disorders (HFASD) and examine the profiles in relation to ASD symptom severity. Eighty-one students were assessed utilizing a comprehensive reading battery that included basic word reading, language, and…

A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relations to Autism Symptom Severity

ERIC Educational Resources Information Center

McIntyre, Nancy S.; Solari, Emily J.; Grimm, Ryan P.; Lerro, Lindsay E.; Gonzalez, Joseph E.; Mundy, Peter C.

2017-01-01

The goal of this study was to identify unique profiles of readers in a sample of 8-16 year olds with higher functioning autism spectrum disorders (HFASD) and examine the profiles in relation to ASD symptom severity. Eighty-one students were assessed utilizing a comprehensive reading battery that included basic word reading, language, and…

Examining the Lived Experience of Students with Reading Comprehension Learning Disabilities and the Perceived Value of the Accommodations Received

ERIC Educational Resources Information Center

Dodge, Katie M.

2012-01-01

Students with learning disabilities, including a reading comprehension learning disability, are attending higher education institutions at an increasing rate. As a result, higher education institutions will need to be prepared to accommodate these students, especially with those accommodations perceived as most valuable by the students who use…

Impact of low vision care on reading performance in children with multiple disabilities and visual impairment

PubMed Central

Ramani, Krishna Kumar; Police, Shailaja Reddy; Jacob, Namita

2014-01-01

Background: Lack of evidence in literature to show low vision care enhances the reading performance in children with Multiple Disabilities and Visual Impairment (MDVI). Aim: To evaluate the effectiveness of Low Vision Care intervention on the reading performance of children with MDVI. Materials and Methods: Three subjects who were diagnosed to have cerebral palsy and visual impairment, studying in a special school were recruited for the study. All of them underwent detailed eye examination and low vision care evaluation at a tertiary eye care hospital. A single subject multiple baseline (study) design was adopted and the study period was 16 weeks. The reading performance (reading speed, reading accuracy, reading fluency) was evaluated during the baseline phase and the intervention phase. The median of all the reading parameters for each week was noted. The trend of the reading performance was graphically represented in both the phases. Results: Reading speed increased by 37 Word per minute, 37 Letters per minute and 5 letters per minute for the subject 1, 2 and 3 respectively after the intervention. Reading accuracy was 84%, 91% and 86.4% at the end of the baseline period and 98.7%, 98.4% and 99% at the end of 16 weeks for subject 1, 2 and 3 respectively. Average reading fluency score was 8.3, 7.1 and 5.5 in the baseline period and 10.2, 10.2 and 8.7 in the intervention period. Conclusion: This study shows evidence of noticeable improvement in reading performance of children with MDVI using a novel study design. PMID:23619499

Assessment of the Apple iPad as a low-vision reading aid.

PubMed

Morrice, E; Johnson, A P; Marinier, J-A; Wittich, W

2017-06-01

PurposeLow-vision clients frequently report having problems with reading. Using magnification, reading performance (as measured by reading speed) can be improved by up to 200%. Current magnification aids can be expensive or bulky; therefore, we explored if the Apple iPad offers comparable performance in improving reading speeds, in comparison with a closed-circuit television (CCTV) video magnifier, or other magnification devices.MethodsWe recruited 100 participants between the ages of 24-97 years, with low vision who were literate and cognitively capable, of whom 57 had age-related macular degeneration. To assess reading, participants read standardized iReST texts and were tested for comprehension. We compared reading speed on the Apple iPad (10 inch) with that of the CCTV, home magnification devices, and baseline measures.ResultsAll assistive devices improved reading rates in comparison to baseline (P<0.001, Hedge's g>1), however, there was no difference in improvement across devices (P>0.05, Hedge's g<0.1). When experience was taken into account, those with iPad experience read, on average, 30 words per minute faster than first time iPad users, whereas CCTV experience did not influence reading speed.ConclusionsIn our sample, the Apple iPad was as effective as currently used technologies for improving reading rates. Moreover, exposure to, and experience with the Apple iPad might increase reading speed with that device. A larger sample size, however, is needed to do subgroup analysis on who would optimally benefit from each type of magnification device.

Impact of low vision care on reading performance in children with multiple disabilities and visual impairment.

PubMed

Ramani, Krishna Kumar; Police, Shailaja Reddy; Jacob, Namita

2014-02-01

Lack of evidence in literature to show low vision care enhances the reading performance in children with Multiple Disabilities and Visual Impairment (MDVI). To evaluate the effectiveness of Low Vision Care intervention on the reading performance of children with MDVI. Three subjects who were diagnosed to have cerebral palsy and visual impairment, studying in a special school were recruited for the study. All of them underwent detailed eye examination and low vision care evaluation at a tertiary eye care hospital. A single subject multiple baseline (study) design was adopted and the study period was 16 weeks. The reading performance (reading speed, reading accuracy, reading fluency) was evaluated during the baseline phase and the intervention phase. The median of all the reading parameters for each week was noted. The trend of the reading performance was graphically represented in both the phases. Reading speed increased by 37 Word per minute, 37 Letters per minute and 5 letters per minute for the subject 1, 2 and 3 respectively after the intervention. Reading accuracy was 84%, 91% and 86.4% at the end of the baseline period and 98.7%, 98.4% and 99% at the end of 16 weeks for subject 1, 2 and 3 respectively. Average reading fluency score was 8.3, 7.1 and 5.5 in the baseline period and 10.2, 10.2 and 8.7 in the intervention period. This study shows evidence of noticeable improvement in reading performance of children with MDVI using a novel study design.

Assessment of the Apple iPad as a low-vision reading aid

PubMed Central

Morrice, E; Johnson, A P; Marinier, J-A; Wittich, W

2017-01-01

Purpose Low-vision clients frequently report having problems with reading. Using magnification, reading performance (as measured by reading speed) can be improved by up to 200%. Current magnification aids can be expensive or bulky; therefore, we explored if the Apple iPad offers comparable performance in improving reading speeds, in comparison with a closed-circuit television (CCTV) video magnifier, or other magnification devices. Methods We recruited 100 participants between the ages of 24–97 years, with low vision who were literate and cognitively capable, of whom 57 had age-related macular degeneration. To assess reading, participants read standardized iReST texts and were tested for comprehension. We compared reading speed on the Apple iPad (10 inch) with that of the CCTV, home magnification devices, and baseline measures. Results All assistive devices improved reading rates in comparison to baseline (P<0.001, Hedge’s g>1), however, there was no difference in improvement across devices (P>0.05, Hedge’s g<0.1). When experience was taken into account, those with iPad experience read, on average, 30 words per minute faster than first time iPad users, whereas CCTV experience did not influence reading speed. Conclusions In our sample, the Apple iPad was as effective as currently used technologies for improving reading rates. Moreover, exposure to, and experience with the Apple iPad might increase reading speed with that device. A larger sample size, however, is needed to do subgroup analysis on who would optimally benefit from each type of magnification device. PMID:28157222

The Effect of Baby Books on Mothers’ Reading Beliefs and Reading Practices

PubMed Central

Auger, Anamarie; Reich, Stephanie M.; Penner, Emily K.

2014-01-01

The impact of a baby book intervention on promoting positive reading beliefs and increasing reading frequency for low-income, new mothers (n = 167) was examined. The Baby Books Project randomly assigned low-income, first-time mothers to one of three study conditions, receiving educational books, non-educational books, or no books, during pregnancy and over the first year of parenthood. Home-based data collection occurred through pregnancy until 18 months post-partum. Mothers who received free baby books had higher beliefs about the importance of reading, the value of having resources to support reading, and the importance of verbal participation during reading. The results showed that providing any type of baby books to mothers positively influenced maternal reading beliefs, but did not increase infant-mother reading practices. Maternal reading beliefs across all three groups were significantly associated with self-reported reading frequency when children were at least 12 months of age. PMID:25264394

Enhancement of MS2D Bartington point measurement of soil magnetic susceptibility

NASA Astrophysics Data System (ADS)

Fabijańczyk, Piotr; Zawadzki, Jarosław

2015-04-01

Field magnetometry is fast method used to assess the potential soil pollution. The most popular device used to measure the soil magnetic susceptibility on the soil surface is a MS2D Bartington. Single reading using MS2D device of soil magnetic susceptibility is low time-consuming but often characterized by considerable errors related to the instrument or environmental and lithogenic factors. Typically, in order to calculate the reliable average value of soil magnetic susceptibility, a series of MS2D readings is performed in the sample point. As it was analyzed previously, such methodology makes it possible to significantly reduce the nugget effect of the variograms of soil magnetic susceptibility that is related to the micro-scale variance and measurement errors. The goal of this study was to optimize the process of taking a series of MS2D readings, whose average value constitutes a single measurement, in order to take into account micro-scale variations of soil magnetic susceptibility in proper determination of this parameter. This was done using statistical and geostatistical analyses. The analyses were performed using field MS2D measurements that were carried out in the study area located in the direct vicinity of the Katowice agglomeration. At 150 sample points 10 MS2D readings of soil magnetic susceptibility were taken. Using this data set, series of experimental variograms were calculated and modeled. Firstly, using single random MS2D reading for each sample point, and next using the data set increased by adding one more MS2D reading, until their number reached 10. The parameters of variogram: nugget effect, sill and range of correlation were used to determine the most suitable number of MS2D readings at sample point. The distributions of soil magnetic susceptibility at sample point were also analyzed in order to determine adequate number of readings enabling to calculate reliable average soil magnetic susceptibility. The research leading to these results has received funding from the Polish-Norwegian Research Programme operated by the National Centre for Research and Development under the Norwegian Financial Mechanism 2009-2014 in the frame of Project IMPACT - Contract No Pol-Nor/199338/45/2013. References: Zawadzki J., Magiera T., Fabijańczyk P., 2007. The influence of forest stand and organic horizon development on soil surface measurement of magnetic susceptibility. Polish Journal of Soil Science, XL(2), 113-124 Zawadzki J., Fabijańczyk P., Magiera T., Strzyszcz Z., 2010. Study of litter influence on magnetic susceptibility measurements of urban forest topsoils using the MS2D sensor. Environmental Earth Sciences, 61(2), 223-230.

Music education for improving reading skills in children and adolescents with dyslexia.

PubMed

Cogo-Moreira, Hugo; Andriolo, Régis B; Yazigi, Latife; Ploubidis, George B; Brandão de Ávila, Clara Regina; Mari, Jair J

2012-08-15

Dyslexia (or developmental dyslexia or specific reading disability) is a specific learning disorder that has a neurobiological origin. It is marked by difficulties with accurate or fluent recognition of words and poor spelling in people who have average or above average intelligence and these difficulties cannot be attributed to another cause, for example, poor vision, hearing difficulty, or lack of socio-environmental opportunities, motivation, or adequate instruction. Studies have correlated reading skills with musical abilities. It has been hypothesized that musical training may be able to remediate timing difficulties, improve pitch perception, or increase spatial awareness, thereby having a positive effect on skills needed in the development of language and literacy. To study the effectiveness of music education on reading skills (that is, oral reading skills, reading comprehension, reading fluency, phonological awareness, and spelling) in children and adolescents with dyslexia. We searched the following electronic databases in June 2012: CENTRAL (2012, Issue 5), MEDLINE (1948 to May Week 4 2012 ), EMBASE (1980 to 2012 Week 22), CINAHL (searched 7 June 2012), LILACS (searched 7 June 2012), PsycINFO (1887 to May Week 5 2012), ERIC (searched 7 June 2012), Arts and Humanities Citation Index (1970 to 6 June 2012), Conference Proceedings Citation Index - Social Sciences and Humanities (1990 to 6 June 2012), and WorldCat (searched 7 June 2012). We also searched the WHO International Clinical Trials Registry Platform (ICTRP) and reference lists of studies. We did not apply any date or language limits. We planned to include randomized controlled trials. We looked for studies that included at least one of our primary outcomes. The primary outcomes were related to the main domain of the reading: oral reading skills, reading comprehension, reading fluency, phonological awareness, and spelling, measured through validated instruments. The secondary outcomes were self esteem and academic achievement. Two authors (HCM and RBA) independently screened all titles and abstracts identified through the search strategy to determine their eligibility. For our analysis we had planned to use mean difference for continuous data, with 95% confidence intervals, and to use the random-effects statistical model when the effect estimates of two or more studies could be combined in a meta-analysis. We retrieved 851 references via the search strategy. No randomized controlled trials testing music education for the improvement of reading skills in children with dyslexia could be included in this review. There is no evidence available from randomized controlled trials on which to base a judgment about the effectiveness of music education for the improvement of reading skills in children and adolescents with dyslexia. This uncertainty warrants further research via randomized controlled trials, involving a interdisciplinary team: musicians, hearing and speech therapists, psychologists, and physicians.

Multisensor Arrays for Greater Reliability and Accuracy

NASA Technical Reports Server (NTRS)

Immer, Christopher; Eckhoff, Anthony; Lane, John; Perotti, Jose; Randazzo, John; Blalock, Norman; Ree, Jeff

2004-01-01

Arrays of multiple, nominally identical sensors with sensor-output-processing electronic hardware and software are being developed in order to obtain accuracy, reliability, and lifetime greater than those of single sensors. The conceptual basis of this development lies in the statistical behavior of multiple sensors and a multisensor-array (MSA) algorithm that exploits that behavior. In addition, advances in microelectromechanical systems (MEMS) and integrated circuits are exploited. A typical sensor unit according to this concept includes multiple MEMS sensors and sensor-readout circuitry fabricated together on a single chip and packaged compactly with a microprocessor that performs several functions, including execution of the MSA algorithm. In the MSA algorithm, the readings from all the sensors in an array at a given instant of time are compared and the reliability of each sensor is quantified. This comparison of readings and quantification of reliabilities involves the calculation of the ratio between every sensor reading and every other sensor reading, plus calculation of the sum of all such ratios. Then one output reading for the given instant of time is computed as a weighted average of the readings of all the sensors. In this computation, the weight for each sensor is the aforementioned value used to quantify its reliability. In an optional variant of the MSA algorithm that can be implemented easily, a running sum of the reliability value for each sensor at previous time steps as well as at the present time step is used as the weight of the sensor in calculating the weighted average at the present time step. In this variant, the weight of a sensor that continually fails gradually decreases, so that eventually, its influence over the output reading becomes minimal: In effect, the sensor system "learns" which sensors to trust and which not to trust. The MSA algorithm incorporates a criterion for deciding whether there remain enough sensor readings that approximate each other sufficiently closely to constitute a majority for the purpose of quantifying reliability. This criterion is, simply, that if there do not exist at least three sensors having weights greater than a prescribed minimum acceptable value, then the array as a whole is deemed to have failed.

Easy-to-read texts for students with intellectual disability: linguistic factors affecting comprehension.

PubMed

Fajardo, Inmaculada; Ávila, Vicenta; Ferrer, Antonio; Tavares, Gema; Gómez, Marcos; Hernández, Ana

2014-05-01

The use of 'easy-to-read' materials for people with intellectual disabilities has become very widespread but their effectiveness has scarcely been evaluated. In this study, the framework provided by Kintsch's Construction-Integration Model (1988) is used to examine (i) the reading comprehension levels of different passages of the Spanish text that have been designed following easy-to-read guidelines and (ii) the relationships between reading comprehension (literal and inferential) and various linguistic features of these texts. Sixteen students with mild intellectual disability and low levels of reading skills were asked to read easy-to-read texts and then complete a reading comprehension test. The corpus of texts was composed of a set of forty-eight pieces of news selected from www.noticiasfacil.es, a Spanish digital newspaper that publishes daily journalistic texts following international guidelines for the design of easy-to-read documents (IFLA, Tronbacke B. (1997) Guidelines for Easy-to-read Materials. IFLA, The Hague). Participants correctly answered 80% of the comprehension questions, showing significantly higher scores for literal questions than for inferential questions. The analyses of the texts' linguistic features revealed that the number of coreferences was the variable that best predicted literal comprehension, but contrary to what the previous literature seemed to indicate, the relationship between the two variables was inverse. In the case of inferential comprehension, the number of sentences was a significant negative predictor; that is, the higher the sentence density, the lower the ability of these students to find relationships between them. The effects of the rest of linguistic variables, such as word frequency and word length, on comprehension were null. These results provide preliminary empirical support for the use of easy-to-read texts but bring into question the validity of some popular design guidelines (e.g. augmenting word frequency) to optimally match texts and reading levels of students with intellectual disability. Two factors are suggested as contributing to the effect of sentence density on inferential comprehension: (i) long texts present higher conceptual density, so there are more ideas to store, retrieve and integrate, which increases the demand on inferential reasoning and (ii) long texts are perceived as difficult, which affects reading motivation and, consequently, induces passive reading strategies. The need for further research to elucidate the origin of our main findings with a larger and more heterogeneous sample of students with intellectual disability is highlighted. © 2013 John Wiley & Sons Ltd.

What's in and what's out in branding? A novel articulation effect for brand names.

PubMed

Topolinski, Sascha; Zürn, Michael; Schneider, Iris K

2015-01-01

The present approach exploits the biomechanical connection between articulation and ingestion-related mouth movements to introduce a novel psychological principle of brand name design. We constructed brand names for diverse products with consonantal stricture spots either from the front to the rear of the mouth, thus inwards (e.g., BODIKA), or from the rear to the front, thus outwards (e.g., KODIBA). These muscle dynamics resemble the oral kinematics during either ingestion (inwards), which feels positive, or expectoration (outwards), which feels negative. In 7 experiments (total N = 1261), participants liked products with inward names more than products with outward names (Experiment 1), reported higher purchase intentions (Experiment 2), and higher willingness-to-pay (Experiments 3a-3c, 4, 5), with the price gain amounting to 4-13% of the average estimated product value. These effects occurred across English and German language, under silent reading, for both edible and non-edible products, and even in the presence of a much stronger price determinant, namely fair-trade production (Experiment 5).

Predicting reading comprehension of narrative and expository texts among Hebrew-speaking readers with and without a reading disability.

PubMed

Primor, Liron; Pierce, Margaret E; Katzir, Tami

2011-12-01

The aim of this study was to investigate which cognitive and reading-related linguistic skills contribute to reading comprehension of narrative and expository texts. The study examined an Israeli national database of Hebrew-speaking readers in fourth grade, from which a subsample of 190 readers with a reading disability (RD) and 190 readers with no reading disability (NRD) was selected. IQ, text reading, reading comprehension, and various linguistic and cognitive skills were assessed. Structural equation modeling results suggested that both groups rely on lower level processes such as text reading accuracy and orthographic knowledge for reading comprehension of both genres. However, RD readers depend more heavily upon these lower level processes compared with NRD for whom higher level processes contribute more to reading comprehension. The various variables accounted for only 25-34% of reading comprehension variance, and possible explanations are discussed. Taken together, these findings highlight the variety of factors influencing reading comprehension and its multidimensional nature.

Readability analysis of online resources related to lung cancer.

PubMed

Weiss, Kathleen D; Vargas, Christina R; Ho, Olivia A; Chuang, Danielle J; Weiss, Jonathan; Lee, Bernard T

2016-11-01

Patients seeking health information commonly use the Internet as the first source for material. Studies show that well-informed patients have increased involvement, satisfaction, and healthcare outcomes. As one-third of Americans have only basic or below basic health literacy, the National Institutes of Health and American Medical Association recommend patient-directed health resources be written at a sixth-grade reading level. This study evaluates the readability of commonly accessed online resources on lung cancer. A search for "lung cancer" was performed using Google and Bing, and the top 10 websites were identified. Location services were disabled, and sponsored sites were excluded. Relevant articles (n = 109) with patient-directed content available directly from the main sites were downloaded. Readability was assessed using 10 established methods and analyzed with articles grouped by parent website. The average reading grade level across all sites was 11.2, with a range from 8.8 (New Fog Count) to 12.2 (Simple Measure of Gobbledygook). The average Flesch Reading Ease score was 52, corresponding with fairly difficult to read text. The readability varied when compared by individual website, ranging in grade level from 9.2 to 15.2. Only 10 articles (9%) were written below a sixth-grade level and these tended to discuss simpler topics. Patient-directed online information about lung cancer exceeds the recommended sixth-grade reading level. Readability varies between individual websites, allowing physicians to direct patients according to level of health literacy. Modifications to existing materials can significantly improve readability while maintaining content for patients with low health literacy. Copyright © 2016 Elsevier Inc. All rights reserved.

Quality and readability of online patient information regarding sclerotherapy for venous malformations.

PubMed

Pass, Jonathan H; Patel, Amani H; Stuart, Sam; Barnacle, Alex M; Patel, Premal A

2018-05-01

Patients often use the internet as a source of information about their condition and treatments. However, this information is unregulated and varies in quality. To evaluate the readability and quality of online information for pediatric and adult patients and caregivers regarding sclerotherapy for venous malformations. "Venous malformation sclerotherapy" was entered into Google, and results were reviewed until 20 sites that satisfied predefined inclusion criteria were identified. Scientific and non-patient-focused web pages were excluded. Readability was assessed using the Flesch Reading Ease Score and American Medical Association reading difficulty recommendations and quality was assessed using Journal of the American Medical Association standards and assessing if the site displayed HONcode (Health on the Net Code) certification. Assessment of the breadth of relevant information was made using a predefined checklist. Forty-nine search engine results were reviewed before 20 sites were identified for analysis. Average Flesch Reading Ease Score was 44 (range: 24.2-70.1), representing a "fairly difficult" reading level. None of the sites had a Flesch Reading Ease Score meeting the American Medical Association recommendation of 80-90. Only one site met all four Journal of the American Medical Association quality criteria (average: 2.1). None of the sites displayed a HONcode seal. The information most frequently found was: sclerotherapy is performed by radiologists, multiple treatments may be needed and surgery is an alternative treatment. Online information regarding sclerotherapy for venous malformations is heterogeneous in quality and breadth of information, and does not meet readability recommendations for patient information. Radiologists should be aware of and account for this when meeting patients.

Clinical evaluation of a medical high dynamic range display

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

Marchessoux, Cedric, E-mail: cedric.marchessoux@ba

Purpose: Recent new medical displays do have higher contrast and higher luminance but do not have a High Dynamic Range (HDR). HDR implies a minimum luminance value close to zero. A medical HDR display prototype based on two Liquid Crystal layers has been developed. The goal of this study is to evaluate the potential clinical benefit of such display in comparison with a low dynamic range (LDR) display. Methods: The study evaluated the clinical performance of the displays in a search and detection task. Eight radiologists read chest x-ray images some of which contained simulated lung nodules. The study usedmore » a JAFROC (Jacknife Free Receiver Operating Characteristic) approach for analyzing FROC data. The calculated figure of merit (FoM) is the probability that a lesion is rated higher than all rated nonlesions on all images. Time per case and accuracy for locating the center of the nodules were also compared. The nodules were simulated using Samei’s model. 214 CR and DR images [half were “healthy images” (chest nodule-free) and half “diseased images”] were used resulting in a total number of nodules equal to 199 with 25 images with 1 nodule, 51 images with 2 nodules, and 24 images with 3 nodules. A dedicated software interface was designed for visualizing the images for each session. For the JAFROC1 statistical analysis, the study is done per nodule category: all nodules, difficult nodules, and very difficult nodules. Results: For all nodules, the averaged FoM{sub HDR} is slightly higher than FoM{sub LDR} with 0.09% of difference. For the difficult nodules, the averaged FoM{sub HDR} is slightly higher than FoM{sub LDR} with 1.38% of difference. The averaged FoM{sub HDR} is slightly higher than FoM{sub LDR} with 0.71% of difference. For the true positive fraction (TPF), both displays (the HDR and the LDR ones) have similar TPF for all nodules, but looking at difficult and very difficult nodules, there are more TP for the HDR display. The true positive fraction has been also computed in function of the local average luminance around the nodules. For the lowest luminance range, there is more than 30% in favor of the HDR display. For the highest luminance range, there is less than 6% in favor of the LDR display. Conclusions: This study shows the potential benefit of using a HDR display in radiology.« less

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

Explanations for Success and Failure by Low and Average School Achievers.

ERIC Educational Resources Information Center

Bond, Lynne A.; Johnson, Jeannette L.

Low and average school achievers in grades 1 and 2 and grades 4 and 5 made attributions for successes and failures on school related and unrelated tasks. Students in the low achievement group were participants of the Title I program, and tested a year below their age-mates on reading and math achievement. Students were given two booklets of four…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

Reading on the Rise: A New Chapter in American Literacy

ERIC Educational Resources Information Center

National Endowment for the Arts, 2009

2009-01-01

The National Endowment for the Arts (NEA) reports that for the first time in over a quarter-century, literary reading has risen among adult Americans, with measurable increases among all groups represented in this comprehensive national survey. Combined with general population growth, higher reading rates have expanded literary readership by 16.6…

How to Analyze Interpersonal and Individual Effects in Peer-Tutored Reading Intervention

ERIC Educational Resources Information Center

Müller, Bettina; Richter, Tobias; Križan, Ana; Hecht, Teresa; Ennemoser, Marco

2016-01-01

Reading strategy interventions relying upon peer tutoring are a common way to foster poor readers' comprehension skills. Those interventions are based on the assumption that tutees benefit from the (higher) reading skills of their tutors. However, this interpersonal effect has not yet been tested explicitly because the effectiveness of peer…

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

ERIC Educational Resources Information Center

Palilonis, Jennifer; Butler, Darrell

2015-01-01

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

Portraits of Developmental Reading Students: A Case Study Exploration

ERIC Educational Resources Information Center

Remark, Linda N.

2017-01-01

The purpose of this study was to explore developmental reading students' abilities and attitudes in reading, as well as the role literacy played in their lives. As higher education is funded based on student performance, it is in all college stakeholders' interest to help all students, including developmental learners, succeed. Learning from…

Understanding Genetic and Environmental Influences on the Development of Reading: Reaching for Higher Fruit

ERIC Educational Resources Information Center

Wagner, Richard K.

2005-01-01

The transition from first-generation to second-generation studies of genetic and environmental influences on the development of reading is underway. The first generation of quantitative genetic studies yielded an extraordinary conclusion: Fifty percent or more of the variance in most constructs, including reading, is attributable to genetic…