What if Reading is Easy but Unimportant? How Students’ Patterns of Affirming and Undermining Motivation for Reading Information Texts Predict Different Reading Outcomes

PubMed Central

Rosenzweig, Emily Q.; Wigfield, Allan

2016-01-01

Many affirming and undermining motivational constructs affect students as they read information texts, but few researchers have explored how these motivations are patterned within students. In this study we used cluster analysis to classify middle school students (n = 1,134) based on their patterns of self-efficacy, perceived difficulty, value, and devalue for reading school information texts. We then compared how the patterns predicted students’ language arts grades, science information text comprehension, and dedication to reading school information texts. We found and validated a four-cluster solution. One cluster included a pattern of high affirming and low undermining motivations, and another included low affirming and high undermining motivations. Students with these patterns earned the highest and lowest scores, respectively, on all outcomes. A third pattern showed high self-efficacy/low difficulty with low value/high devalue, and a fourth showed moderate levels of all four motivational constructs. Students with the high efficacy and devalue pattern showed high information text comprehension but relatively low dedication. Students with the moderate pattern showed high dedication but low initial information text comprehension. Students with these two patterns earned similar grades. We discuss the implications of our findings for motivation theories and for school instruction that involves information text reading. PMID:28496289

What if Reading is Easy but Unimportant? How Students' Patterns of Affirming and Undermining Motivation for Reading Information Texts Predict Different Reading Outcomes.

PubMed

Rosenzweig, Emily Q; Wigfield, Allan

2017-01-01

Many affirming and undermining motivational constructs affect students as they read information texts, but few researchers have explored how these motivations are patterned within students. In this study we used cluster analysis to classify middle school students (n = 1,134) based on their patterns of self-efficacy, perceived difficulty, value, and devalue for reading school information texts. We then compared how the patterns predicted students' language arts grades, science information text comprehension, and dedication to reading school information texts. We found and validated a four-cluster solution. One cluster included a pattern of high affirming and low undermining motivations, and another included low affirming and high undermining motivations. Students with these patterns earned the highest and lowest scores, respectively, on all outcomes. A third pattern showed high self-efficacy/low difficulty with low value/high devalue, and a fourth showed moderate levels of all four motivational constructs. Students with the high efficacy and devalue pattern showed high information text comprehension but relatively low dedication. Students with the moderate pattern showed high dedication but low initial information text comprehension. Students with these two patterns earned similar grades. We discuss the implications of our findings for motivation theories and for school instruction that involves information text reading.

CORI: Explicit Reading Instruction to Enhance Informational Text Comprehension and Reading Engagement for Thai EFL Students

ERIC Educational Resources Information Center

Vongkrachang, Salila; Chinwonno, Apasara

2015-01-01

The study aimed to examine the effect of explicit reading instruction as an approach to Concept-Oriented Reading Instruction (CORI) framework on EFL students' informational text comprehension and engagement. The explicit reading instruction was implemented with 39 first-year Thai undergraduate students over a 10-week period. It was found that the…

The dual reading of general conditionals: The influence of abstract versus concrete contexts.

PubMed

Wang, Moyun; Yao, Xinyun

2018-04-01

A current main issue on conditionals is whether the meaning of general conditionals (e.g., If a card is red, then it is round) is deterministic (exceptionless) or probabilistic (exception-tolerating). In order to resolve the issue, two experiments examined the influence of conditional contexts (with vs. without frequency information of truth table cases) on the reading of general conditionals. Experiment 1 examined the direct reading of general conditionals in the possibility judgment task. Experiment 2 examined the indirect reading of general conditionals in the truth judgment task. It was found that both the direct and indirect reading of general conditionals exhibited the duality: the predominant deterministic semantic reading of conditionals without frequency information, and the predominant probabilistic pragmatic reading of conditionals with frequency information. The context of general conditionals determined the predominant reading of general conditionals. There were obvious individual differences in reading general conditionals with frequency information. The meaning of general conditionals is relative, depending on conditional contexts. The reading of general conditionals is flexible and complex so that no simple deterministic and probabilistic accounts are able to explain it. The present findings are beyond the extant deterministic and probabilistic accounts of conditionals.

Functional Network Architecture of Reading-Related Regions across Development

ERIC Educational Resources Information Center

Vogel, Alecia C.; Church, Jessica A.; Power, Jonathan D.; Miezin, Fran M.; Petersen, Steven E.; Schlaggar, Bradley L.

2013-01-01

Reading requires coordinated neural processing across a large number of brain regions. Studying relationships between reading-related regions informs the specificity of information processing performed in each region. Here, regions of interest were defined from a meta-analysis of reading studies, including a developmental study. Relationships…

78 FR 28173 - Availability of Records and Information

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-14

... Public reading room. 612.3 Requirements for making requests. 612.4 Processing requests. 612.5 Timing of... National Science Foundation. Sec. 612.2 Public reading room. (a) The Foundation maintains a public reading... indexes of reading room records. (b) Information about FOIA and Privacy at NSF and copies of frequently...

22 CFR 303.5 - Public reading room.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 22 Foreign Relations 2 2014-04-01 2014-04-01 false Public reading room. 303.5 Section 303.5 Foreign Relations PEACE CORPS PROCEDURES FOR DISCLOSURE OF INFORMATION UNDER THE FREEDOM OF INFORMATION ACT § 303.5 Public reading room. (a) The Peace Corps will maintain a public reading room at its...

31 CFR Appendix B to Subpart A of... - Internal Revenue Service

Code of Federal Regulations, 2010 CFR

2010-07-01

... CFR 601.702. 2. Public reading room. The public reading rooms for the Internal Revenue Service are maintained at the following location: National Office Mailing Address Freedom of Information Reading Room, PO... Avenue, NW., Washington, DC Northeast Region Mailing Address Freedom of Information Reading Room, PO Box...

Comparison Studies of Reading Readiness Skills Acquisition by Different Methods: Formal Reading Readiness Program, Informal Reading Readiness Program, and a Kindergarten Science Program.

ERIC Educational Resources Information Center

Quorn, Kerry Charles; Yore, Larry Dean

1978-01-01

Evaluates the effectiveness of two dissimilar programs, SAPA and the First Talking Alphabet (FTA), upon the acquisition of reading readiness skills of kindergarten pupils. Compares the effects of four different programs (SAPA, FTA, an informal language development program, and a control) on the reading readiness of kindergarten pupils. (GA)

The Effectiveness of an Informal Reading Inventory in Identifying the Functional Reading Levels of Bilingual Students. Bilingual Education Paper Series Vol. 2 No. 10.

ERIC Educational Resources Information Center

Lombardo, Marie

A study was undertaken to (1) examine the development and construction of a Group Informal Reading Inventory to predict the reading comprehension levels (independent, instructional, and frustration) of junior high school bilingual students for the purpose of reading instruction; and (2) validate the inventory through a three-way correlational…

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

PubMed Central

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

2014-01-01

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

45 CFR 1602.5 - Public reading room.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false Public reading room. 1602.5 Section 1602.5 Public... DISCLOSURE OF INFORMATION UNDER THE FREEDOM OF INFORMATION ACT § 1602.5 Public reading room. (a) The Corporation will maintain a public reading room its office at 3333 K St. NW., Washington, DC, 20007. This room...

45 CFR 1602.5 - Public reading room.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false Public reading room. 1602.5 Section 1602.5 Public... DISCLOSURE OF INFORMATION UNDER THE FREEDOM OF INFORMATION ACT § 1602.5 Public reading room. (a) The Corporation will maintain a public reading room its office at 3333 K St. NW., Washington, DC, 20007. This room...

28 CFR 16.2 - Public reading rooms.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 28 Judicial Administration 1 2012-07-01 2012-07-01 false Public reading rooms. 16.2 Section 16.2 Judicial Administration DEPARTMENT OF JUSTICE PRODUCTION OR DISCLOSURE OF MATERIAL OR INFORMATION Procedures for Disclosure of Records Under the Freedom of Information Act § 16.2 Public reading rooms. (a) The Department maintains public reading rooms...

45 CFR 1602.5 - Public reading room.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 4 2014-10-01 2014-10-01 false Public reading room. 1602.5 Section 1602.5 Public Welfare Regulations Relating to Public Welfare (Continued) LEGAL SERVICES CORPORATION PROCEDURES FOR DISCLOSURE OF INFORMATION UNDER THE FREEDOM OF INFORMATION ACT § 1602.5 Public reading room. (a) The Corporation will maintain a public reading room...

45 CFR 1602.5 - Public reading room.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 45 Public Welfare 4 2013-10-01 2013-10-01 false Public reading room. 1602.5 Section 1602.5 Public Welfare Regulations Relating to Public Welfare (Continued) LEGAL SERVICES CORPORATION PROCEDURES FOR DISCLOSURE OF INFORMATION UNDER THE FREEDOM OF INFORMATION ACT § 1602.5 Public reading room. (a) The Corporation will maintain a public reading room...

28 CFR 16.2 - Public reading rooms.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 28 Judicial Administration 1 2013-07-01 2013-07-01 false Public reading rooms. 16.2 Section 16.2 Judicial Administration DEPARTMENT OF JUSTICE PRODUCTION OR DISCLOSURE OF MATERIAL OR INFORMATION Procedures for Disclosure of Records Under the Freedom of Information Act § 16.2 Public reading rooms. (a) The Department maintains public reading rooms...

45 CFR 1602.5 - Public reading room.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 4 2012-10-01 2012-10-01 false Public reading room. 1602.5 Section 1602.5 Public Welfare Regulations Relating to Public Welfare (Continued) LEGAL SERVICES CORPORATION PROCEDURES FOR DISCLOSURE OF INFORMATION UNDER THE FREEDOM OF INFORMATION ACT § 1602.5 Public reading room. (a) The Corporation will maintain a public reading room...

28 CFR 16.2 - Public reading rooms.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 28 Judicial Administration 1 2014-07-01 2014-07-01 false Public reading rooms. 16.2 Section 16.2 Judicial Administration DEPARTMENT OF JUSTICE PRODUCTION OR DISCLOSURE OF MATERIAL OR INFORMATION Procedures for Disclosure of Records Under the Freedom of Information Act § 16.2 Public reading rooms. (a) The Department maintains public reading rooms...

Baselining Young People's Literacy in Middlesbrough in 2012

ERIC Educational Resources Information Center

Clark, Christina

2013-01-01

This report presents baseline information about the degree to which children and young people in Middlesbrough enjoy reading and writing, how often then engage in reading and writing, what types of materials they read and write and how they feel about reading and writing. It also outlines baseline information about their confidence in their own…

Building Scientific Confidence in Read-Across: Progress in using HT Data to inform Read-Across Performance (Toxicology Forum)

EPA Science Inventory

Presentation at the 41st Annual Winter Meeting of The Toxicology Forum - From Assay to Assessment: Incorporating High Throughput Strategies into Health and Safety Evaluations on Building Scientific Confidence in Read-Across: Progress in using HT Data to inform Read-Across Perfor...

A Critical Analysis of Eight Informal Reading Inventories

ERIC Educational Resources Information Center

Nilsson, Nina L.

2008-01-01

For this content analysis study, the author examined and cross-compared the various ways in which eight informal reading inventories (IRIs) published from 2004 to 2008 address key issues relevant to new U.S. federal guidelines and the National Reading Panel's five critical components of reading instruction. Results suggest the IRIs range in…

Haplotype estimation using sequencing reads.

PubMed

Delaneau, Olivier; Howie, Bryan; Cox, Anthony J; Zagury, Jean-François; Marchini, Jonathan

2013-10-03

High-throughput sequencing technologies produce short sequence reads that can contain phase information if they span two or more heterozygote genotypes. This information is not routinely used by current methods that infer haplotypes from genotype data. We have extended the SHAPEIT2 method to use phase-informative sequencing reads to improve phasing accuracy. Our model incorporates the read information in a probabilistic model through base quality scores within each read. The method is primarily designed for high-coverage sequence data or data sets that already have genotypes called. One important application is phasing of single samples sequenced at high coverage for use in medical sequencing and studies of rare diseases. Our method can also use existing panels of reference haplotypes. We tested the method by using a mother-father-child trio sequenced at high-coverage by Illumina together with the low-coverage sequence data from the 1000 Genomes Project (1000GP). We found that use of phase-informative reads increases the mean distance between switch errors by 22% from 274.4 kb to 328.6 kb. We also used male chromosome X haplotypes from the 1000GP samples to simulate sequencing reads with varying insert size, read length, and base error rate. When using short 100 bp paired-end reads, we found that using mixtures of insert sizes produced the best results. When using longer reads with high error rates (5-20 kb read with 4%-15% error per base), phasing performance was substantially improved. Copyright © 2013 The American Society of Human Genetics. Published by Elsevier Inc. All rights reserved.

Role of Information Anxiety and Information Load on Processing of Prescription Drug Information Leaflets.

PubMed

Bapat, Shweta S; Patel, Harshali K; Sansgiry, Sujit S

2017-10-16

In this study, we evaluate the role of information anxiety and information load on the intention to read information from prescription drug information leaflets (PILs). These PILs were developed based on the principals of information load and consumer information processing. This was an experimental prospective repeated measures study conducted in the United States where 360 (62% response rate) university students (>18 years old) participated. Participants were presented with a scenario followed by exposure to the three drug product information sources used to operationalize information load. The three sources were: (i) current practice; (ii) pre-existing one-page text only; and (iii) interventional one-page prototype PILs designed for the study. Information anxiety was measured as anxiety experienced by the individual when encountering information. The outcome variable of intention to read PILs was defined as the likelihood that the patient will read the information provided in the leaflets. A survey questionnaire was used to capture the data and the objectives were analyzed by performing a repeated measures MANOVA using SAS version 9.3. When compared to current practice and one-page text only leaflets, one-page PILs had significantly lower scores on information anxiety ( p < 0.001) and information load ( p < 0.001). The intention to read was highest and significantly different ( p < 0.001) for PILs as compared to current practice or text only leaflets. Information anxiety and information load significantly impacted intention to read ( p < 0.001). Newly developed PILs increased patient's intention to read and can help in improving the counseling services provided by pharmacists.

Role of Information Anxiety and Information Load on Processing of Prescription Drug Information Leaflets

PubMed Central

Bapat, Shweta S.; Patel, Harshali K.; Sansgiry, Sujit S.

2017-01-01

In this study, we evaluate the role of information anxiety and information load on the intention to read information from prescription drug information leaflets (PILs). These PILs were developed based on the principals of information load and consumer information processing. This was an experimental prospective repeated measures study conducted in the United States where 360 (62% response rate) university students (>18 years old) participated. Participants were presented with a scenario followed by exposure to the three drug product information sources used to operationalize information load. The three sources were: (i) current practice; (ii) pre-existing one-page text only; and (iii) interventional one-page prototype PILs designed for the study. Information anxiety was measured as anxiety experienced by the individual when encountering information. The outcome variable of intention to read PILs was defined as the likelihood that the patient will read the information provided in the leaflets. A survey questionnaire was used to capture the data and the objectives were analyzed by performing a repeated measures MANOVA using SAS version 9.3. When compared to current practice and one-page text only leaflets, one-page PILs had significantly lower scores on information anxiety (p < 0.001) and information load (p < 0.001). The intention to read was highest and significantly different (p < 0.001) for PILs as compared to current practice or text only leaflets. Information anxiety and information load significantly impacted intention to read (p < 0.001). Newly developed PILs increased patient’s intention to read and can help in improving the counseling services provided by pharmacists. PMID:29035337

ePIRLS 2016: International Results in Online Informational Reading

ERIC Educational Resources Information Center

Mullis, Ina V. S.; Martin, Michael O.; Foy, Pierre; Hooper, Martin

2017-01-01

The Internet has become the primary source for obtaining information at work, at home, and for school. Because Internet reading increasingly is becoming one of the central ways students are acquiring information, in 2016, the Progress in International Reading Literacy Study (PIRLS) was extended to include ePIRLS--an innovative assessment of online…

Learning from Texts: Activation of Information from Previous Texts during Reading

ERIC Educational Resources Information Center

Beker, Katinka; Jolles, Dietsje; Lorch, Robert F., Jr.; van den Broek, Paul

2016-01-01

Learning often involves integration of information from multiple texts. The aim of the current study was to determine whether relevant information from previously read texts is spontaneously activated during reading, allowing for integration between texts (experiment 1 and 2), and whether this process is related to the representation of the texts…

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.

Lexical quality and eye movements: individual differences in the perceptual span of skilled adult readers.

PubMed

Veldre, Aaron; Andrews, Sally

2014-01-01

Two experiments used the gaze-contingent moving-window paradigm to investigate whether reading comprehension and spelling ability modulate the perceptual span of skilled adult readers during sentence reading. Highly proficient reading and spelling were both associated with increased use information to the right of fixation, but did not systematically modulate the extraction of information to the left of fixation. Individuals who were high in both reading and spelling ability showed the greatest benefit from window sizes larger than 11 characters, primarily because of increases in forward saccade length. They were also significantly more disrupted by being denied close parafoveal information than those poor in reading and/or spelling. These results suggest that, in addition to supporting rapid lexical retrieval of fixated words, the high quality lexical representations indexed by the combination of high reading and spelling ability support efficient processing of parafoveal information and effective saccadic targeting.

12 CFR 1202.3 - What information can I obtain through FOIA?

Code of Federal Regulations, 2011 CFR

2011-01-01

... responses to questions or queries. Some information is exempt from disclosure. (c) Reading rooms. (1) FHFA maintains electronic and physical reading rooms. The physical reading room is located at 1700 G Street, [email protected] The electronic reading room is part of the FHFA Web site at http://www.fhfa.gov. (2) Each...

22 CFR 171.3 - Public reading room.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 22 Foreign Relations 1 2013-04-01 2013-04-01 false Public reading room. 171.3 Section 171.3 Foreign Relations DEPARTMENT OF STATE ACCESS TO INFORMATION AVAILABILITY OF INFORMATION AND RECORDS TO THE PUBLIC General Policy and Procedures § 171.3 Public reading room. A reading room providing public access to certain Department of State material is...

1 CFR 304.2 - Public reading room.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 1 General Provisions 1 2012-01-01 2012-01-01 false Public reading room. 304.2 Section 304.2 General Provisions ADMINISTRATIVE CONFERENCE OF THE UNITED STATES DISCLOSURE OF RECORDS OR INFORMATION Procedures for Disclosure of Records Under the Freedom of Information Act § 304.2 Public reading room. (a) ACUS maintains a public reading room that...

22 CFR 171.3 - Public reading room.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 22 Foreign Relations 1 2012-04-01 2012-04-01 false Public reading room. 171.3 Section 171.3 Foreign Relations DEPARTMENT OF STATE ACCESS TO INFORMATION AVAILABILITY OF INFORMATION AND RECORDS TO THE PUBLIC General Policy and Procedures § 171.3 Public reading room. A reading room providing public access to certain Department of State material is...

22 CFR 171.3 - Public reading room.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 22 Foreign Relations 1 2011-04-01 2011-04-01 false Public reading room. 171.3 Section 171.3 Foreign Relations DEPARTMENT OF STATE ACCESS TO INFORMATION AVAILABILITY OF INFORMATION AND RECORDS TO THE PUBLIC General Policy and Procedures § 171.3 Public reading room. A reading room providing public access to certain Department of State material is...

1 CFR 304.2 - Public reading room.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 1 General Provisions 1 2013-01-01 2012-01-01 true Public reading room. 304.2 Section 304.2 General Provisions ADMINISTRATIVE CONFERENCE OF THE UNITED STATES DISCLOSURE OF RECORDS OR INFORMATION Procedures for Disclosure of Records Under the Freedom of Information Act § 304.2 Public reading room. (a) ACUS maintains a public reading room that...

22 CFR 171.3 - Public reading room.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Public reading room. 171.3 Section 171.3 Foreign Relations DEPARTMENT OF STATE ACCESS TO INFORMATION AVAILABILITY OF INFORMATION AND RECORDS TO THE PUBLIC General Policy and Procedures § 171.3 Public reading room. A reading room providing public access to certain Department of State material is...

22 CFR 171.3 - Public reading room.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 22 Foreign Relations 1 2014-04-01 2014-04-01 false Public reading room. 171.3 Section 171.3 Foreign Relations DEPARTMENT OF STATE ACCESS TO INFORMATION AVAILABILITY OF INFORMATION AND RECORDS TO THE PUBLIC General Policy and Procedures § 171.3 Public reading room. A reading room providing public access to certain Department of State material is...

1 CFR 304.2 - Public reading room.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 1 General Provisions 1 2014-01-01 2012-01-01 true Public reading room. 304.2 Section 304.2 General Provisions ADMINISTRATIVE CONFERENCE OF THE UNITED STATES DISCLOSURE OF RECORDS OR INFORMATION Procedures for Disclosure of Records Under the Freedom of Information Act § 304.2 Public reading room. (a) ACUS maintains a public reading room that...

Young People's Literacy in Middlesbrough in 2013: One Year On

ERIC Educational Resources Information Center

Clark, Christina

2014-01-01

This report presents second year information about the degree to which children and young people in Middlesbrough enjoy reading and writing, how often then engage in reading and writing, what types of materials they read and write and how they feel about reading and writing. It also outlines information about their confidence in their own…

Implications of Literacy Related to Comprehension of Environmental Health Materials

ERIC Educational Resources Information Center

Lindsey, Martha Ann

2010-01-01

Health literacy involves basic reading and numeracy, which allow a person to function as a health care consumer, by reading, understanding, evaluating and using information in health documents. For thirty years, the gap between the reading level of most of the public, eighth grade, and the reading level of most written health information, above…

Final Evaluation Report of the Sensory Adjustment for Effective Reading (SAFER) Project for the Encinitas Union School District.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Office of Program Planning and Development.

This final report on Sensory Adjustment for Effective Reading contains information related to the two major objectives of the reading program: to diagnose and treat sensorily deficient kindergarten and primary children, and to individualize the kindergarten and primary reading program utilizing sensory information. Activities conducted to achieve…

A Comparison of Performance on a Silent Informal Reading Inventory and Achievement on a Standardized Reading Test.

ERIC Educational Resources Information Center

Birger, Barbara

A study compared performance on a silent informal reading inventory and achievement on a standardized reading test, focusing on students' individual skill needs and how effective tests were in identifying specific strengths and weaknesses in these skill areas. Subjects, 25 students entering fourth grade in a primarily middle class suburban…

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

PubMed

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

2015-04-01

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

Effects of persuasive message order on coping with breast cancer information.

PubMed

Prentice-Dunn, S; Floyd, D L; Flournoy, J M

2001-02-01

The current study explored the impact of varying the order of message components on coping with breast cancer information. In a 2 x 2 x 2 factorial design, threat information, coping information and order of information were manipulated. College students read persuasive essays that varied in emphasis on threat of developing breast cancer and effectiveness of breast self-examination (BSE) in averting the threat of cancer. Participants who read the high-threat message reported higher intentions to perform BSE, more rational problem solving and more hopelessness than did those who read a low-threat message. The coping information messages produced a similar pattern of results. In addition, those who read the high-coping message reported less fatalism than did participants who read the low-coping message. When threat information was presented first, the high-threat message led to less hopelessness and reliance on religious faith than when the coping information was presented first. These results demonstrate the threatening health information energizes one to act in both adaptive and maladaptive ways, and that coping information decreases the tendency to respond maladaptively to the health threat. They also suggest that the order of presentation of the information may affect the extent to which people respond adaptively.

Assessing reading levels of health information: uses and limitations of flesch formula.

PubMed

Jindal, Pranay; MacDermid, Joy C

2017-01-01

Written health information is commonly used by health-care professionals (HCPs) to inform and assess patients in clinical practice. With growing self-management of many health conditions and increased information seeking behavior among patients, there is a greater stress on HCPs and researchers to develop and implement readable and understandable health information. Readability formulas such as Flesch Reading Ease (FRE) and Flesch-Kincaid Reading Grade Level (FKRGL) are commonly used by researchers and HCPs to assess if health information is reading grade appropriate for patients. In this article, we critically analyze the role and credibility of Flesch formula in assessing the reading level of written health information. FRE and FKRGL assign a grade level by measuring semantic and syntactic difficulty. They serve as a simple tool that provides some information about the potential literacy difficulty of written health information. However, health information documents often involve complex medical words and may incorporate pictures and tables to improve the legibility. In their assessments, FRE and FKRGL do not take into account (1) document factors (layout, pictures and charts, color, font, spacing, legibility, and grammar), (2) person factors (education level, comprehension, health literacy, motivation, prior knowledge, information needs, anxiety levels), and (3) style of writing (cultural sensitivity, comprehensiveness, and appropriateness), and thus, inadequately assess reading level. New readability measures incorporate pictures and use complex algorithms to assess reading level but are only moderately used in health-care research and not in clinical practice. Future research needs to develop generic and disease-specific readability measures to evaluate comprehension of a written document based on individuals' literacy levels, cultural background, and knowledge of disease.

Improving word reading speed: individual differences interact with a training focus on successes or failures.

PubMed

Steenbeek-Planting, Esther G; van Bon, Wim H J; Schreuder, Robert

2012-10-01

The effect of two training procedures on the development of reading speed in poor readers is examined. One training concentrates on the words the children read correctly (successes), the other on the words they read incorrectly (failures). Children were either informed or not informed about the training focus. A randomized controlled trial was conducted with 79 poor readers. They repeatedly read regularly spelled Dutch consonant-vowel-consonant words, some children their successes, others their failures. The training used a computerized flashcards format. The exposure duration of the words was varied to maintain an accuracy rate at a constant level. Reading speed improved and transferred to untrained, orthographically more complex words. These transfer effects were characterized by an Aptitude-Treatment Interaction. Poor readers with a low initial reading level improved most in the training focused on successes. For poor readers with a high initial reading level, however, it appeared to be more profitable to practice with their failures. Informing students about the focus of the training positively affected training: The exposure duration needed for children informed about the focus of the training decreased more than for children who were not informed. This study suggests that neither of the two interventions is superior to the other in general. Rather, the improvement of general reading speed in a transparent orthography is closely related to both the children's initial reading level and the type of words they practice with: common and familiar words when training their successes and uncommon and less familiar words with training their failures.

22 CFR 303.5 - Public reading room.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 22 Foreign Relations 2 2012-04-01 2009-04-01 true Public reading room. 303.5 Section 303.5 Foreign Relations PEACE CORPS PROCEDURES FOR DISCLOSURE OF INFORMATION UNDER THE FREEDOM OF INFORMATION ACT § 303.5 Public reading room. (a) The Peace Corps will maintain a public reading room at its headquarters at 1111 20th Street, NW., Washington, DC...

22 CFR 303.5 - Public reading room.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 22 Foreign Relations 2 2013-04-01 2009-04-01 true Public reading room. 303.5 Section 303.5 Foreign Relations PEACE CORPS PROCEDURES FOR DISCLOSURE OF INFORMATION UNDER THE FREEDOM OF INFORMATION ACT § 303.5 Public reading room. (a) The Peace Corps will maintain a public reading room at its headquarters at 1111 20th Street, NW., Washington, DC...

Use of Contextual Information and Prediction by Struggling Adult Readers: Evidence from Reading Times and Event-Related Potentials

ERIC Educational Resources Information Center

Ng, Shukhan; Payne, Brennan R.; Steen, Allison A.; Stine-Morrow, Elizabeth A. L.; Federmeier, Kara D.

2017-01-01

We employed self-paced reading and event-related potential measures to investigate how adults of varying literacy levels use sentence context information when reading. Community-dwelling participants read strongly and weakly constraining sentences that ended with expected or unexpected target words. Skilled readers showed N400s that were graded by…

Use of Contextual Information and Prediction by Struggling Adult Readers: Evidence from Reading Times and Event-Related Potentials.

ERIC Educational Resources Information Center

Ng, Shukhan; Payne, Brennan R.; Steen, Allison A.; Stine-Morrow, Elizabeth A. L.; Federmeier, Kara D.

2017-01-01

We employed self-paced reading and event-related potential measures to investigate how adults of varying literacy levels use sentence context information when reading. Community-dwelling participants read strongly and weakly constraining sentences that ended with expected or unex- pected target words. Skilled readers showed N400s that were graded…

Information and Experience: Audio-Visual Observations of Reading Activities in Swedish Comprehensive School Classrooms 1967-1969

ERIC Educational Resources Information Center

Dolatkhah, Mats; Hampson Lundh, Anna

2016-01-01

This study investigates reading activities in Swedish primary school classrooms during the late 1960s. Sound and video recordings of 223 Swedish lessons held between 1967 and 1969 are used to analyse the activity of reading as taught and performed. The results indicate that the practice of informational reading, often based on finding…

The Speed Reading Is in Disrepute: Advantages of Slow Reading for the Information Equilibrium

ERIC Educational Resources Information Center

Tsvetkova, Milena I.

2017-01-01

The study is dedicated to the impact of the speed and the acceleration on the preservation of the information equilibrium and the ability for critical thinking in the active person. The methods about the fast reading training are subjected to a critical analysis. On the grounds of the theory for the information equilibrium and the philosophy of…

High Stakes Testing and Reading Assessment. National Reading Conference Policy Brief

ERIC Educational Resources Information Center

Afflerbach, Peter

2005-01-01

This National Reading Conference Policy Brief provides information related to high stakes reading tests and reading assessment. High stakes reading tests are those with highly consequential outcomes for students, teachers, and schools. These outcomes may include student promotion or retention, student placement in reading groups, school funding…

Measuring Reading Performance Informally.

ERIC Educational Resources Information Center

Powell, William R.

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

Children's Comprehension of Informational Text: Reading, Engaging, and Learning

ERIC Educational Resources Information Center

Baker, Linda; Dreher, Mariam Jean; Shiplet, Angela Katenkamp; Beall, Lisa Carter; Voelker, Anita N.; Garrett, Adia J.; Schugar, Heather R.; Finger-Elam, Maria

2011-01-01

The Reading, Engaging, and Learning project (REAL) investigated whether a classroom intervention that enhanced young children's experience with informational books would increase reading achievement and engagement. Participants attended schools serving low income neighborhoods with 86% African American enrollment. The longitudinal study spanned…

Change over Time in First Graders' Strategic Use of Information at Point of Difficulty in Reading

ERIC Educational Resources Information Center

McGee, Lea M.; Kim, Hwewon; Nelson, Kathryn S.; Fried, Mary D.

2015-01-01

In this study, we describe young students' actions at point of difficulty in reading and examine changes in their strategic use of sources of information. We examined errors from running records of first graders who entered Reading Recovery (RR) in the fall and ended the year reading at the first-grade level compared with RR first graders who did…

Readability of consumer health information on the internet: a comparison of U.S. government-funded and commercially funded websites.

PubMed

Risoldi Cochrane, Zara; Gregory, Philip; Wilson, Amy

2012-01-01

The Internet has become an extremely prevalent means of communicating health information to consumers. Guidelines for selecting reliable health information websites give preference to U.S. government sites over commercially funded sites. However, these websites are not useful to consumers unless they are able to read and understand them. The authors' objective was to compare the readability of Internet health information intended for consumers found on U.S. government-funded websites versus that found on commercially funded websites. Consumer health websites were identified through a systematic Internet search. Webpages for 10 common health topics were extracted from each website. Readability of webpages was determined by 3 validated measures: Flesch Reading Ease, Flesch-Kincaid Reading Level, and SMOG Formula. Mean readability of government-funded and commercially funded websites was compared using the Mann-Whitney U test. Commercially funded websites were significantly more difficult to read as measured by Flesch Reading Ease (49.7 vs. 55.6 for government-funded sites, p = .002) and Flesch-Kincaid Reading Level (10.1 vs. 9.3, p = .012). There was no significant difference according to SMOG Formula (12.8 vs. 13.2, p = .150). The overall readability of Internet health information intended for consumers was poor. Efforts should be made to ensure that health information communicated via the Internet is easy for consumers to read and understand.

77 FR 66539 - Freedom of Information Act Regulations

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-06

...) (electronic reading room), (d) (pamphlets distribution), (e) (records disposition), Sec. 1401.22 (deletion... Information policy. * * * * * (c) FMCS maintains a public reading room that contains the records required by... available for public inspection and copying a current subject-matter index of its reading room records. Each...

How Reliable Are Informal Reading Inventories?

ERIC Educational Resources Information Center

Spector, Janet E.

2005-01-01

Informal Reading Inventories (IRI) are often recommended as instructionally relevant measures of reading. However, they have also been criticized for inattention to technical quality. Examination of reliability evidence in nine recently revised IRIs revealed that fewer than half report reliability. Several appear to have sufficient reliability for…

Adolescents' Constructively Responsive Reading Strategy Use in a Critical Internet Reading Task

ERIC Educational Resources Information Center

Cho, Byeong-Young

2011-01-01

The goal of this study was to examine types and patterns of reading strategies that proficient adolescent readers used while reading on the Internet. Informed by research related to reading comprehension, intertextuality, and new literacies, I drew upon the model of "Constructively Responsive Reading" that had evolved from print reading to…

Effects of Different Text Display Types on Reading Comprehension, Sustained Attention and Cognitive Load in Mobile Reading Contexts

ERIC Educational Resources Information Center

Chen, Chih-Ming; Lin, Yu-Ju

2016-01-01

Despite the popularity of mobile reading devices, many studies have indicated that small screens restrict information transmission, adversely affecting reading performance on mobile devices. Moreover, mobile reading typically occurs in different reading contexts. Therefore, suitable text display type for mobile reading in different reading…

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

PubMed Central

2013-01-01

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

Assessment of self-reporting reading of medicine's labels and the resources of information about medicines in general public in Malaysia.

PubMed

Dawood, Omar T; Hassali, Mohamed A; Saleem, Fahad; Ibrahim, Inas R

2018-04-01

This study was undertaken to assess the people's self-reported reading of medicine labels and its associated factors and to assess the sources of information about medicines among general public. A cross-sectional study was carried out among general public in the State of Penang, Malaysia. A total of 888 participants were conveniently selected and completed the survey. A self-administered questionnaire was used to obtain the data from all the participants. Most of the participants (74.2%) reported that they have adequate information about medicines provided on their medicine labels. In addition, 86.9% of them reported that they read their medicine's label for the directions of usage and 84.3% for the dosage instruction. However, 42.1% of the participants do not read their medicine's label for the active ingredients, and 33% of them do not read their medicine's label for the safety information. In addition, 36.5% of the respondents did not read the label of medicine for the symptoms which can be used for. However, females, Malay respondents, and higher education level (college/university) were more likely to self-reported the reading medicine's label. Females were more likely to read the labels of medicines compared with males (OR = 1.6, 95% CI 1.20-2.13, P  = .001). The reading of medicine labels was predicted by females, Malay respondents, and higher educated people. Health educational programs are needed to clarify label's information that can help in concept of patient safety.

32 CFR 286.7 - Requirements.

Code of Federal Regulations, 2010 CFR

2010-07-01

... INFORMATION ACT PROGRAM DOD FREEDOM OF INFORMATION ACT PROGRAM REGULATION FOIA Reading Rooms § 286.7 Requirements. (a) Reading room. Each DoD Component shall provide an appropriate facility or facilities where...), DoD Components may elect to place other records in their reading room, and also make them...

32 CFR 286.7 - Requirements.

Code of Federal Regulations, 2011 CFR

2011-07-01

... INFORMATION ACT PROGRAM DOD FREEDOM OF INFORMATION ACT PROGRAM REGULATION FOIA Reading Rooms § 286.7 Requirements. (a) Reading room. Each DoD Component shall provide an appropriate facility or facilities where...), DoD Components may elect to place other records in their reading room, and also make them...

The Librarians' Reading Renaissance[R] Survey. Report.

ERIC Educational Resources Information Center

School Renaissance Inst., Inc., Madison, WI.

A study was conducted which surveyed Reading Renaissance Model (RR) certified librarians (of 112 surveys sent, 49 responded). The survey requested demographic information and asked attitudinal questions about how RR has affected students' reading habits and librarian job satisfaction. Also solicited was circulation and funding information for the…

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

PubMed Central

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

2007-01-01

Background Implementation of health research findings is important for medicine to be evidence-based. Previous studies have found variation in the information sources thought to be of greatest importance to clinicians but publication in peer-reviewed journals is the traditional route for dissemination of research findings. There is debate about whether the impact made on clinicians should be considered as part of the evaluation of research outputs. We aimed to determine first which information sources are generally most consulted by paediatricians to inform their clinical practice, and which sources they considered most important, and second, how many and which peer-reviewed journals they read. Methods We enquired, by questionnaire survey, about the information sources and academic journals that UK medical paediatric specialists generally consulted, attended or read and considered important to their clinical practice. Results The same three information sources – professional meetings & conferences, peer-reviewed journals and medical colleagues – were, overall, the most consulted or attended and ranked the most important. No one information source was found to be of greatest importance to all groups of paediatricians. Journals were widely read by all groups, but the proportion ranking them first in importance as an information source ranged from 10% to 46%. The number of journals read varied between the groups, but Archives of Disease in Childhood and BMJ were the most read journals in all groups. Six out of the seven journals previously identified as containing best paediatric evidence are the most widely read overall by UK paediatricians, however, only the two most prominent are widely read by those based in the community. Conclusion No one information source is dominant, therefore a variety of approaches to Continuing Professional Development and the dissemination of research findings to paediatricians should be used. Journals are an important information source. A small number of key ones can be identified and such analysis could provide valuable additional input into the evaluation of clinical research outputs. PMID:17224061

Analyzing the Reading Skills and Visual Perception Levels of First Grade Students

ERIC Educational Resources Information Center

Çayir, Aybala

2017-01-01

The purpose of this study was to analyze primary school first grade students' reading levels and correlate their visual perception skills. For this purpose, students' reading speed, reading comprehension and reading errors were determined using The Informal Reading Inventory. Students' visual perception levels were also analyzed using…

Home Economics Reading Skills: Problems and Selected References.

ERIC Educational Resources Information Center

Cranney, A. Garr; And Others

Home economics presents at least eight problems to secondary school reading teachers. These problems include poor readers, difficult reading material, lack of reading materials, teachers' lack of training in reading instruction, scarce information about home economics for reading teachers, diversity of the home economics field (requiring a wide…

Reading for Understanding: Methodist Youths' Shared Scripture-Reading Practices

ERIC Educational Resources Information Center

Rackley, Eric D.

2018-01-01

Informed by reading comprehension and comprehension strategies research, this study explores the Scripture-reading practices of four Methodist youths. Several rounds of inductive thematic analyses of Scripture-reading protocols revealed a set of five strategic reading practices youths used to understand Scripture. They drew inferences about the…

An information propagation model considering incomplete reading behavior in microblog

NASA Astrophysics Data System (ADS)

Su, Qiang; Huang, Jiajia; Zhao, Xiande

2015-02-01

Microblog is one of the most popular communication channels on the Internet, and has already become the third largest source of news and public opinions in China. Although researchers have studied the information propagation in microblog using the epidemic models, previous studies have not considered the incomplete reading behavior among microblog users. Therefore, the model cannot fit the real situations well. In this paper, we proposed an improved model entitled Microblog-Susceptible-Infected-Removed (Mb-SIR) for information propagation by explicitly considering the user's incomplete reading behavior. We also tested the effectiveness of the model using real data from Sina Microblog. We demonstrate that the new proposed model is more accurate in describing the information propagation in microblog. In addition, we also investigate the effects of the critical model parameters, e.g., reading rate, spreading rate, and removed rate through numerical simulations. The simulation results show that, compared with other parameters, reading rate plays the most influential role in the information propagation performance in microblog.

Why Not an Informal Reading Readiness Inventory?

ERIC Educational Resources Information Center

Drake, Suzanne V.

1990-01-01

Reading readiness is defined, and the assessment of emergent literacy is discussed. An informal Reading Readiness Inventory is proposed to provide a profile of students' specific strengths and weaknesses at the beginning levels. The assessment comprises such subtests as oral cloze, sound/symbol relationships, and instant recognition of high…

40 CFR 1400.13 - Read-only database.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 34 2012-07-01 2012-07-01 false Read-only database. 1400.13 Section... INFORMATION Other Provisions § 1400.13 Read-only database. The Administrator is authorized to establish... public off-site consequence analysis information by means of a central database under the control of the...

40 CFR 1400.13 - Read-only database.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 40 Protection of Environment 33 2014-07-01 2014-07-01 false Read-only database. 1400.13 Section... INFORMATION Other Provisions § 1400.13 Read-only database. The Administrator is authorized to establish... public off-site consequence analysis information by means of a central database under the control of the...

40 CFR 1400.13 - Read-only database.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 33 2011-07-01 2011-07-01 false Read-only database. 1400.13 Section... INFORMATION Other Provisions § 1400.13 Read-only database. The Administrator is authorized to establish... public off-site consequence analysis information by means of a central database under the control of the...

40 CFR 1400.13 - Read-only database.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 34 2013-07-01 2013-07-01 false Read-only database. 1400.13 Section... INFORMATION Other Provisions § 1400.13 Read-only database. The Administrator is authorized to establish... public off-site consequence analysis information by means of a central database under the control of the...

22 CFR 171.4 - Electronic reading room.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 22 Foreign Relations 1 2012-04-01 2012-04-01 false Electronic reading room. 171.4 Section 171.4 Foreign Relations DEPARTMENT OF STATE ACCESS TO INFORMATION AVAILABILITY OF INFORMATION AND RECORDS TO THE PUBLIC General Policy and Procedures § 171.4 Electronic reading room. The Department has established a...

22 CFR 171.4 - Electronic reading room.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 22 Foreign Relations 1 2014-04-01 2014-04-01 false Electronic reading room. 171.4 Section 171.4 Foreign Relations DEPARTMENT OF STATE ACCESS TO INFORMATION AVAILABILITY OF INFORMATION AND RECORDS TO THE PUBLIC General Policy and Procedures § 171.4 Electronic reading room. The Department has established a...

22 CFR 171.4 - Electronic reading room.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 22 Foreign Relations 1 2011-04-01 2011-04-01 false Electronic reading room. 171.4 Section 171.4 Foreign Relations DEPARTMENT OF STATE ACCESS TO INFORMATION AVAILABILITY OF INFORMATION AND RECORDS TO THE PUBLIC General Policy and Procedures § 171.4 Electronic reading room. The Department has established a...

22 CFR 171.4 - Electronic reading room.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 22 Foreign Relations 1 2013-04-01 2013-04-01 false Electronic reading room. 171.4 Section 171.4 Foreign Relations DEPARTMENT OF STATE ACCESS TO INFORMATION AVAILABILITY OF INFORMATION AND RECORDS TO THE PUBLIC General Policy and Procedures § 171.4 Electronic reading room. The Department has established a...

22 CFR 171.4 - Electronic reading room.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Electronic reading room. 171.4 Section 171.4 Foreign Relations DEPARTMENT OF STATE ACCESS TO INFORMATION AVAILABILITY OF INFORMATION AND RECORDS TO THE PUBLIC General Policy and Procedures § 171.4 Electronic reading room. The Department has established a...

Accelerated Reader and Young People's Reading in 2013: Findings from the National Literacy Trust's 2013 Annual Literacy Survey on Reading Enjoyment, Reading Behaviour outside Class and Reading Attitudes

ERIC Educational Resources Information Center

Clark, Christina

2014-01-01

Accelerated Reader (AR) is a tool for monitoring and managing independent reading practice. Although a wealth of data is routinely collected about children's reading skills as part of the AR tool, no information is collected on the "softer" reading outcomes, such as reading enjoyment and attitudes towards reading. The National Literacy…

Shaping the Reading Field: The Impact of Early Reading Pioneers, Scientific Research, and Progressive Ideas

ERIC Educational Resources Information Center

Israel, Susan E., Ed.; Monaghan, E. Jennifer, Ed.

2007-01-01

Only by exploring the past of the reading field can the literacy leaders of today make informed decisions about reading education in the future. This indispensable resource offers new insight into the development of reading education by examining the groundbreaking contributions of the "early reading pioneers"--16 reading researchers, reading…

Do travel clinic visitors read information on sexual risk abroad in travel health brochures?

PubMed Central

Croughs, Mieke; de Gouw, Annemarie; Remmen, Roy; Van den Ende, Jef

2016-01-01

Background: A substantial proportion of travel clinic visitors have sexual encounters while abroad. Hence, guidelines on travel health recommend discussing sexual risk in a pre-travel consultation. However, previous studies showed that it often is not discussed. Although travel clinic visitors usually do receive written information on sexual risk abroad, few data are available on whether this information is read. Therefore, this prospective cohort study in travel clinic visitors was performed. Methods: Travel clinic visitors were invited to complete a questionnaire after return from their journey. Results: A total of 130 travellers (55%) responded. Half of them recorded they read the information on sexual risk. Male gender (OR 9.94 95% CI 3.12 – 31.63) and ‘travelling with others’ (OR 2.7 95% CI 1.29 – 5.78) were significant independent predictors of reading the information on sexual risk. High risk travellers, i.e. those travelling without a steady partner, were less likely to have read it. Although websites and apps were mentioned as better methods of providing information, none of the participants visited the websites on sexual behaviour and sexually transmitted infections recommended in the travel health brochure. Conclusion: Only half of travel clinic visitors read information on sexual risk in the health brochure received in the clinic and none of them visited the related websites mentioned in the brochure. Further research to identify the most effective way to inform travellers about sexual risk is needed. PMID:28989499

Do travel clinic visitors read information on sexual risk abroad in travel health brochures?

PubMed

Croughs, Mieke; de Gouw, Annemarie; Remmen, Roy; Van den Ende, Jef

2017-01-01

A substantial proportion of travel clinic visitors have sexual encounters while abroad. Hence, guidelines on travel health recommend discussing sexual risk in a pre-travel consultation. However, previous studies showed that it often is not discussed. Although travel clinic visitors usually do receive written information on sexual risk abroad, few data are available on whether this information is read. Therefore, this prospective cohort study in travel clinic visitors was performed. Travel clinic visitors were invited to complete a questionnaire after return from their journey. A total of 130 travellers (55%) responded. Half of them recorded they read the information on sexual risk. Male gender (OR 9.94 95% CI 3.12 - 31.63) and 'travelling with others' (OR 2.7 95% CI 1.29 - 5.78) were significant independent predictors of reading the information on sexual risk. High risk travellers, i.e. those travelling without a steady partner, were less likely to have read it. Although websites and apps were mentioned as better methods of providing information, none of the participants visited the websites on sexual behaviour and sexually transmitted infections recommended in the travel health brochure. Only half of travel clinic visitors read information on sexual risk in the health brochure received in the clinic and none of them visited the related websites mentioned in the brochure. Further research to identify the most effective way to inform travellers about sexual risk is needed.

Croup

MedlinePlus

... information applies to you and to get more information on this subject. Featured ContentSecondary DrowningRead Article >>Secondary DrowningSensory Processing Disorder (SPD)Read Article >>Sensory Processing Disorder (SPD) ...

Rickets

MedlinePlus

... information applies to you and to get more information on this subject. Featured ContentSecondary DrowningRead Article >>Secondary DrowningSensory Processing Disorder (SPD)Read Article >>Sensory Processing Disorder (SPD) ...

Augmenting Amyloid PET Interpretations With Quantitative Information Improves Consistency of Early Amyloid Detection.

PubMed

Harn, Nicholas R; Hunt, Suzanne L; Hill, Jacqueline; Vidoni, Eric; Perry, Mark; Burns, Jeffrey M

2017-08-01

Establishing reliable methods for interpreting elevated cerebral amyloid-β plaque on PET scans is increasingly important for radiologists, as availability of PET imaging in clinical practice increases. We examined a 3-step method to detect plaque in cognitively normal older adults, focusing on the additive value of quantitative information during the PET scan interpretation process. Fifty-five F-florbetapir PET scans were evaluated by 3 experienced raters. Scans were first visually interpreted as having "elevated" or "nonelevated" plaque burden ("Visual Read"). Images were then processed using a standardized quantitative analysis software (MIMneuro) to generate whole brain and region of interest SUV ratios. This "Quantitative Read" was considered elevated if at least 2 of 6 regions of interest had an SUV ratio of more than 1.1. The final interpretation combined both visual and quantitative data together ("VisQ Read"). Cohen kappa values were assessed as a measure of interpretation agreement. Plaque was elevated in 25.5% to 29.1% of the 165 total Visual Reads. Interrater agreement was strong (kappa = 0.73-0.82) and consistent with reported values. Quantitative Reads were elevated in 45.5% of participants. Final VisQ Reads changed from initial Visual Reads in 16 interpretations (9.7%), with most changing from "nonelevated" Visual Reads to "elevated." These changed interpretations demonstrated lower plaque quantification than those initially read as "elevated" that remained unchanged. Interrater variability improved for VisQ Reads with the addition of quantitative information (kappa = 0.88-0.96). Inclusion of quantitative information increases consistency of PET scan interpretations for early detection of cerebral amyloid-β plaque accumulation.

32 CFR 518.9 - Reading room.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 32 National Defense 3 2011-07-01 2009-07-01 true Reading room. 518.9 Section 518.9 National... RELATIONS THE FREEDOM OF INFORMATION ACT PROGRAM FOIA Reading Rooms § 518.9 Reading room. (a) Reading room... the records described, DA may elect to place other records in their reading room, and also make them...

32 CFR 518.9 - Reading room.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 3 2010-07-01 2010-07-01 true Reading room. 518.9 Section 518.9 National... RELATIONS THE FREEDOM OF INFORMATION ACT PROGRAM FOIA Reading Rooms § 518.9 Reading room. (a) Reading room... the records described, DA may elect to place other records in their reading room, and also make them...

READING MANUAL, A GUIDEBOOK FOR ILLINOIS WORKSHOPS IN READING REMEDIATION.

ERIC Educational Resources Information Center

COVEY, CATHERINE

THE IMPORTANCE OF ADAPTING READING INSTRUCTION TO EACH CHILD'S NEEDS IS STRESSED IN THIS HANDBOOK FOR TEACHERS OF REMEDIAL READING. INFORMATION IS ORGANIZED AROUND SIX TOPICS--(1) THE NATURE OF THE READING PROCESS, (2) CRITERIA FOR A GOOD ELEMENTARY READING PROGRAM, (3) REMEDIAL READERS, THE SYMPTOMS AND CAUSES (PHYSICAL, INTELLECTUAL,…

Effects of a Year Long Supplemental Reading Intervention for Students with Reading Difficulties in Fourth Grade

ERIC Educational Resources Information Center

Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Rivas, Brenna; Jones, Francesca; Kent, Shawn; Schatschneider, Christopher; Mehta, Paras

2017-01-01

Research examining effective reading interventions for students with reading difficulties in the upper elementary grades is limited relative to the information available for the early elementary grades. In the current study, we examined the effects of a multicomponent reading intervention for students with reading comprehension difficulties. We…

Evaluating the Effectiveness of a State-Mandated Benchmark Reading Assessment: mClass Reading 3D (Text Reading and Comprehension)

ERIC Educational Resources Information Center

Snow, Amie B.; Morris, Darrell; Perney, Jan

2018-01-01

We examined which of two instruments (Text Reading and Comprehension inventory [TRC] or a traditional informal reading inventory [IRI]) provides the more valid assessment of a primary-grade student's reading instructional level. The TRC is currently the required, benchmark reading assessment for students in grades K-3 in the state of North…

Effects of Text Content and Beliefs on Informal Argument Evaluation

ERIC Educational Resources Information Center

Wolfe, Michael B.; Williams, Todd J.

2017-01-01

We examined the influence of reading a one-sided text on informal argument evaluation. After reporting initial beliefs in a separate online prescreening, subjects with polarized beliefs read a belief-consistent or -inconsistent text about the benefits of spanking children as a means of discipline. After reading, subjects reported their beliefs and…

Concept Maps and Informational Read-Alouds: Strengthening Both Science and Reading for Elementary Students

ERIC Educational Resources Information Center

Berry, Jaime; Potter, Jalene; Hollas, Victoria

2013-01-01

This quasi-experimental study compared the effects of concept mapping and teacher generated questioning on students' organization and retention of science knowledge when used along with interactive informational read-alouds. Fifty-eight third grade students completed an eight-day unit regarding "soil formation." Students who participated…

Exploring Silent Reading Fluency: Its Nature and Development

ERIC Educational Resources Information Center

Taylor, Stanford E.

2011-01-01

It is the goal of this book to provide unique and helpful information to reading and curriculum specialists who are looking for ways to improve the silent reading proficiency of their students. While the background information is, at times, technical, the recommendations as to the skill areas that require improvement as well as the computer…

Mining Student Behavior Patterns in Reading Comprehension Tasks

ERIC Educational Resources Information Center

Peckham, Terry; McCalla, Gord

2012-01-01

Reading comprehension is critical in life-long learning as well as in the workplace. In this paper, we describe how multidimensional k-means clustering combined with Bloom's Taxonomy can be used to determine positive and negative cognitive skill sets with respect to reading comprehension tasks. This information could be used to inform environments…

Influence of Reading Comprehension Strategy Information on Children's Self-Efficacy and Skills.

ERIC Educational Resources Information Center

Schunk, Dale H.; Rice, Jo Mary

Two experiments investigated the effects of sources of strategy information on children's acquisition and transfer of reading outcomes and strategy use. Children with reading skill deficiencies received comprehension instruction on main ideas. In the first experiment, the final sample comprised 33 students (21 fourth graders, 12 fifth gaders)…

RC-MAPS: Bridging the Comprehension Gap in EAP Reading

ERIC Educational Resources Information Center

Sterzik, Angela Meyer; Fraser, Carol

2012-01-01

In academic environments, reading is assigned not simply to transmit information; students are required to take the information, and based on the task set by the instructor, assess, analyze, and critique it on the basis of personal experiences, prior knowledge, and other readings (Grabe, 2009). Thus text-based comprehension (Kintsch, 1998) alone…

75 FR 63120 - Release of Information From Department of Veterans Affairs Records

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-14

... information concerning the procedures for obtaining a copy of VA's Annual Report. 1.553 Public Reading Rooms... public for inspection and copying; and (3) that public reading facilities will be maintained by VA... that VA maintains a public reading room electronically at its FOIA home page on the Internet, which...

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

ERIC Educational Resources Information Center

Klesius, Janell P.; Homan, Susan P.

1985-01-01

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

The Big Read: Case Studies

ERIC Educational Resources Information Center

National Endowment for the Arts, 2009

2009-01-01

The Big Read evaluation included a series of 35 case studies designed to gather more in-depth information on the program's implementation and impact. The case studies gave readers a valuable first-hand look at The Big Read in context. Both formal and informal interviews, focus groups, attendance at a wide range of events--all showed how…

Reader Use and Understanding of Newspaper Informational Graphics.

ERIC Educational Resources Information Center

Pasternack, Steve; Utt, Sandra H.

While the use of informational graphics in newspapers is increasing, little is known regarding how well readers can understand them and how readers use them. A study investigated whether readers of newspapers read graphics before or after they read the headline/text, and whether people decide to read a graphic device for appearance-related or…

Linguistic Complexity and Information Structure in Korean: Evidence from Eye-Tracking during Reading

ERIC Educational Resources Information Center

Lee, Yoonhyoung; Lee, Hanjung; Gordon, Peter C.

2007-01-01

The nature of the memory processes that support language comprehension and the manner in which information packaging influences online sentence processing were investigated in three experiments that used eye-tracking during reading to measure the ease of understanding complex sentences in Korean. All three experiments examined reading of embedded…

Reading Comprehension: Techniques for Assessment and Optimization.

ERIC Educational Resources Information Center

Tyler, Sherman W.; And Others

Three studies examined the nature of individual differences and the role of advance information in reading comprehension. The subjects, 116 college students, read short passages--in some cases preceded by a given type of advance organizer--recalled the information therein, and finally sorted ideas from the passage into groups of similar ideas.…

Diaper Rash

MedlinePlus

... information applies to you and to get more information on this subject. Featured ContentSecondary DrowningRead Article >>Secondary DrowningSensory Processing Disorder (SPD)Read Article >>Sensory Processing Disorder (SPD) ...

Infant Jaundice

MedlinePlus

... information applies to you and to get more information on this subject. Featured ContentSecondary DrowningRead Article >>Secondary DrowningSensory Processing Disorder (SPD)Read Article >>Sensory Processing Disorder (SPD) ...

Meckel's Diverticulum

MedlinePlus

... information applies to you and to get more information on this subject. Featured ContentSecondary DrowningRead Article >>Secondary DrowningSensory Processing Disorder (SPD)Read Article >>Sensory Processing Disorder (SPD) ...

Reading Comprehension in Children with ADHD: Cognitive Underpinnings of the Centrality Deficit

PubMed Central

Miller, Amanda C.; Keenan, Janice M.; Betjemann, Rebecca S.; Willcutt, Erik; Pennington, Bruce F.; Olson, Richard K.

2012-01-01

We examined reading comprehension in children with ADHD by assessing their ability to build a coherent mental representation that allows them to recall central and peripheral information. We compared children with ADHD (mean age 9.78) to word reading-matched controls (mean age 9.89) on their ability to retell a passage. We found that even though children with ADHD recalled more central than peripheral information, they showed their greatest deficit, relative to controls, on central information – a centrality deficit (Miller & Keenan, 2009). We explored the cognitive underpinnings of this deficit using regressions to compare how well cognitive factors (working memory, inhibition, processing speed, and IQ) predicted the ability to recall central information, after controlling for word reading ability, and whether these cognitive factors interacted with ADHD symptoms. Working memory accounted for the most unique variance. Although previous evidence for reading comprehension difficulties in children with ADHD have been mixed, this study suggests that even when word reading ability is controlled, children with ADHD have difficulty building a coherent mental representation, and this difficulty is likely related to deficits in working memory. PMID:23054132

The influence of reading motives on the responses after reading blogs.

PubMed

Huang, Li-Shia; Chou, Yu-Jen; Lin, Che-Hung

2008-06-01

As the number of blogs increases dramatically, these online forums have become important media people use to share feelings and information. Previous research of blogs focuses on writers (i.e., bloggers), but the influence of blogs also requires investigations from readers' perspectives. This study therefore explores motives for reading blogs and discusses their effects on the responses after reading blogs. According to a factor analysis of 204 respondents in Taiwan, motives for reading blogs consist of affective exchange, information search, entertainment, and getting on the bandwagon. A regression analysis suggests the effects of these motives on three major responses--opinion acceptance, interaction intentions, and word-of-mouth (WOM) intentions--reflect the influence of blogs. Specifically, readers who focus on affective exchanges believe blog messages, interact with bloggers, and spread messages to others. Information search and entertainment motives positively affect opinion acceptance; blog readers who focus on information and those who read for fun both view blogs as trustworthy sources. Getting on the bandwagon also positively influences interaction and WOM intentions; these readers interact with bloggers and transmit messages to others.

Reading about over-the-counter medications.

PubMed

Nabors, Laura A; Lehmkuhl, Heather D; Parkins, Irina S; Drury, Anna M

2004-01-01

Many adolescents and young adults purchase and use over-the-counter (OTC) medications, and some may take these medications without reading about how to use them. Most do read package inserts and labels to learn about the medication, but studies examining what influences label reading for youth are needed. This study assessed factors related to label reading for young people, including demographic variables (gender, health status) and the types of information they were seeking about the medication. Eight hundred and seventy-six high school and college students participated, and most reported reading labels or package inserts to learn about medications. Participants experiencing pain were more likely to read labels, except for those experiencing headaches who reported being less likely to read labels. When reading labels, participants were interested in information about side effects, ingredients, dosage instructions, and symptoms treated by the medication. Future research should examine whether youth take medications as directed and what factors make labels and inserts easier to read and understand.

Information Book Read-Alouds as Models for Second-Grade Authors

ERIC Educational Resources Information Center

Bradley, Linda Golson; Donovan, Carol A.

2010-01-01

This article discusses the instructional practice of supporting second graders' information book writing with focused read-alouds that include discussions of information book genre elements, features, and organizational structure. The authors present specific examples of instruction and discuss the resulting information book compositions by…

Reading in Schizophrenic Subjects and Their Nonsymptomatic First-Degree Relatives

PubMed Central

Roberts, Eryl O.; Proudlock, Frank A.; Martin, Kate; Reveley, Michael A.; Al-Uzri, Mohammed; Gottlob, Irene

2013-01-01

Previous studies have demonstrated eye movement abnormalities during smooth pursuit and antisaccadic tasks in schizophrenia. However, eye movements have not been investigated during reading. The purpose of this study was to determine whether schizophrenic subjects and their nonsymptomatic first-degree relatives show eye movement abnormalities during reading. Reading rate, number of saccades per line, amplitudes of saccades, percentage regressions (reverse saccades), and fixation durations were measured using an eye tracker (EyeLink, SensoMotoric Instruments, Germany) in 38 schizophrenic volunteers, 14 nonaffected first-degree relatives, and 57 control volunteers matched for age and National Adult Reading Test scores. Parameters were examined when volunteers read full pages of text and text was limited to progressively smaller viewing areas around the point of fixation using a gaze-contingent window. Schizophrenic volunteers showed significantly slower reading rates (P = .004), increase in total number of saccades (P ≤ .001), and a decrease in saccadic amplitude (P = .025) while reading. Relatives showed a significant increase in total number of saccades (P = .013) and decrease in saccadic amplitude (P = .020). Limitation of parafoveal information by reducing the amount of visible characters did not change the reading rate of schizophrenics but controls showed a significant decrease in reading rate with reduced parafoveal information (P < .001). Eye movement abnormalities during reading of schizophrenic volunteers and their first-degree relatives suggest that visual integration of foveal and parafoveal information may be reduced in schizophrenia. Reading abnormalities in relatives suggest a genetic influence in reading ability in schizophrenia and rule out confounding effects of medication. PMID:22267532

Shortness of Breath

MedlinePlus

... information applies to you and to get more information on this subject. Featured ContentSecondary DrowningRead Article >>Secondary DrowningSensory Processing Disorder (SPD)Read Article >>Sensory Processing Disorder (SPD) ...

Closely Reading Informational Texts in the Primary Grades

ERIC Educational Resources Information Center

Fisher, Douglas; Frey, Nancy

2014-01-01

In this article we discuss the differences between close reading in the primary grades and upper elementary grades. We focus on text selection, initial reading. repeated reading, annotation, text-based discussions, and responding to texts.

SERT: Self-Explanation Reading Training

ERIC Educational Resources Information Center

McNamara, Danielle S.

2004-01-01

This study examined the effects of providing reading strategy instruction to improve the effectiveness of self-explanation (i.e., explaining the meaning of information to oneself while reading). The effects of the reading strategy instruction, called Self-Explanation Reading Training (SERT), were examined both in terms of comprehension scores and…

Spitting Up in Babies

MedlinePlus

... information applies to you and to get more information on this subject. Featured ContentSecondary DrowningRead Article >>Secondary DrowningSensory Processing Disorder (SPD)Read Article >>Sensory Processing Disorder (SPD) ...

Parafoveal Processing in Silent and Oral Reading: Reading Mode Influences the Relative Weighting of Phonological and Semantic Information in Chinese

ERIC Educational Resources Information Center

Pan, Jinger; Laubrock, Jochen; Yan, Ming

2016-01-01

We examined how reading mode (i.e., silent vs. oral reading) influences parafoveal semantic and phonological processing during the reading of Chinese sentences, using the gaze-contingent boundary paradigm. In silent reading, we found in 2 experiments that reading times on target words were shortened with semantic previews in early and late…

Effects of Journeys Reading Intervention on Reading Achievement of Students with Disabilities

ERIC Educational Resources Information Center

Cloud, Antre'

2017-01-01

In Georgia, students with disabilities are falling behind students without disabilities in reading. Students with disabilities need to learn how to read fluently and comprehend because reading is embedded in all academic areas. Guided by LaBerge and Samuels's theory of automatic information processing in reading, the purpose of the study was to…

Readability Assessment of Patient Information about Lymphedema and Its Treatment.

PubMed

Seth, Akhil K; Vargas, Christina R; Chuang, Danielle J; Lee, Bernard T

2016-02-01

Patient use of online resources for health information is increasing, and access to appropriately written information has been associated with improved patient satisfaction and overall outcomes. The American Medical Association and the National Institutes of Health recommend that patient materials be written at a sixth-grade reading level. In this study, the authors simulated a patient search of online educational content for lymphedema and evaluated readability. An online search for the term "lymphedema" was performed, and the first 12 hits were identified. User and location filters were disabled and sponsored results were excluded. Patient information from each site was downloaded and formatted into plain text. Readability was assessed using established tests: Coleman-Liau, Flesch-Kincaid, Flesch Reading Ease Index, FORCAST Readability Formula, Fry Graph, Gunning Fog Index, New Dale-Chall Formula, New Fog Count, Raygor Readability Estimate, and Simple Measure of Gobbledygook Readability Formula. There were 152 patient articles downloaded; the overall mean reading level was 12.6. Individual website reading levels ranged from 9.4 (cancer.org) to 16.7 (wikipedia.org). There were 36 articles dedicated to conservative treatments for lymphedema; surgical treatment was mentioned in nine articles across four sites. The average reading level for conservative management was 12.7, compared with 15.6 for surgery (p < 0.001). Patient information found through an Internet search for lymphedema is too difficult for many American adults to read. Websites queried had a range of readability, and surgeons should direct patients to sites appropriate for their level. There is limited information about surgical treatment available on the most popular sites; this information is significantly harder to read than sections on conservative measures.

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.

Diagnosis of mild Alzheimer disease through the analysis of eye movements during reading.

PubMed

Fernández, Gerardo; Castro, Liliana R; Schumacher, Marcela; Agamennoni, Osvaldo E

2015-03-01

Reading requires the integration of several central cognitive subsystems, ranging from attention and oculomotor control to word identification and language comprehension. Reading saccades and fixations contain information that can be correlated with word properties. When reading a sentence, the brain must decide where to direct the next saccade according to what has been read up to the actual fixation. In this process, the retrieval memory brings information about the current word features and attributes into working memory. According to this information, the prefrontal cortex predicts and triggers the next saccade. The frequency and cloze predictability of the fixated word, the preceding words and the upcoming ones affect when and where the eyes will move next. In this paper we present a diagnostic technique for early stage cognitive impairment detection by analyzing eye movements during reading proverbs. We performed a case-control study involving 20 patients with probable Alzheimer's disease and 40 age-matched, healthy control patients. The measurements were analyzed using linear mixed-effects models, revealing that eye movement behavior while reading can provide valuable information about whether a person is cognitively impaired. To the best of our knowledge, this is the first study using word-based properties, proverbs and linear mixed-effect models for identifying cognitive abnormalities.

THE CHALLENGING ROLE OF A READING COACH, A CAUTIONARY TALE.

PubMed

Al Otaiba, Stephanie; Hosp, John L; Smartt, Susan; Dole, Janice A

2008-04-01

The purpose of this case study is to describe the challenges one coach faced during the initial implementation of a coaching initiative involving 33 teachers in an urban, high-poverty elementary school. Reading coaches are increasingly expected to play a key role in the professional development efforts to improve reading instruction in order to improve reading achievement for struggling readers. Data sources included initial reading scores for kindergarten and first-graders, pretest and posttest scores of teachers' knowledge, a teacher survey, focus group interviews, project documents, and field notes. Data were analyzed using a mixed methods approach. Findings revealed several challenges that have important implications for research and practice: that teachers encountered new information about teaching early reading that conflicted with their current knowledge, this new information conflicted with their core reading program, teachers had differing perceptions of the role of the reading coach that affected their feelings about the project, and reform efforts are time-intensive.

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

PubMed

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

2014-07-01

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

19 CFR 103.1 - Public reading rooms.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 19 Customs Duties 1 2012-04-01 2012-04-01 false Public reading rooms. 103.1 Section 103.1 Customs Duties U.S. CUSTOMS AND BORDER PROTECTION, DEPARTMENT OF HOMELAND SECURITY; DEPARTMENT OF THE TREASURY AVAILABILITY OF INFORMATION Production of Documents/Disclosure of Information Under the FOIA § 103.1 Public reading rooms. Each office listed belo...

19 CFR 103.1 - Public reading rooms.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 19 Customs Duties 1 2011-04-01 2011-04-01 false Public reading rooms. 103.1 Section 103.1 Customs Duties U.S. CUSTOMS AND BORDER PROTECTION, DEPARTMENT OF HOMELAND SECURITY; DEPARTMENT OF THE TREASURY AVAILABILITY OF INFORMATION Production of Documents/Disclosure of Information Under the FOIA § 103.1 Public reading rooms. Each office listed belo...

19 CFR 103.1 - Public reading rooms.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 19 Customs Duties 1 2013-04-01 2013-04-01 false Public reading rooms. 103.1 Section 103.1 Customs Duties U.S. CUSTOMS AND BORDER PROTECTION, DEPARTMENT OF HOMELAND SECURITY; DEPARTMENT OF THE TREASURY AVAILABILITY OF INFORMATION Production of Documents/Disclosure of Information Under the FOIA § 103.1 Public reading rooms. Each office listed belo...

19 CFR 103.1 - Public reading rooms.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 19 Customs Duties 1 2014-04-01 2014-04-01 false Public reading rooms. 103.1 Section 103.1 Customs Duties U.S. CUSTOMS AND BORDER PROTECTION, DEPARTMENT OF HOMELAND SECURITY; DEPARTMENT OF THE TREASURY AVAILABILITY OF INFORMATION Production of Documents/Disclosure of Information Under the FOIA § 103.1 Public reading rooms. Each office listed belo...

Environment for Meaningful Development of Reading Literacy in Pre-School

ERIC Educational Resources Information Center

Zarina, Sandra; Belousa, Inga

2011-01-01

At a time when the scope and influence of information technologies are rapidly increasing, the development of reading literacy becomes a challenge for teachers. Pre-school teachers have a special role in the development of reading literacy, because children display interest in the written text and the information it holds already in pre-school. It…

Research 1960-1970 on Methods and Materials in Reading, II.

ERIC Educational Resources Information Center

Diederich, Paul B.

This bulletin summarizes and interprets some of the main findings of "Survey of the Literature on Methods and Materials in Reading," by Martha J. Maxwell and George Temp, Chapter IV of "The Information Base for Reading: A Critical Review of the Information Base for Current Assumptions Regarding the Status of Instruction and Achievement in Reading…

Reading Perspective: Can It Improve Middle School Students' Comprehension of Informational Text?

ERIC Educational Resources Information Center

Ramsay, Crystal M.; Sperling, Rayne A.

2015-01-01

In 2 experiments the authors investigated whether assigning a perspective to middle school students prior to reading a long informational text would improve their reading comprehension. Pretest-posttest control group designs were employed in both experiments, in Experiment 1 (n = 146 fifth- and sixth-grade students) and in Experiment 2 (n = 83…

22 CFR 303.6 - Procedures for use of public reading room.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 22 Foreign Relations 2 2014-04-01 2014-04-01 false Procedures for use of public reading room. 303.6 Section 303.6 Foreign Relations PEACE CORPS PROCEDURES FOR DISCLOSURE OF INFORMATION UNDER THE FREEDOM OF INFORMATION ACT § 303.6 Procedures for use of public reading room. Any member of the public may...

22 CFR 303.6 - Procedures for use of public reading room.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 22 Foreign Relations 2 2011-04-01 2009-04-01 true Procedures for use of public reading room. 303.6 Section 303.6 Foreign Relations PEACE CORPS PROCEDURES FOR DISCLOSURE OF INFORMATION UNDER THE FREEDOM OF INFORMATION ACT § 303.6 Procedures for use of public reading room. Any member of the public may inspect or...

An Exploration of Elementary Teachers' Views of Informal Reading Inventories in Dual Language Bilingual Programs

ERIC Educational Resources Information Center

Ascenzi-Moreno, Laura

2016-01-01

This study examines how elementary teachers (grades three through five) in dual-language, bilingual programs (Spanish/English) view informal reading inventories (IRIs) to support their students' reading growth. The research, conducted in an urban district in the Northeastern United States, draws on interviews with 20 teachers in these programs.…

Application of Selected Outcomes from PISA and PIAAC Researches to Czech Curriculum and Reading Education

ERIC Educational Resources Information Center

Chudy, Stefan; Vicherková, Dana

2016-01-01

This article deals with problematic fields which influence the level of reading strategies of fifteen to nineteen years old pupils (e.g. selected productive learning activities, work with diverse types of texts and information sources etc.). Moreover, the paper provides information about efficiency testing of pupils in selected reading strategies…

Information Needs in a Community of Reading Specialists: What Information Needs Say about Contextual Frameworks

ERIC Educational Resources Information Center

Normore, Lorraine

2011-01-01

Introduction: The perceived information needs of teachers who specialize in reading instruction for at-risk first graders were studied and related to frameworks for the role of social context in information needs, seeking and use. The frameworks considered were: disciplinarity, role theory in work settings, small worlds and information grounds and…

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.

Reading Content Knowledge: What Do Teachers Need to Know and How Can We Assess Their Knowledge?

ERIC Educational Resources Information Center

Lilienthal, Linda K.

2008-01-01

The purpose of this study was to investigate preservice teachers' reading content knowledge, to develop a definition of reading, and to develop an informal test of teachers' reading content knowledge. A content analysis of two contemporary reading textbooks used in university reading courses was the source of a six-tier, hierarchical definition of…

Questioning and Reading Goals: Information-Seeking Questions Asked on Scientific Texts Read under Different Task Conditions

ERIC Educational Resources Information Center

Ishiwa, Koto; Sanjose, Vicente; Otero, Jose

2013-01-01

Background: A number of studies report that few questions are asked in classrooms and that many of them are shallow questions. Aims: This study investigates the way in which reading goals determine questioning on scientific texts. Reading goals were manipulated through two different tasks: reading for understanding versus reading to solve a…

How to Care for Your Baby's Teeth

MedlinePlus

... information applies to you and to get more information on this subject. Featured ContentSecondary DrowningRead Article >>Secondary DrowningSensory Processing Disorder (SPD)Read Article >>Sensory Processing Disorder (SPD) ...

Conveying campus sexual misconduct policy information to college and university students: Results from a 7-campus study.

PubMed

Potter, S J; Edwards, K M; Banyard, V L; Stapleton, J G; Demers, J M; Moynihan, M M

2016-01-01

To examine the efficacy of different methods (ie, in-class policy reading; in-class policy reading and discussion; no reading or discussion) to deliver campus sexual misconduct policy information to students on 7 campuses. A total of 1,195 participants at 7 colleges and universities participated in the study from August to October 2014. Participants were randomly assigned at the class level and completed pretest and posttest surveys assessing knowledge of campus policy and resources and confidence to seek help for sexual assault. Students exposed to a larger dosage of material (in-class policy reading plus discussion) showed greater positive changes in attitudes and knowledge than students who did not receive information or were only read the policy. However, on some indices, students who were only read the policy showed positive outcomes compared with students receiving no intervention. Colleges and universities must use engaging methods to disseminate campus sexual misconduct policies to students.

Text-Processing Differences in Adolescent Adequate and Poor Comprehenders Reading Accessible and Challenging Narrative and Informational Text

ERIC Educational Resources Information Center

Denton, Carolyn A.; Enos, Mischa; York, Mary J.; Francis, David J.; Barnes, Marcia A.; Kulesz, Paulina A.; Fletcher, Jack M.; Carter, Suzanne

2015-01-01

Based on the analysis of 620 think-aloud verbal protocols from students in grades 7, 9, and 11, we examined students' conscious engagement in inference generation, paraphrasing, verbatim text repetition, and monitoring while reading narrative or informational texts that were either at or above the students' current reading levels. Students were…

45 CFR 1602.6 - Procedures for use of public reading room.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 45 Public Welfare 4 2013-10-01 2013-10-01 false Procedures for use of public reading room. 1602.6 Section 1602.6 Public Welfare Regulations Relating to Public Welfare (Continued) LEGAL SERVICES CORPORATION PROCEDURES FOR DISCLOSURE OF INFORMATION UNDER THE FREEDOM OF INFORMATION ACT § 1602.6 Procedures for use of public reading room. Any member...

45 CFR 1602.6 - Procedures for use of public reading room.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 4 2012-10-01 2012-10-01 false Procedures for use of public reading room. 1602.6 Section 1602.6 Public Welfare Regulations Relating to Public Welfare (Continued) LEGAL SERVICES CORPORATION PROCEDURES FOR DISCLOSURE OF INFORMATION UNDER THE FREEDOM OF INFORMATION ACT § 1602.6 Procedures for use of public reading room. Any member...

45 CFR 1602.6 - Procedures for use of public reading room.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 4 2014-10-01 2014-10-01 false Procedures for use of public reading room. 1602.6 Section 1602.6 Public Welfare Regulations Relating to Public Welfare (Continued) LEGAL SERVICES CORPORATION PROCEDURES FOR DISCLOSURE OF INFORMATION UNDER THE FREEDOM OF INFORMATION ACT § 1602.6 Procedures for use of public reading room. Any member...

45 CFR 1602.6 - Procedures for use of public reading room.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false Procedures for use of public reading room. 1602.6 Section 1602.6 Public Welfare Regulations Relating to Public Welfare (Continued) LEGAL SERVICES CORPORATION PROCEDURES FOR DISCLOSURE OF INFORMATION UNDER THE FREEDOM OF INFORMATION ACT § 1602.6 Procedures for use of public reading room. Any member...

Exploring Awareness of Online Reading Strategies Used by EFL Learners in a Developing Country: A Study on Undergraduate Students in Bangladesh

ERIC Educational Resources Information Center

Islam, Mohammad Shahedul; Rahman, Mohammad Shamsur; Haque, Enamul

2015-01-01

Information and Communication Technology plays an increasingly important role in the lives of learners around the world. The opportunity to seek information through computer has made reading an important language skill. In this hi-tech era, students of undergraduate programs should have high reading ability to comprehend knowledge available online…

Conveying Campus Sexual Misconduct Policy Information to College and University Students: Results from a 7-Campus Study

ERIC Educational Resources Information Center

Potter, S. J.; Edwards, K. M.; Banyard, V. L.; Stapleton, J. G.; Demers, J. M.; Moynihan, M. M.

2016-01-01

Objective: To examine the efficacy of different methods (ie, in-class policy reading; in-class policy reading and discussion; no reading or discussion) to deliver campus sexual misconduct policy information to students on 7 campuses. Participants: A total of 1,195 participants at 7 colleges and universities participated in the study from August to…

Assessing and Evaluating Department of Defense Efforts to Inform, Influence, and Persuade: An Annotated Reading List

DTIC Science & Technology

2015-01-01

reading, but the read- ings in this section may be given a lower priority. Paul W. Farris, Neil T. Bendle, Phillip E. Pfeifer, and David J. Reibstein...inform, influence, and persuade. Chip Heath and Dan Heath , Made to Stick: Why Some Ideas Survive and Others Die, New York: Random House, 2007. This

Processing and Memory of Central versus Peripheral Information as a Function of Reading Goals: Evidence from Eye-Movements

ERIC Educational Resources Information Center

Yeari, Menahem; van den Broek, Paul; Oudega, Marja

2015-01-01

The present study examined the effect of reading goals on the processing and memory of central and peripheral textual information. Using eye-tracking methodology, we compared the effect of four common reading goals--entertainment, presentation, studying for a close-ended (multiple-choice) questions test, and studying for an open-ended questions…

Effects of text cohesion on comprehension and retention of colorectal cancer screening information: a preliminary study.

PubMed

Liu, Chiung-Ju; Rawl, Susan M

2012-01-01

Increasing readability of written cancer prevention information is a fundamental step to increasing awareness and knowledge of cancer screening. Instead of readability formulas, the present study focused on text cohesion, which is the degree to which the text content ties together. The purpose of this study was to examine the effect of text cohesion on reading times, comprehension, and retention of colorectal cancer prevention information. English-speaking adults (50 years of age or older) were recruited from local communities. Participants were randomly assigned to read colorectal cancer prevention subtopics presented at 2 levels of text cohesion: from higher cohesion to lower cohesion, or vice versa. Reading times, word recognition, text comprehension, and recall were assessed after reading. Two weeks later, text comprehension and recall were reassessed. Forty-two adults completed the study, but five were lost to follow up. Higher text cohesion showed a significant effect on reading times and text comprehension but not on word recognition and recall. The effect of text cohesion was not found on text comprehension and recall after 2 weeks. Increasing text cohesion facilitates reading speed and comprehension of colorectal cancer prevention information. Further research on the effect of text cohesion is warranted.

21 CFR 20.120 - Records available in Food and Drug Administration Public Reading Rooms.

Code of Federal Regulations, 2011 CFR

2011-04-01

... Public Reading Rooms. 20.120 Section 20.120 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF....120 Records available in Food and Drug Administration Public Reading Rooms. (a) The Food and Drug Administration operates two public reading rooms. The Freedom of Information Staff's Public Reading Room is...

5 CFR 2604.201 - Public reading room facility and Web site.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 5 Administrative Personnel 3 2011-01-01 2011-01-01 false Public reading room facility and Web site... DISCLOSURE REPORTS FOIA Public Reading Room Facility and Web Site; Index Identifying Information for the Public § 2604.201 Public reading room facility and Web site. (a)(1) Location of public reading room...

Teaching Content Material through Reader's Theater

ERIC Educational Resources Information Center

Forney, Melissa

2013-01-01

When it comes to content area material, much of what students read and learn is predicated on information they have read before and are supposed to remember. Teachers often use silent reading and round robin reading as preferred reading methods to help students learn content area material. The objective of this study was to test reader's theater…

Student Reading Practices in Print and Electronic Media

ERIC Educational Resources Information Center

Foasberg, Nancy M.

2014-01-01

This paper reports a diary-based qualitative study on college students' reading habits with regard to print and electronic media. Students used a form to record information about their reading practices for twelve days, including length of reading event, location, format used, and the purpose of reading. Students tended to use print for academic…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

21 CFR 20.120 - Records available in Food and Drug Administration Public Reading Rooms.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Public Reading Rooms. 20.120 Section 20.120 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF....120 Records available in Food and Drug Administration Public Reading Rooms. (a) The Food and Drug Administration operates two public reading rooms. The Freedom of Information Staff's Public Reading Room is...

5 CFR 2604.201 - Public reading room facility and Web site.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Public reading room facility and Web site... DISCLOSURE REPORTS FOIA Public Reading Room Facility and Web Site; Index Identifying Information for the Public § 2604.201 Public reading room facility and Web site. (a)(1) Location of public reading room...

When Translation Makes the Difference: Sentence Processing in Reading and Translation

ERIC Educational Resources Information Center

Macizo, Pedro; Bajo, M. Teresa

2004-01-01

In two experiments we compared normal reading and reading for translation of object relative sentences presented word-by-word. In Experiment 1, professional translators were asked either to read and repeat Spanish sentences, or to read and translate them into English. In addition, we manipulated the availability of pragmatic information given in…

Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students

ERIC Educational Resources Information Center

Ritchey, Kristen D.; Palombo, Kimberly; Silverman, Rebecca D.; Speece, Deborah L.

2017-01-01

Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment…

The Development of Reading for Comprehension: An Information Processing Analysis. Final Report.

ERIC Educational Resources Information Center

Schadler, Margaret; Juola, James F.

This report summarizes research performed at the Universtiy of Kansas that involved several topics related to reading and learning to read, including the development of automatic word recognition processes, reading for comprehension, and the development of new computer technologies designed to facilitate the reading process. The first section…

Read Me a Song: Teaching Reading Using Picture Book Songs.

ERIC Educational Resources Information Center

Routier, Wanda J.

This paper provides information about the beginnings of literacy in young children and the skills they need for reading readiness. The paper also describes what is meant by a "quality early literacy instruction" and reading skill development in early childhood settings. It outlines early reading behaviors, including phonemic awareness,…

Reading Researchers, Policymakers, and Practitioners. Yearbook of the American Reading Forum, Volume IX, 1989.

ERIC Educational Resources Information Center

Hayes, Bernard L., Ed.; Camperell, Kay, Ed.

Articles in this yearbook address the problems associated with how reading research informs practice. Articles, listed with their authors, are as follows: (1) "Reading Research into Policy and Practice: Practitioner's Viewpoint" (Deborah L. Thompson); (2) "Michigan's Reading Program: A Decade of Change" (Elaine M. Weber); (3)…

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

PubMed

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

2016-09-01

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

Exploring the Online Reading Comprehension Strategies Used by Sixth-Grade Skilled Readers to Search for and Locate Information on the Internet

ERIC Educational Resources Information Center

Coiro, Julie; Dobler, Elizabeth

2007-01-01

The purpose of this qualitative study was to explore the nature of reading comprehension processes while reading on the Internet. Eleven sixth-grade students with the highest combination of standardized reading scores, reading report card grades, and Internet reading experiences were selected from a population of 150 sixth graders in three…

Learning with sublexical information from emerging reading vocabularies in exceptionally early and normal reading development.

PubMed

Thompson, G Brian; Fletcher-Flinn, Claire M; Wilson, Kathryn J; McKay, Michael F; Margrain, Valerie G

2015-03-01

Predictions from theories of the processes of word reading acquisition have rarely been tested against evidence from exceptionally early readers. The theories of Ehri, Share, and Byrne, and an alternative, Knowledge Sources theory, were so tested. The former three theories postulate that full development of context-free letter sounds and awareness of phonemes are required for normal acquisition, while the claim of the alternative is that with or without such, children can use sublexical information from their emerging reading vocabularies to acquire word reading. Results from two independent samples of children aged 3-5, and 5 years, with mean word reading levels of 7 and 9 years respectively, showed underdevelopment of their context-free letter sounds and phoneme awareness, relative to their word reading levels and normal comparison samples. Despite such underdevelopment, these exceptional readers engaged in a form of phonological recoding that enabled pseudoword reading, at the level of older-age normal controls matched on word reading level. Moreover, in the 5-year-old sample further experiments showed that, relative to normal controls, they had a bias toward use of sublexical information from their reading vocabularies for phonological recoding of heterophonic pseudowords with irregular consistent spelling, and were superior in accessing word meanings independently of phonology, although only if the readers were without exposure to explicit phonics. The three theories were less satisfactory than the alternative theory in accounting for the learning of the exceptionally early readers. Copyright © 2014 Elsevier B.V. All rights reserved.

Reading and Abstracting Journal Articles in Sedimentology and Stratigraphy.

ERIC Educational Resources Information Center

Conrad, Susan Howes

1991-01-01

An assignment centered on reading journal articles and writing abstracts is an effective way to improve student reading and writing skills in sedimentology and stratigraphy laboratories. Each student reads two articles and writes informative abstracts from the author's point of view. (PR)

26 CFR 301.6104(a)-6 - Procedural rules for inspection.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Revenue, Attention: Freedom of Information Reading Room, 1111 Constitution Avenue, NW., Washington, D.C...(a)-3 will be made available for inspection at the Freedom of Information Reading Room, National...

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.

FUNCTIONAL NETWORK ARCHITECTURE OF READING-RELATED REGIONS ACROSS DEVELOPMENT

PubMed Central

Vogel, Alecia C.; Church, Jessica A.; Power, Jonathan D.; Miezin, Fran M.; Petersen, Steven E.; Schlaggar, Bradley L.

2013-01-01

Reading requires coordinated neural processing across a large number of brain regions. Studying relationships between reading-related regions informs the specificity of information processing performed in each region. Here, regions of interest were defined from a meta-analysis of reading studies, including a developmental study. Relationships between regions were defined as temporal correlations in spontaneous fMRI signal; i.e., resting state functional connectivity MRI (RSFC). Graph theory based network analysis defined the community structure of the “reading-related” regions. Regions sorted into previously defined communities, such as the fronto-parietal and cingulo-opercular control networks, and the default mode network. This structure was similar in children, and no apparent “reading” community was defined in any age group. These results argue against regions, or sets of regions, being specific or preferential for reading, instead indicating that regions used in reading are also used in a number of other tasks. PMID:23506969

IM-TORNADO: a tool for comparison of 16S reads from paired-end libraries.

PubMed

Jeraldo, Patricio; Kalari, Krishna; Chen, Xianfeng; Bhavsar, Jaysheel; Mangalam, Ashutosh; White, Bryan; Nelson, Heidi; Kocher, Jean-Pierre; Chia, Nicholas

2014-01-01

16S rDNA hypervariable tag sequencing has become the de facto method for accessing microbial diversity. Illumina paired-end sequencing, which produces two separate reads for each DNA fragment, has become the platform of choice for this application. However, when the two reads do not overlap, existing computational pipelines analyze data from read separately and underutilize the information contained in the paired-end reads. We created a workflow known as Illinois Mayo Taxon Organization from RNA Dataset Operations (IM-TORNADO) for processing non-overlapping reads while retaining maximal information content. Using synthetic mock datasets, we show that the use of both reads produced answers with greater correlation to those from full length 16S rDNA when looking at taxonomy, phylogeny, and beta-diversity. IM-TORNADO is freely available at http://sourceforge.net/projects/imtornado and produces BIOM format output for cross compatibility with other pipelines such as QIIME, mothur, and phyloseq.

22 CFR 303.6 - Procedures for use of public reading room.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 22 Foreign Relations 2 2012-04-01 2009-04-01 true Procedures for use of public reading room. 303.6 Section 303.6 Foreign Relations PEACE CORPS PROCEDURES FOR DISCLOSURE OF INFORMATION UNDER THE FREEDOM OF INFORMATION ACT § 303.6 Procedures for use of public reading room. Any member of the public may inspect or copy records described in § 303.5(b...

22 CFR 303.6 - Procedures for use of public reading room.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 22 Foreign Relations 2 2013-04-01 2009-04-01 true Procedures for use of public reading room. 303.6 Section 303.6 Foreign Relations PEACE CORPS PROCEDURES FOR DISCLOSURE OF INFORMATION UNDER THE FREEDOM OF INFORMATION ACT § 303.6 Procedures for use of public reading room. Any member of the public may inspect or copy records described in § 303.5(b...

75 FR 81191 - Public Availability of Information; Freedom of Information Act

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-27

... Register, and how are they accessed? 7.12 What records are available in reading rooms, and how are they... make available to the public in a reading room without need for a specific request, pursuant to 5 U.S.C... publicly available in a reading room under 5 U.S.C. 552(a)(2)(A), (B), (C) and (E) and frequently requested...

Academic Text Features and Reading in English as a Second Language

DTIC Science & Technology

1989-08-29

students rely on a number of compensatory reading strategies. Commonly cited strategies include reading assisted by an English dictionary , asking peers for...Armbruster (1985), while concerned with monolingual students, offer informative suggestions that can be extended to breach this gap. They outline...attention to text information is positively affected by signaling devices among monolingual subjects. Goldman (1988) has reported that ESL college stujoi

Discriminative analysis of lip motion features for speaker identification and speech-reading.

PubMed

Cetingül, H Ertan; Yemez, Yücel; Erzin, Engin; Tekalp, A Murat

2006-10-01

There have been several studies that jointly use audio, lip intensity, and lip geometry information for speaker identification and speech-reading applications. This paper proposes using explicit lip motion information, instead of or in addition to lip intensity and/or geometry information, for speaker identification and speech-reading within a unified feature selection and discrimination analysis framework, and addresses two important issues: 1) Is using explicit lip motion information useful, and, 2) if so, what are the best lip motion features for these two applications? The best lip motion features for speaker identification are considered to be those that result in the highest discrimination of individual speakers in a population, whereas for speech-reading, the best features are those providing the highest phoneme/word/phrase recognition rate. Several lip motion feature candidates have been considered including dense motion features within a bounding box about the lip, lip contour motion features, and combination of these with lip shape features. Furthermore, a novel two-stage, spatial, and temporal discrimination analysis is introduced to select the best lip motion features for speaker identification and speech-reading applications. Experimental results using an hidden-Markov-model-based recognition system indicate that using explicit lip motion information provides additional performance gains in both applications, and lip motion features prove more valuable in the case of speech-reading application.

Reading and Language Learning: Crosslinguistic Constraints on Second Language Reading Development

ERIC Educational Resources Information Center

Koda, Keiko

2007-01-01

The ultimate goal of reading is to construct text meaning based on visually encoded information. Essentially, it entails converting print into language and then to the message intended by the author. It is hardly accidental, therefore, that, in all languages, reading builds on oral language competence and that learning to read uniformly requires…

The Pleasures of Reading Non-Fiction

ERIC Educational Resources Information Center

Alexander, Joy; Jarman, Ruth

2018-01-01

This article examines data gathered in a broader study of a school-based reading challenge to children aged from 8 to 14 to read science information books, centred in their school or class library. A survey was conducted before they embarked on the reading challenge to establish the children's reading habits. After the period of time allotted to…

32 CFR 518.9 - Reading room.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 32 National Defense 3 2014-07-01 2014-07-01 false Reading room. 518.9 Section 518.9 National Defense Department of Defense (Continued) DEPARTMENT OF THE ARMY AID OF CIVIL AUTHORITIES AND PUBLIC RELATIONS THE FREEDOM OF INFORMATION ACT PROGRAM FOIA Reading Rooms § 518.9 Reading room. (a) Reading room location. The DA shall provide an appropriate...

32 CFR 518.9 - Reading room.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 32 National Defense 3 2012-07-01 2009-07-01 true Reading room. 518.9 Section 518.9 National Defense Department of Defense (Continued) DEPARTMENT OF THE ARMY AID OF CIVIL AUTHORITIES AND PUBLIC RELATIONS THE FREEDOM OF INFORMATION ACT PROGRAM FOIA Reading Rooms § 518.9 Reading room. (a) Reading room location. The DA shall provide an appropriate...

32 CFR 518.9 - Reading room.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 32 National Defense 3 2013-07-01 2013-07-01 false Reading room. 518.9 Section 518.9 National Defense Department of Defense (Continued) DEPARTMENT OF THE ARMY AID OF CIVIL AUTHORITIES AND PUBLIC RELATIONS THE FREEDOM OF INFORMATION ACT PROGRAM FOIA Reading Rooms § 518.9 Reading room. (a) Reading room location. The DA shall provide an appropriate...

What Is the Value of Connecting Reading and Writing? Reading Education Report No. 55.

ERIC Educational Resources Information Center

Tierney, Robert J.; Leys, Margie

The study of reading-writing connections involves appreciating how reading and writing work together as tools for information storage and retrieval, discovery and logical thought, communication, and self-indulgence. There are numerous benefits that can be accrued from connecting reading and writing. Thus far, for example, the research data have…

Use of the Polygraph to Determine Elementary School Students' Frustration Reading Level. Final Report.

ERIC Educational Resources Information Center

Eckwall, Eldon E.; English, Judy K.

Using a polygraph to determine the reading frustration level of 62 third-, fourth-, and fifth-grade students, the researchers examined several factors related to reading frustration on informal reading inventories. Two primary concerns of the study were (1) to determine whether factors of intelligence, age, sex, ethnic background, reading level,…

Old and New Ways to Study Characteristics of Reading Disability: The Case of the Nonword-Reading Deficit

ERIC Educational Resources Information Center

Van den Broeck, Wim; Geudens, Astrid

2012-01-01

Theoretical and computational models of reading have traditionally been informed by specific characteristics of disabled readers. One of the most frequently studied marker effects of developmental dyslexia is the nonword-reading deficit. Disabled readers are generally believed to show a specific problem in reading nonwords. This study presents a…

Using Technology to Support Expository Reading and Writing in Science Classes

ERIC Educational Resources Information Center

Montelongo, Jose A.; Herter, Roberta J.

2010-01-01

Students struggle with the transition from learning to read narrative text in the early grades to reading expository text in the science classroom in the upper grades as they begin reading and writing to gain information. Science teachers can adapt their teaching materials to develop students' reading comprehension and recall by writing summaries…

78 FR 33209 - Implementation of the Freedom of Information Act

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-04

...) requires OSTP to publish available records on its e-FOIA Reading Room (``Reading Room'') as well as other... responsibility of the Reading Room. OSTP has created a ``Reading Room'' on its Web site. This section contains... at the Reading Room before submitting a FOIA request. Section 2402.3(c) Commenter 1 As proposed, Sec...

The Keefe Inventory of Silent Reading: A Window into the Reading Process.

ERIC Educational Resources Information Center

Keefe, Donald

1993-01-01

Contains part of the Keefe Inventory of Silent Reading, a silent informal reading inventory. Presents a case study of a student to whom it was administered, including analysis of this individual's reading ability and description of the specific strategies used with this individual on the basis of the results of the inventory. (RS)

When You've Heard It Before and Still Can't Read.

ERIC Educational Resources Information Center

Gibbs, Colin J.

A study was conducted to determine whether voice support helps children learn to read. Voice support involves reading to children while they follow the text, either informally as in bedtime reading, or formally, as in teacher or audiotaped readings of stories in the classroom. Subjects, 64 children just entering school, were unfamiliar with the 12…

Exploring Reading Comprehension Needs of Iranian EAP Students of Health Information Management (HIM): A Triangulated Approach

ERIC Educational Resources Information Center

Atai, Mahmood Reza; Nazari, Ogholgol

2011-01-01

Discipline-based English for Academic Purposes (EAP) reading programs in Iran are designed to fill the gap between the students' general English reading competence and their ability to read authentic discipline-specific texts. This study attempted to assess target and present reading comprehension needs of EAP students of Health Information…

Independent Reading in the Sixth Grade: Free Choice and Access to Material.

ERIC Educational Resources Information Center

Coy-Shaffer, Joye; Pettit, Shirley

A study conducted in the Orange County Public Schools in central Florida investigated the reading interests of sixth-grade students. The study also gathered information from teachers regarding the nature and source of reading materials used for independent reading in their classrooms and on the implementation of sustained silent reading practices.…

Integrating Art and Reading--Learning to Read through the Arts.

ERIC Educational Resources Information Center

O'Brien, Bernadette C.

1982-01-01

The New York City Board of Education's Title I program, "Learning to Read through the Arts," teaches skills in reading through involvement in the arts, builds self-confidence, improves self-image, and adds to the experiences of the participating children. If children are able to read material and apply the information thus acquired to…

How To Tutor Students with Reading Comprehension Problems.

ERIC Educational Resources Information Center

Parker, Richard; Hasbrouck, Jan E.; Denton, Carolyn

2002-01-01

Suggestions for tutoring students with reading comprehension problems include careful selection of books with readable text segments, use of comprehension strategies such as paraphrasing brief sections, and reading to find specific information. Several reading comprehension strategies for students are summarized. (Contains 7 references.) (DB)

Proceedings of the College Reading Association, Volume 10, Fall 1969.

ERIC Educational Resources Information Center

Ketcham, Clay A., Ed.

The proceedings of the twelfth annual meeting of the College Reading Association (with a focus on "Reading: Today's Needs, Tomorrow's Challenges") consisted of the following papers: "President's Address" (J. R. Newton); "Structure, Stricture in Reading Programs" (M. J. Weiss); "Why Use Informal Reading…

THE CHALLENGING ROLE OF A READING COACH, A CAUTIONARY TALE

PubMed Central

AL OTAIBA, STEPHANIE; HOSP, JOHN L.; SMARTT, SUSAN; DOLE, JANICE A.

2011-01-01

The purpose of this case study is to describe the challenges one coach faced during the initial implementation of a coaching initiative involving 33 teachers in an urban, high-poverty elementary school. Reading coaches are increasingly expected to play a key role in the professional development efforts to improve reading instruction in order to improve reading achievement for struggling readers. Data sources included initial reading scores for kindergarten and first-graders, pretest and posttest scores of teachers’ knowledge, a teacher survey, focus group interviews, project documents, and field notes. Data were analyzed using a mixed methods approach. Findings revealed several challenges that have important implications for research and practice: that teachers encountered new information about teaching early reading that conflicted with their current knowledge, this new information conflicted with their core reading program, teachers had differing perceptions of the role of the reading coach that affected their feelings about the project, and reform efforts are time-intensive. PMID:23794791

Sources of Information for Stress Assignment in Reading Greek

ERIC Educational Resources Information Center

Protopapas, Athanassios; Gerakaki, Svetlana; Alexandri, Stella

2007-01-01

To assign lexical stress when reading, the Greek reader can potentially rely on lexical information (knowledge of the word), visual-orthographic information (processing of the written diacritic), or a default metrical strategy (penultimate stress pattern). Previous studies with secondary education children have shown strong lexical effects on…

Understanding Pictorial Information in Biology: Students' Cognitive Activities and Visual Reading Strategies

ERIC Educational Resources Information Center

Brandstetter, Miriam; Sandmann, Angela; Florian, Christine

2017-01-01

In classroom, scientific contents are increasingly communicated through visual forms of representations. Students' learning outcomes rely on their ability to read and understand pictorial information. Understanding pictorial information in biology requires cognitive effort and can be challenging to students. Yet evidence-based knowledge about…

FAQs about IRIs.

ERIC Educational Resources Information Center

Paris, Scott G.; Carpenter, Robert D.

2003-01-01

Provides information about informal reading inventories (IRI), an early reading assessment. Explains what IRIs are; who should administer an IRI; when and how to administer an IRI; the reliability of data from IRIs; and the limitations of IRIs. (PM)

Cognitive flexibility predicts early reading skills

PubMed Central

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

2014-01-01

An important aspect of learning to read is efficiency in accessing different kinds of linguistic information (orthographic, phonological, and semantic) about written words. The present study investigates whether, in addition to the integrity of such linguistic skills, early progress in reading may require a degree of cognitive flexibility in order to manage the coordination of this information effectively. Our study will look for evidence of a link between flexibility and both word reading and passage reading comprehension, and examine whether any such link involves domain-general or reading-specific flexibility. As the only previous support for a predictive relationship between flexibility and early reading comes from studies of reading comprehension in the opaque English orthography, another possibility is that this relationship may be largely orthography-dependent, only coming into play when mappings between representations are complex and polyvalent. To investigate these questions, 60 second-graders learning to read the more transparent French orthography were presented with two multiple classification tasks involving reading-specific cognitive flexibility (based on words) and non-specific flexibility (based on pictures). Reading skills were assessed by word reading, pseudo-word decoding, and passage reading comprehension measures. Flexibility was found to contribute significant unique variance to passage reading comprehension even in the less opaque French orthography. More interestingly, the data also show that flexibility is critical in accounting for one of the core components of reading comprehension, namely, the reading of words in isolation. Finally, the results constrain the debate over whether flexibility has to be reading-specific to be critically involved in reading. PMID:24966842

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

ERIC Educational Resources Information Center

Acar, Tülin

2015-01-01

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

Teaching Reading in Vocational Education.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This handbook on teaching reading in vocational education is designed to provide vocational education teachers with a resource to use in helping students to develop sound reading skills. Provided in the handbook are information sheets, self-checks, practice activities, and suggestions for further reading dealing with the following topics:…

Levels of Syntactic Realization in Oral Reading.

ERIC Educational Resources Information Center

Brown, Eric

Two contrasting theories of reading are reviewed in light of recent research in psycholinguistics. A strictly "visual" model of fluent reading is contrasted with several mediational theories where auditory or articulatory coding is deemed necessary for comprehension. Surveying the research in visual information processing, oral reading,…

Scaffolding Reading Experiences: Designs for Student Success. Second Edition.

ERIC Educational Resources Information Center

Graves, Michael; Graves, Bonnie

This book offers practical examples, updated listings of quality children's literature, and new activities to promote successful reading experiences for K-8 learners. The book contains practical information on prereading, during reading, and postreading activities, along with ideas for incorporating scaffolding reading experiences into the…

24 CFR Appendix A to Part 15 - Location Information for HUD FOIA Reading Rooms and Contact Information for Regional Counsel

Code of Federal Regulations, 2010 CFR

2010-04-01

... 24 Housing and Urban Development 1 2010-04-01 2010-04-01 false Location Information for HUD FOIA Reading Rooms and Contact Information for Regional Counsel A Appendix A to Part 15 Housing and Urban Development Office of the Secretary, Department of Housing and Urban Development PUBLIC ACCESS TO HUD RECORDS...

Improving Reading Programs for Emotionally Handicapped Children. Proceedings Highlights of a Special Study Institute (Medina, New York, May 3-5, 1971).

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Div. for Handicapped Children.

Six speeches given at an institute on reading programs for emotionally handicapped children are presented. Jules Abrams first examines the relationship of emotional and personality maladjustments to reading difficulty. Then Clifford Kolson advocates the promotion of informal reading and the proper diagnosis of a child's reading level. A discussion…

Reading for Meaning: The Effects of Developmental Education on Motivation and Achievement in Reading Informative Texts in Primary School

ERIC Educational Resources Information Center

van Rijk, Yvonne; de Mey, Langha; de Haan, Dorian; van Oers, Bert; Volman, Monique

2017-01-01

Content-oriented reading interventions that focus on the integration of motivational enhancement and strategy instruction have been found to have positive effects. Developmental education (DE) in the Netherlands is an innovative content-oriented approach in which reading is an integral part of an inquiry-oriented curriculum. Reading for meaning is…

Reading Achievement: Characteristics Associated with Success and Failure: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," October through December 1977 (Vol. 38 Nos. 4 through 6).

ERIC Educational Resources Information Center

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

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 22 titles deal with a variety of topics, including the following: relationships between decoding skills and reading comprehension in college students, speed of retrieval of verbal information and patterns of oral reading errors,…

49 CFR 7.12 - What records are available in reading rooms, and how are they accessed?

Code of Federal Regulations, 2014 CFR

2014-10-01

... 49 Transportation 1 2014-10-01 2014-10-01 false What records are available in reading rooms, and how are they accessed? 7.12 Section 7.12 Transportation Office of the Secretary of Transportation PUBLIC AVAILABILITY OF INFORMATION Information Required To Be Made Public by DOT § 7.12 What records are available in reading rooms, and how are they...

Improving detection of copy-number variation by simultaneous bias correction and read-depth segmentation.

PubMed

Szatkiewicz, Jin P; Wang, WeiBo; Sullivan, Patrick F; Wang, Wei; Sun, Wei

2013-02-01

Structural variation is an important class of genetic variation in mammals. High-throughput sequencing (HTS) technologies promise to revolutionize copy-number variation (CNV) detection but present substantial analytic challenges. Converging evidence suggests that multiple types of CNV-informative data (e.g. read-depth, read-pair, split-read) need be considered, and that sophisticated methods are needed for more accurate CNV detection. We observed that various sources of experimental biases in HTS confound read-depth estimation, and note that bias correction has not been adequately addressed by existing methods. We present a novel read-depth-based method, GENSENG, which uses a hidden Markov model and negative binomial regression framework to identify regions of discrete copy-number changes while simultaneously accounting for the effects of multiple confounders. Based on extensive calibration using multiple HTS data sets, we conclude that our method outperforms existing read-depth-based CNV detection algorithms. The concept of simultaneous bias correction and CNV detection can serve as a basis for combining read-depth with other types of information such as read-pair or split-read in a single analysis. A user-friendly and computationally efficient implementation of our method is freely available.

24 CFR Appendix A to Part 15 - Location Information for HUD FOIA Reading Rooms and Contact Information for Regional Counsel

Code of Federal Regulations, 2012 CFR

2012-04-01

... 24 Housing and Urban Development 1 2012-04-01 2012-04-01 false Location Information for HUD FOIA Reading Rooms and Contact Information for Regional Counsel A Appendix A to Part 15 Housing and Urban Development Office of the Secretary, Department of Housing and Urban Development PUBLIC ACCESS TO HUD RECORDS UNDER THE FREEDOM OF INFORMATION ACT AN...

24 CFR Appendix A to Part 15 - Location Information for HUD FOIA Reading Rooms and Contact Information for Regional Counsel

Code of Federal Regulations, 2011 CFR

2011-04-01

... 24 Housing and Urban Development 1 2011-04-01 2011-04-01 false Location Information for HUD FOIA Reading Rooms and Contact Information for Regional Counsel A Appendix A to Part 15 Housing and Urban Development Office of the Secretary, Department of Housing and Urban Development PUBLIC ACCESS TO HUD RECORDS UNDER THE FREEDOM OF INFORMATION ACT AN...

24 CFR Appendix A to Part 15 - Location Information for HUD FOIA Reading Rooms and Contact Information for Regional Counsel

Code of Federal Regulations, 2013 CFR

2013-04-01

... 24 Housing and Urban Development 1 2013-04-01 2013-04-01 false Location Information for HUD FOIA Reading Rooms and Contact Information for Regional Counsel A Appendix A to Part 15 Housing and Urban Development Office of the Secretary, Department of Housing and Urban Development PUBLIC ACCESS TO HUD RECORDS UNDER THE FREEDOM OF INFORMATION ACT AN...

24 CFR Appendix A to Part 15 - Location Information for HUD FOIA Reading Rooms and Contact Information for Regional Counsel

Code of Federal Regulations, 2014 CFR

2014-04-01

... 24 Housing and Urban Development 1 2014-04-01 2014-04-01 false Location Information for HUD FOIA Reading Rooms and Contact Information for Regional Counsel A Appendix A to Part 15 Housing and Urban Development Office of the Secretary, Department of Housing and Urban Development PUBLIC ACCESS TO HUD RECORDS UNDER THE FREEDOM OF INFORMATION ACT AN...

ESL Readers' Comprehension Performance: The Chinese Secondary Context

ERIC Educational Resources Information Center

Chau, Juliana; Wu, Winnie; Chen, Julia; Lughmani, Shari

2012-01-01

Recent research in reading comprehension in Western settings has focused on collecting evidence from reading tests that would measure relevant ESL reading constructs to inform reading instruction and assessment. Similar studies in non-Western contexts, however, remain under-reported. This study involved 958 senior secondary Hong Kong (Chinese)…

School Success for Kids with Dyslexia and Other Reading Difficulties

ERIC Educational Resources Information Center

Dunson, Walter E.

2012-01-01

"School Success for Kids With Dyslexia and Other Reading Difficulties" provides parents and teachers with goals that will meet the needs of students who are struggling with reading, leading them to work through their difficulties and enjoy reading. It includes information, assessments, and techniques that parents, teachers, and school…

Administering a Group Reading Inventory: An Initiative in Improving Reading Instruction.

ERIC Educational Resources Information Center

Helfeldt, John P.; Henk, William A.

1983-01-01

Recommends the use of the Group Reading Inventory (GRI), an informal survey instrument, to identify general reading abilities of individuals in correctional facilities. Discusses why the GRI is appropriate for use, guidelines for constructing a GRI, and procedures for administering, scoring, and interpreting the instrument. (NRJ)

Seeing, Feeling, Evoking: Imagery and Aesthetic Involvement.

ERIC Educational Resources Information Center

Fleckenstein, K.

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

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…

The Cognitive Foundations of Learning To Read: A Framework.

ERIC Educational Resources Information Center

Wren, Sebastian

Southwest Educational Research Laboratory's (SEDL's) reading project examines early literacy in Grades K-2 and the prevention of early reading failure. The goals of this effort include the following: developing a framework of the cognitive foundations of learning to read that organizes research information; using that framework to organize…

The Reading Skills of Home Economics: Problems and Selected References.

ERIC Educational Resources Information Center

Cranney, A. Garr; And Others

Since most secondary school reading textbooks give home economics only minimal attention, this paper identifies selected information sources in home economics reading skills and in home economics for high school reading specialists. The first portion of the paper discusses eight principle problems that home economics poses for secondary school…

76 FR 51890 - Release of Information From Department of Veterans Affairs Records

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-19

... requires resolution prior to processing. Reading room means space made available, as needed, in VA... component providing a public reading room space will be the component that maintains the record. Record... reading rooms and discretionary disclosures. (a) VA maintains a public reading room electronically at its...

Case study of read-across predictions using a Generalized Read-Across (GenRA) Approach (10th World Congress)

EPA Science Inventory

We developed the Generalized Read-Across (GenRA) approach to facilitate automated, algorithmic read across predictions. GenRA uses in vitro bioactivity data in conjunction with chemical information to predict up to 574 different apical outcomes from repeat-dose toxicity studies. ...

Monitoring Reading Behavior: Criteria for Performance.

ERIC Educational Resources Information Center

Powell, William R.

Effective use of the informal reading inventory (IRI) depends upon the criteria used in determining the functional reading levels and more specifically the word recognition criteria employed in describing acceptable limits of oral reading behavior. The author of this paper looks at the diverse sets of criteria commonly used, the problems…

Reading Recovery Executive Summary, 1984 to 1998.

ERIC Educational Resources Information Center

Reading Recovery Council of North America, Columbus, OH.

This Executive Summary provides information and details about Reading Recovery, an early intervention program for young readers who are experiencing difficulty in their first year of reading instruction. The summary first explains that Reading Recovery is a one-to-one tutoring program designed to serve the lowest achieving readers in which…

Graduate Programs and Faculty in Reading. Fourth Edition.

ERIC Educational Resources Information Center

Blomenberg, Paula, Ed.

Intended for reading teachers and consultants, students, and others who want information about the nature of graduate training programs in the field of reading, this book lists over 300 graduate reading programs offered in the United States and Canada. Institutions offering graduate programs are listed alphabetically by province for Canadian…

Teaching Students to Compose Informational Poetic Riddles to Further Scientific Understanding

ERIC Educational Resources Information Center

Frye, Elizabeth M.; Bradbury, Leslie; Gross, Lisa A.

2016-01-01

In most elementary schools, students spend more time reading and writing narrative texts and less time with informational texts. Yet, the Common Core State Standards advocate that informational texts comprise nearly half of K-8 students' entire academic reading, including content areas like science and social studies. The authors propose remixing…

A New Look at Information Books

ERIC Educational Resources Information Center

Weisman, Kay

2012-01-01

With the widespread adoption of the Common Core State Standards (CCSS), classroom use of information texts is increasing. CCSS mandate an emphasis on the use of these texts so that students become adept at reading and comprehending complex information in order to write compelling arguments. Students are encouraged to read, write, and engage in…

Informational Text Comprehension: Its Challenges and How Collaborative Strategic Reading Can Help

ERIC Educational Resources Information Center

McCown, Margaret Averill; Thomason, Gina B.

2014-01-01

With the increased emphasis on informational text with Common Core State Standards and the difficulty many students have with this type of text, this study examined the effects of Collaborative Strategic Reading (CSR) on informational text comprehension and metacognitive awareness of fifth grade students. Participating students included a…

Asking the Right Questions: How to Select an Informal Reading Inventory

ERIC Educational Resources Information Center

Flippo, Rona F.; Holland, Dari-Ann D.; McCarthy, Mary T.; Swinning, Elizabeth A.

2009-01-01

Informal classroom assessments remain essential tools for improving the instruction of students, even in an age of accountability testing. This article focuses specifically on Informal Reading Inventories (IRIs). Even though the growing number of commercially available IRIs has made choosing the ones most suitable for students' and teachers' needs…

Chinese Deaf Readers Have Early Access to Parafoveal Semantics

ERIC Educational Resources Information Center

Yan, Ming; Pan, Jinger; Bélanger, Nathalie N.; Shu, Hua

2015-01-01

In the present study, we manipulated different types of information available in the parafovea during the reading of Chinese sentences and examined how deaf readers make use of the parafoveal information. Results clearly indicate that although the reading-level matched hearing readers make greater use of orthographic information in the parafovea,…

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.

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

PubMed Central

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

2013-01-01

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

Reading Comprehension Performance of Adolescents with Learning Disabilities.

ERIC Educational Resources Information Center

Snider, Vicki E.

1989-01-01

The study found that instructing 13 learning-disabled junior high students in the necessary prior knowledge (information and vocabulary concepts) led to superior reading comprehension performance. Textually explicit text structure also improved reading comprehension. (DB)

"Why are Your Kids Writing during Reading Time?"

ERIC Educational Resources Information Center

Harp, Bill

1987-01-01

Presents a hypothetical situation of an elementary school principal's concern at students writing during reading time, and offers a possible teacher's response with information about the direct tie between writing and reading improvement. (JC)

Computerized Presentation of Text: Effects on Children's Reading of Informational Material. Special Issue on Reading Comprehension ? Part II

ERIC Educational Resources Information Center

Kerr, Matthew A.; Symons, Sonya E.

2006-01-01

This study examined whether children's reading rate, comprehension, and recall are affected by computer presentation of text. Participants were 60 grade five students, who each read two expository texts, one in a traditional print format and the other from a computer monitor, which used a common scrolling text interface. After reading each text,…

AN EXPERIMENT ON THE EFFECT OF MOTIVATIONAL APPEAL VS. TECHNIQUES UPON READING RATE IMPROVEMENT IN A GROUP OF COLLEGE STUDENTS.

ERIC Educational Resources Information Center

MAXWELL, MARTHA J.; MUELLER, ARTHUR C.

A STUDY OF THE READING HABITS AND ABILITIES OF 132 PSYCHOLOGY STUDENTS AT THE UNIVERSITY OF MARYLAND WAS CONDUCTED TO DETERMINE (1) IF READING SPEED COULD BE INCREASED WITHOUT CHANGE IN COMPREHENSION AND (2) WHETHER INFORMATION ABOUT SOME OF THE BASIC TECHNIQUES OF READING STRESSED IN TYPICAL READING COURSES COULD ELICIT CHANGES IN STANDARDIZED…

Reading Recovery versus Informal Reading Instruction on the Reading Achievement of Preschoolers at the End of First Grade.

ERIC Educational Resources Information Center

Jelks-Emmanuel, Merry

A study examined the effectiveness of a Reading Recovery program. Subjects, 14 first-grade students who received the Reading Recovery program and 20 first-grade students who did not receive the program, were administered the Iowa Tests of Basic Skills in the spring of 1994. The subject population was comprised of 100% minority students attending…

Children's comprehension monitoring of multiple situational dimensions of a narrative.

PubMed

Wassenburg, Stephanie I; Beker, Katinka; van den Broek, Paul; van der Schoot, Menno

Narratives typically consist of information on multiple aspects of a situation. In order to successfully create a coherent representation of the described situation, readers are required to monitor all these situational dimensions during reading. However, little is known about whether these dimensions differ in the ease with which they can be monitored. In the present study, we examined whether children in Grades 4 and 6 monitor four different dimensions (i.e., emotion, causation, time, and space) during reading, using a self-paced reading task containing inconsistencies. Furthermore, to explore what causes failure in inconsistency detection, we differentiated between monitoring processes related to availability and validation of information by manipulating the distance between two pieces of conflicting information. The results indicated that the monitoring processes varied as a function of dimension. Children were able to validate emotional and causal information when it was still active in working memory, but this was not the case for temporal and spatial information. When context and target information were more distant from each other, only emotionally charged information remained available for further monitoring processes. These findings show that the influence of different situational dimensions should be taken into account when studying children's reading comprehension.

Vocabulary Questions on Informal Reading Inventories.

ERIC Educational Resources Information Center

Duffelmeyer, Fredrick A.; And Others

1989-01-01

Examines the utility of informal reading inventories (IRI) and acknowledges four limitations of the research. Indicates that no validity-enhancing measures were implemented in conjunction with the three IRIs analyzed. Suggests that IRI vocabulary questions do not appear to be useful. (MG)

Easy-to-Read Informed Consent Forms for Hematopoietic Cell Transplantation Clinical Trials

PubMed Central

Denzen, Ellen M; Santibáñez, Martha E Burton; Moore, Heather; Foley, Amy; Gersten, Iris D; Gurgol, Cathy; Majhail, Navneet S; Spellecy, Ryan; Horowitz, Mary M; Murphy, Elizabeth A

2011-01-01

Informed consent is essential to ethical research and is requisite to participation in clinical research. Yet most hematopoietic cell transplantation (HCT) informed consent forms (ICFs) are written at reading levels that are above the ability of the average person in the US. The recent development of ICF templates by the National Cancer Institute, National Institutes of Health and the National Heart Blood and Lung Instituthas not resulted in increased patient comprehension of information. Barriers to creating Easy-to-Read ICFs that meet US federal requirements and pass Institutional Review Board (IRB) review are the result of multiple interconnected factors. The Blood and Marrow Transplant Clinical Trials Network (BMT CTN) formed an ad hoc review team to address concerns regarding the overall readability and length of ICFs used for BMT CTN trials. This paper summarizes recommendations of the review team for the development and formatting of Easy-to-Read ICFs for HCT multicenter clinical trials, the most novel of which is the use of a two-column layout. These recommendations intend to guide the ICF writing process, simplify local IRB review of the ICF, enhance patient comprehension and improve patient satisfaction. The BMT CTN plans to evaluate the impact of the Easy-to-Read format compared to the traditional format on the informed consent process. PMID:21806948

IM-TORNADO: A Tool for Comparison of 16S Reads from Paired-End Libraries

PubMed Central

Jeraldo, Patricio; Kalari, Krishna; Chen, Xianfeng; Bhavsar, Jaysheel; Mangalam, Ashutosh; White, Bryan; Nelson, Heidi; Kocher, Jean-Pierre; Chia, Nicholas

2014-01-01

Motivation 16S rDNA hypervariable tag sequencing has become the de facto method for accessing microbial diversity. Illumina paired-end sequencing, which produces two separate reads for each DNA fragment, has become the platform of choice for this application. However, when the two reads do not overlap, existing computational pipelines analyze data from read separately and underutilize the information contained in the paired-end reads. Results We created a workflow known as Illinois Mayo Taxon Organization from RNA Dataset Operations (IM-TORNADO) for processing non-overlapping reads while retaining maximal information content. Using synthetic mock datasets, we show that the use of both reads produced answers with greater correlation to those from full length 16S rDNA when looking at taxonomy, phylogeny, and beta-diversity. Availability and Implementation IM-TORNADO is freely available at http://sourceforge.net/projects/imtornado and produces BIOM format output for cross compatibility with other pipelines such as QIIME, mothur, and phyloseq. PMID:25506826

Setting the Foundation: A Report on Elementary Grades Reading in Tennessee. Appendix

ERIC Educational Resources Information Center

Tennessee Department of Education, 2016

2016-01-01

"Setting the Foundation: A Report on Elementary Grades Reading in Tennessee" (ED572952) provides insight into the challenges associated with early grades reading in Tennessee, along with a set of recommendations for building more readers across the state. This appendix provides detailed information about reading programs in Tennessee…

A Methodology for Reading Skill Improvement in Vocational Secondary Programs.

ERIC Educational Resources Information Center

Martin, Wanda; And Others

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

Uncovering Reading Habits of University Students in Uganda: Does ICT Matter?

ERIC Educational Resources Information Center

Mlay, Samali V.; Sabi, Humphrey M.; Tsuma, Clive K.; Langmia, Kehbuma

2015-01-01

This paper investigates how Information and Communication Technology (ICT) can improve reading habits among university students. We also investigated the influence of home culture, school culture and disposable income on reading habit. Our main objective was to assess the effect of ICT on the reading habit of particularly university students in…

Cognitive Process in Second Language Reading: Transfer of L1 Reading Skills and Strategies.

ERIC Educational Resources Information Center

Koda, Keiko

1988-01-01

Experiments with skilled readers (N=83) from four native-language orthographic backgrounds examined the effects of: (1) blocked visual or auditory information on lexical decision-making; and (2) heterographic homophones on reading comprehension. Native and second language transfer does occur in second language reading, and orthographic structure…

40 CFR 1601.12 - Public reading room.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 34 2013-07-01 2013-07-01 false Public reading room. 1601.12 Section 1601.12 Protection of Environment CHEMICAL SAFETY AND HAZARD INVESTIGATION BOARD PROCEDURES FOR DISCLOSURE OF RECORDS UNDER THE FREEDOM OF INFORMATION ACT Administration § 1601.12 Public reading room. (a) The CSB maintains a public reading room that...

40 CFR 1601.12 - Public reading room.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 33 2011-07-01 2011-07-01 false Public reading room. 1601.12 Section 1601.12 Protection of Environment CHEMICAL SAFETY AND HAZARD INVESTIGATION BOARD PROCEDURES FOR DISCLOSURE OF RECORDS UNDER THE FREEDOM OF INFORMATION ACT Administration § 1601.12 Public reading room. (a) The CSB maintains a public reading room that...

5 CFR 9800.5 - Public reading room.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 5 Administrative Personnel 3 2013-01-01 2013-01-01 false Public reading room. 9800.5 Section 9800.5 Administrative Personnel COUNCIL OF THE INSPECTORS GENERAL ON INTEGRITY AND EFFICIENCY FREEDOM OF INFORMATION ACT REGULATIONS § 9800.5 Public reading room. CIGIE maintains an electronic public reading room on its Web site, http://www.ignet.gov,...

40 CFR 1601.12 - Public reading room.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 32 2010-07-01 2010-07-01 false Public reading room. 1601.12 Section 1601.12 Protection of Environment CHEMICAL SAFETY AND HAZARD INVESTIGATION BOARD PROCEDURES FOR DISCLOSURE OF RECORDS UNDER THE FREEDOM OF INFORMATION ACT Administration § 1601.12 Public reading room. (a) The CSB maintains a public reading room that...

5 CFR 9800.5 - Public reading room.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 5 Administrative Personnel 3 2014-01-01 2014-01-01 false Public reading room. 9800.5 Section 9800.5 Administrative Personnel COUNCIL OF THE INSPECTORS GENERAL ON INTEGRITY AND EFFICIENCY FREEDOM OF INFORMATION ACT REGULATIONS § 9800.5 Public reading room. CIGIE maintains an electronic public reading room on its Web site, http://www.ignet.gov,...

40 CFR 1601.12 - Public reading room.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 40 Protection of Environment 33 2014-07-01 2014-07-01 false Public reading room. 1601.12 Section 1601.12 Protection of Environment CHEMICAL SAFETY AND HAZARD INVESTIGATION BOARD PROCEDURES FOR DISCLOSURE OF RECORDS UNDER THE FREEDOM OF INFORMATION ACT Administration § 1601.12 Public reading room. (a) The CSB maintains a public reading room that...

40 CFR 1601.12 - Public reading room.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 34 2012-07-01 2012-07-01 false Public reading room. 1601.12 Section 1601.12 Protection of Environment CHEMICAL SAFETY AND HAZARD INVESTIGATION BOARD PROCEDURES FOR DISCLOSURE OF RECORDS UNDER THE FREEDOM OF INFORMATION ACT Administration § 1601.12 Public reading room. (a) The CSB maintains a public reading room that...

28 CFR 16.2 - Public reading rooms.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 28 Judicial Administration 1 2011-07-01 2011-07-01 false Public reading rooms. 16.2 Section 16.2... Procedures for Disclosure of Records Under the Freedom of Information Act § 16.2 Public reading rooms. (a) The Department maintains public reading rooms that contain the records that the FOIA requires to be...

Eye Movements Reveal the Influence of Event Structure on Reading Behavior

ERIC Educational Resources Information Center

Swets, Benjamin; Kurby, Christopher A.

2016-01-01

When we read narrative texts such as novels and newspaper articles, we segment information presented in such texts into discrete events, with distinct boundaries between those events. But do our eyes reflect this event structure while reading? This study examines whether eye movements during the reading of discourse reveal how readers respond…

Avoiding the Struggle: Instruction That Supports Students' Motivation in Reading and Writing about Content Material

ERIC Educational Resources Information Center

Mason, Linda H.; Meadan, Hedda; Hedin, Laura R.; Cramer, Anne Mong

2012-01-01

We conducted a mixed methods study to evaluate motivation among 20 fourth-grade students who struggle with reading and writing prior to and after receiving either self-regulated strategy development (SRSD) instruction for expository reading comprehension or SRSD instruction for expository reading comprehension plus informative writing. We…

Reading Mini-Lessons: An Instructional Practice for Meaning Centered Reading Programs.

ERIC Educational Resources Information Center

Barrentine, Shelby; And Others

1995-01-01

Mini-lessons (brief, informative explanations that demonstrate what readers do) are a key instructional practice in meaning centered reading programs. The content of the mini-lessons is determined by the needs of learners. In procedural mini-lessons, teachers explain the steps for successfully completing a task or performing a reading-related…

Improving Reading Comprehension through Application and Transfer of Reading Strategies

ERIC Educational Resources Information Center

Pesa, Nicole; Somers, Sarah

2007-01-01

This study describes a program designed to improve reading comprehension through the selection, application, and transfer of appropriate reading strategies with both fictional and informational texts. The targeted population consisted of seventh and eighth grade middle school students in a middle-class community in the western suburbs of Chicago,…

The Effect of Reading Upon Pupil Dilation. Final Report.

ERIC Educational Resources Information Center

Carver, Ronald P.

The question of whether pupil diameter indicates information processing load during reading was investigated in three experiments involving 24 college students reading passages of varying difficulty. A TV camera and monitor, together with a video-recorder, were used to measure the diameter of the pupil under a reading condition and under three…

A Survey of Reading Programs for the Institutionalized Elderly.

ERIC Educational Resources Information Center

Bond, Carole L.; Miller, Marilyn J.

Noting that very few reading programs exist in nursing homes, a study surveyed the need for and content of reading services for residents of skilled and intermediate care facilities. The facilities responding to the survey represented 1,800 residents and provided information on their reading activities, available resources, special equipment,…

77 FR 21628 - Implementation of the Freedom of Information Act

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-11

... records available in the Council's public reading room and in the electronic reading room on the Council's... record where the redaction was made. (d) Public reading room. The Council shall make available for public inspection and copying, in a reading room or otherwise, the material described in paragraphs (a)(1) through...

THE DEVELOPING CLIMATE FOR READING RESEARCH--PROGRAMS VS. PROJECTS.

ERIC Educational Resources Information Center

ADAMS, RICHARD B.; PENNEY, MONTE

PROGRAMMATIC RESEARCH IS DISCUSSED AS ONE OF THE BASIC NEEDS OF READING RESEARCH. OTHER NEEDS ARE--(1) FOR BASIC RESEARCH THAT FOCUSES ON THE READING PROCESS, (2) FOR LEADERSHIP THAT VALUES SCIENTIFIC OBJECTIVITY AND INTELLECTUAL HONESTY, AND (3) TO INFORM AND CONVINCE THE PUBLIC OF THE POSSIBLE CONTRIBUTIONS OF READING RESEARCH. PROGRAMMATIC…

Modeling the Effects of Reading Lessons on Text Processing.

ERIC Educational Resources Information Center

Omanson, Richard C.; And Others

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

Supporting Children's Reading of Expository Text in the Geography Classroom

ERIC Educational Resources Information Center

Gregg, Madeleine; Sekeres, Diane Carver

2006-01-01

If children are to read to learn, they must acquire skill in processing and comprehending expository texts. However, teaching children to read and comprehend informational texts takes time, because there are so many complex skills associated with this reading. Building children's knowledge of the content to be studied and introducing new…

Developing Reading Materials for Teaching American Culture in English Courses.

ERIC Educational Resources Information Center

Kitao, Kenji

1982-01-01

A project to develop English reading texts for Japanese college students is described. Goals were to develop materials that will: (1) give students information about the United States, (2) interest students in reading English, (3) help students improve their reading skills, and (4) expose students to a variety of literary forms. Fifty important…

How Fifth-Grade Students Use Story Mapping to Aid Their Reading Comprehension

ERIC Educational Resources Information Center

Weih, Timothy G.

2000-01-01

This thesis examined the reading comprehension process of three fifth-grade students who demonstrated the ability to read and write fluently but had difficulties remembering and understanding important information about what they read. The aim of this research was to develop and implement an effective teaching strategy for low-achieving students…

Resistance to Reading Compliance among College Students: Instructors' Perspectives

ERIC Educational Resources Information Center

Lei, Simon A.; Bartlett, Kerry A.; Gorney, Suzanne E.; Herschbach, Tamra R.

2010-01-01

The purpose of this article is to provide information regarding why college students are not inclined to read, why college instructors are not motivated to reinforce student reading, and what type of actions can be taken by instructors to increase student reading compliance of journal articles. Low student self-confidence, disinterest in the…

Perceived Challenges to Integrating Reading Strategies in Content Areas: A Single Case Study

ERIC Educational Resources Information Center

Pezzolla, Karen

2017-01-01

An alarming percentage of middle and high school students find themselves unable to read their textbooks at grade level proficiency; lacking the necessary skills to access and process information, and read critically. The Common Core State Standards require students to apply reading strategies across the curriculum, therefore requiring teachers to…

Donor attention to reading materials.

PubMed

O'Brien, S F; Osmond, L; Choquet, K; Yi, Q-L; Goldman, M

2015-11-01

Mandatory predonation reading materials inform donors about risk factors for transmissible disease, possible complications of donation and changes to the donation process. We aimed to assess the attention to predonation reading materials and factors which may affect attention. A national survey in 2008 of 18,108 blood donors asked about self-assessed attention to reading the materials. In face-to-face interviews, 441 donors completed additional questions about reading the materials and a literacy test. Qualitative interviews of 27 donors assessed their approach to reading. In the national survey, most of the first-time donors said they read all or most of the materials (90.9% first-time vs. 57.6% repeat donors, P < 0.001) and 66% vs. 23.1% reported reading them carefully (P < 0.001). In face-to-face interviews comparing those who read materials carefully, skimmed or did not read, most knew that donors are informed of positive transmissible disease test results (97.1%, 95.5, 98.0 P > 0.05), but fewer recalled seeing the definition of sex (77.2%, 56.9, 24.2 P < 0.001). Literacy was poor (30.5% frustration level, 60.3% instructional, 9.2% independent) but similar when those who read materials carefully, skimmed or did not read were compared (P > 0.05). Qualitative interviews showed that donors are reluctant to read any more than necessary and decide based on perceived importance or relevance. Attention to predonation reading materials tends to be better among first-time donors. The effectiveness is limited by low motivation to read, especially for repeat donors, as well as poor literacy. © 2015 International Society of Blood Transfusion.

Selecting Information to Answer Questions: Strategic Individual Differences when Searching Texts

ERIC Educational Resources Information Center

Cerdan, Raquel; Gilabert, Ramiro; Vidal-Abarca, Eduardo

2011-01-01

The purpose of the study was to explore students' selection of information strategies in a task-oriented reading situation. 72 secondary school students read two texts and answered six questions per text, three of which were manipulated to induce a misleading matching between the wording of the question and distracting pieces of information in the…

77 FR 6557 - Agency Information Collection Activities: Request for Comments on One Proposed Information...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-08

... Compliance Docket and Information Center (ECDIC), in the EPA Docket Center (EPA/DC), EPA West, Room 3334, 1301 Constitution Avenue NW., Washington, DC. The EPA/DC Public Reading Room is open from 8 a.m. to 4:30 p.m., Monday through Friday, excluding legal holidays. The telephone number for the Reading Room...

Using Read-Alouds to Help Struggling Readers Access and Comprehend Complex, Informational Text

ERIC Educational Resources Information Center

Santoro, Lana Edwards; Baker, Scott K.; Fien, Hank; Smith, Jean Louise M.; Chard, David J.

2016-01-01

The use of informational texts in the elementary grades provides a context for helping students develop content understanding and domain knowledge across a wide range of subject matter. Reading informational text also provides students with the language of thought, foundational vocabulary that can be connected to other words, and technical content…

Effects of Information on Perceptions of Stimulant Medication Efficacy for Treatment of Attention-Deficit Hyperactivity Disorder.

ERIC Educational Resources Information Center

Borgschatz, Heidi; Frankenberger, William; Eder, Rhonda

1999-01-01

Two groups of college students were given different types information to read regarding stimulant medicines for attention deficit hyperactive disorder. No differences were found between the gender of participants and their perceptions of the medications based on reading materials. Type of information did influence their views of the efficacy and…

DIODE STEERED MANGETIC-CORE MEMORY

DOEpatents

Melmed, A.S.; Shevlin, R.T.; Laupheimer, R.

1962-09-18

A word-arranged magnetic-core memory is designed for use in a digital computer utilizing the reverse or back current property of the semi-conductor diodes to restore the information in the memory after read-out. In order to ob tain a read-out signal from a magnetic core storage unit, it is necessary to change the states of some of the magnetic cores. In order to retain the information in the memory after read-out it is then necessary to provide a means to return the switched cores to their states before read-out. A rewrite driver passes a pulse back through each row of cores in which some switching has taken place. This pulse combines with the reverse current pulses of diodes for each column in which a core is switched during read-out to cause the particular cores to be switched back into their states prior to read-out. (AEC)

The Effect of Reading from Screen on the 5th Grade Elementary Students' Level of Reading Comprehension on Informative and Narrative Type of Texts

ERIC Educational Resources Information Center

Aydemir, Zeynep; Öztürk, Ergün; Horzum, M. Baris

2013-01-01

Digital medias that become popular through the development of technology have given a different functionality to read write experiences. The new conceptions such as reading from screen, e-literacy, digital text etc. have gained currency. The aim of the research was determined as the effect of reading from screen upon the levels of reading…

Computers and Reading: 1984-1989. Selections from "Micro Missive," the Newsletter of MicroSIG, The Special Interest Group for Microcomputers in Reading of the International Reading Association.

ERIC Educational Resources Information Center

Balajthy, Ernest

This publication is a collection of eight articles and ten software reviews written by the author for "Micro Missive" since 1984. "Micro Missive" is a quarterly newsletter that has regularly informed International Reading Association members of new developments in computer-based instruction and reading/language arts through articles, software…

A Brief Report of the Diagnostic Accuracy of Oral Reading Fluency and Reading Inventory Levels for Reading Failure Risk among Second- and Third-Grade Students

ERIC Educational Resources Information Center

Parker, David C.; Zaslofsky, Anne F.; Burns, Matthew K.; Kanive, Rebecca; Hodgson, Jennifer; Scholin, Sarah E.; Klingbeil, David A.

2015-01-01

The availability of psychometrically sound and usable universal screeners is a key component to successful early identification within a response-to-intervention model. The purpose of this study was to compare the diagnostic accuracy of oral reading fluency (ORF) and an informal reading inventory for identifying students considered at risk for…

Comparing the Performance of Older Low-Progress Readers on the York Assessment of Reading for Comprehension with Performance on the Neale Analysis of Reading Ability and Other Measures of Reading and Related Skills

ERIC Educational Resources Information Center

Wheldall, Kevin; Arakelian, Sarah

2016-01-01

The aim of this study was to compare the York Assessment of Reading for Comprehension (YARC) with the Neale Analysis of Reading Ability (NARA) and other measures of reading and related skills with a sample of older low-progress readers and to provide additional information regarding the validity of the YARC in Australia. The data from an…

Internet Usage by Low-Literacy Adults Seeking Health Information: An Observational Analysis

PubMed Central

Birru, Mehret S; Monaco, Valerie M; Charles, Lonelyss; Drew, Hadiya; Njie, Valerie; Bierria, Timothy; Detlefsen, Ellen

2004-01-01

Background Adults with low literacy may encounter informational obstacles on the Internet when searching for health information, in part because most health Web sites require at least a high-school reading proficiency for optimal access. Objective The purpose of this study was to 1) determine how low-literacy adults independently access and evaluate health information on the Internet, 2) identify challenges and areas of proficiency in the Internet-searching skills of low-literacy adults. Methods Subjects (n=8) were enrolled in a reading assistance program at Bidwell Training Center in Pittsburgh, PA, and read at a 3rd to 8th grade level. Subjects conducted self-directed Internet searches for designated health topics while utilizing a think-aloud protocol. Subjects' keystrokes and comments were recorded using Camtasia Studio screen-capture software. The search terms used to find health information, the amount of time spent on each Web site, the number of Web sites accessed, the reading level of Web sites accessed, and the responses of subjects to questionnaires were assessed. Results Subjects collectively answered 8 out of 24 questions correctly. Seven out of 8 subjects selected "sponsored sites"-paid Web advertisements-over search engine-generated links when answering health questions. On average, subjects accessed health Web sites written at or above a 10th grade reading level. Standard methodologies used for measuring health literacy and for promoting subjects to verbalize responses to Web-site form and content had limited utility in this population. Conclusion This study demonstrates that Web health information requires a reading level that prohibits optimal access by some low-literacy adults. These results highlight the low-literacy adult population as a potential audience for Web health information, and indicate some areas of difficulty that these individuals face when using the Internet and health Web sites to find information on specific health topics. PMID:15471751

Specialization and Universals in the Development of Reading Skill: How Chinese Research Informs a Universal Science of Reading

PubMed Central

Perfetti, Charles; Cao, Fan; Booth, James

2014-01-01

Understanding Chinese reading is important for identifying the universal aspects of reading, separated from those aspects that are specific to alphabetic writing or to English in particular. Chinese and alphabetic writing make different demands on reading and learning to read, despite reading procedures and their supporting brain networks that are partly universal. Learning to read accommodates the demands of a writing system through the specialization of brain networks that support word identification. This specialization increases with reading development, leading to differences in the brain networks for alphabetic and Chinese reading. We suggest that beyond reading procedures that are partly universal and partly writing-system specific, functional reading universals arise across writing systems in their adaptation to human cognitive abilities. PMID:24744605

Into the Curriculum. Art/Language Arts: Find the Poetry in Art. [and] Reading/Language Arts: Rodeo Pup: Integrating Developmentally Appropriate Curriculum with Technology and Literature [and] Reading/Language Arts: Reading and Understanding Genre Fiction [and] Reading/Language Arts: Grandparents: Memories [and] Science/Social Studies: Ocean Topography [and] Science: Devastating Disasters! [and] Social Studies/Mathematics: Which Way Do I Go? [and] Social Studies: Comparing Sources of Biographical Information.

ERIC Educational Resources Information Center

Plank, Kristie J.; Snyder, Maureen M.; Santeford, Deborah; Bautz, Kim; Repka-Peters, Margie; Thornburgh, Roberta; Bistricky, Stacey; Buse, Anne

1999-01-01

Provides a library media activity designed for social studies and focused on retrieving and comparing bibliographic information from print and nonprint sources. Describes library media skills objectives; curriculum (subject area) objectives; grade levels (7 through 9); print, CDROM and other resources; instructional roles; procedures; evaluation;…

SSPACE-LongRead: scaffolding bacterial draft genomes using long read sequence information

PubMed Central

2014-01-01

Background The recent introduction of the Pacific Biosciences RS single molecule sequencing technology has opened new doors to scaffolding genome assemblies in a cost-effective manner. The long read sequence information is promised to enhance the quality of incomplete and inaccurate draft assemblies constructed from Next Generation Sequencing (NGS) data. Results Here we propose a novel hybrid assembly methodology that aims to scaffold pre-assembled contigs in an iterative manner using PacBio RS long read information as a backbone. On a test set comprising six bacterial draft genomes, assembled using either a single Illumina MiSeq or Roche 454 library, we show that even a 50× coverage of uncorrected PacBio RS long reads is sufficient to drastically reduce the number of contigs. Comparisons to the AHA scaffolder indicate our strategy is better capable of producing (nearly) complete bacterial genomes. Conclusions The current work describes our SSPACE-LongRead software which is designed to upgrade incomplete draft genomes using single molecule sequences. We conclude that the recent advances of the PacBio sequencing technology and chemistry, in combination with the limited computational resources required to run our program, allow to scaffold genomes in a fast and reliable manner. PMID:24950923

Using Smartphones to Supplement Classroom Reading

ERIC Educational Resources Information Center

Bromley, Karen

2013-01-01

Supplementing classroom reading with smartphones can develop better vocabulary knowledge, comprehension, technology skills, and writing. This article connects smartphones to reading complex, informational text and the Common Core State Standards (CCSS). The author suggests that smartphones motivate, scaffold comprehension, and invite…

Information search behaviour, understanding and use of nutrition labeling by residents of Madrid, Spain.

PubMed

Prieto-Castillo, L; Royo-Bordonada, M A; Moya-Geromini, A

2015-03-01

To describe the information search behaviour, comprehension level, and use of nutritional labeling by consumers according to sociodemographic characteristics. Cross-sectional study of consumers recruited in five stores of the main supermarket chains in Madrid: a random sample of 299 consumers (response rate: 80.6%). Interviewers collected information about the information search behaviour, comprehension, and use of nutritional labeling using a questionnaire designed for this purpose. Analyses examined the frequency of the variables of interest. Differences were tested using the Chi-square statistic. In this sample, 38.8% of consumers regularly read the nutritional labeling before making a purchase (45% of women vs 30% in men; P = 0.03) and the most common reason reported was choosing healthier products (81.3%). The proportion of people who were interested in additives and fats was the higher, (55% and 50%, respectively). Lack of time (38.9%), lack of interest (27.1%), and reading difficulties (18.1%) were the most common reasons given for not reading labels. Over half (52.4%) of consumers reported completely understanding the nutritional information on labels and 20.5% reported using such information for dietary planning. Reported information search behaviour, comprehension, and use of nutritional labeling were relatively high among consumers of the study, and their main goal was picking healthier products. However, not only are there still barriers to reading the information, but also the information most relevant to health is not always read or understood. Thus, interventions to increase nutritional labeling comprehension and use are required in order to facilitate the making of healthier choices by consumers. Copyright © 2014 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

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…

Research and Theory Driven Insights: Ten Suggestions for L2 Reading Instruction

ERIC Educational Resources Information Center

Romero-Ghiretti, Gabriela; White, Violaine; Berg, Bartell; Quintana, Rubén Domínguez; Grayson, Brandan L.; Weng, Miaowei

2007-01-01

Research and theory on second language reading has reached heightened dimensions in recent years. It is through reading that learners access much information concerning the target language and culture, and consequently reading is an important part of almost all language programs across stages of acquisition. The purpose of this article is to offer…

To Read or Not to Read: A Question of National Consequence. Research Report #47

ERIC Educational Resources Information Center

National Endowment for the Arts, 2007

2007-01-01

This report contains the best national data available to provide a reliable and comprehensive overview of American reading today. While it incorporates some statistics from the National Endowment for the Arts' 2004 report, "Reading at Risk," this new study contains vastly more data from numerous sources. Although most of this information is…

Reading Readiness Deficiency in Children: Causes and Ways of Improvement

ERIC Educational Resources Information Center

Akubuilo, Francis; Okorie, Eugene U.; Onwuka, Gloria; Uloh-Bethels, Annah Chinyeaka

2015-01-01

Reading is one of the important skills of language. It is a basic tool of education whether formal or informal. Reading is a receptive skill, which involves the ability to meaningfully interpret or decode written or graphic symbols of language. Through reading, the hidden treasure of knowledge is unfolded; knowledge is gained thereby empowering…

39 CFR 3004.12 - Reading room.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 39 Postal Service 1 2011-07-01 2011-07-01 false Reading room. 3004.12 Section 3004.12 Postal Service POSTAL REGULATORY COMMISSION PERSONNEL PUBLIC RECORDS AND FREEDOM OF INFORMATION ACT § 3004.12 Reading room. (a) The Commission maintains a public reading room at its offices (901 New York Avenue, NW., Suite 200, Washington, DC 20268-0001) and an...

10 CFR 1004.3 - Public reading facilities and policy on contractor records.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 10 Energy 4 2012-01-01 2012-01-01 false Public reading facilities and policy on contractor records. 1004.3 Section 1004.3 Energy DEPARTMENT OF ENERGY (GENERAL PROVISIONS) FREEDOM OF INFORMATION § 1004.3 Public reading facilities and policy on contractor records. (a) The DOE Headquarters will maintain, in the public reading facilities, the...

18 CFR 1301.2 - Public reading rooms.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 18 Conservation of Power and Water Resources 2 2012-04-01 2012-04-01 false Public reading rooms. 1301.2 Section 1301.2 Conservation of Power and Water Resources TENNESSEE VALLEY AUTHORITY PROCEDURES Freedom of Information Act § 1301.2 Public reading rooms. TVA maintains a public electronic reading room through its Web site at http://www.tva.gov....

32 CFR 806.11 - FOIA reading rooms.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 32 National Defense 6 2013-07-01 2013-07-01 false FOIA reading rooms. 806.11 Section 806.11 National Defense Department of Defense (Continued) DEPARTMENT OF THE AIR FORCE ADMINISTRATION AIR FORCE FREEDOM OF INFORMATION ACT PROGRAM § 806.11 FOIA reading rooms. Each FOIA office will arrange for a reading room where the public may inspect releasabl...

32 CFR 806.11 - FOIA reading rooms.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 32 National Defense 6 2011-07-01 2011-07-01 false FOIA reading rooms. 806.11 Section 806.11 National Defense Department of Defense (Continued) DEPARTMENT OF THE AIR FORCE ADMINISTRATION AIR FORCE FREEDOM OF INFORMATION ACT PROGRAM § 806.11 FOIA reading rooms. Each FOIA office will arrange for a reading room where the public may inspect releasabl...

39 CFR 3004.12 - Reading room.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 39 Postal Service 1 2014-07-01 2014-07-01 false Reading room. 3004.12 Section 3004.12 Postal Service POSTAL REGULATORY COMMISSION PERSONNEL PUBLIC RECORDS AND FREEDOM OF INFORMATION ACT § 3004.12 Reading room. (a) The Commission maintains a public reading room at its offices (901 New York Avenue, NW., Suite 200, Washington, DC 20268-0001) and an...

10 CFR 1004.3 - Public reading facilities and policy on contractor records.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 10 Energy 4 2011-01-01 2011-01-01 false Public reading facilities and policy on contractor records. 1004.3 Section 1004.3 Energy DEPARTMENT OF ENERGY (GENERAL PROVISIONS) FREEDOM OF INFORMATION § 1004.3 Public reading facilities and policy on contractor records. (a) The DOE Headquarters will maintain, in the public reading facilities, the...

32 CFR 806.11 - FOIA reading rooms.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 32 National Defense 6 2012-07-01 2012-07-01 false FOIA reading rooms. 806.11 Section 806.11 National Defense Department of Defense (Continued) DEPARTMENT OF THE AIR FORCE ADMINISTRATION AIR FORCE FREEDOM OF INFORMATION ACT PROGRAM § 806.11 FOIA reading rooms. Each FOIA office will arrange for a reading room where the public may inspect releasabl...

39 CFR 3004.12 - Reading room.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 39 Postal Service 1 2012-07-01 2012-07-01 false Reading room. 3004.12 Section 3004.12 Postal Service POSTAL REGULATORY COMMISSION PERSONNEL PUBLIC RECORDS AND FREEDOM OF INFORMATION ACT § 3004.12 Reading room. (a) The Commission maintains a public reading room at its offices (901 New York Avenue, NW., Suite 200, Washington, DC 20268-0001) and an...

18 CFR 1301.2 - Public reading rooms.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 18 Conservation of Power and Water Resources 2 2013-04-01 2012-04-01 true Public reading rooms. 1301.2 Section 1301.2 Conservation of Power and Water Resources TENNESSEE VALLEY AUTHORITY PROCEDURES Freedom of Information Act § 1301.2 Public reading rooms. TVA maintains a public electronic reading room through its Web site at http://www.tva.gov....

18 CFR 1301.2 - Public reading rooms.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 18 Conservation of Power and Water Resources 2 2014-04-01 2014-04-01 false Public reading rooms. 1301.2 Section 1301.2 Conservation of Power and Water Resources TENNESSEE VALLEY AUTHORITY PROCEDURES Freedom of Information Act § 1301.2 Public reading rooms. TVA maintains a public electronic reading room through its Web site at http://www.tva.gov....

39 CFR 3004.12 - Reading room.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 39 Postal Service 1 2013-07-01 2013-07-01 false Reading room. 3004.12 Section 3004.12 Postal Service POSTAL REGULATORY COMMISSION PERSONNEL PUBLIC RECORDS AND FREEDOM OF INFORMATION ACT § 3004.12 Reading room. (a) The Commission maintains a public reading room at its offices (901 New York Avenue, NW., Suite 200, Washington, DC 20268-0001) and an...

10 CFR 1004.3 - Public reading facilities and policy on contractor records.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 10 Energy 4 2013-01-01 2013-01-01 false Public reading facilities and policy on contractor records. 1004.3 Section 1004.3 Energy DEPARTMENT OF ENERGY (GENERAL PROVISIONS) FREEDOM OF INFORMATION § 1004.3 Public reading facilities and policy on contractor records. (a) The DOE Headquarters will maintain, in the public reading facilities, the...

32 CFR 806.11 - FOIA reading rooms.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 32 National Defense 6 2014-07-01 2014-07-01 false FOIA reading rooms. 806.11 Section 806.11 National Defense Department of Defense (Continued) DEPARTMENT OF THE AIR FORCE ADMINISTRATION AIR FORCE FREEDOM OF INFORMATION ACT PROGRAM § 806.11 FOIA reading rooms. Each FOIA office will arrange for a reading room where the public may inspect releasabl...

18 CFR 1301.2 - Public reading rooms.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 18 Conservation of Power and Water Resources 2 2011-04-01 2011-04-01 false Public reading rooms. 1301.2 Section 1301.2 Conservation of Power and Water Resources TENNESSEE VALLEY AUTHORITY PROCEDURES Freedom of Information Act § 1301.2 Public reading rooms. TVA maintains a public electronic reading room through its Web site at http://www.tva.gov....

10 CFR 1004.3 - Public reading facilities and policy on contractor records.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 10 Energy 4 2014-01-01 2014-01-01 false Public reading facilities and policy on contractor records. 1004.3 Section 1004.3 Energy DEPARTMENT OF ENERGY (GENERAL PROVISIONS) FREEDOM OF INFORMATION § 1004.3 Public reading facilities and policy on contractor records. (a) The DOE Headquarters will maintain, in the public reading facilities, the...

Applying Research in Reading Instruction for Adults: First Steps for Teachers

ERIC Educational Resources Information Center

McShane, Susan

2005-01-01

Reading is the most basic of skills. Reading provides access to other skills and knowledge, facilitates life-long learning, and opens doors to opportunity. The National Institute for Literacy is authorized by the U.S. Congress to collect and disseminate information on the components of reading and the findings from scientific research. The…

The Relationship among ICT Skills, Traditional Reading Skills and Online Reading Ability

ERIC Educational Resources Information Center

Liu, I-Fang; Ko, Hwa-Wei

2016-01-01

Perspectives from reading and information fields have identified similar skills belong to two different kind of literacy being online reading abilities and ICT skills. It causes a conflict between two research fields and increase difficult of integrating study results. The purpose of this study was to determine which views are suitable for…

Recognition and Recall Performance Both Benefit from the Production Effect with Content-Specific Information

ERIC Educational Resources Information Center

Rumbaugh, Christopher M.; Landau, Joshua D.

2018-01-01

Two experiments assessed how reading aloud versus reading silently would benefit recognition and recall performance of content-specific vocabulary (i.e., the production effect). Participants studied 30 terms from an American history curriculum by reading half of the vocabulary aloud, while the remaining words were read silently. After a brief…

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

ERIC Educational Resources Information Center

Pearson, P. David; Kamil, Michael L.

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

A Pear Tried to Kiss Me: A Language Experience Approach to Reading Readiness in Kindergarten.

ERIC Educational Resources Information Center

Cook, Barbara; Johnson, Marilyn

Information is given in this booklet on how to implement a language experience approach to reading readiness instruction in the kindergarten based on the experiences of teachers in the Burrillville Reading Observes Necessary Communication Objectives and Skills (BRONCOS) project, a Right to Read program in Burrillville, Rhode Island. An…

Reading Crisis: The Problem and Suggested Solutions. An EDUCATION U.S.A. Special Report.

ERIC Educational Resources Information Center

National School Public Relations Association, Washington, DC.

This report was written to provide the nation's education community with up-to-date information on the most significant recent studies on reading problems in concise, understandable language. Administrators, teachers, and school boards are anxious to improve their reading programs as part of the new national goal to end reading failures in America…

Vocabulary Development: How Deaf Individuals Can Learn to Use the Information Given.

ERIC Educational Resources Information Center

Hirsh-Pasek, Kathy; Freyd, Pamela

To determine if people analyze words in online reading, an experiment was conducted with 12 congenitally deaf, second generation sign language users with a reading level of 6.64 on a standardized reading achievement test. The hearing controls included seventh and eighth grade students who were matched for reading level. Both groups were split in…

Formative, Informative, and Summative Assessment: The Relationship among Curriculum-Based Measurement of Reading, Classroom Engagement, and Reading Performance

ERIC Educational Resources Information Center

Marchand, Gwen C.; Furrer, Carrie J.

2014-01-01

This study explored the relationships among formative curriculum-based measures of reading (CBM-R), student engagement as an extra-academic indicator of student motivation, and summative performance on a high-stakes reading assessment. A diverse sample of third-, fourth-, and fifth-grade students and their teachers responded to questionnaires…

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

ERIC Educational Resources Information Center

Lin, Yu-Cheng; Lin, Pei-Ying

2017-01-01

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

Phonemic Awareness versus Meaning Instruction in Beginning Reading: A Discussion.

ERIC Educational Resources Information Center

Partridge, Susan

Two Schools of thought prominent in reading instruction are: (1) that reading is a language-based skill which requires the reader to have a sound knowledge of phonology and that this knowledge must be at an automatic level of information processing; and (2) that reading problems are the result of being overly attentive to phonetic and orthographic…

Reading Disabilities and PASS Reading Enhancement Programme

ERIC Educational Resources Information Center

Mahapatra, Shamita

2016-01-01

Children experience difficulties in reading either because they fail to decode the words and thus are unable to comprehend the text or simply fail to comprehend the text even if they are able to decode the words and read them out. Failure in word decoding results from a failure in phonological coding of written information, whereas reading…

Building Scientific Confidence in the Development and Evaluation of Read-Across - GenRA: Evaluating local validity for read-across prediction using chemical and biological information (SOT/QSAR conference)

EPA Science Inventory

Read-across remains a popular data gap filling technique within category and analogue approaches for regulatory purposes. Acceptance of read-across is an ongoing challenge with several efforts underway for identifying and addressing uncertainties. Here we demonstrate an algorithm...

An Information-Processing Approach to the Development of Reading for Comprehension. Final Report.

ERIC Educational Resources Information Center

Schadler, Margaret; Juola, James F.

This paper is a summary of research on the perceptual and memory processes related to reading, their developmental progress in children, and the reading abilities in adults. Reported among the results of the various studies are the following: (1) developmental changes in reading after second grade primarily improve speed of coding, (2) reading…

Methodological Aspects of Evaluation in Primary Reading.

ERIC Educational Resources Information Center

Henry, G.; Grisay, A.

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

Measuring Attitudes Toward Reading. An Annotated ERIC Bibliography.

ERIC Educational Resources Information Center

Hahn, Christine T., Comp.

This 30-item annotated bibliography provides access to information concerning the development and use of tests and procedures for evaluating student attitudes toward reading. Based upon a computer search of five data bases--Educational Resources Information Center (ERIC), Psychological Abstracts, Exceptional Child Education Abstracts, Sociological…

A Guide to Information Sources for Reading.

ERIC Educational Resources Information Center

Davis, Bonnie M., Comp.

This volume is intended to serve as a guide to the literature and other sources of information related to the study and teaching of reading. Source materials cited include dictionaries, handbooks, guides, directories, bibliographies, recurring reviews, abstracting and indexing publications, journals, conference proceedings, associations, and…

[Egypt: Selected Readings, Egyptian Mummies, and the Egyptian Pyramid.

ERIC Educational Resources Information Center

National Museum of Natural History, Washington, DC.

This resource packet presents information and resources on ancient Egypt. The bibliography includes readings divided into five sections: (1) "General Information" (46 items); (2) "Religion" (8 items); (3) "Art" (8 items); (4) "Hieroglyphics" (6 items); and (5) selections "For Young Readers" (11…

How to Get Information on Several Proven Programs for Accelerating the Progress of Low-Achieving Children (Literacy for All Children).

ERIC Educational Resources Information Center

Allington, Richard L.

1992-01-01

Offers summaries of three proven programs (Reading Recovery, Success for All, and Accelerated Schools) for accelerating the reading and writing progress of low-achieving, low-income children. Provides addresses for more information. (SR)

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

PubMed

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

2009-01-01

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

A Summary Report of Iowa's Review of PreK-6 Reading Assessments for Universal Screening and Progress

ERIC Educational Resources Information Center

Iowa Department of Education, 2013

2013-01-01

This document contains summary information for the Iowa Department of Education's review of PreK-6th grade reading assessments for the purposes of Universal Screening and Progress Monitoring. It is intended to provide general information to help inform decisions about selecting assessments for use as a part of Iowa's Response to Intervention…

Reading Information about a Scientific Phenomenon on Webpages Varying for Reliability: An Eye-Movement Analysis

ERIC Educational Resources Information Center

Mason, Lucia; Pluchino, Patrik; Ariasi, Nicola

2014-01-01

Students search the Web frequently for many purposes, one of which is to search information for academic assignments. Given the huge amount of easily accessible online information, they are required to develop new reading skills and become more able to effectively evaluate the reliability of web sources. This study investigates the distribution of…

Genotype calling from next-generation sequencing data using haplotype information of reads

PubMed Central

Zhi, Degui; Wu, Jihua; Liu, Nianjun; Zhang, Kui

2012-01-01

Motivation: Low coverage sequencing provides an economic strategy for whole genome sequencing. When sequencing a set of individuals, genotype calling can be challenging due to low sequencing coverage. Linkage disequilibrium (LD) based refinement of genotyping calling is essential to improve the accuracy. Current LD-based methods use read counts or genotype likelihoods at individual potential polymorphic sites (PPSs). Reads that span multiple PPSs (jumping reads) can provide additional haplotype information overlooked by current methods. Results: In this article, we introduce a new Hidden Markov Model (HMM)-based method that can take into account jumping reads information across adjacent PPSs and implement it in the HapSeq program. Our method extends the HMM in Thunder and explicitly models jumping reads information as emission probabilities conditional on the states of adjacent PPSs. Our simulation results show that, compared to Thunder, HapSeq reduces the genotyping error rate by 30%, from 0.86% to 0.60%. The results from the 1000 Genomes Project show that HapSeq reduces the genotyping error rate by 12 and 9%, from 2.24% and 2.76% to 1.97% and 2.50% for individuals with European and African ancestry, respectively. We expect our program can improve genotyping qualities of the large number of ongoing and planned whole genome sequencing projects. Contact: dzhi@ms.soph.uab.edu; kzhang@ms.soph.uab.edu Availability: The software package HapSeq and its manual can be found and downloaded at www.ssg.uab.edu/hapseq/. Supplementary information: Supplementary data are available at Bioinformatics online. PMID:22285565

[Educative intervention and development of position and critical reading].

PubMed

Angulo-Bernal, Sonia Elizabeth; Leyva-González, Félix Arturo; Viniegra-Velázquez, Leonardo

2007-01-01

To investigate the professors of technical courses of the area of health, the effects of a promotional educative strategy of the participation in the development of a position prior to the education and of the aptitude for the critical theoretical text reading and information of educative research. A longitudinal study took place, of intervention. In order to measure the degree of development of a position before the education, it was applied to the instrument Concepts and ideas about education. It consists of 72 statements, organized in duple that expresses two different approaches from education: participative and passive. For the inquiry of the degree of development of critical reading two instruments were applied: 1) Theoretical text reading of education and, 2) Reading information of educative research, constituted both by 120 itemes. The validity and trustworthiness of the three instruments were valued by experts with experience in teaching and educative research. The strategy was implemented through activities in seminary form, which were done twice a week, with a duration of five hours per session, for nine months; within the activities outside the classroom, the student completed reading of a theoretical text and/or report of educative research and the resolution of a reading guide (task). During the activities in a propitious classroom, discussion atmosphere and promoting at any moment the participation of the students; a space for the reflective recovery of their own experience was opened, for the analysis and interchange of ideas and for the critic and self-criticism of the main educative practices. The professor intervened when individual participation diminished; he also channeled the discussion, indicating to the enlightening observations and strong arguments of the students. The three instruments were applied to the group of professors of technical courses (n = 10); the initial measurement was applied before initiating the educative strategy and the final measurement at the end of the same plan. The qualification of the instruments and the capture of information were made by a blind technical worker. Subsequent to the educative strategy we observed a statistically significant advance in position -inferred through its main indicator: critical theoretical text consequence- and reading. The advances shown in critical reading for information of educative research were below the critical theoretical text reading. The development of position before the education and the aptitudes for critical reading of theoretical texts and information of educative research, in professors of technical courses of the area of health, it is possible, if educative atmospheres are created that lead to the participation -halfway through by the critic.

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

Dall'Arno, Michele; ICFO-Institut de Ciencies Fotoniques, E-08860 Castelldefels; Quit Group, Dipartimento di Fisica, via Bassi 6, I-27100 Pavia

We address the problem of quantum reading of optical memories, namely the retrieving of classical information stored in the optical properties of a media with minimum energy. We present optimal strategies for ambiguous and unambiguous quantum reading of unitary optical memories, namely when one's task is to minimize the probability of errors in the retrieved information and when perfect retrieving of information is achieved probabilistically, respectively. A comparison of the optimal strategy with coherent probes and homodyne detection shows that the former saves orders of magnitude of energy when achieving the same performances. Experimental proposals for quantum reading which aremore » feasible with present quantum optical technology are reported.« less

Health literacy and the readability of written information for hormone therapies.

PubMed

Charbonneau, Deborah H

2013-01-01

Health education and counseling are important elements of the care provided by clinicians. Counseling efforts may involve helping women to understand their options for symptom management related to various reproductive life transitions. In light of this, the need for information during the menopausal transition is critical for assisting women with their health care decisions. Yet the Institute of Medicine estimates that approximately half the adult population in the United States has difficulty understanding and using health information. The US Food and Drug Administration (FDA) mandates the distribution of written information for estrogen-containing products; however, the readability of information for these pharmaceutical products has not been widely studied. To address this gap, this study examined the readability of written information for FDA-approved prescription menopausal hormone therapies (N = 31). Readability of the written information about hormone therapies from 31 hormone therapy products was assessed using the Flesch Reading Ease and Flesch-Kincaid Grade Level formulas. The reading level ranged from 6.70 to 12.30, with an average grade level of 9.33 (ninth-grade reading level). All but one of the hormone therapy products evaluated in this study exceeded the recommended sixth-grade reading level for written health information. In addition, only 48% of the written information instructions in the study sample (n = 15) included illustrations. Assessment of written information about menopausal hormone therapies showed that the majority of the materials are written at a high reading level. These findings have implications for health literacy and counseling efforts when helping women to understand their options for menopausal symptom management. Midwives, nurses, and other health care providers may need to supplement written information with additional consumer-friendly written information, utilize illustrations, and use verbal instructions more frequently to help support women in evaluating their treatment options. © 2013 by the American College of Nurse-Midwives.

Sex-Linked Characteristics of Brain Functioning: Why Jimmy Reads Differently.

ERIC Educational Resources Information Center

Helfeldt, John P.

1983-01-01

Presents evidence to support the premise that boys reflect a predilection to process information visually, while girls reflect a preference to process information auditorally. Cautions against relying on isolated components such as hemispheric dominance or laterality during the identification and correction of reading problems. (FL)

The Television Generation, Television Literacy, and Television Trends.

ERIC Educational Resources Information Center

Cohen, Jodi R.

Unlike the linear, serial process of reading books, learning to "read" television is a parallel process in which multiple pieces of information are simultaneously received. Perceiving images, only one aspect of understanding television, requires the concurrent processing of information that is compounded within a symbol system. The…

Informal Reading Inventories: Creating Teacher-Designed Literature-Based Assessments

ERIC Educational Resources Information Center

Provost, Mary C.; Lambert, Monica A.; Babkie, Andrea M.

2010-01-01

Mandates emphasizing student achievement have increased the importance of appropriate assessment techniques for students in general and special education classrooms. Informal reading inventories (IRIs), designed by classroom teachers, have been proven to be an efficient and effective way to determine students' strengths, weaknesses, and strategies…

Understanding pictorial information in biology: students' cognitive activities and visual reading strategies

NASA Astrophysics Data System (ADS)

Brandstetter, Miriam; Sandmann, Angela; Florian, Christine

2017-06-01

In classroom, scientific contents are increasingly communicated through visual forms of representations. Students' learning outcomes rely on their ability to read and understand pictorial information. Understanding pictorial information in biology requires cognitive effort and can be challenging to students. Yet evidence-based knowledge about students' visual reading strategies during the process of understanding pictorial information is pending. Therefore, 42 students at the age of 14-15 were asked to think aloud while trying to understand visual representations of the blood circulatory system and the patellar reflex. A category system was developed differentiating 16 categories of cognitive activities. A Principal Component Analysis revealed two underlying patterns of activities that can be interpreted as visual reading strategies: 1. Inferences predominated by using a problem-solving schema; 2. Inferences predominated by recall of prior content knowledge. Each pattern consists of a specific set of cognitive activities that reflect selection, organisation and integration of pictorial information as well as different levels of expertise. The results give detailed insights into cognitive activities of students who were required to understand the pictorial information of complex organ systems. They provide an evidence-based foundation to derive instructional aids that can promote students pictorial-information-based learning on different levels of expertise.

A Chapter a Day – Association of Book Reading with Longevity

PubMed Central

Bavishi, Avni; Slade, Martin D.; Levy, Becca R.

2016-01-01

Although books can expose people to new people and places, whether books also have health benefits beyond other types of reading materials is not known. This study examined whether those who read books have a survival advantage over those who do not read books and over those who read other types of materials, and if so, whether cognition mediates this book reading effect. The cohort consisted of 3635 participants in the nationally representative Health and Retirement Study who provided information about their reading patterns at baseline. Cox proportional hazards models were based on survival information up to 12 years after baseline. A dose-response survival advantage was found for book reading by tertile (HRT2 = 0.83, p<.0001, HRT3 = 0.77, p<.0001), after adjusting for relevant covariates including age, sex, race, education, comorbidities, self-rated health, wealth, marital status, and depression. Book reading contributed to a survival advantage that was significantly greater than that observed for reading newspapers or magazines (tT2 = 90.6, p<.0001; tT3 = 67.9, p<.0001). Compared to non-book readers, book readers had a 4-month survival advantage at the point of 80% survival. Book readers also experienced a 20% reduction in risk of mortality over the 12 years of follow up compared to non-book readers. Cognitive score was a complete mediator of the book reading survival advantage (p=.04). These findings suggest that the benefits of reading books include a longer life in which to read them. PMID:27471129

A readability assessment of online stroke information.

PubMed

Sharma, Nikhil; Tridimas, Andreas; Fitzsimmons, Paul R

2014-07-01

Patients and carers increasingly access the Internet as a source of health information. Poor health literacy is extremely common and frequently limits patient's comprehension of health care information literature. We aimed to assess the readability of online consumer-orientated stroke information using 2 validated readability measures. The 100 highest Google ranked consumer-oriented stroke Web pages were assessed for reading difficulty using the Flesch-Kincaid and Simple Measure of Gobbledygook (SMOG) formulae. None of the included Web pages complied with the current readability guidelines when readability was measured using the gold standard SMOG formula. Mean Flesch-Kincaid grade level was 10.4 (95% confidence interval [CI] 9.97-10.9) and mean SMOG grade 12.1 (95% CI 11.7-12.4). Over half of the Web pages were produced at graduate reading levels or above. Not-for-profit Web pages were significantly easier to read (P=.0006). The Flesch-Kincaid formula significantly underestimated reading difficulty, with a mean underestimation of 1.65 grades (95% CI 1.49-1.81), P<.0001. Most consumer-orientated stroke information Web sites require major text revision to comply with readability guidelines and to be comprehensible to the average patient. The Flesch-Kincaid formula significantly underestimates reading difficulty, and SMOG should be used as the measure of choice. Copyright © 2014 National Stroke Association. Published by Elsevier Inc. All rights reserved.

Stress in Context: Morpho-Syntactic Properties Affect Lexical Stress Assignment in Reading Aloud.

PubMed

Spinelli, Giacomo; Sulpizio, Simone; Primativo, Silvia; Burani, Cristina

2016-01-01

Recent findings from English and Russian have shown that grammatical category plays a key role in stress assignment. In these languages, some grammatical categories have a typical stress pattern and this information is used by readers. However, whether readers are sensitive to smaller distributional differences and other morpho-syntactic properties (e.g., gender, number, person) remains unclear. We addressed this issue in word and non-word reading in Italian, a language in which: (1) nouns and verbs differ in the proportion of words with a dominant stress pattern; (2) information specified by words sharing morpho-syntactic properties may contrast with other sources of information, such as stress neighborhood. Both aspects were addressed in two experiments in which context words were used to induce the desired morpho-syntactic properties. Experiment 1 showed that the relatively different proportions of stress patterns between grammatical categories do not affect stress processing in word reading. In contrast, Experiment 2 showed that information specified by words sharing morpho-syntactic properties outweighs stress neighborhood in non-word reading. Thus, while general information specified by grammatical categories may not be used by Italian readers, stress neighbors with morpho-syntactic properties congruent with those of the target stimulus have a primary role in stress assignment. These results underscore the importance of expanding investigations of stress assignment beyond single words, as current models of single-word reading seem unable to account for our results.

The Quality of Evidence in Reading Fluency Intervention for Korean Readers with Reading Difficulties and Disabilities

ERIC Educational Resources Information Center

Park, Yujeong; Kim, Min Kyung

2015-01-01

This study aimed to provide information about the quality of the evidence on reading fluency instruction for at-risk students and students with reading/learning disabilities as a way to evaluate whether an instructional strategy is evidence-based and has potential for classroom use. An extensive search process with inclusion and exclusion criteria…

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…

Serving the Strategic Reader: Cognitive Reading Theory and Its Implications for the Teaching of Writing.

ERIC Educational Resources Information Center

Grow, Gerald

A literature review traced a major theoretical shift in the understanding of how people read--from the passive reader who receives and decodes information to the strategic reader who actively chooses what, when, and how to read, reads interpretively, and interprets a text (such as a newspaper article) as an organized structure. The result is a…

Reading Framework for the 2009 National Assessment of Educational Progress

ERIC Educational Resources Information Center

National Assessment Governing Board, 2008

2008-01-01

This document sets forth the design of a test of reading comprehension. The exam requires students to read passages of written English text--either literary or informational--and to answer questions about what they have read. In some cases, the questions deal with facts in the text or vocabulary. In other cases, a complete answer requires a clear…

34 CFR 5.10 - Public reading room.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 1 2014-07-01 2014-07-01 false Public reading room. 5.10 Section 5.10 Education Office of the Secretary, Department of Education AVAILABILITY OF INFORMATION TO THE PUBLIC Agency Records Available to the Public § 5.10 Public reading room. (a) General. Pursuant to 5 U.S.C. 552(a)(2), the Department maintains a public reading room...

34 CFR 5.10 - Public reading room.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 1 2013-07-01 2013-07-01 false Public reading room. 5.10 Section 5.10 Education Office of the Secretary, Department of Education AVAILABILITY OF INFORMATION TO THE PUBLIC Agency Records Available to the Public § 5.10 Public reading room. (a) General. Pursuant to 5 U.S.C. 552(a)(2), the Department maintains a public reading room...

34 CFR 5.10 - Public reading room.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 1 2012-07-01 2012-07-01 false Public reading room. 5.10 Section 5.10 Education Office of the Secretary, Department of Education AVAILABILITY OF INFORMATION TO THE PUBLIC Agency Records Available to the Public § 5.10 Public reading room. (a) General. Pursuant to 5 U.S.C. 552(a)(2), the Department maintains a public reading room...

Reading Performance Profile of Children with Dyslexia in Primary and Secondary School Students

ERIC Educational Resources Information Center

Balci, Emine; Çayir, Aybala

2018-01-01

The purpose of the present research was to provide information to the community about the reading subskill profiles of children with dyslexia in primary and secondary school students. 175 children (aged 7-15 yrs) were examined on a varied set of phonological coding, spelling and fluent reading tasks. For this purpose, students' fluent reading were…

Foreign Language Reading Anxiety in a Chinese as a Foreign Language Context

ERIC Educational Resources Information Center

Zhou, Jing

2017-01-01

This study examined the foreign language (FL) reading anxiety level of learners of Chinese as a FL (n = 76) in the United States. Data from an FL reading anxiety survey, a background information survey and a face-to-face interview indicated that there was no significant difference in reading anxiety level among four course levels. In general,…

The Role of Reading Disability Risk and Environmental Protective Factors in Students' Reading Fluency in Grade 4

ERIC Educational Resources Information Center

Kiuru, Noona; Lerkkanen, Marja-Kristiina; Niemi, Pekka; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

2013-01-01

This study examined the role of reading disability (RD) risk and environmental protective factors in reading fluency in grade 4. The sample consisted of 538 Finnish-speaking students. Kindergarten measures included the students' risk for RD based on poor achievement in phonological awareness and letter knowledge as well as information on the three…

Reading Instruction: Preschool and Elementary: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," April through June 1978 (Vol. 38 Nos. 10 through 12).

ERIC Educational Resources Information Center

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

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 22 titles deal with the following topics: computer-assisted instruction; school characteristics and reading achievement; the process of reading acquisition; on-task behavior, teacher involvement, and reading achievement; the…

A Survey on the Reading Habits among Colleges of Education Students in the Information Age

ERIC Educational Resources Information Center

Fatiloro, Oluwayemisi Florence; Adesola, Oyekola Adebimpe; Hameed, Bilkis Alaba; Adewumi, Oseni Muinat

2017-01-01

Reading is the gateway to success in education. It is the heartbeat of all courses offered in institutions. It is therefore crucial to investigate Colleges of Education students reading habits and how to improve the skill. The study was a descriptive survey with a validated questionnaire on "Reading Habits among Colleges of Education students…

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…

Are Alphabetic Language-Derived Models of L2 Reading Relevant to L1 Logographic Background Readers?

ERIC Educational Resources Information Center

Ehrich, John Fitzgerald; Zhang, Lawrence Jun; Mu, Jon Congjun; Ehrich, Lisa Catherine

2013-01-01

In this paper, we argue that second language (L2) reading research, which has been informed by studies involving first language (L1) alphabetic English reading, may be less relevant to L2 readers with non-alphabetic reading backgrounds, such as Chinese readers with an L1 logographic (Chinese character) learning history. We provide both…

Productive extension of semantic memory in school-aged children: Relations with reading comprehension and deployment of cognitive resources.

PubMed

Bauer, Patricia J; Blue, Shala N; Xu, Aoxiang; Esposito, Alena G

2016-07-01

We investigated 7- to 10-year-old children's productive extension of semantic memory through self-generation of new factual knowledge derived through integration of separate yet related facts learned through instruction or through reading. In Experiment 1, an experimenter read the to-be-integrated facts. Children successfully learned and integrated the information and used it to further extend their semantic knowledge, as evidenced by high levels of correct responses in open-ended and forced-choice testing. In Experiment 2, on half of the trials, the to-be-integrated facts were read by an experimenter (as in Experiment 1) and on half of the trials, children read the facts themselves. Self-generation performance was high in both conditions (experimenter- and self-read); in both conditions, self-generation of new semantic knowledge was related to an independent measure of children's reading comprehension. In Experiment 3, the way children deployed cognitive resources during reading was predictive of their subsequent recall of newly learned information derived through integration. These findings indicate self-generation of new semantic knowledge through integration in school-age children as well as relations between this productive means of extension of semantic memory and cognitive processes engaged during reading. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Productive Extension of Semantic Memory in School-aged Children: Relations with Reading Comprehension and Deployment of Cognitive Resources

PubMed Central

Bauer, Patricia J.; Blue, Shala N.; Xu, Aoxiang; Esposito, Alena G.

2016-01-01

We investigated 7- to 10-year-old children’s productive extension of semantic memory through self-generation of new factual knowledge derived through integration of separate yet related facts learned through instruction or through reading. In Experiment 1, an experimenter read the to-be-integrated facts. Children successfully learned and integrated the information and used it to further extend their semantic knowledge, as evidenced by high levels of correct responses in open-ended and forced-choice testing. In Experiment 2, on half of the trials, the to-be-integrated facts were read by an experimenter (as in Experiment 1) and on half of the trials, children read the facts themselves. Self-generation performance was high in both conditions (experimenter- and self-read); in both conditions, self-generation of new semantic knowledge was related to an independent measure of children’s reading comprehension. In Experiment 3, the way children deployed cognitive resources during reading was predictive of their subsequent recall of newly learned information derived through integration. These findings indicate self-generation of new semantic knowledge through integration in school-age children as well as relations between this productive means of extension of semantic memory and cognitive processes engaged during reading. PMID:27253263

Consumer friendly or reader hostile? An evaluation of the readability of DTC print ads.

PubMed

Sheehan, Kim

2008-01-01

The Food and Drug Administration requires advertisements promoting prescription drugs to be written in "consumer friendly" language. The purpose of this study is to examine the language of Direct-to-Consumer prescription drug advertisements to determine if such language is easy for consumers to read and understand. A series of advertisements for a variety of products, appearing in popular consumer magazines, were analyzed using the Flesch and Gunning-Fogg formulas to determine if DTC advertisements are more or less complex than other advertisements that consumers read today. Results indicate that DTC ads are among the most difficult print ads to read. Additionally, certain types of information contained in these print ads (such as information discussing a drug's risks and contraindications) are significantly more difficult to read than information in any other type of ad copy in magazines today. Implications for DTC marketers and the FDA are included.

Holographic Labeling And Reading Machine For Authentication And Security Appications

DOEpatents

Weber, David C.; Trolinger, James D.

1999-07-06

A holographic security label and automated reading machine for marking and subsequently authenticating any object such as an identification badge, a pass, a ticket, a manufactured part, or a package is described. The security label is extremely difficult to copy or even to read by unauthorized persons. The system comprises a holographic security label that has been created with a coded reference wave, whose specification can be kept secret. The label contains information that can be extracted only with the coded reference wave, which is derived from a holographic key, which restricts access of the information to only the possessor of the key. A reading machine accesses the information contained in the label and compares it with data stored in the machine through the application of a joint transform correlator, which is also equipped with a reference hologram that adds additional security to the procedure.

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

ERIC Educational Resources Information Center

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

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

Mars vertical axis wind machines. The design of a Darreus and a Giromill for use on Mars

NASA Astrophysics Data System (ADS)

Brach, David; Dube, John; Kelly, Jon; Peterson, Joanna; Bollig, John; Gohr, Lisa; Mahoney, Kamin; Polidori, Dave

1992-05-01

This report contains the design of both a Darrieus and a Giromill for use on Mars. The report has been organized so that the interested reader may read only about one machine without having to read the entire report. Where components for the two machines differ greatly, separate sections have been allotted for each machine. Each section is complete; therefore, no relevant information is missed by reading only the section for the machine of interest. Also, when components for both machines are similar, both machines have been combined into one section. This is done so that the reader interested in both machines need not read the same information twice.

Mars vertical axis wind machines. The design of a Darreus and a Giromill for use on Mars

NASA Technical Reports Server (NTRS)

Brach, David; Dube, John; Kelly, Jon; Peterson, Joanna; Bollig, John; Gohr, Lisa; Mahoney, Kamin; Polidori, Dave

1992-01-01

This report contains the design of both a Darrieus and a Giromill for use on Mars. The report has been organized so that the interested reader may read only about one machine without having to read the entire report. Where components for the two machines differ greatly, separate sections have been allotted for each machine. Each section is complete; therefore, no relevant information is missed by reading only the section for the machine of interest. Also, when components for both machines are similar, both machines have been combined into one section. This is done so that the reader interested in both machines need not read the same information twice.

I see/hear what you mean: semantic activation in visual word recognition depends on perceptual attention.

PubMed

Connell, Louise; Lynott, Dermot

2014-04-01

How does the meaning of a word affect how quickly we can recognize it? Accounts of visual word recognition allow semantic information to facilitate performance but have neglected the role of modality-specific perceptual attention in activating meaning. We predicted that modality-specific semantic information would differentially facilitate lexical decision and reading aloud, depending on how perceptual attention is implicitly directed by each task. Large-scale regression analyses showed the perceptual modalities involved in representing a word's referent concept influence how easily that word is recognized. Both lexical decision and reading-aloud tasks direct attention toward vision, and are faster and more accurate for strongly visual words. Reading aloud additionally directs attention toward audition and is faster and more accurate for strongly auditory words. Furthermore, the overall semantic effects are as large for reading aloud as lexical decision and are separable from age-of-acquisition effects. These findings suggest that implicitly directing perceptual attention toward a particular modality facilitates representing modality-specific perceptual information in the meaning of a word, which in turn contributes to the lexical decision or reading-aloud response.

Books and Reading and Singleness of Purpose.

ERIC Educational Resources Information Center

Neill, S. D.

1985-01-01

Argues that in an age of information overload, the public library role is to promote books and reading and warns that public libraries that focus on technologies and information services will become cogs in the engine of material progress rather than fulfilling their role as sources of knowledge. (19 references) (EJS)

4 CFR 201.3 - Publicly available documents and electronic reading room.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 4 Accounts 1 2010-01-01 2010-01-01 false Publicly available documents and electronic reading room. 201.3 Section 201.3 Accounts RECOVERY ACCOUNTABILITY AND TRANSPARENCY BOARD PUBLIC INFORMATION AND... Board. (5) Biographical information about the Chairman and other Board members. (6) Copies of records...

Suppressing Irrelevant Information from Working Memory: Evidence for Domain-Specific Deficits in Poor Comprehenders

ERIC Educational Resources Information Center

Pimperton, Hannah; Nation, Kate

2010-01-01

Previous research has suggested that children with specific reading comprehension deficits (poor comprehenders) show an impaired ability to suppress irrelevant information from working memory, with this deficit detrimentally impacting on their working memory ability, and consequently limiting their reading comprehension performance. However, the…

78 FR 20142 - Agency Information Collection Activities; Proposed Collection

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-03

... in box 16 has been changed to read, as follows: ``Explain briefly why you think the agency was wrong...).'' Language in box 26, requesting information regarding a designated representative, has been changed to read... promptly notify the Board in writing of any change in representation.)'' Appendix A: The second sentence...

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)

Assessing Teachers' Competencies to Read and Interpret Graphs from Learning Progress Assessment: Results from Tests and Interviews

ERIC Educational Resources Information Center

Zeuch, Nina; Förster, Natalie; Souvignier, Elmar

2017-01-01

Learning progress assessment (LPA) provides formative information about effectiveness of instructional decisions. Learning curves are usually presented as graphical illustrations. However, little is known about teachers understanding and interpreting of graphically presented information. An instrument to measure competencies in reading graphs from…

Time Course of Loss of Information Regarding Pattern Analyzing Operations

ERIC Educational Resources Information Center

Kolers, Paul A.; Ostry, David J.

1974-01-01

A study is reported in which subjects were shown sentences, some of which they had read previously, after intervals ranging from a few minutes to 32 days. Results show that information about typography can be recovered for at least 32 days after initial reading. Implications are discussed. (Author/RM)

Siblings as Mediators of Literacy in Linguistic Minority Communities.

ERIC Educational Resources Information Center

Gregory, Eve

1998-01-01

Argues for need to move beyond model of "parental" involvement in reading, which presently informs home/school reading programmes for linguistic-minority children in UK. First examines literature informing current model showing marked absence of studies on role played by siblings as mediators of literacy in new linguistic and cultural…

35 Strategies for Guiding Readers through Informational Texts

ERIC Educational Resources Information Center

Moss, Barbara; Loh, Virginia S.

2010-01-01

This practical guide presents inspiring, research-based activities for teaching students in grades K-12 how to read and think critically about informational texts. With five essential types of strategies, seasoned and preservice teachers learn ways to help students select engaging, challenging reading materials; develop their knowledge of history,…

Content Learning: A Third Reason for Using Literature in Teaching Reading.

ERIC Educational Resources Information Center

Smith, John A.

1993-01-01

Compared the amount of historical content information learned by students in classrooms using historical novels in place of basal readers with the amount of historical information learned by students in traditional classrooms. Finds that students reading historical novels recalled significantly more details, main ideas, and total amount of…

From Manga to Math

ERIC Educational Resources Information Center

Brozo, William G.

2013-01-01

Considering the nature of the complex prose that K-12 students today must learn from, in light of the Common Core State Standards, students need to read informational texts on a meaningful level-and with enthusiasm. Teachers, Brozo says, need to achieve three goals: motivate students to read informational texts, expand students' background…

Informal Reading Inventories and ELL Students

ERIC Educational Resources Information Center

Gandy, Sandra E.

2013-01-01

With the increasing amount of testing taking place in classrooms, teachers may question how appropriate those assessments are for the growing numbers of English language learners (ELLs) in the United States. One of the assessment options for classroom teachers is the informal reading inventory (IRI), which is the most frequently used assessment…

Reliability and Validity of Curriculum-Based Informal Reading Inventories.

ERIC Educational Resources Information Center

Fuchs, Lynn; And Others

A study was conducted to explore the reliability and validity of three prominent procedures used in informal reading inventories (IRIs): (1) choosing a 95% word recognition accuracy standard for determining student instructional level, (2) arbitrarily selecting a passage to represent the difficulty level of a basal reader, and (3) employing…

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...

Cognitive Processes in Orienteering: A Review.

ERIC Educational Resources Information Center

Seiler, Roland

1996-01-01

Reviews recent research on information processing and decision making in orienteering. The main cognitive demands investigated were selection of relevant map information for route choice, comparison between map and terrain in map reading and in relocation, and quick awareness of mistakes. Presents a model of map reading based on results. Contains…

Online and offline inferential and textual processing of poor comprehenders: Evidence from a probing method.

PubMed

Yeari, Menahem; Elentok, Shiri; Schiff, Rachel

2017-03-01

Numerous studies have demonstrated that poor inferential processing underlies the specific deficit of poor comprehenders. However, it is still not clear why poor comprehenders have difficulties in generating inferences while reading and whether this impairment is general or specific to one or more types of inferences. The current study employed an online probing method to examine the spontaneous immediate activation of two inference types-forward-predictive inferences and backward-explanatory inferences-during reading. In addition, we examined the ability of poor comprehenders to retain, suppress, and reactivate text information (relevant for inferencing) in working memory. The participants, 10- to 12-year-old good and poor comprehenders, read short narratives and name inference or text word probes following a predictive, intervening, or bridging sentence. Comparing the size of probe-naming facilitations revealed that poor comprehenders generate predictive inferences, albeit more slowly than good comprehenders, and generate explanatory inferences to a lesser extent than good comprehenders. Moreover, we found that this inferior inferential processing is presumably a result of poor retention and reactivation of inference-evoking text information during reading. Finally, poorer reading comprehension was associated with higher activation of information when it was less relevant following the intervening sentences. Taken together, the current findings demonstrate the manner in which poor regulation of relevant and less relevant information during reading underlies the specific comprehension difficulties experienced by poor comprehenders. Copyright © 2016 Elsevier Inc. All rights reserved.

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).…

Sequential-Simultaneous Processing and Reading Skills in Primary Grade Children.

ERIC Educational Resources Information Center

McRae, Sandra G.

1986-01-01

The study examined relationships between two modes of information processing, simultaneous and sequential, and two sets of reading skills, word recognition and comprehension, among 40 second and third grade students. Results indicated there is a relationship between simultaneous processing and reading comprehension. (Author)

No reason to expect "reading universals".

PubMed

Levy, Yonata

2012-10-01

Writing systems encode linguistic information in diverse ways, relying on cognitive procedures that are likely to be general purpose rather than specific to reading. Optimality in reading for meaning is achieved via the entire communicative act, involving, when the need arises, syntax, nonlinguistic context, and selective attention.

Generalized Read-Across (GenRA) prediction using chemical and biological information (BOSC)

EPA Science Inventory

Read-across is a popular data gap filling technique within category and analogue approaches for regulatory purposes. Acceptance of read-across remains a challenge with several efforts underway for identifying and addressing uncertainties. To date, these approaches have been quali...

Beyond Cognition: Reading Motivation and Reading Comprehension

PubMed Central

Wigfield, Allan; Gladstone, Jessica; Turci, Lara

2016-01-01

The authors review research on children’s reading motivation and its relation to their reading comprehension. They begin by discussing work on the development of school motivation in general and reading motivation in particular, reviewing work showing that many children’s reading motivation declines over the school years. Girls tend to have more positive motivation for reading than do boys, and there are ethnic differences in children’s reading motivation. Over the last 15 years researchers have identified in both laboratory and classroom-based research instructional practices that positively impact students’ reading motivation and ultimately their reading comprehension. There is a strong need for researchers to build on this work and develop and study in different age groups of children effective classroom-based reading motivation instructional programs for a variety of narrative and informational materials. PMID:27617030

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

PubMed

Frost, Ram

2012-10-01

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

Stigma Cues Increase Self-Conscious Emotions and Decrease Likelihood of Attention to Information about Preventing Stigmatized Health Issues

PubMed Central

Earl, Allison; Nisson, Christina A.; Albarracín, Dolores

2018-01-01

Health communications are only effective if target audiences actually receive the messages. One potential barrier to effective health communication is the potential stigma of attending to health information, particularly for stigmatizing health issues. The purpose of the present paper was to examine when participants report self-conscious emotions (e.g., shame, embarrassment) in response to health communications, as well as likelihood of reading health information associated with these emotions. Across three studies, participants read information about preventing diseases that are either highly stigmatized or non-stigmatized. Increased accessibility of stigma cues by (a) manipulating the perceived absence vs. presence of others, or (b) measuring lower vs. higher rejection sensitivity resulted in increased self-conscious emotions in response to information about stigmatized health issues. In addition, stigma cues decreased the likelihood of reading information about stigmatized (but not non-stigmatized) health information. Implications for health outcomes and intervention design are discussed. PMID:29809200

The Gobbledygook in Online Parent-Focused Information about Child and Adolescent Mental Health.

PubMed

Wozney, Lori; Radomski, Ashley D; Newton, Amanda S

2018-06-01

Online parent-focused informational resources play a vital step in parent decision-making about initiating child and adolescent mental health care, but their usefulness may depend on how easily the resource content can be understood. The purpose of this cross-sectional study was to examine the readability and reliability of parent-focused mental health resources provided on Canadian websites. After meeting inclusion criteria, 50 documents retrieved during the search in September 2016 from websites using online health information searching strategies that would be typically employed by parents underwent analysis. Document readability was assessed using Health Canada recommended instruments: Simple Measure of Gobbledygook (SMOG), Flesch-Kincaid Grade Level, and the Flesch Reading-Ease scale. Reliability was assessed using Health on the Net Foundation Code of Conduct (HONcode). Our analysis revealed that all included documents exceeded the 8th grade reading level. The mean ± SD readability scores were SMOG 11.65 ± 1.10 and FKGL 10.03 ± 1.49. Reading-ease scores showed that 42% (n = 21) of the documents were "Difficult" to read. Factorial ANOVA revealed no significant difference in readability across mental health topic areas or organizational sectors (p = > 0.05). Twenty-four percent of documents came from sites with HONcode certification. Findings suggest that almost all child and adolescent mental health information that would typically be found online by parents in Canada had readability scores that were too high for average parents to read and exceeded Health Canada recommended reading levels. Being able to locate resources online can be significantly precluded if a parent cannot understand and use information to mobilize them to accessing mental health care for their families.

Building Capacity for Professional Development in Adolescent Reading: The National Writing Project's National Reading Initiative. Evaluation Summary Report 2003-2006

ERIC Educational Resources Information Center

Academy for Educational Development, 2007

2007-01-01

An area of particular concern in adolescent literacy is comprehension of informational text: many students can successfully decode words without actually being able to understand the texts they read. As they progress through school, they have to read increasingly complex texts but receive little if any explicit instruction to help them. Beyond the…

Une lecture, mille et une reflexions: Cahier de reflexion sur le processus de lecture. (One Reading, 1001 Reflections: Notebook of Reflection on the Reading Process.)

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

This activity notebook is intended to help French-speaking students in Alberta, Canada, develop reflective reading practices. Following an introduction and information (with graphics) on the notebook's organization, the notebook is divided into three sections of reading strategies: the first section contains three activities, the second section…

A Selective Bibliography of ERIC Abstracts for the Teacher of Reading, 1966-1974; V. Reading Materials.

ERIC Educational Resources Information Center

Winkeljohann, Rosemary, Comp.

This selective bibliography is one of nine documents compiled to provide titles and descriptions of useful and informative reading documents which were indexed into the ERIC system from 1966 to 1974. The 245 entries in this section of the bibliography concern reading materials and are arranged alphabetically by author in one of the following 12…

A Selective Bibliography of ERIC ABstracts for the Teacher of Reading, 1966-1974; II. Methods in Teaching Reading.

ERIC Educational Resources Information Center

Winkeljohann, Rosemary, Comp.

This selective bibliography is one of nine documents compiled to provide titles and descriptions of useful and informative reading documents which were indexed into the ERIC system from 1966 to 1974. The 190 entries in this section of the bibliography concern methods in teaching reading and are arranged alphabetically by author in one of the…

Reading Aloud Expository Text to First- and Second-Graders: A Comparison of the Effects on Comprehension of During- and After-Reading Questioning

ERIC Educational Resources Information Center

Heisey, Natalie Denise

2009-01-01

The purpose of this study was to compare the effects of questioning "during" a read-aloud and questioning "after" a read-aloud, using science-related informational tradebooks with first-and second-graders. Three thematically-related tradebooks were used, each portraying a scientist involved in authentic investigation. Students in two first/second…

Field Test Report of the Self-Directed, Interpretive, and Creative Reading Elements of the Wisconsin Design for Reading Skill Development. Technical Report No. 330.

ERIC Educational Resources Information Center

Chester, Robert; And Others

This study of the self-directed, interpretive, and creative reading elements of the Wisconsin Design for Reading Skill Development was conducted to gather descriptive data about implementation strategies being developed and practiced by field test teachers and to gather evaluative information about the usability of various management and…

ARKS: chromosome-scale scaffolding of human genome drafts with linked read kmers.

PubMed

Coombe, Lauren; Zhang, Jessica; Vandervalk, Benjamin P; Chu, Justin; Jackman, Shaun D; Birol, Inanc; Warren, René L

2018-06-20

The long-range sequencing information captured by linked reads, such as those available from 10× Genomics (10xG), helps resolve genome sequence repeats, and yields accurate and contiguous draft genome assemblies. We introduce ARKS, an alignment-free linked read genome scaffolding methodology that uses linked reads to organize genome assemblies further into contiguous drafts. Our approach departs from other read alignment-dependent linked read scaffolders, including our own (ARCS), and uses a kmer-based mapping approach. The kmer mapping strategy has several advantages over read alignment methods, including better usability and faster processing, as it precludes the need for input sequence formatting and draft sequence assembly indexing. The reliance on kmers instead of read alignments for pairing sequences relaxes the workflow requirements, and drastically reduces the run time. Here, we show how linked reads, when used in conjunction with Hi-C data for scaffolding, improve a draft human genome assembly of PacBio long-read data five-fold (baseline vs. ARKS NG50 = 4.6 vs. 23.1 Mbp, respectively). We also demonstrate how the method provides further improvements of a megabase-scale Supernova human genome assembly (NG50 = 14.74 Mbp vs. 25.94 Mbp before and after ARKS), which itself exclusively uses linked read data for assembly, with an execution speed six to nine times faster than competitive linked read scaffolders (~ 10.5 h compared to 75.7 h, on average). Following ARKS scaffolding of a human genome 10xG Supernova assembly (of cell line NA12878), fewer than 9 scaffolds cover each chromosome, except the largest (chromosome 1, n = 13). ARKS uses a kmer mapping strategy instead of linked read alignments to record and associate the barcode information needed to order and orient draft assembly sequences. The simplified workflow, when compared to that of our initial implementation, ARCS, markedly improves run time performances on experimental human genome datasets. Furthermore, the novel distance estimator in ARKS utilizes barcoding information from linked reads to estimate gap sizes. It accomplishes this by modeling the relationship between known distances of a region within contigs and calculating associated Jaccard indices. ARKS has the potential to provide correct, chromosome-scale genome assemblies, promptly. We expect ARKS to have broad utility in helping refine draft genomes.

Read for Joy!

ERIC Educational Resources Information Center

Quigg, Claudia

Designed for parents, this booklet provides parents with information about encouraging literacy in young children in the format of a children's book with illustrations from various works by noted children's illustrator Tomie dePaola. The booklet emphasizes the importance of reading to and with children, stressing that reading helps children learn…

36 CFR 703.7 - Public Reading Facility.

Code of Federal Regulations, 2011 CFR

2011-07-01

....7 Section 703.7 Parks, Forests, and Public Property LIBRARY OF CONGRESS DISCLOSURE OR PRODUCTION OF RECORDS OR INFORMATION Availability of Library of Congress Records § 703.7 Public Reading Facility. (a) The Chief, OSS, shall maintain a reading facility for the public inspection and copying of Library...

36 CFR 703.7 - Public Reading Facility.

Code of Federal Regulations, 2010 CFR

2010-07-01

....7 Section 703.7 Parks, Forests, and Public Property LIBRARY OF CONGRESS DISCLOSURE OR PRODUCTION OF RECORDS OR INFORMATION Availability of Library of Congress Records § 703.7 Public Reading Facility. (a) The Chief, OSS, shall maintain a reading facility for the public inspection and copying of Library...

Suprasegmental Aspects of Reading Interference.

ERIC Educational Resources Information Center

Westbrook, Colston R.

Information is presented in this paper regarding suprasegmental features of Black English thay may cause reading interference for some Black children. Much of the research concerning reading problems of many Afro-American students stresses the segmental differences of the phonology, the morphology, the syntax, and lexical selection between two…

[Selected Readings for the Professional Working with Drug Related Problems.

ERIC Educational Resources Information Center

Wisconsin Univ., Madison.

A bibliography of selected readings compiled at the University of Wisconsin for the National Drug Education Training Program. These selected readings include information on narcotics, amphetamines, mescaline, psilogybin, hallucinogens, LSD, barbiturates, alcohol, and other stimulants. The intended user of this bibliography is the professional…

Reading, Language Arts & Literacy. [SITE 2001 Section].

ERIC Educational Resources Information Center

Matthew, Kathy, Ed.

This document contains the following papers on reading, language arts, and literacy from the SITE (Society for Information Technology & Teacher Education) 2001 conference: (1) "Improving the Teaching of Reading, Language Arts and Literacy through WebCT: A Work in Progress" (Linda Akanbi); (2) "A Survey of Computer Software…

Using Customer Reviews to Build Critical Reading Skills

ERIC Educational Resources Information Center

Rice, Mary

2007-01-01

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

Microcomputers in the Curriculum: Micros and the First R.

ERIC Educational Resources Information Center

Balajthy, Ernest; Reinking, David

1985-01-01

Introduces the range of computer software currently available to aid in developing children's basic skills in reading, including programs for reading readiness, word recognition, vocabulary development, reading comprehension, and learning motivation. Additional information on software and computer use is provided in sidebars by Gwen Solomon and…

36 CFR 703.7 - Public Reading Facility.

Code of Federal Regulations, 2012 CFR

2012-07-01

....7 Section 703.7 Parks, Forests, and Public Property LIBRARY OF CONGRESS DISCLOSURE OR PRODUCTION OF RECORDS OR INFORMATION Availability of Library of Congress Records § 703.7 Public Reading Facility. (a) The Chief, OSS, shall maintain a reading facility for the public inspection and copying of Library...

36 CFR 703.7 - Public Reading Facility.

Code of Federal Regulations, 2014 CFR

2014-07-01

....7 Section 703.7 Parks, Forests, and Public Property LIBRARY OF CONGRESS DISCLOSURE OR PRODUCTION OF RECORDS OR INFORMATION Availability of Library of Congress Records § 703.7 Public Reading Facility. (a) The Chief, OSS, shall maintain a reading facility for the public inspection and copying of Library...

Teaching Reading Sourcebook, Second Edition

ERIC Educational Resources Information Center

Honig, Bill; Diamond, Linda; Gutlohn, Linda

2008-01-01

The "Teaching Reading Sourcebook, Second Edition" is a comprehensive reference about reading instruction. Organized according to the elements of explicit instruction (what? why? when? and how?), the "Sourcebook" includes both a research-informed knowledge base and practical sample lesson models. It teaches the key elements of an effective reading…

75 FR 48585 - Revision of Freedom of Information Act Regulations

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-11

... Service Center and Reading Room; electronic FOIA requests; access to records published or released under... Disclosure Reading Room at: http://www.whitehouse.gov/administration/eop/ceq/foia/readingroom . In general... resources, particularly its Proactive Disclosure Reading Room, should be used to advance NEPA's goals of...

Online Reading Informs Classroom Instruction and Promotes Collaborative Learning

ERIC Educational Resources Information Center

Wright, L. Kate; Zyto, Sacha; Karger, David R.; Newman, Dina L.

2013-01-01

Web-based collaborative annotation tools can facilitate communication among students and their instructors through online reading and communication. Collaborative reading fosters peer interaction and is an innovative way to facilitate discussion and participation in larger enrollment courses. It can be especially powerful as it creates an…

Acupuncture May Be Helpful for Chronic Pain: A Meta-Analysis

MedlinePlus

... health-related information is available. Related Topics NIH Analysis Shows Americans Are In Pain Research Results Research Results by Date This page last modified August 29, 2016 Follow NCCIH: Read our disclaimer about external links Twitter Read our disclaimer about external links Facebook Read ...

A chapter a day: Association of book reading with longevity.

PubMed

Bavishi, Avni; Slade, Martin D; Levy, Becca R

2016-09-01

Although books can expose people to new people and places, whether books also have health benefits beyond other types of reading materials is not known. This study examined whether those who read books have a survival advantage over those who do not read books and over those who read other types of materials, and if so, whether cognition mediates this book reading effect. The cohort consisted of 3635 participants in the nationally representative Health and Retirement Study who provided information about their reading patterns at baseline. Cox proportional hazards models were based on survival information up to 12 years after baseline. A dose-response survival advantage was found for book reading by tertile (HRT2 = 0.83, p < 0.001, HRT3 = 0.77, p < 0.001), after adjusting for relevant covariates including age, sex, race, education, comorbidities, self-rated health, wealth, marital status, and depression. Book reading contributed to a survival advantage that was significantly greater than that observed for reading newspapers or magazines (tT2 = 90.6, p < 0.001; tT3 = 67.9, p < 0.001). Compared to non-book readers, book readers had a 23-month survival advantage at the point of 80% survival in the unadjusted model. A survival advantage persisted after adjustment for all covariates (HR = .80, p < .01), indicating book readers experienced a 20% reduction in risk of mortality over the 12 years of follow up compared to non-book readers. Cognition mediated the book reading-survival advantage (p = 0.04). These findings suggest that the benefits of reading books include a longer life in which to read them. Copyright © 2016 Elsevier Ltd. All rights reserved.

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.

Use of food label information by urban consumers in India - a study among supermarket shoppers.

PubMed

Vemula, Sudershan R; Gavaravarapu, SubbaRao M; Mendu, Vishnu Vardhana Rao; Mathur, Pulkit; Avula, Laxmaiah

2014-09-01

To study consumer knowledge and use of food labels. A cross-sectional study employing both quantitative and qualitative methods. Intercept interviews were conducted with 1832 consumers at supermarket sites selected using a stratified random sampling procedure. This information was triangulated with twenty-one focus group discussions. New Delhi and Hyderabad, two metro-cities from north and south India. Adolescent (10-19 years), adult (20-59 years) and elderly (≥60 years) consumers. While the national urban literacy rate is 84 %, about 99 % of the study participants were educated. About 45 % reported that they buy pre-packaged foods once weekly and about a fifth buy them every day. Taste, quality, convenience and ease of use are the main reasons for buying pre-packaged foods. Although 90 % of consumers across the age groups read food labels, the majority (81 %) looked only for the manufacturing date or expiry/best before date. Of those who read labels, only a third checked nutrition information and ingredients. Nutrient information on labels was not often read because most consumers either lacked nutrition knowledge or found the information too technical to understand. About 60 % read quality symbols. A positive association was found between education level and checking various aspects of food labels. Women and girls concerned about 'fat' and 'sugar' intake read the nutrition facts panel. The intention of promoting healthy food choices through use of food labels is not being completely met. Since a majority of people found it difficult to comprehend nutrition information, there is a need to take up educational activities and/or introduce new forms of labelling.

Attention and Facilitation: Converging Information versus Inadvertent Reading in Stroop Task Performance

ERIC Educational Resources Information Center

Roelofs, Ardi

2010-01-01

Disagreement exists about whether color-word Stroop facilitation is caused by converging information (e.g., Cohen et al., 1990; Roelofs, 2003) or inadvertent reading (MacLeod & MacDonald, 2000). Four experiments tested between these hypotheses by examining Stroop effects on response time (RT) both within and between languages. Words cannot be…

Eye Movements in Integrating Geometric Text and Figure: Scanpaths and Given-New Effects

ERIC Educational Resources Information Center

Lee, Wei-Kuang; Wu, Chao-Jung

2018-01-01

This study explored the processes in which adult readers integrate text-figure information when reading geometric descriptions. Because geometry conveys rich spatial information, we investigated the reading scanpaths as text- or figure-directed and the given-new effects. Eye movement data from 65 college student participants showed that…

Shades of Meaning: Using Color to Enhance Reading.

ERIC Educational Resources Information Center

Viau, Elizabeth Anne

1998-01-01

Shows how word processors and color printers are promising tools for helping students to think more clearly as they read. Discusses how students can use different colored lettering to identify topic sentences; to separate descriptive from narrative or informational writing; to separate information from emotion in writing; and to make changes if…

The Reliability of Informal Reading Inventories: What Has Changed?

ERIC Educational Resources Information Center

Nilsson, Nina L.

2013-01-01

Over time, criticisms related to the technical rigor of informal reading inventories (IRIs) have led many to question using these assessment instruments for high- or low-stakes purposes. In this article, I examine reliability evidence reported in 11 new and updated IRIs and make comparisons with Spector's earlier analysis that revealed fewer than…

Effects of Learning Goal Attainability Level, Text Organization, and Age Level on Learning Disabled Adolescents' Silent Reading Comprehension.

ERIC Educational Resources Information Center

Lindsey, Jimmy D.

1983-01-01

Results indicated that attainability levels of learning goals affected the students' reading comprehension. LD adolescents had significantly higher comprehension when assessed on information associated with a learning goal completely attainable than on information associated with a partially attainable learning goal. (Author/CL)

U. S. Fourth Graders' Informational Text Comprehension: Indicators from NAEP

ERIC Educational Resources Information Center

Schugar, Heather R.; Dreher, Miriam Jean

2017-01-01

This study is a secondary analysis of reading data collected from over 165,000 fourth graders as part of the U.S. National Assessment of Educational Progress. Using hierarchical linear modelling, the authors investigated factors associated with students' informational text comprehension, including out-of-school reading engagement, and in-school…

Moving from Explicit to Implicit: A Case Study of Improving Inferential Comprehension

ERIC Educational Resources Information Center

Yeh, Yi-Fen; McTigue, Erin M.; Joshi, R. Malatesha

2012-01-01

The article describes a successful intervention program in developing inferential comprehension in a sixth grader. Steve (pseudonym) was proficient in word reading, was able to detect explicit information while reading, but struggled with linking textual information to yield integral ideas. After 10 weeks of working with Steve on word analogies,…

Rate of Information-Processing as a Variable of Critical Reading.

ERIC Educational Resources Information Center

Van Voorhees, Sylvia Nash

This study investigated the relationship between rate of information processing and critical reading and the anciallary effect of anxiety on the two variables. A tenth grade sample, consisting of 52 fast readers and 52 slow readers, was identified. All subjects in the sample had intelligence quotients of 120 or higher and vocabulary and…

Semantic Preview Benefit in Eye Movements during Reading: A Parafoveal Fast-Priming Study

ERIC Educational Resources Information Center

Hohenstein, Sven; Laubrock, Jochen; Kliegl, Reinhold

2010-01-01

Eye movements in reading are sensitive to foveal and parafoveal word features. Whereas the influence of orthographic or phonological parafoveal information on gaze control is undisputed, there has been no reliable evidence for early parafoveal extraction of semantic information in alphabetic script. Using a novel combination of the gaze-contingent…

Using Informational Material to Spark Reading Interests in Adolescents.

ERIC Educational Resources Information Center

Hubbell, Victoria

Classroom teachers of adolescents need to analyze the material they use for instructional purposes, as well as the materials they suggest for independent reading, to be certain that both incorporate text which is informational or technical, since experience suggests that this type of material is generally preferred by readers of this age group.…

IPhone or Kindle: Competition of Electronic Books Sales

NASA Astrophysics Data System (ADS)

Chen, Li

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

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

PubMed

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

2009-06-01

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

Orthographic and phonological processing in developing readers revealed by ERPs

PubMed Central

EDDY, MARIANNA D.; GRAINGER, JONATHAN; HOLCOMB, PHILLIP J.; GABRIELI, JOHN D. E.

2018-01-01

The development of neurocognitive mechanisms in single word reading was studied in children ages 8–10 years using ERPs combined with priming manipulations aimed at dissociating orthographic and phonological processes. Transposed-letter (TL) priming (barin–BRAIN vs. bosin–BRAIN) was used to assess orthographic processing, and pseudohomophone (PH) priming (brane–BRAIN vs. brant–BRAIN) was used to assess phonological processing. Children showed TL and PH priming effects on both the N250 and N400 ERP components, and the magnitude of TL priming correlated positively with reading ability, with better readers showing larger TL priming effects. Phonological priming, on the other hand, did not correlate with reading ability. The positive correlations between TL priming and reading ability in children points to a key role for flexible sublexical orthographic representations in reading development, in line with their hypothesized role in the efficient mapping of orthographic information onto semantic information in skilled readers. PMID:27671210

Individual differences in working memory and reasoning-remembering relationships in solving class-inclusion problems.

PubMed

Howe, M L; Rabinowitz, F M; Powell, T L

1998-09-01

In the present experiment, we evaluated the effects of individual differences in reading span and variation in memory demands on class-inclusion performance. One hundred twenty college students whose reading spans ranged from low to medium to high (as indexed by a computerized version of the Daneman and Carpenter [1980] reading-span task) solved 48 class-inclusion problems. Half of the subjects had the solution information available when the problems were presented; the other half performed a detection task between solution information and problem presentation. The results from both standard statistical analyses and from a mathematical model indicated that differences in reading span and memory load had predictable, similar effects. Specifically, the sophistication of reasoning strategies declined when memory demands increased or when reading spans decreased. Surprisingly, these effects were primarily additive. The results were interpreted in terms of global resource models and findings from the developmental literature.

Do Family Physicians Retrieve Synopses of Clinical Research Previously Read as Email Alerts?

PubMed Central

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

2011-01-01

Background A synopsis of new clinical research highlights important aspects of one study in a brief structured format. When delivered as email alerts, synopses enable clinicians to become aware of new developments relevant for practice. Once read, a synopsis can become a known item of clinical information. In time-pressured situations, remembering a known item may facilitate information retrieval by the clinician. However, exactly how synopses first delivered as email alerts influence retrieval at some later time is not known. Objectives We examined searches for clinical information in which a synopsis previously read as an email alert was retrieved (defined as a dyad). Our study objectives were to (1) examine whether family physicians retrieved synopses they previously read as email alerts and then to (2) explore whether family physicians purposefully retrieved these synopses. Methods We conducted a mixed-methods study in which a qualitative multiple case study explored the retrieval of email alerts within a prospective longitudinal cohort of practicing family physicians. Reading of research-based synopses was tracked in two contexts: (1) push, meaning to read on email and (2) pull, meaning to read after retrieval from one electronic knowledge resource. Dyads, defined as synopses first read as email alerts and subsequently retrieved in a search of a knowledge resource, were prospectively identified. Participants were interviewed about all of their dyads. Outcomes were the total number of dyads and their type. Results Over a period of 341 days, 194 unique synopses delivered to 41 participants resulted in 4937 synopsis readings. In all, 1205 synopses were retrieved over an average of 320 days. Of the 1205 retrieved synopses, 21 (1.7%) were dyads made by 17 family physicians. Of the 1205 retrieved synopses, 6 (0.5%) were known item type dyads. However, dyads also occurred serendipitously. Conclusion In the single knowledge resource we studied, email alerts containing research-based synopses were rarely retrieved. Our findings help us to better understand the effect of push on pull and to improve the integration of research-based information within electronic resources for clinicians. PMID:22130465

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

PubMed

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

2011-11-30

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

Visual Problems and Reading. Number 4.

ERIC Educational Resources Information Center

Griffin, Margaret; Eberly, Donald W.

As one of a series commissioned by the National Reading Center to help inform all citizens about reading issues and to promote national functional literacy, this brochure is designed to acquaint readers with different forms of visual impairment, and describes their symptoms for easy recognition. Visual difficulties are classified into two major…

Semantic and Phonological Activation in First and Second Language Reading

ERIC Educational Resources Information Center

Cheng, Hui-Wen

2012-01-01

No consensus has been reached on whether phonological information is activated in reading Chinese. Further, semantic activation has not been well-studied in the context of orthographic depth. To contribute to these issues, this dissertation investigated semantic and phonological activation in reading Chinese and English. This dissertation also…

Do Tinted Lenses Really Help Students with Reading Disabilities?

ERIC Educational Resources Information Center

Cardinal, Donald N.; And Others

1993-01-01

This article translates research from the fields of optometry, ophthalmology, neurology, and medicine on the efficacy of tinted lenses for students with reading disabilities into understandable information for lay people. The paper concludes that the treatment does not significantly improve reading, although some reports indicate improvement in a…

Computer Assisted Instruction to Promote Comprehension in Students with Learning Disabilities

ERIC Educational Resources Information Center

Stetter, Maria Earman; Hughes, Marie Tejero

2011-01-01

Reading comprehension is a crucial skill for academic success of all students. Very often, students with learning disabilities struggle with reading skills and since students learn new information in school by reading; these difficulties often increase the academic struggles students with learning disabilities face. The current study examined…

Systematically evaluating read-across prediction and performance using a local validity approach characterized by chemical structure and bioactivity information

EPA Science Inventory

Read-across is a popular data gap filling technique within category and analogue approaches for regulatory purposes. Acceptance of read-across remains an ongoing challenge with several efforts underway for identifying and addressing uncertainties. Here we demonstrate an algorithm...

Explaining the Association between Music Training and Reading in Adults

ERIC Educational Resources Information Center

Swaminathan, Swathi; Schellenberg, E. Glenn; Venkatesan, Kirthika

2018-01-01

We sought to clarify whether the positive association between music lessons and reading ability is explained better by shared resources for processing pitch and temporal information, or by general cognitive abilities. Participants were native and nonnative speakers of English with varying levels of music training. We measured reading ability…

39 CFR 265.5 - Public reading rooms.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 39 Postal Service 1 2011-07-01 2011-07-01 false Public reading rooms. 265.5 Section 265.5 Postal Service UNITED STATES POSTAL SERVICE ORGANIZATION AND ADMINISTRATION RELEASE OF INFORMATION § 265.5 Public reading rooms. The Library of the Postal Service Headquarters, 475 L'Enfant Plaza SW, Washington, DC 20260...

39 CFR 265.5 - Public reading rooms.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 39 Postal Service 1 2010-07-01 2010-07-01 false Public reading rooms. 265.5 Section 265.5 Postal Service UNITED STATES POSTAL SERVICE ORGANIZATION AND ADMINISTRATION RELEASE OF INFORMATION § 265.5 Public reading rooms. The Library of the Postal Service Headquarters, 475 L'Enfant Plaza SW, Washington, DC 20260...

39 CFR 265.5 - Public reading rooms.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 39 Postal Service 1 2014-07-01 2014-07-01 false Public reading rooms. 265.5 Section 265.5 Postal Service UNITED STATES POSTAL SERVICE ORGANIZATION AND ADMINISTRATION RELEASE OF INFORMATION § 265.5 Public reading rooms. The Library of the Postal Service Headquarters, 475 L'Enfant Plaza SW, Washington, DC 20260...

39 CFR 265.5 - Public reading rooms.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 39 Postal Service 1 2012-07-01 2012-07-01 false Public reading rooms. 265.5 Section 265.5 Postal Service UNITED STATES POSTAL SERVICE ORGANIZATION AND ADMINISTRATION RELEASE OF INFORMATION § 265.5 Public reading rooms. The Library of the Postal Service Headquarters, 475 L'Enfant Plaza SW, Washington, DC 20260...

39 CFR 265.5 - Public reading rooms.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 39 Postal Service 1 2013-07-01 2013-07-01 false Public reading rooms. 265.5 Section 265.5 Postal Service UNITED STATES POSTAL SERVICE ORGANIZATION AND ADMINISTRATION RELEASE OF INFORMATION § 265.5 Public reading rooms. The Library of the Postal Service Headquarters, 475 L'Enfant Plaza SW, Washington, DC 20260...

What Brain Research Suggests for Teaching Reading Strategies

ERIC Educational Resources Information Center

Willis, Judy

2009-01-01

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

Perceptions of Control Facilitate Reading Engagement

ERIC Educational Resources Information Center

Vieira, Edward T., Jr.; Grantham, Susan

2011-01-01

This study examined how global locus of control influences children's reading engagement or reading involvement and interest in stories. It is based on locus of control, interest, and dual information processing theories. One hundred and seventy students from schools in the northeastern United States, ages 9 to 12, participated. They completed a…

Reading Is Fundamental, 1977.

ERIC Educational Resources Information Center

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

Reading Is Fundamental (RIF) is a national, nonprofit organization designed to motivate children to read by making a wide variety of inexpensive books available to them and allowing the children to choose and keep books that interest them. This annual report for 1977 contains the following information on the RIF project: an account of the…

How Can I Help My Struggling Readers?

ERIC Educational Resources Information Center

Duke, Nell K.; Pressley, Michael

2005-01-01

The reasons some children struggle with reading are as varied as the children themselves. From trouble decoding words to problems retaining information, reading difficulties are complex. All kids, says the International Reading Association, "have a right to instruction designed with their specific needs in mind." The question is how to identify…

Parents Hearing Reading: Lessons for School Practice from the British and Australasian Research.

ERIC Educational Resources Information Center

Toomey, Derek

Concentrating on hearing reading rather than parents reading to children, this literature review examines research into parents' participation in their children's literacy development with the aim of providing information to assist school practice. The review focuses on attention to British studies involving systematic analysis of carefully…

Applying Current Approaches to the Teaching of Reading

ERIC Educational Resources Information Center

Villanueva de Debat, Elba

2006-01-01

This article discusses different approaches to reading instruction for EFL learners based on theoretical frameworks. The author starts with the bottom-up approach to reading instruction, and briefly explains phonics and behaviorist ideas that inform this instructional approach. The author then explains the top-down approach and the new cognitive…

Aye, Aye, Aye, Aye: Orthography Enhances Rapid Word Reading in an Exploratory Study.

ERIC Educational Resources Information Center

Neuhaus, Graham F.; Post, Yolanda

2003-01-01

Uses a novel word-reading efficiency measure to determine if articulations or processing times associated with reading the word "aye" were enhanced through the phonological or orthographic qualities contained in the preceding word. Documents the importance of separating phonological and orthographic information in English homophones. (SG)

Reading, Language Arts and Literacy. [SITE 2002 Section].

ERIC Educational Resources Information Center

Matthew, Kathy, Ed.

This document contains the following papers on reading, language arts, and literacy from the SITE (Society for Information Technology & Teacher Education) 2002 conference: "PT3 Facilitates Technology Use in Preservice Teacher Reading Courses" (Dana Arrowood and Michele Maldonado); "PT3 Technology Enhanced Lesson Plans for the Elementary School"…

Relations of Cognitive Style to Assessment Components of Reading Comprehension for Deaf Adolescents.

ERIC Educational Resources Information Center

Davey, Beth; LaSasso, Carol

The study examined the relations of cognitive style (field independence) to reading comprehension test performance for 48 prelingually, profoundly deaf adolescents. Ss read passages and answered comprehension questions consisting of two Information Types (text-explicit, text-implicit), Lookback Conditions (lookback, no-lookback), and Question…

Motor-Perceptual Function in Children with Developmental Reading Disorders: Neuropsychophysiological Analysis.

ERIC Educational Resources Information Center

Chiarenza, Giuseppe Augusto

1990-01-01

Eight reading-disordered and 9 nondisabled males (age 10) performed a skilled motor-perceptual task. The children with reading disorders were slower, less accurate, and achieved a smaller number of target performances. Their brain macropotentials associated with motor programing, processing of sensory information, and evaluation of the results…

78 FR 53277 - Availability of Records and Information

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-29

.... 612.1 General provisions. 612.2 Public reading room. 612.3 Requirements for making requests. 612.4... Office of the Inspector General (OIG) of the National Science Foundation. Sec. 612.2 Public reading room. (a) The Foundation maintains a public reading room located in the NSF Library at 4201 Wilson...

75 FR 22320 - Regulations Implementing the Freedom of Information Act

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-28

... reading rooms and to OSHRC fee policies. Accordingly, OSHRC proposes to revise its regulations... paragraph (c) to clarify the type of records publicly available in the e-FOIA Reading Room and where to...-FOIA Reading Room. OSHRC also proposes revising its definition of ``Representative of the news media...

76 FR 18635 - Disclosure of Records or Information

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-05

... Public reading room. 304.3 Requirements for making requests. 304.4 Responsibility for responding to... the agency's Deputy General Counsel as its FOIA Public Liaison. Sec. 304.2 Public reading room. (a) ACUS maintains a public reading room that affords access to the records that the FOIA requires it to...

The Melding of Literacy Strategies to Enhance Reading Fluency, Comprehension, and Enjoyment

ERIC Educational Resources Information Center

Weih, Timothy G.

2013-01-01

This report describes an individualized literacy intervention program that was developed for a fifth grade boy who struggled with reading. Based upon informal assessment and evaluation procedures, the following literacy strategies were taught within a one-to-one instructional setting: Repeated Readings, Personal Vocabulary Journal, Phonemic…

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…

Effect of Reading Ability and Internet Experience on Keyword-Based Image Search

ERIC Educational Resources Information Center

Lei, Pei-Lan; Lin, Sunny S. J.; Sun, Chuen-Tsai

2013-01-01

Image searches are now crucial for obtaining information, constructing knowledge, and building successful educational outcomes. We investigated how reading ability and Internet experience influence keyword-based image search behaviors and performance. We categorized 58 junior-high-school students into four groups of high/low reading ability and…

Measuring Children's Reading Development Using Leveled Texts.

ERIC Educational Resources Information Center

Paris, Scott G.

2002-01-01

Notes that the main problem with using Informal Reading Inventories (IRIs) for measuring reading growth is that running records and miscue analyses are gathered on variable levels of text that are appropriate for each child. Presents several possible solutions to the measurement problem beyond the simple profile descriptions usually reported from…

A Report on IRI Scoring and Interpretation.

ERIC Educational Resources Information Center

Anderson, Betty

Noting that most classroom teachers use informal reading inventories (IRI) as diagnostic instruments, a study examined what oral reading accuracy level is most appropriate for the instructional level and whether repetitions should be counted as oral reading errors. Randomly selected students from the second through fifth grades at two elementary…

77 FR 14353 - Proposed Information Collection; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-09

... concerning its Process and Impact Evaluation of the Minnesota Reading Corps project. This project will assess the impact of the Minnesota Reading Corps on tutees' educational and other outcomes. This project will also assess the effect of the Minnesota Reading Corps on AmeriCorps member outcomes. Copies of the...

Determining the Optimal Number of Spinal Manipulation Sessions for Chronic Low-Back Pain

MedlinePlus

... health-related information is available. Related Topics NIH Analysis Shows Americans Are In Pain Research Results Research Results by Date This page last modified September 13, 2016 Follow NCCIH: Read our disclaimer about external links Twitter Read our disclaimer about external links Facebook Read ...

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

ERIC Educational Resources Information Center

Ortiz, Robert W.; McCarty, Laurie L.

1997-01-01

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

Reading Attitudes of Texas High School Students

ERIC Educational Resources Information Center

Bussert-Webb, Kathy; Zhang, Zhidong

2016-01-01

Through random sampling, we surveyed 2,568 high school students throughout Texas to determine their reading attitudes vis-à-vis individual and school background variables. Sources were the Rhody reading attitude scale and public domain campus summary data; the lenses of attitude theory and social justice informed this study. Significant…

Semantic Preview Benefit during Reading

ERIC Educational Resources Information Center

Hohenstein, Sven; Kliegl, Reinhold

2014-01-01

Word features in parafoveal vision influence eye movements during reading. The question of whether readers extract semantic information from parafoveal words was studied in 3 experiments by using a gaze-contingent display change technique. Subjects read German sentences containing 1 of several preview words that were replaced by a target word…

Would a madman have been so wise as this?" The effects of source credibility and message credibility on validation.

PubMed

Foy, Jeffrey E; LoCasto, Paul C; Briner, Stephen W; Dyar, Samantha

2017-02-01

Readers rapidly check new information against prior knowledge during validation, but research is inconsistent as to whether source credibility affects validation. We argue that readers are likely to accept highly plausible assertions regardless of source, but that high source credibility may boost acceptance of claims that are less plausible based on general world knowledge. In Experiment 1, participants read narratives with assertions for which the plausibility varied depending on the source. For high credibility sources, we found that readers were faster to read information confirming these assertions relative to contradictory information. We found the opposite patterns for low credibility characters. In Experiment 2, readers read claims from the same high or low credibility sources, but the claims were always plausible based on general world knowledge. Readers consistently took longer to read contradictory information, regardless of source. In Experiment 3, participants read modified versions of "The Tell-Tale Heart," which was narrated entirely by an unreliable source. We manipulated the plausibility of a target event, as well as whether high credibility characters within the story provided confirmatory or contradictory information about the narrator's description of the target event. Though readers rated the narrator as being insane, they were more likely to believe the narrator's assertions about the target event when it was plausible and corroborated by other characters. We argue that sourcing research would benefit from focusing on the relationship between source credibility, message credibility, and multiple sources within a text.

Adult age differences in information foraging in an interactive reading environment.

PubMed

Liu, Xiaomei; Chin, Jessie; Payne, Brennan R; Fu, Wai-Tat; Morrow, Daniel G; Stine-Morrow, Elizabeth A L

2016-05-01

When learning about a single topic in natural reading environments, readers are confronted with multiple sources varying in the type and amount of information. In this situation, readers are free to adaptively respond to the constraints of the environment (e.g., through selection of resources and time allocation for study), but there may be costs of exploring and switching between sources (e.g., disruption of attention, opportunity costs for study). From an ecological perspective, such properties of the environment are expected to influence learning strategies. In the current study, we used a novel reading paradigm to investigate age differences in the effects of information richness (i.e., sentence elaboration) and costs of switching between texts (i.e., time delay) on selection of sources and study time allocation. Consistent with the ecological view, participants progressed from less informative to more informative texts. Furthermore, increased switch cost led to a tendency to allocate more effort to easier materials and to greater persistence in reading, which in turn, led to better memory in both immediate and delayed recall. Older adults showed larger effects of switch cost, such that the age difference in delayed recall was eliminated in the high switch cost condition. Based on an ecological paradigm of reading that affords choice and self-regulation, our study provided evidence for preservation with age in the ability to adapt to changing learning environments so as to improve performance. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Remedial and Compensatory Reading Instruction: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1981 (Vol. 42 Nos. 1 through 6).

ERIC Educational Resources Information Center

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

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 35 titles deal with a variety of topics, including the following: (1) the oral, written, and reading syntax of 46 learning disabled children; (2) the effects of oral reading rate and reinforcement on reading comprehension; (3)…

Reading Standards in Irish Schools: A National Survey of Reading Standards and Related Aspects of First Year Pupils in Post-Primary Schools in the Republic of Ireland, 1971-72.

ERIC Educational Resources Information Center

Swan, Desmond

Intended for teachers, this book reports an assessment of reading achievement in the Irish schools of first year postprimary pupils. Chapters discuss background information, the research procedure, the survey findings, "backwardness" in reading, and the researcher's conclusions. The book concludes with an abstract that lists some of the…

Efficient radiologic reading environment by using an open-source macro program as connection software.

PubMed

Lee, Young Han

2012-01-01

The objectives are (1) to introduce an easy open-source macro program as connection software and (2) to illustrate the practical usages in radiologic reading environment by simulating the radiologic reading process. The simulation is a set of radiologic reading process to do a practical task in the radiologic reading room. The principal processes are: (1) to view radiologic images on the Picture Archiving and Communicating System (PACS), (2) to connect the HIS/EMR (Hospital Information System/Electronic Medical Record) system, (3) to make an automatic radiologic reporting system, and (4) to record and recall information of interesting cases. This simulation environment was designed by using open-source macro program as connection software. The simulation performed well on the Window-based PACS workstation. Radiologists practiced the steps of the simulation comfortably by utilizing the macro-powered radiologic environment. This macro program could automate several manual cumbersome steps in the radiologic reading process. This program successfully acts as connection software for the PACS software, EMR/HIS, spreadsheet, and other various input devices in the radiologic reading environment. A user-friendly efficient radiologic reading environment could be established by utilizing open-source macro program as connection software. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Early literacy experiences constrain L1 and L2 reading procedures

PubMed Central

Bhide, Adeetee

2015-01-01

Computational models of reading posit that there are two pathways to word recognition, using sublexical phonology or morphological/orthographic information. They further theorize that everyone uses both pathways to some extent, but the division of labor between the pathways can vary. This review argues that the first language one was taught to read, and the instructional method by which one was taught, can have profound and long-lasting effects on how one reads, not only in one’s first language, but also in one’s second language. Readers who first learn a transparent orthography rely more heavily on the sublexical phonology pathway, and this seems relatively impervious to instruction. Readers who first learn a more opaque orthography rely more on morphological/orthographic information, but the degree to which they do so can be modulated by instructional method. Finally, readers who first learned to read a highly opaque morphosyllabic orthography use less sublexical phonology while reading in their second language than do other second language learners and this effect may be heightened if they were not also exposed to an orthography that codes for phonological units during early literacy acquisition. These effects of early literacy experiences on reading procedure are persistent despite increases in reading ability. PMID:26483714

The effect of morphology on spelling and reading accuracy: a study on Italian children

PubMed Central

Angelelli, Paola; Marinelli, Chiara Valeria; Burani, Cristina

2014-01-01

In opaque orthographies knowledge of morphological information helps in achieving reading and spelling accuracy. In transparent orthographies with regular print-to-sound correspondences, such as Italian, the mappings of orthography onto phonology and phonology onto orthography are in principle sufficient to read and spell most words. The present study aimed to investigate the role of morphology in the reading and spelling accuracy of Italian children as a function of school experience to determine whether morphological facilitation was present in children learning a transparent orthography. The reading and spelling performances of 15 third-grade and 15 fifth-grade typically developing children were analyzed. Children read aloud and spelled both low-frequency words and pseudowords. Low-frequency words were manipulated for the presence of morphological structure (morphemic words vs. non-derived words). Morphemic words could also vary for the frequency (high vs. low) of roots and suffixes. Pseudo-words were made up of either a real root and a real derivational suffix in a combination that does not exist in the Italian language or had no morphological constituents. Results showed that, in Italian, morphological information is a useful resource for both reading and spelling. Typically developing children benefitted from the presence of morphological structure when they read and spelled pseudowords; however, in processing low-frequency words, morphology facilitated reading but not spelling. These findings are discussed in terms of morpho-lexical access and successful cooperation between lexical and sublexical processes in reading and spelling. PMID:25477855

The effect of morphology on spelling and reading accuracy: a study on Italian children.

PubMed

Angelelli, Paola; Marinelli, Chiara Valeria; Burani, Cristina

2014-01-01

In opaque orthographies knowledge of morphological information helps in achieving reading and spelling accuracy. In transparent orthographies with regular print-to-sound correspondences, such as Italian, the mappings of orthography onto phonology and phonology onto orthography are in principle sufficient to read and spell most words. The present study aimed to investigate the role of morphology in the reading and spelling accuracy of Italian children as a function of school experience to determine whether morphological facilitation was present in children learning a transparent orthography. The reading and spelling performances of 15 third-grade and 15 fifth-grade typically developing children were analyzed. Children read aloud and spelled both low-frequency words and pseudowords. Low-frequency words were manipulated for the presence of morphological structure (morphemic words vs. non-derived words). Morphemic words could also vary for the frequency (high vs. low) of roots and suffixes. Pseudo-words were made up of either a real root and a real derivational suffix in a combination that does not exist in the Italian language or had no morphological constituents. Results showed that, in Italian, morphological information is a useful resource for both reading and spelling. Typically developing children benefitted from the presence of morphological structure when they read and spelled pseudowords; however, in processing low-frequency words, morphology facilitated reading but not spelling. These findings are discussed in terms of morpho-lexical access and successful cooperation between lexical and sublexical processes in reading and spelling.

Organization

Science.gov Websites

PACOM Professional Development Reading List History Defense Strategic Guidance (PDF) USPACOM Area of Speeches / Testimony Freedom of Information Act FOIA - Reading Room Submit FOIA Request Request Status FOIA

Newcomers

Science.gov Websites

PACOM Professional Development Reading List History Defense Strategic Guidance (PDF) USPACOM Area of Speeches / Testimony Freedom of Information Act FOIA - Reading Room Submit FOIA Request Request Status FOIA

Media

Science.gov Websites

PACOM Professional Development Reading List History Defense Strategic Guidance (PDF) USPACOM Area of Speeches / Testimony Freedom of Information Act FOIA - Reading Room Submit FOIA Request Request Status FOIA

Assistive technology as reading interventions for children with reading impairments with a one-year follow-up.

PubMed

Lindeblad, Emma; Nilsson, Staffan; Gustafson, Stefan; Svensson, Idor

2017-10-01

This pilot study investigated the possible transfer effect on reading ability in children with reading difficulties after a systematic intervention to train and compensate for reading deficiencies by using applications in smartphones and tablets. The effects of using assistive technology (AT) one year after the interventions were completely studied. School related motivation, independent learning and family relations were also considered. 35 pupils aged 10-12 years participated. They were assessed five times with reading tests. The participants, their parents and teachers were surveyed with questionnaires regarding their experience of using AT. The data from the assessments were analyzed with paired t-tests and Wilcoxon signed-rank tests. The data from the questionnaires were analyzed using content analysis. The paper shows that using AT can create transfer effects on reading ability one year after the interventions were finished. This means that reading impaired children may develop at the same rate as non-impaired readers. Also, increased school motivation and an increase in independent learning and family effects have been shown. This paper provides implications in how to facilitate reading impaired pupils' learning process and realizes the need to challenge the concept of reading to change to fit modern means of gaining information. Implications for rehabilitation Children with reading impairment could benefit from assistive technology in regards of their reading development process and increase their chances of not falling behind peers. Assistive technology as applications in smartphones and tablets may aid children with reading impairment to have an equal platform for learning in school as their peers without reading difficulties. Assistive technology could facilitate the information gaining process and subsequently increase motivation to learn and increase interest in reading activities. Assistive technology had wider effects on its users: stigmatizing situations when leaving the classroom for special education were avoided and positive effects on family life were noted.

Using Eye Tracking to Investigate Semantic and Spatial Representations of Scientific Diagrams During Text-Diagram Integration

NASA Astrophysics Data System (ADS)

Jian, Yu-Cin; Wu, Chao-Jung

2015-02-01

We investigated strategies used by readers when reading a science article with a diagram and assessed whether semantic and spatial representations were constructed while reading the diagram. Seventy-one undergraduate participants read a scientific article while tracking their eye movements and then completed a reading comprehension test. Our results showed that the text-diagram referencing strategy was commonly used. However, some readers adopted other reading strategies, such as reading the diagram or text first. We found all readers who had referred to the diagram spent roughly the same amount of time reading and performed equally well. However, some participants who ignored the diagram performed more poorly on questions that tested understanding of basic facts. This result indicates that dual coding theory may be a possible theory to explain the phenomenon. Eye movement patterns indicated that at least some readers had extracted semantic information of the scientific terms when first looking at the diagram. Readers who read the scientific terms on the diagram first tended to spend less time looking at the same terms in the text, which they read after. Besides, presented clear diagrams can help readers process both semantic and spatial information, thereby facilitating an overall understanding of the article. In addition, although text-first and diagram-first readers spent similar total reading time on the text and diagram parts of the article, respectively, text-first readers had significantly less number of saccades of text and diagram than diagram-first readers. This result might be explained as text-directed reading.

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

PubMed

Lipman, Timothy O

2013-04-01

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

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).

Reading for meaning: The foundational knowledge every teacher of science should have

NASA Astrophysics Data System (ADS)

Patterson, Alexis; Roman, Diego; Friend, Michelle; Osborne, Jonathan; Donovan, Brian

2018-02-01

Reading is fundamental to science and not an adjunct to its practice. In other words, understanding the meaning of the various forms of written discourse employed in the creation, discussion, and communication of scientific knowledge is inherent to how science works. The language used in science, however, sets up a barrier, that in order to be overcome requires all students to have a clear understanding of the features of the multimodal informational texts employed in science and the strategies they can use to decode the scientific concepts communicated in informational texts. We argue that all teachers of science must develop a functional understanding of reading comprehension as part of their professional knowledge and skill. After describing our rationale for including knowledge about reading as a professional knowledge base every teacher of science should have, we outline the knowledge about language teachers must develop, the knowledge about the challenges that reading comprehension of science texts poses for students, and the knowledge about instructional strategies science teachers should know to support their students' reading comprehension of science texts. Implications regarding the essential role that knowledge about reading should play in the preparation of science teachers are also discussed here.

Universality in eye movements and reading: A trilingual investigation.

PubMed

Liversedge, Simon P; Drieghe, Denis; Li, Xin; Yan, Guoli; Bai, Xuejun; Hyönä, Jukka

2016-02-01

Universality in language has been a core issue in the fields of linguistics and psycholinguistics for many years (e.g., Chomsky, 1965). Recently, Frost (2012) has argued that establishing universals of process is critical to the development of meaningful, theoretically motivated, cross-linguistic models of reading. In contrast, other researchers argue that there is no such thing as universals of reading (e.g., Coltheart & Crain, 2012). Reading is a complex, visually mediated psychological process, and eye movements are the behavioural means by which we encode the visual information required for linguistic processing. To investigate universality of representation and process across languages we examined eye movement behaviour during reading of very comparable stimuli in three languages, Chinese, English and Finnish. These languages differ in numerous respects (character based vs. alphabetic, visual density, informational density, word spacing, orthographic depth, agglutination, etc.). We used linear mixed modelling techniques to identify variables that captured common variance across languages. Despite fundamental visual and linguistic differences in the orthographies, statistical models of reading behaviour were strikingly similar in a number of respects, and thus, we argue that their composition might reflect universality of representation and process in reading. Copyright © 2015 Elsevier B.V. All rights reserved.

Eye tracking and climate change: How is climate literacy information processed?

NASA Astrophysics Data System (ADS)

Williams, C. C.; McNeal, K. S.

2011-12-01

The population of the Southeastern United States is perceived to be resistant to information regarding global climate change. The Climate Literacy Partnership in the Southeast (CLiPSE) project was formed to provide a resource for climate science information. As part of this project, we are evaluating the way that education materials influence the interpretation of climate change related information. At Mississippi State University, a study is being conducted examining how individuals from the Southeastern United States process climate change information and whether or not the interaction with such information impacts the interpretation of subsequent climate change related information. By observing the patterns both before and after an educational intervention, we are able to evaluate the effectiveness of the climate change information on an individual's interpretation of related information. Participants in this study view figures describing various types of climate change related information (CO2 emissions, sea levels, etc.) while their eye movements are tracked to determine a baseline for the way that they process this type of graphical data. Specifically, we are examining time spent viewing and number of fixations on critical portions of the figures prior to exposure to an educational document on climate change. Following the baseline period, we provide participants with portions of a computerized version of Climate Literacy: The Essential Principles of Climate Sciences that the participants read at their own pace while their eye movements are monitored. Participants are told that they will be given a test on the material after reading the resource. After reading the excerpt, participants are presented with a new set of climate change related figures to interpret (with eye tracking) along with a series of questions regarding information contained in the resource. We plan to evaluate changes that occur in the way that climate change related information is processed based on reading a commonly provided climate change resource. The expectation is that participants will process the figures differently following reading the pamphlet. In addition, we will evaluate which aspects of the resource tend to best correlate with the changes in figure processing.

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

RSEQtools: a modular framework to analyze RNA-Seq data using compact, anonymized data summaries.

PubMed

Habegger, Lukas; Sboner, Andrea; Gianoulis, Tara A; Rozowsky, Joel; Agarwal, Ashish; Snyder, Michael; Gerstein, Mark

2011-01-15

The advent of next-generation sequencing for functional genomics has given rise to quantities of sequence information that are often so large that they are difficult to handle. Moreover, sequence reads from a specific individual can contain sufficient information to potentially identify and genetically characterize that person, raising privacy concerns. In order to address these issues, we have developed the Mapped Read Format (MRF), a compact data summary format for both short and long read alignments that enables the anonymization of confidential sequence information, while allowing one to still carry out many functional genomics studies. We have developed a suite of tools (RSEQtools) that use this format for the analysis of RNA-Seq experiments. These tools consist of a set of modules that perform common tasks such as calculating gene expression values, generating signal tracks of mapped reads and segmenting that signal into actively transcribed regions. Moreover, the tools can readily be used to build customizable RNA-Seq workflows. In addition to the anonymization afforded by MRF, this format also facilitates the decoupling of the alignment of reads from downstream analyses. RSEQtools is implemented in C and the source code is available at http://rseqtools.gersteinlab.org/.

Dialogic Strategies in Read-Alouds of English-Language Information Books in a Second-Grade Bilingual Classroom

ERIC Educational Resources Information Center

Pappas, Christine C.; Varelas, Maria; Patton, Sofia Kokkino; Ye, Li; Ortiz, Ibett

2012-01-01

This article shows how various dialogic discourse strategies were used in read-alouds of English science information books in a 2nd-grade bilingual classroom. Using a variety of discursive strategies, Ibett encouraged her Spanish-speaking students to provide explanations and reasoning related to science ideas. Similarly, she used intertextual…

Effects of Interactive versus Simultaneous Display of Multimedia Glosses on L2 Reading Comprehension and Incidental Vocabulary Learning

ERIC Educational Resources Information Center

Türk, Emine; Erçetin, Gülcan

2014-01-01

This study examines the effects of interactive versus simultaneous display of visual and verbal multimedia information on incidental vocabulary learning and reading comprehension of learners of English with lower proficiency levels. In the interactive display condition, learners were allowed to select the type of multimedia information whereas the…

A Winning Combination: Women, Literacy, and Participation in Health Care.

ERIC Educational Resources Information Center

Gannon, Wendy; Hildebrandt, Eugenie

2002-01-01

A study assessed the reading ability of 50 clients at a rural Midwest women's health center and the readability of 10 of the clinic's health information materials. One in six women could not read all of the patient information, which could limit their understanding and achievement of good health care. Discusses implications for practice. (Contains…

Mapping the Chapter: One Way to Tackle the CTE Textbook

ERIC Educational Resources Information Center

Laverick DeFelice, Catherine

2010-01-01

This reading specialist has come up with a strategy to help other CTE instructors map the CTE textbook, so that students can better comprehend the information in them and discover a joy of reading. CTE textbooks present a particular challenge because they are packed with information and can be quite different in structure than texts student have…

Siblings as Mediators of Literacy in Linguistic Minority Communities.

ERIC Educational Resources Information Center

Gregory, Eve

This paper argues for the need to move beyond the paradigm of parental involvement in reading, which presently informs home/school reading programs for linguistic minority children in the United Kingdom (UK). The first part of the paper examines the literature informing the current model showing the marked absence of studies on the role played by…

Students' Consideration of Source Information during the Reading of Multiple Texts and Its Effect on Intertextual Conflict Resolution

ERIC Educational Resources Information Center

Kobayashi, Keiichi

2014-01-01

This study investigated students' spontaneous use of source information for the resolution of conflicts between texts. One-hundred fifty-four undergraduate students read two conflicting explanations concerning the relationship between blood type and personality under two conditions: either one explanation with a higher credibility source and…