Memory and Study Strategies for Optimal Learning.

ERIC Educational Resources Information Center

Hamachek, Alice L.

Study strategies are those specific reading skills that increase understanding, memory storage, and retrieval. Memory techniques are crucial to effective studying, and to subsequent performance in class and on written examinations. A major function of memory is to process information. Stimuli are picked up by sensory receptors and transferred to…

Contributions of Reaction Time Measures to Studying and Understanding the Reading Process.

DTIC Science & Technology

1982-01-01

transmission of nerve impulses to be practically instantaneous (Boring, 1929). Subsequent investigations of the personal equation by astrono - mers suggested...tively slow as Bessel had hypothesized. However, this fact did not intrigue most physiologists at the time, and they, as did the astrono - mers, lost

The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect.

PubMed

Duff, Dawna; Tomblin, J Bruce; Catts, Hugh

2015-06-01

Individual differences in vocabulary development may affect academic or social opportunities. It has been proposed that individual differences in word reading could affect the rate of vocabulary growth, mediated by the amount of reading experience, a process referred to as a Matthew effect (Stanovich, 1986). In the current study, assessments of written word-reading skills in the 4th grade and oral vocabulary knowledge collected in kindergarten and in the 4th, 8th, and 10th grades from a large epidemiologically based sample (n = 485) allowed a test of the relationship of early word-reading skills and the subsequent rate of vocabulary growth. Consistent with the hypothesis, multilevel modeling revealed the rate of vocabulary growth after the 4th grade to be significantly related to 4th-grade word reading after controlling for kindergarten vocabulary level, that is, above average readers experienced a higher rate of vocabulary growth than did average readers. Vocabulary growth rate differences accumulated over time such that the effect on vocabulary size was large.

Emotion processing in words: a test of the neural re-use hypothesis using surface and intracranial EEG.

PubMed

Ponz, Aurélie; Montant, Marie; Liegeois-Chauvel, Catherine; Silva, Catarina; Braun, Mario; Jacobs, Arthur M; Ziegler, Johannes C

2014-05-01

This study investigates the spatiotemporal brain dynamics of emotional information processing during reading using a combination of surface and intracranial electroencephalography (EEG). Two different theoretical views were opposed. According to the standard psycholinguistic perspective, emotional responses to words are generated within the reading network itself subsequent to semantic activation. According to the neural re-use perspective, brain regions that are involved in processing emotional information contained in other stimuli (faces, pictures, smells) might be in charge of the processing of emotional information in words as well. We focused on a specific emotion-disgust-which has a clear locus in the brain, the anterior insula. Surface EEG showed differences between disgust and neutral words as early as 200 ms. Source localization suggested a cortical generator of the emotion effect in the left anterior insula. These findings were corroborated through the intracranial recordings of two epileptic patients with depth electrodes in insular and orbitofrontal areas. Both electrodes showed effects of disgust in reading as early as 200 ms. The early emotion effect in a brain region (insula) that responds to specific emotions in a variety of situations and stimuli clearly challenges classic sequential theories of reading in favor of the neural re-use perspective.

Executive Dysfunction Among Children With Reading Comprehension Deficits

PubMed Central

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

2010-01-01

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

Executive dysfunction among children with reading comprehension deficits.

PubMed

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

2010-01-01

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

Interruptions disrupt reading comprehension.

PubMed

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

2015-06-01

Previous research suggests that being interrupted while reading a text does not disrupt the later recognition or recall of information from that text. This research is used as support for Ericsson and Kintsch's (1995) long-term working memory (LT-WM) theory, which posits that disruptions while reading (e.g., interruptions) do not impair subsequent text comprehension. However, to fully comprehend a text, individuals may need to do more than recognize or recall information that has been presented in the text at a later time. Reading comprehension often requires individuals to connect and synthesize information across a text (e.g., successfully identifying complex topics such as themes and tones) and not just make a familiarity-based decision (i.e., recognition). The goal for this study was to determine whether interruptions while reading disrupt reading comprehension when the questions assessing comprehension require participants to connect and synthesize information across the passage. In Experiment 1, interruptions disrupted reading comprehension. In Experiment 2, interruptions disrupted reading comprehension but not recognition of information from the text. In Experiment 3, the addition of a 15-s time-out prior to the interruption successfully removed these negative effects. These data suggest that the time it takes to process the information needed to successfully comprehend text when reading is greater than that required for recognition. Any interference (e.g., an interruption) that occurs during the comprehension process may disrupt reading comprehension. This evidence supports the need for transient activation of information in working memory for successful text comprehension and does not support LT-WM theory. (c) 2015 APA, all rights reserved).

Changing Fonts in Education: How the Benefits Vary with Ability and Dyslexia

ERIC Educational Resources Information Center

French, M. M. J.; Blood, Arabella; Bright, N. D.; Futak, Dez; Grohmann, M. J.; Hasthorpe, Alex; Heritage, John; Poland, Remy L.; Reece, Simon; Tabor, Jennifer

2013-01-01

Previous research has shown that presenting educational materials in slightly harder to read fonts than is typical engenders deeper processing. This leads to better retention and subsequent recall of information. Before this extremely simple-to-implement and cost-effective adaptation can be made routinely to educational materials, it needs to be…

Psychometric Research in Reading.

ERIC Educational Resources Information Center

Davis, Frederick B.

This review of psychometric research in reading analyzes the factors which seem related to reading comprehension skills. Experimental analysis of reading comprehension by L. E. Thorndike revealed two major components: knowledge of word meanings and verbal reasoning abilities. Subsequent analysis of experimental studies of reading comprehension…

The ability of human nuclear DNA to cause false positive low-abundance heteroplasmy calls varies across the mitochondrial genome.

PubMed

Albayrak, Levent; Khanipov, Kamil; Pimenova, Maria; Golovko, George; Rojas, Mark; Pavlidis, Ioannis; Chumakov, Sergei; Aguilar, Gerardo; Chávez, Arturo; Widger, William R; Fofanov, Yuriy

2016-12-12

Low-abundance mutations in mitochondrial populations (mutations with minor allele frequency ≤ 1%), are associated with cancer, aging, and neurodegenerative disorders. While recent progress in high-throughput sequencing technology has significantly improved the heteroplasmy identification process, the ability of this technology to detect low-abundance mutations can be affected by the presence of similar sequences originating from nuclear DNA (nDNA). To determine to what extent nDNA can cause false positive low-abundance heteroplasmy calls, we have identified mitochondrial locations of all subsequences that are common or similar (one mismatch allowed) between nDNA and mitochondrial DNA (mtDNA). Performed analysis revealed up to a 25-fold variation in the lengths of longest common and longest similar (one mismatch allowed) subsequences across the mitochondrial genome. The size of the longest subsequences shared between nDNA and mtDNA in several regions of the mitochondrial genome were found to be as low as 11 bases, which not only allows using these regions to design new, very specific PCR primers, but also supports the hypothesis of the non-random introduction of mtDNA into the human nuclear DNA. Analysis of the mitochondrial locations of the subsequences shared between nDNA and mtDNA suggested that even very short (36 bases) single-end sequencing reads can be used to identify low-abundance variation in 20.4% of the mitochondrial genome. For longer (76 and 150 bases) reads, the proportion of the mitochondrial genome where nDNA presence will not interfere found to be 44.5 and 67.9%, when low-abundance mutations at 100% of locations can be identified using 417 bases long single reads. This observation suggests that the analysis of low-abundance variations in mitochondria population can be extended to a variety of large data collections such as NCBI Sequence Read Archive, European Nucleotide Archive, The Cancer Genome Atlas, and International Cancer Genome Consortium.

The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect

PubMed Central

Tomblin, J. Bruce; Catts, Hugh

2015-01-01

Purpose Individual differences in vocabulary development may affect academic or social opportunities. It has been proposed that individual differences in word reading could affect the rate of vocabulary growth, mediated by the amount of reading experience, a process referred to as a Matthew effect (Stanovich, 1986). Method In the current study, assessments of written word–reading skills in the 4th grade and oral vocabulary knowledge collected in kindergarten and in the 4th, 8th, and 10th grades from a large epidemiologically based sample (n = 485) allowed a test of the relationship of early word-reading skills and the subsequent rate of vocabulary growth. Results Consistent with the hypothesis, multilevel modeling revealed the rate of vocabulary growth after the 4th grade to be significantly related to 4th-grade word reading after controlling for kindergarten vocabulary level, that is, above average readers experienced a higher rate of vocabulary growth than did average readers. Conclusions Vocabulary growth rate differences accumulated over time such that the effect on vocabulary size was large. PMID:25812175

What Is in the Naming? A 5-Year Longitudinal Study of Early Rapid Naming and Phonological Sensitivity in Relation to Subsequent Reading Skills in Both Native Chinese and English as a Second Language

ERIC Educational Resources Information Center

Pan, Jinger; McBride-Chang, Catherine; Shu, Hua; Liu, Hongyun; Zhang, Yuping; Li, Hong

2011-01-01

Among 262 Chinese children, syllable awareness and rapid automatized naming (RAN) at age 5 years and invented spelling of Pinyin at age 6 years independently predicted subsequent Chinese character recognition and English word reading at ages 8 years and 10 years, even with initial Chinese character reading ability statistically controlled. In…

Reading "Sky" and Seeing a Cloud: On the Relevance of Events for Perceptual Simulation

ERIC Educational Resources Information Center

Ostarek, Markus; Vigliocco, Gabriella

2017-01-01

Previous research has shown that processing words with an up/down association (e.g., bird, foot) can influence the subsequent identification of visual targets in congruent location (at the top/bottom of the screen). However, as facilitation and interference were found under similar conditions, the nature of the underlying mechanisms remained…

The Impact of Structured Daily Independent Self-Selected Reading on Second Grade Students

ERIC Educational Resources Information Center

Culmo, Jill R.

2009-01-01

The purpose of this study was to determine the perceptions of second grade students about reading, themselves as readers, their motivation to read, and their subsequent reading achievement. Allowing students time to read independently during the school day and providing various reading materials in the classroom are options that some school…

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

Mediation effects of medication information processing and adherence on association between health literacy and quality of life.

PubMed

Song, Sunmi; Lee, Seung-Mi; Jang, Sunmee; Lee, Yoon Jin; Kim, Na-Hyun; Sohn, Hye-Ryoung; Suh, Dong-Churl

2017-09-16

To examine whether medication related information processing defined as reading of over-the-counter drug labels, understanding prescription instructions, and information seeking-and medication adherence account for the association between health literacy and quality of life, and whether these associations may be moderated by age and gender. A sample of 305 adults in South Korea was recruited through a proportional quota sampling to take part in a cross-sectional survey on health literacy, medication-related information processing, medication adherence, and quality of life. Descriptive statistics and structural equation modeling (SEM) were performed. Two mediation pathways linking health literacy with quality of life were found. First, health literacy was positively associated with reading drug labels, which was subsequently linked to medication adherence and quality of life. Second, health literacy was positively associated with accurate understanding of prescription instructions, which was associated with quality of life. Age moderation was found, as the mediation by reading drug labels was significant only among young adults whereas the mediation by understanding of medication instruction was only among older adults. Reading drug labels and understanding prescription instructions explained the pathways by which health literacy affects medication adherence and quality of life. The results suggest that training skills for processing medication information can be effective to enhance the health of those with limited health literacy.

Case studies to test: A framework for using structural, reactivity, metabolic and physicochemical similarity to evaluate the suitability of analogs for SAR-based toxicological assessments.

PubMed

Blackburn, Karen; Bjerke, Donald; Daston, George; Felter, Susan; Mahony, Catherine; Naciff, Jorge; Robison, Steven; Wu, Shengde

2011-06-01

A process for evaluating analogs for use in SAR (Structure-Activity Relationship) assessments was previously published (Wu et al. 2010). Subsequently, this process has been updated to include a decision tree for estrogen binding (from US EPA) and flags for developmental and reproductive toxicity (DART). This paper presents the results of blinded case studies designed to test this updated framework. The results of these case studies support the conclusion that the process outlined by Wu et al. (2010) can be successfully applied to develop surrogate values for risk assessment. The read across results generated by the process were shown to be protective when compared to the actual toxicity data. Successful application of the approach requires significant expertise as well as discipline to not overstep the boundaries of the defined analogs and the rating system. The end result of this rigor can be the inability to read across all endpoints for all chemicals resulting in data gaps that cannot be filled using read across, however, this reflects the current state of the science and is preferable to making non-protective decisions. Future work will be targeted towards expanding read across capabilities. Two examples of a broader category approach are also shown. Copyright © 2011 Elsevier Inc. All rights reserved.

DDBJ read annotation pipeline: a cloud computing-based pipeline for high-throughput analysis of next-generation sequencing data.

PubMed

Nagasaki, Hideki; Mochizuki, Takako; Kodama, Yuichi; Saruhashi, Satoshi; Morizaki, Shota; Sugawara, Hideaki; Ohyanagi, Hajime; Kurata, Nori; Okubo, Kousaku; Takagi, Toshihisa; Kaminuma, Eli; Nakamura, Yasukazu

2013-08-01

High-performance next-generation sequencing (NGS) technologies are advancing genomics and molecular biological research. However, the immense amount of sequence data requires computational skills and suitable hardware resources that are a challenge to molecular biologists. The DNA Data Bank of Japan (DDBJ) of the National Institute of Genetics (NIG) has initiated a cloud computing-based analytical pipeline, the DDBJ Read Annotation Pipeline (DDBJ Pipeline), for a high-throughput annotation of NGS reads. The DDBJ Pipeline offers a user-friendly graphical web interface and processes massive NGS datasets using decentralized processing by NIG supercomputers currently free of charge. The proposed pipeline consists of two analysis components: basic analysis for reference genome mapping and de novo assembly and subsequent high-level analysis of structural and functional annotations. Users may smoothly switch between the two components in the pipeline, facilitating web-based operations on a supercomputer for high-throughput data analysis. Moreover, public NGS reads of the DDBJ Sequence Read Archive located on the same supercomputer can be imported into the pipeline through the input of only an accession number. This proposed pipeline will facilitate research by utilizing unified analytical workflows applied to the NGS data. The DDBJ Pipeline is accessible at http://p.ddbj.nig.ac.jp/.

DDBJ Read Annotation Pipeline: A Cloud Computing-Based Pipeline for High-Throughput Analysis of Next-Generation Sequencing Data

PubMed Central

Nagasaki, Hideki; Mochizuki, Takako; Kodama, Yuichi; Saruhashi, Satoshi; Morizaki, Shota; Sugawara, Hideaki; Ohyanagi, Hajime; Kurata, Nori; Okubo, Kousaku; Takagi, Toshihisa; Kaminuma, Eli; Nakamura, Yasukazu

2013-01-01

High-performance next-generation sequencing (NGS) technologies are advancing genomics and molecular biological research. However, the immense amount of sequence data requires computational skills and suitable hardware resources that are a challenge to molecular biologists. The DNA Data Bank of Japan (DDBJ) of the National Institute of Genetics (NIG) has initiated a cloud computing-based analytical pipeline, the DDBJ Read Annotation Pipeline (DDBJ Pipeline), for a high-throughput annotation of NGS reads. The DDBJ Pipeline offers a user-friendly graphical web interface and processes massive NGS datasets using decentralized processing by NIG supercomputers currently free of charge. The proposed pipeline consists of two analysis components: basic analysis for reference genome mapping and de novo assembly and subsequent high-level analysis of structural and functional annotations. Users may smoothly switch between the two components in the pipeline, facilitating web-based operations on a supercomputer for high-throughput data analysis. Moreover, public NGS reads of the DDBJ Sequence Read Archive located on the same supercomputer can be imported into the pipeline through the input of only an accession number. This proposed pipeline will facilitate research by utilizing unified analytical workflows applied to the NGS data. The DDBJ Pipeline is accessible at http://p.ddbj.nig.ac.jp/. PMID:23657089

The Apple Doesn't Fall from the Tree: Parents' Reading-Related Knowledge and Children's Reading Outcomes

ERIC Educational Resources Information Center

Segal, Aviva; Martin-Chang, Sandra

2018-01-01

This study investigated parents' reading-related knowledge and its association with children's reading outcomes. Forty-two parent-child dyads were assessed when children were in Kindergarten and 39 of the children were followed the subsequent year. Reading measures were administered in Kindergarten. In Grade 1, children received reading and…

Descriptive and Criterion-Referenced Self-Assessment with L2 Readers

ERIC Educational Resources Information Center

Brantmeier, Cindy; Vanderplank, Robert

2008-01-01

Brantmeier [Brantmeier, C., 2006. "Advanced L2 learners and reading placement: self-assessment, computer-based testing, and subsequent performance." 'System 34" (1), 15-35] found that self-assessment (SA) of second language (L2) reading ability is not an accurate predictor for computer-based testing or subsequent classroom performance. With 359…

Development of Tract-Specific White Matter Pathways During Early Reading Development in At-Risk Children and Typical Controls.

PubMed

Wang, Yingying; Mauer, Meaghan V; Raney, Talia; Peysakhovich, Barbara; Becker, Bryce L C; Sliva, Danielle D; Gaab, Nadine

2017-04-01

Developmental dyslexia is a neurodevelopmental disorder with a strong genetic basis. Previous studies observed white matter alterations in the left posterior brain regions in adults and school-age children with dyslexia. However, no study yet has examined the development of tract-specific white matter pathways from the pre-reading to the fluent reading stage in children at familial risk for dyslexia (FHD+) versus controls (FHD-). This study examined white matter integrity at pre-reading, beginning, and fluent reading stages cross-sectionally ( n = 78) and longitudinally (n = 45) using an automated fiber-tract quantification method. Our findings depict white matter alterations and atypical lateralization of the arcuate fasciculus at the pre-reading stage in FHD+ versus FHD- children. Moreover, we demonstrate faster white matter development in subsequent good versus poor readers and a positive association between white matter maturation and reading development using a longitudinal design. Additionally, the combination of white matter maturation, familial risk, and psychometric measures best predicted later reading abilities. Furthermore, within FHD+ children, subsequent good readers exhibited faster white matter development in the right superior longitudinal fasciculus compared with subsequent poor readers, suggesting a compensatory mechanism. Overall, our findings highlight the importance of white matter pathway maturation in the development of typical and atypical reading skills. Published by Oxford University Press 2016. This work is written by (a) US Government employee(s) and is in the public domain in the US.

Separable Processes Before, During, and After the N400 Elicited by Previously Inferred and New Information: Evidence from Time-Frequency Decompositions

PubMed Central

Steele, Vaughn R.; Bernat, Edward M.; van den Broek, Paul; Collins, Paul F.; Patrick, Christopher J.; Marsolek, Chad J.

2012-01-01

Successful comprehension during reading often requires inferring information not explicitly presented. This information is readily accessible when subsequently encountered, and a neural correlate of this is an attenuation of the N400 event-related potential (ERP). We used ERPs and time-frequency (TF) analysis to investigate neural correlates of processing inferred information after a causal coherence inference had been generated during text comprehension. Participants read short texts, some of which promoted inference generation. After each text, they performed lexical decisions to target words that were unrelated or inference-related to the preceding text. Consistent with previous findings, inference-related words elicited an attenuated N400 relative to unrelated words. TF analyses revealed unique contributions to the N400 from activity occurring at 1–6 Hz (theta) and 0–2 Hz (delta), supporting the view that multiple, sequential processes underlie the N400. PMID:23165117

Form-To-Expectation Matching Effects on First-Pass Eye Movement Measures During Reading

PubMed Central

Farmer, Thomas A.; Yan, Shaorong; Bicknell, Klinton; Tanenhaus, Michael K.

2015-01-01

Recent EEG/MEG studies suggest that when contextual information is highly predictive of some property of a linguistic signal, expectations generated from context can be translated into surprisingly low-level estimates of the physical form-based properties likely to occur in subsequent portions of the unfolding signal. Whether form-based expectations are generated and assessed during natural reading, however, remains unclear. We monitored eye movements while participants read phonologically typical and atypical nouns in noun-predictive contexts (Experiment 1), demonstrating that when a noun is strongly expected, fixation durations on first-pass eye movement measures, including first fixation duration, gaze duration, and go-past times, are shorter for nouns with category typical form-based features. In Experiments 2 and 3, typical and atypical nouns were placed in sentential contexts normed to create expectations of variable strength for a noun. Context and typicality interacted significantly at gaze duration. These results suggest that during reading, form-based expectations that are translated from higher-level category-based expectancies can facilitate the processing of a word in context, and that their effect on lexical processing is graded based on the strength of category expectancy. PMID:25915072

Reversible mechano-electrochemical writing of metallic nanostructures with the tip of an atomic force microscope.

PubMed

Obermair, Christian; Kress, Marina; Wagner, Andreas; Schimmel, Thomas

2012-01-01

We recently introduced a method that allows the controlled deposition of nanoscale metallic patterns at defined locations using the tip of an atomic force microscope (AFM) as a "mechano-electrochemical pen", locally activating a passivated substrate surface for site-selective electrochemical deposition. Here, we demonstrate the reversibility of this process and study the long-term stability of the resulting metallic structures. The remarkable stability for more than 1.5 years under ambient air without any observable changes can be attributed to self-passivation. After AFM-activated electrochemical deposition of copper nanostructures on a polycrystalline gold film and subsequent AFM imaging, the copper nanostructures could be dissolved by reversing the electrochemical potential. Subsequent AFM-tip-activated deposition of different copper nanostructures at the same location where the previous structures were deleted, shows that there is no observable memory effect, i.e., no effect of the previous writing process on the subsequent writing process. Thus, the four processes required for reversible information storage, "write", "read", "delete" and "re-write", were successfully demonstrated on the nanometer scale.

G-CNV: A GPU-Based Tool for Preparing Data to Detect CNVs with Read-Depth Methods.

PubMed

Manconi, Andrea; Manca, Emanuele; Moscatelli, Marco; Gnocchi, Matteo; Orro, Alessandro; Armano, Giuliano; Milanesi, Luciano

2015-01-01

Copy number variations (CNVs) are the most prevalent types of structural variations (SVs) in the human genome and are involved in a wide range of common human diseases. Different computational methods have been devised to detect this type of SVs and to study how they are implicated in human diseases. Recently, computational methods based on high-throughput sequencing (HTS) are increasingly used. The majority of these methods focus on mapping short-read sequences generated from a donor against a reference genome to detect signatures distinctive of CNVs. In particular, read-depth based methods detect CNVs by analyzing genomic regions with significantly different read-depth from the other ones. The pipeline analysis of these methods consists of four main stages: (i) data preparation, (ii) data normalization, (iii) CNV regions identification, and (iv) copy number estimation. However, available tools do not support most of the operations required at the first two stages of this pipeline. Typically, they start the analysis by building the read-depth signal from pre-processed alignments. Therefore, third-party tools must be used to perform most of the preliminary operations required to build the read-depth signal. These data-intensive operations can be efficiently parallelized on graphics processing units (GPUs). In this article, we present G-CNV, a GPU-based tool devised to perform the common operations required at the first two stages of the analysis pipeline. G-CNV is able to filter low-quality read sequences, to mask low-quality nucleotides, to remove adapter sequences, to remove duplicated read sequences, to map the short-reads, to resolve multiple mapping ambiguities, to build the read-depth signal, and to normalize it. G-CNV can be efficiently used as a third-party tool able to prepare data for the subsequent read-depth signal generation and analysis. Moreover, it can also be integrated in CNV detection tools to generate read-depth signals.

Integrating Literacy and Science for English Language Learners: From Learning-to-Read to Reading-to-Learn

ERIC Educational Resources Information Center

Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael; Koch, Janice

2014-01-01

The authors examined the impact of 2 subsequent, longitudinal interdisciplinary interventions for 58 Hispanic English language learners (ELLs): (a) Grade 5 science with English language/reading embedded (i.e., science intervention) and (b) K-3 English language/reading with science embedded (i.e., language/reading intervention). Results revealed…

Parafoveal preview benefit in reading is only obtained from the saccade goal.

PubMed

McDonald, Scott A

2006-12-01

Previous research has demonstrated that reading is less efficient when parafoveal visual information about upcoming words is invalid or unavailable; the benefit from a valid preview is realised as reduced reading times on the subsequently foveated word, and has been explained with reference to the allocation of attentional resources to parafoveal word(s). This paper presents eyetracking evidence that preview benefit is obtained only for words that are selected as the saccade target. Using a gaze-contingent display change paradigm (Rayner, K. (1975). The perceptual span and peripheral cues in reading. Cognitive Psychology, 7, 65-81), the position of the triggering boundary was set near the middle of the pretarget word. When a refixation saccade took the eye across the boundary in the pretarget word, there was no reliable effect of the validity of the target word preview. However, when the triggering boundary was positioned just after the pretarget word, a robust preview benefit was observed, replicating previous research. The current results complement findings from studies of basic visual function, suggesting that for the case of preview benefit in reading, attentional and oculomotor processes are obligatorily coupled.

Facilitating Learner Autonomy: Reading and Effective Dictionary Use for Lexical Development

ERIC Educational Resources Information Center

Lin, Debbita Tan Ai; Pandian, Ambigapathy; Jaganathan, Paramaswari

2017-01-01

Effective dictionary use facilitates reading and subsequently, vocabulary knowledge development. Reading, especially extensive reading, has time and again been proven to be highly effective for both receptive and productive lexical development. Possessing control over a large vocabulary is essential for language competence--be it L1, L2, or L3.…

Memory and Comprehension for Health Information among Older Adults: Distinguishing the Effects of Domain-General and Domain-Specific Knowledge

PubMed Central

Chin, Jessie; Payne, Brennan; Gao, Xuefei; Conner-Garcia, Thembi; Graumlich, James F.; Murray, Michael D.; Morrow, Daniel G.; Stine-Morrow, Elizabeth A.L.

2014-01-01

While there is evidence that knowledge influences understanding of health information, less is known about the processing mechanisms underlying this effect and its impact on memory. We used the moving window paradigm to examine how older adults varying in domain-general crystallized ability (verbal ability) and health knowledge allocate attention to understand health and domain-general texts. Participants (n=107, aged 60 to 88 yrs) read and recalled single sentences about hypertension and about non-health topics. Mixed-effects modeling of word-by-word reading times suggested that domain-general crystallized ability increased conceptual integration regardless of text domain, while health knowledge selectively increased resource allocation to conceptual integration at clause boundaries in health texts. These patterns of attentional allocation were related to subsequent recall performance. Although older adults with lower levels of crystallized ability were less likely to engage in integrative processing, when they did, this strategy had a compensatory effect in improving recall. These findings suggest that semantic integration during reading is an important comprehension process that supports the construction of the memory representation and is engendered by knowledge. Implications of the findings for theories of text processing and memory as well as for designing patient education materials are discussed. PMID:24787361

Memory and comprehension for health information among older adults: distinguishing the effects of domain-general and domain-specific knowledge.

PubMed

Chin, Jessie; Payne, Brennan; Gao, Xuefei; Conner-Garcia, Thembi; Graumlich, James F; Murray, Michael D; Morrow, Daniel G; Stine-Morrow, Elizabeth A L

2015-01-01

While there is evidence that knowledge influences understanding of health information, less is known about the processing mechanisms underlying this effect and its impact on memory. We used the moving window paradigm to examine how older adults varying in domain-general crystallised ability (verbal ability) and health knowledge allocate attention to understand health and domain-general texts. Participants (n = 107, age: 60-88 years) read and recalled single sentences about hypertension and about non-health topics. Mixed-effects modelling of word-by-word reading times suggested that domain-general crystallised ability increased conceptual integration regardless of text domain, while health knowledge selectively increased resource allocation to conceptual integration at clause boundaries in health texts. These patterns of attentional allocation were related to subsequent recall performance. Although older adults with lower levels of crystallised ability were less likely to engage in integrative processing, when they did, this strategy had a compensatory effect in improving recall. These findings suggest that semantic integration during reading is an important comprehension process that supports the construction of the memory representation and is engendered by knowledge. Implications of the findings for theories of text processing and memory as well as for designing patient education materials are discussed.

Modeling individual differences in text reading fluency: a different pattern of predictors for typically developing and dyslexic readers

PubMed Central

Zoccolotti, Pierluigi; De Luca, Maria; Marinelli, Chiara V.; Spinelli, Donatella

2014-01-01

This study was aimed at predicting individual differences in text reading fluency. The basic proposal included two factors, i.e., the ability to decode letter strings (measured by discrete pseudo-word reading) and integration of the various sub-components involved in reading (measured by Rapid Automatized Naming, RAN). Subsequently, a third factor was added to the model, i.e., naming of discrete digits. In order to use homogeneous measures, all contributing variables considered the entire processing of the item, including pronunciation time. The model, which was based on commonality analysis, was applied to data from a group of 43 typically developing readers (11- to 13-year-olds) and a group of 25 chronologically matched dyslexic children. In typically developing readers, both orthographic decoding and integration of reading sub-components contributed significantly to the overall prediction of text reading fluency. The model prediction was higher (from ca. 37 to 52% of the explained variance) when we included the naming of discrete digits variable, which had a suppressive effect on pseudo-word reading. In the dyslexic readers, the variance explained by the two-factor model was high (69%) and did not change when the third factor was added. The lack of a suppression effect was likely due to the prominent individual differences in poor orthographic decoding of the dyslexic children. Analyses on data from both groups of children were replicated by using patches of colors as stimuli (both in the RAN task and in the discrete naming task) obtaining similar results. We conclude that it is possible to predict much of the variance in text-reading fluency using basic processes, such as orthographic decoding and integration of reading sub-components, even without taking into consideration higher-order linguistic factors such as lexical, semantic and contextual abilities. The approach validity of using proximal vs. distal causes to predict reading fluency is discussed. PMID:25477856

Characterizing the Mineralogy of Potential Lunar Landing Sites

NASA Technical Reports Server (NTRS)

Pieters, Carle; Head, James W., III; Mustard, Jack; Boardman, Joe; Buratti, Bonnie; Clark, Roger; Green, Rob; Head, James W, III; McCord, Thomas B.; Mustard, Jack;

Multicomponent Treatment of Rapid Naming, Reading Rate, and Visual Attention in Single and Double Deficit Dyslexics

ERIC Educational Resources Information Center

Johnson, Kary A.

2013-01-01

While the relationship between rapid automatic naming (RAN) deficiencies and dyslexia (reading disability) is well developed and supported in the behavioral and medical research literature to date, direct treatment of the specific RAN deficiency in addition to subsequently poor reading outcomes in the lexical skill of reading rate and the…

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

ERIC Educational Resources Information Center

Rahman, Taslima; Mislevy, Robert J.

2017-01-01

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

Cost-Effectiveness of Double Reading versus Single Reading of Mammograms in a Breast Cancer Screening Programme

PubMed Central

Posso, Margarita; Carles, Misericòrdia; Rué, Montserrat; Puig, Teresa; Bonfill, Xavier

2016-01-01

Objectives The usual practice in breast cancer screening programmes for mammogram interpretation is to perform double reading. However, little is known about its cost-effectiveness in the context of digital mammography. Our purpose was to evaluate the cost-effectiveness of double reading versus single reading of digital mammograms in a population-based breast cancer screening programme. Methods Data from 28,636 screened women was used to establish a decision-tree model and to compare three strategies: 1) double reading; 2) double reading for women in their first participation and single reading for women in their subsequent participations; and 3) single reading. We calculated the incremental cost-effectiveness ratio (ICER), which was defined as the expected cost per one additionally detected cancer. We performed a deterministic sensitivity analysis to test the robustness of the ICER. Results The detection rate of double reading (5.17‰) was similar to that of single reading (4.78‰; P = .768). The mean cost of each detected cancer was €8,912 for double reading and €8,287 for single reading. The ICER of double reading versus single reading was €16,684. The sensitivity analysis showed variations in the ICER according to the sensitivity of reading strategies. The strategy that combines double reading in first participation with single reading in subsequent participations was ruled out due to extended dominance. Conclusions From our results, double reading appears not to be a cost-effective strategy in the context of digital mammography. Double reading would eventually be challenged in screening programmes, as single reading might entail important net savings without significantly changing the cancer detection rate. These results are not conclusive and should be confirmed in prospective studies that investigate long-term outcomes like quality adjusted life years (QALYs). PMID:27459663

Mammography screening using independent double reading with consensus: is there a potential benefit for computer-aided detection?

PubMed

Skaane, Per; Kshirsagar, Ashwini; Hofvind, Solveig; Jahr, Gunnar; Castellino, Ronald A

2012-04-01

Double reading improves the cancer detection rate in mammography screening. Single reading with computer-aided detection (CAD) has been considered to be an alternative to double reading. Little is known about the potential benefit of CAD in breast cancer screening with double reading. To compare prospective independent double reading of screen-film (SFM) and full-field digital (FFDM) mammography in population-based screening with retrospective standalone CAD performance on the baseline mammograms of the screen-detected cancers and subsequent cancers diagnosed during the follow-up period. The study had ethics committee approval. A 5-point rating scale for probability of cancer was used for 23,923 (SFM = 16,983; FFDM = 6940) screening mammograms. Of 208 evaluable cancers, 104 were screen-detected and 104 were subsequent (44 interval and 60 next screening round) cancers. Baseline mammograms of subsequent cancers were retrospectively classified in consensus without information about cancer location, histology, or CAD prompting as normal, non-specific minimal signs, significant minimal signs, and false-negatives. The baseline mammograms of the screen-detected cancers and subsequent cancers were evaluated by CAD. Significant minimal signs and false-negatives were considered 'actionable' and potentially diagnosable if correctly prompted by CAD. CAD correctly marked 94% (98/104) of the baseline mammograms of the screen-detected cancers (SFM = 95% [61/64]; FFDM = 93% [37/40]), including 96% (23/24) of those with discordant interpretations. Considering only those baseline examinations of subsequent cancers prospectively interpreted as normal and retrospectively categorized as 'actionable', CAD input at baseline screening had the potential to increase the cancer detection rate from 0.43% to 0.51% (P = 0.13); and to increase cancer detection by 16% ([104 + 17]/104) and decrease interval cancers by 20% (from 44 to 35). CAD may have the potential to increase cancer detection by up to 16%, and to reduce the number of interval cancers by up to 20% in SFM and FFDM screening programs using independent double reading with consensus review. The influence of true- and false-positive CAD marks on decision-making can, however, only be evaluated in a prospective clinical study.

"Show-Me Bedtime Reading'" An Unusual Study of the Benefits of Reading to Deaf Children.

ERIC Educational Resources Information Center

Rogers, Deborah

1989-01-01

Nine primary-age children at a residential school for the deaf were read bedtime stories using a Total Communication approach. Every child subsequently demonstrated growth on each of several language assessments, including language comprehension and expressive language. (JDD)

Real-time multiplicity counter

DOEpatents

Rowland, Mark S [Alamo, CA; Alvarez, Raymond A [Berkeley, CA

2010-07-13

A neutron multi-detector array feeds pulses in parallel to individual inputs that are tied to individual bits in a digital word. Data is collected by loading a word at the individual bit level in parallel. The word is read at regular intervals, all bits simultaneously, to minimize latency. The electronics then pass the word to a number of storage locations for subsequent processing, thereby removing the front-end problem of pulse pileup.

Defining Dyslexia

ERIC Educational Resources Information Center

Tunmer, William; Greaney, Keith

2010-01-01

In 2007, the New Zealand Ministry of Education formally recognized the condition of dyslexia for the first time and has subsequently developed a working definition of the condition. The aim of this article is to draw on contemporary theory and research on reading development, reading difficulties, and reading intervention to describe what the…

Read-out of emotional information from iconic memory: the longevity of threatening stimuli.

PubMed

Kuhbandner, Christof; Spitzer, Bernhard; Pekrun, Reinhard

2011-05-01

Previous research has shown that emotional stimuli are more likely than neutral stimuli to be selected by attention, indicating that the processing of emotional information is prioritized. In this study, we examined whether the emotional significance of stimuli influences visual processing already at the level of transient storage of incoming information in iconic memory, before attentional selection takes place. We used a typical iconic memory task in which the delay of a poststimulus cue, indicating which of several visual stimuli has to be reported, was varied. Performance decreased rapidly with increasing cue delay, reflecting the fast decay of information stored in iconic memory. However, although neutral stimulus information and emotional stimulus information were initially equally likely to enter iconic memory, the subsequent decay of the initially stored information was slowed for threatening stimuli, a result indicating that fear-relevant information has prolonged availability for read-out from iconic memory. This finding provides the first evidence that emotional significance already facilitates stimulus processing at the stage of iconic memory.

Separable processes before, during, and after the N400 elicited by previously inferred and new information: evidence from time-frequency decompositions.

PubMed

Steele, Vaughn R; Bernat, Edward M; van den Broek, Paul; Collins, Paul F; Patrick, Christopher J; Marsolek, Chad J

2013-01-25

Successful comprehension during reading often requires inferring information not explicitly presented. This information is readily accessible when subsequently encountered, and a neural correlate of this is an attenuation of the N400 event-related potential (ERP). We used ERPs and time-frequency (TF) analysis to investigate neural correlates of processing inferred information after a causal coherence inference had been generated during text comprehension. Participants read short texts, some of which promoted inference generation. After each text, they performed lexical decisions to target words that were unrelated or inference-related to the preceding text. Consistent with previous findings, inference-related words elicited an attenuated N400 relative to unrelated words. TF analyses revealed unique contributions to the N400 from activity occurring at 1-6 Hz (theta) and 0-2 Hz (delta), supporting the view that multiple, sequential processes underlie the N400. Copyright © 2012 Elsevier B.V. All rights reserved.

Implied reading direction and prioritization of letter encoding.

PubMed

Holcombe, Alex O; Nguyen, Elizabeth H L; Goodbourn, Patrick T

2017-10-01

Capacity limits hinder processing of multiple stimuli, contributing to poorer performance for identifying two briefly presented letters than for identifying a single letter. Higher accuracy is typically found for identifying the letter on the left, which has been attributed to a right-hemisphere dominance for selective attention. Here, we use rapid serial visual presentation (RSVP) of letters in two locations at once. The letters to be identified are simultaneous and cued by rings. In the first experiment, we manipulated implied reading direction by rotating or mirror-reversing the letters to face to the left rather than to the right. The left-side performance advantage was eliminated. In the second experiment, letters were positioned above and below fixation, oriented such that they appeared to face downward (90° clockwise rotation) or upward (90° counterclockwise rotation). Again consistent with an effect of implied reading direction, performance was better for the top position in the downward condition, but not in the upward condition. In both experiments, mixture modeling of participants' report errors revealed that attentional sampling from the two locations was approximately simultaneous, ruling out the theory that the letter on one side was processed first, followed by a shift of attention to sample the other letter. Thus, the orientation of the letters apparently controls not when the letters are sampled from the scene, but rather the dynamics of a subsequent process, such as tokenization or memory consolidation. Implied reading direction appears to determine the letter prioritized at a high-level processing bottleneck. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Using Music as a Background for Reading: An Exploratory Study.

ERIC Educational Resources Information Center

Mulliken, Colleen N.; Henk, William A.

1985-01-01

Reports on a study during which intermediate level students were exposed to three auditory backgrounds while reading (no music, classical music, and rock music), and their subsequent comprehension performance was measured. Concludes that the auditory background during reading may affect comprehension and that, for most students, rock music should…

Secondary School Students' Reading Anxiety in a Second Language

ERIC Educational Resources Information Center

Ismail, Sadiq Abdulwahed Ahmed

2015-01-01

Developing an appropriate competence in reading in English as a second language is a key factor for subsequent academic success. This study investigated second language reading anxiety of secondary school students. A questionnaire was distributed to 72 female students and focus-group interviews were conducted with 19 volunteer students. Overall…

Reading in the dark: neural correlates and cross-modal plasticity for learning to read entire words without visual experience.

PubMed

Sigalov, Nadine; Maidenbaum, Shachar; Amedi, Amir

2016-03-01

Cognitive neuroscience has long attempted to determine the ways in which cortical selectivity develops, and the impact of nature vs. nurture on it. Congenital blindness (CB) offers a unique opportunity to test this question as the brains of blind individuals develop without visual experience. Here we approach this question through the reading network. Several areas in the visual cortex have been implicated as part of the reading network, and one of the main ones among them is the VWFA, which is selective to the form of letters and words. But what happens in the CB brain? On the one hand, it has been shown that cross-modal plasticity leads to the recruitment of occipital areas, including the VWFA, for linguistic tasks. On the other hand, we have recently demonstrated VWFA activity for letters in contrast to other visual categories when the information is provided via other senses such as touch or audition. Which of these tasks is more dominant? By which mechanism does the CB brain process reading? Using fMRI and visual-to-auditory sensory substitution which transfers the topographical features of the letters we compare reading with semantic and scrambled conditions in a group of CB. We found activation in early auditory and visual cortices during the early processing phase (letter), while the later phase (word) showed VWFA and bilateral dorsal-intraparietal activations for words. This further supports the notion that many visual regions in general, even early visual areas, also maintain a predilection for task processing even when the modality is variable and in spite of putative lifelong linguistic cross-modal plasticity. Furthermore, we find that the VWFA is recruited preferentially for letter and word form, while it was not recruited, and even exhibited deactivation, for an immediately subsequent semantic task suggesting that despite only short sensory substitution experience orthographic task processing can dominate semantic processing in the VWFA. On a wider scope, this implies that at least in some cases cross-modal plasticity which enables the recruitment of areas for new tasks may be dominated by sensory independent task specific activation. Copyright © 2015 Elsevier Ltd. All rights reserved.

RT11LIB: a library of subroutines for transferring data between a PDP-11 and CDC-6600

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

Jones, H.D.

1978-01-01

RT11LIB is a library of subroutines available to CDC 6600 users for the purpose of transferring data or program listings between a PDP-11 and a CDC 6600. These subroutines, operating on a CDC 6600 under the NOS/BE or SCOPE 3.4 operating systems, read or write magnetic tapes that are compatible with the PDP-11's RT11 operating system. Data written on the tape by the PDP-11 can be read by these subroutines and then translated into CDC 6600 format for subsequent data analysis. The translation process provides for many data formats, including byte, integer, floating point, and character string formats. Alternatively, datamore » from the CDC 6600 can be translated into PDP-11 format then written onto the tape for subsequent use on the PDP-11. This facility allows a program punched on a card deck by a keypunch operator to be transferred to the PDP-11, even though the PDP-11 is not itself equipped with a card reader.« less

Lateralization of posterior alpha EEG reflects the distribution of spatial attention during saccadic reading.

PubMed

Kornrumpf, Benthe; Dimigen, Olaf; Sommer, Werner

2017-06-01

Visuospatial attention is an important mechanism in reading that governs the uptake of information from foveal and parafoveal regions of the visual field. However, the spatiotemporal dynamics of how attention is allocated during eye fixations are not completely understood. The current study explored the use of EEG alpha-band oscillations to investigate the spatial distribution of attention during reading. We reanalyzed two data sets, focusing on the lateralization of alpha activity at posterior scalp sites. In each experiment, participants read short lists of German nouns in two paradigms: either by freely moving their eyes (saccadic reading) or by fixating the screen center while the text moved passively from right to left at the same average speed (RSVP paradigm). In both paradigms, upcoming words were either visible or masked, and foveal processing load was manipulated by varying the words' lexical frequencies. Posterior alpha lateralization revealed a sustained rightward bias of attention during saccadic reading, but not in the RSVP paradigm. Interestingly, alpha lateralization was not influenced by word frequency (foveal load) or preview during the preceding fixation. Hence, alpha did not reflect transient attention shifts within a given fixation. However, in both experiments, we found that in the saccadic reading condition a stronger alpha lateralization shortly before a saccade predicted shorter fixations on the subsequently fixated word. These results indicate that alpha lateralization can serve as a measure of attention deployment and its link to oculomotor behavior in reading. © 2017 Society for Psychophysiological Research.

A Compensatory Reading Program for the Community Junior College.

ERIC Educational Resources Information Center

Weiss, Lucile S.

The purpose of this study was to determine if a compensatory reading program based on the language experience approach could raise the reading level of underachieving disadvantaged students in the community junior colleges to a level commensurate with their ability and high enough for subsequent success in college level academic courses.…

A Longitudinal Study of Children's Social Behaviors and Their Causal Relationship to Reading Growth

ERIC Educational Resources Information Center

Lim, Hyo Jin; Kim, Junyeop

2011-01-01

This paper aims at investigating the causal effects of social behaviors on subsequent reading growth in elementary school, using the "Early Childhood Longitudinal Study-Kindergarten" ("ECLS-K") data. The sample was 8,869 subjects who provided longitudinal measures of reading IRT scores from kindergarten (1998-1999) to fifth…

How to Help the One: A Story of Reading Intervention for a Struggling Middle School Boy

ERIC Educational Resources Information Center

Weih, Timothy G.

2014-01-01

This report describes the assessment, evaluation, and subsequent development of reading intervention strategies for a struggling middle school student. The family background and popular culture of the student were the primary means for creating the interventions. The student was taught to apply the reading strategies while completing…

The Uses and Limits of Social Reinforcement and Industriousness for Learning to Read. Technical Report #60.

ERIC Educational Resources Information Center

Tharp, Roland G.; Gallimore, Ronald

This report describes a study of the use of social reinforcement to increase the industriousness, and subsequently the reading competence, of children in the kindergarten through third grade classes of the Kamehameha Early Education Program (KEEP) demonstration school. Teacher behaviors, pupil industriousness, and pupil reading performance were…

Paperless protocoling of CT and MRI requests at an outpatient imaging center.

PubMed

Bassignani, Matthew J; Dierolf, David A; Roberts, David L; Lee, Steven

2010-04-01

We created our imaging center (IC) to move outpatient imaging from our busy inpatient imaging suite off-site to a location that is more inviting to ambulatory patients. Nevertheless, patients scanned at our IC still represent the depth and breadth of illness complexity seen with our tertiary care population. Thus, we protocol exams on an individualized basis to ensure that the referring clinician's question is fully answered by the exam performed. Previously, paper based protocoling was a laborious process for all those involved where the IC business office would fax the requests to various reading rooms for protocoling by the subspecialist radiologists who are 3 miles away at the main hospital. Once protocoled, reading room coordinators would fax back the protocoled request to the IC technical area in preparation for the next day's scheduled exams. At any breakdown in this process (e.g., lost paperwork), patient exams were delayed and clinicians and patients became upset. To improve this process, we developed a paper free process whereby protocoling is accomplished through scanning of exam requests into our PACS. Using the common worklist functionality found in most PACS, we created "protocoling worklists" that contain these scanned documents. Radiologists protocol these studies in the PACS worklist (with the added benefit of having all imaging and report data available), and subsequently, the technologists can see and act on the protocols they find in PACS. This process has significantly decreased interruptions in our busy reading rooms and decreased rework of IC staff.

Inference comprehension in text reading: Performance of individuals with right- versus left-hemisphere lesions and the influence of cognitive functions.

PubMed

Silagi, Marcela Lima; Radanovic, Marcia; Conforto, Adriana Bastos; Mendonça, Lucia Iracema Zanotto; Mansur, Leticia Lessa

2018-01-01

Right-hemisphere lesions (RHL) may impair inference comprehension. However, comparative studies between left-hemisphere lesions (LHL) and RHL are rare, especially regarding reading comprehension. Moreover, further knowledge of the influence of cognition on inferential processing in this task is needed. To compare the performance of patients with RHL and LHL on an inference reading comprehension task. We also aimed to analyze the effects of lesion site and to verify correlations between cognitive functions and performance on the task. Seventy-five subjects were equally divided into the groups RHL, LHL, and control group (CG). The Implicit Management Test was used to evaluate inference comprehension. In this test, subjects read short written passages and subsequently answer five types of questions (explicit, logical, distractor, pragmatic, and other), which require different types of inferential reasoning. The cognitive functional domains of attention, memory, executive functions, language, and visuospatial abilities were assessed using the Cognitive Linguistic Quick Test (CLQT). The LHL and RHL groups presented difficulties in inferential comprehension in comparison with the CG. However, the RHL group presented lower scores than the LHL group on logical, pragmatic and other questions. A covariance analysis did not show any effect of lesion site within the hemispheres. Overall, all cognitive domains were correlated with all the types of questions from the inference test (especially logical, pragmatic, and other). Attention and visuospatial abilities affected the scores of both the RHL and LHL groups, and only memory influenced the performance of the RHL group. Lesions in either hemisphere may cause difficulties in making inferences during reading. However, processing more complex inferences was more difficult for patients with RHL than for those with LHL, which suggests that the right hemisphere plays an important role in tasks with higher comprehension demands. Cognition influences inferential processing during reading in brain-injured subjects.

The Role of Physicians’ First Impressions in the Diagnosis of Possible Cancers without Alarm Symptoms

PubMed Central

Kostopoulou, Olga; Sirota, Miroslav; Round, Thomas; Samaranayaka, Shyamalee; Delaney, Brendan C.

2016-01-01

Background. First impressions are thought to exert a disproportionate influence on subsequent judgments; however, their role in medical diagnosis has not been systematically studied. We aimed to elicit and measure the association between first impressions and subsequent diagnoses in common presentations with subtle indications of cancer. Methods. Ninety UK family physicians conducted interactive simulated consultations online, while on the phone with a researcher. They saw 6 patient cases, 3 of which could be cancers. Each cancer case included 2 consultations, whereby each patient consulted again with nonimproving and some new symptoms. After reading an introduction (patient description and presenting problem), physicians could request more information, which the researcher displayed online. In 2 of the possible cancers, physicians thought aloud. Two raters coded independently the physicians’ first utterances (after reading the introduction but before requesting more information) as either acknowledging the possibility of cancer or not. We measured the association of these first impressions with the final diagnoses and management decisions. Results. The raters coded 297 verbalizations with high interrater agreement (Kappa = 0.89). When the possibility of cancer was initially verbalized, the odds of subsequently diagnosing it were on average 5 times higher (odds ratio 4.90 [95% CI 2.72 to 8.84], P < 0.001), while the odds of appropriate referral doubled (OR 1.98 [1.10 to 3.57], P = 0.002). The number of cancer-related questions physicians asked mediated the relationship between first impressions and subsequent diagnosis, explaining 29% of the total effect. Conclusion. We measured a strong association between family physicians’ first diagnostic impressions and subsequent diagnoses and decisions. We suggest that interventions to influence and support the diagnostic process should target its early stage of hypothesis generation. PMID:27112933

The Role of Physicians' First Impressions in the Diagnosis of Possible Cancers without Alarm Symptoms.

PubMed

Kostopoulou, Olga; Sirota, Miroslav; Round, Thomas; Samaranayaka, Shyamalee; Delaney, Brendan C

2017-01-01

First impressions are thought to exert a disproportionate influence on subsequent judgments; however, their role in medical diagnosis has not been systematically studied. We aimed to elicit and measure the association between first impressions and subsequent diagnoses in common presentations with subtle indications of cancer. Ninety UK family physicians conducted interactive simulated consultations online, while on the phone with a researcher. They saw 6 patient cases, 3 of which could be cancers. Each cancer case included 2 consultations, whereby each patient consulted again with nonimproving and some new symptoms. After reading an introduction (patient description and presenting problem), physicians could request more information, which the researcher displayed online. In 2 of the possible cancers, physicians thought aloud. Two raters coded independently the physicians' first utterances (after reading the introduction but before requesting more information) as either acknowledging the possibility of cancer or not. We measured the association of these first impressions with the final diagnoses and management decisions. The raters coded 297 verbalizations with high interrater agreement (Kappa = 0.89). When the possibility of cancer was initially verbalized, the odds of subsequently diagnosing it were on average 5 times higher (odds ratio 4.90 [95% CI 2.72 to 8.84], P < 0.001), while the odds of appropriate referral doubled (OR 1.98 [1.10 to 3.57], P = 0.002). The number of cancer-related questions physicians asked mediated the relationship between first impressions and subsequent diagnosis, explaining 29% of the total effect. We measured a strong association between family physicians' first diagnostic impressions and subsequent diagnoses and decisions. We suggest that interventions to influence and support the diagnostic process should target its early stage of hypothesis generation. © The Author(s) 2016.

Feasibility Analysis of Incorporating In-Vitro Toxicokinetic Data as a Surrogate for In-Vivo Data for Read-across Predictions (ASCCT meeting)

EPA Science Inventory

The underlying principle of read-across is that biological activity is a function of physical and structural properties of chemicals. Analogs are typically identified on the basis of structural similarity and subsequently evaluated for their use in read-across on the basis of the...

The Effect of Thematically Related Play on Engagement in Storybook Reading in Children with Hearing Loss

ERIC Educational Resources Information Center

Pataki, Kristen W.; Metz, Alexia E.; Pakulski, Lori

2014-01-01

Purpose: This study examined whether theme-related play increased subsequent engagement in storybook reading in preschool children with typical hearing and with hearing loss. Method: This study employed a counterbalanced experimental design. In all sessions, participants engaged in free play first and then were read a storybook. In the…

Phonological and Semantic Knowledge Are Causal Influences on Learning to Read Words in Chinese

ERIC Educational Resources Information Center

Zhou, Lulin; Duff, Fiona J.; Hulme, Charles

2015-01-01

We report a training study that assesses whether teaching the pronunciation and meaning of spoken words improves Chinese children's subsequent attempts to learn to read the words. Teaching the pronunciations of words helps children to learn to read those same words, and teaching the pronunciations and meanings improves learning still further.…

Socio-Emotional Climate of Storybook Reading Interactions for Mothers and Preschoolers with Language Impairment

ERIC Educational Resources Information Center

Skibbe, Lori E.; Moody, Amelia J.; Justice, Laura M.; McGinty, Anita S.

2010-01-01

The current study describes the storybook reading behaviors of 45 preschoolers [30 with language impairment (LI) and 15 with typical language (TL)] and their mothers. Each dyad was observed reading a storybook within their homes, and sessions were subsequently coded for indicators of emotional and instructional quality as well as for child…

Data Literacy of Reading Educators: Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction

ERIC Educational Resources Information Center

Beachy, Rachel Rayburn

2017-01-01

This dissertation is developed around two studies created with the goal of describing and quantifying current educators' knowledge and perceptions of reading assessment and subsequent data-based instructional decision making. Unique to the field, a critical component of this study is an emphasis on educators' development of "data…

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.

Order information is used to guide recall of long lists: Further evidence for the item-order account.

PubMed

Forrin, Noah D; MacLeod, Colin M

2016-06-01

Differences in memory for item order have been used to explain the absence of between-subjects (i.e., pure-list) effects in free recall for several encoding techniques, including the production effect, the finding that reading aloud benefits memory compared with reading silently. Notably, however, evidence in support of the item-order account (Nairne, Riegler, & Serra, 1991) has derived primarily from short-list paradigms. We provide novel evidence that the item-order account also applies when recalling long lists. In Experiment 1, participants studied and then free recalled 3 different long lists of words: pure aloud, pure silent, and mixed (half aloud, half silent). A Bayesian analysis supported a null pure-list production effect, and subsequent order analyses were largely consistent with the item-order account. These findings indicate that order information is retained in long-term memory and is useful in guiding subsequent free recall. In Experiment 2, a distractor task was inserted between the study and test phases, ensuring that only long-term memory processes were involved in recall: The pattern of results remained consistent with the item-order account. Order information can be retained in long-term memory for long lists, and is useful in guiding subsequent free recall, extending the domain of the item-order account. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills.

PubMed

Georgiou, George K; Hirvonen, Riikka; Manolitsis, George; Nurmi, Jari-Erik

2017-09-01

Task avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender. The purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills. One hundred and seventy-two Greek children (91 girls, 81 boys) were followed from Grade 1 to Grade 3. Children were assessed on reading accuracy, reading fluency, and spelling to dictation. Parents and teachers rated the children's task-avoidant behaviour. Results of structural equation modelling showed that the cross-lagged relations varied as a function of the literacy outcome, who rated the children's task avoidance, and children's gender. Earlier reading and spelling performance predicted subsequent parent-rated task avoidance, but parent-rated task avoidance did not predict subsequent reading and spelling performance (with the exception of spelling in Grade 3). Teacher-rated task avoidance and reading fluency/spelling had a reciprocal relationship over time. In addition, the effects of teacher-rated task avoidance on future spelling were significantly stronger in boys than in girls. This suggests that poor reading and spelling performance can lead to subsequent task avoidance in both classroom and home situations. The fact that task avoidance permeates across different learning environments is alarming and calls for joint action from both parents and teachers to mitigate its negative impact on learning. © 2017 The British Psychological Society.

Didymus the blind: an unknown precursor of Louis Braille and Helen Keller.

PubMed

Lascaratos, J; Marketos, S

1994-01-01

The present study presents the case of Didymus the Blind, worthy author, philosopher and theologian of the 4th century AD. Blinded by ophthalmia at the age of four years, Didymus succeeded in achieving great learning in the philosophical and natural sciences. He began his education by using a system which was remarkably like Braille, that is reading letters engraved into the surface of wood by touch and subsequently furthering his knowledge by listening. This learning process of Didymus the Blind appears as the precursor of Louis Braille who invented the educational system of reading embossed dots by touch. Like Didymus, Braille lost his vision in infancy (at three years of age). Another parallel of Didymus' career and written works is found in the example and achievements of Helen Keller.

Beyond adoption status: Post-adoptive parental involvement and children's reading and math performance from kindergarten to first grade.

PubMed

Tan, Tony Xing; Kim, Eun Sook; Baggerly, Jennifer; Mahoney, E Emily; Rice, Jessica

2017-01-01

In this study, we went beyond adoption status to examine the associations between postadoption parental involvement and children's reading and math performance from kindergarten to first grade. Secondary data on a sample of adopted children and nonadopted children were drawn from the Early Childhood Longitudinal Study-Kindergarten Class of 1998 to 1999 (ECLS-K). Weighted data on the children's reading performance were available for 13,900 children (181 were adopted); weighted data on the children's math performance were available for 14,128 children (184 were adopted). Descriptive data showed no group difference in reading scores at all 3 Waves but adopted children scored lower than nonadopted children in math at Wave 2 (Spring of kindergarten) and Wave 3 (Spring of first grade). However, controlling for 6 covariates, latent growth modeling showed that adoption status was unrelated to Wave 1 reading and math scores or subsequent growth rate. Rather, parents' beliefs on skills needed to succeed in kindergarten were a significant predictor of reading and math performance at Wave 1 and subsequent growth rates, and parents' educational expectation was a significant predictor of growth rate in reading and math. Our findings highlight the importance of parental involvement in adopted children's learning. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Evaluation of an Instructional Program Designed to Teach Minimally Literate Juvenile Delinquents to Read Road Signs.

ERIC Educational Resources Information Center

Murph, Debra; McCormick, Sandra

1985-01-01

A 12-step procedure was used in teaching five minimally literate, male juvenile offenders to read and interpret prototypes of road signs displaying words, and a 5-step procedure for interpreting a sign without words. All students' correct responses in reading and interpreting signs increased and were maintained during subsequent post-checks.…

Reading Development in Young Children: Genetic and Environmental Influences

PubMed Central

Logan, Jessica A. R.; Hart, Sara A.; Cutting, Laurie; Deater-Deckard, Kirby; Schatschneider, Chris; Petrill, Stephen

2013-01-01

The development of reading skills in typical students is commonly described as a rapid growth across early grades of active reading education, with a slowing down of growth as active instruction tapers. This study examined the extent to which genetics and environments influence these growth rates. Participants were 371 twin pairs, aged approximately 6 through 12, from the Western Reserve Reading Project. Development of word-level reading, reading comprehension, and rapid naming was examined using genetically sensitive latent quadratic growth curve modeling. Results confirmed the developmental trajectory described in the phenotypic literature. Furthermore, the same shared environmental influences were related to early reading skills and subsequent growth, but genetic influences on these factors were unique. PMID:23574275

The Seuss Boost: Rhyme Helps Children Retain Words from Shared Storybook Reading

ERIC Educational Resources Information Center

Read, Kirsten; Macauley, Megan; Furay, Erin

2014-01-01

This study examines the potential benefits of rhyme on young children's word retention during shared reading. In two experiments, 2- to 4-year-old children heard their parent read either a rhymed or non-rhymed version of the same animal story, and were then tested on how many animal names they subsequently recognized from the story in Experiment 1…

Evaluation and Validation of Assembling Corrected PacBio Long Reads for Microbial Genome Completion via Hybrid Approaches.

PubMed

Lin, Hsin-Hung; Liao, Yu-Chieh

2015-01-01

Despite the ever-increasing output of next-generation sequencing data along with developing assemblers, dozens to hundreds of gaps still exist in de novo microbial assemblies due to uneven coverage and large genomic repeats. Third-generation single-molecule, real-time (SMRT) sequencing technology avoids amplification artifacts and generates kilobase-long reads with the potential to complete microbial genome assembly. However, due to the low accuracy (~85%) of third-generation sequences, a considerable amount of long reads (>50X) are required for self-correction and for subsequent de novo assembly. Recently-developed hybrid approaches, using next-generation sequencing data and as few as 5X long reads, have been proposed to improve the completeness of microbial assembly. In this study we have evaluated the contemporary hybrid approaches and demonstrated that assembling corrected long reads (by runCA) produced the best assembly compared to long-read scaffolding (e.g., AHA, Cerulean and SSPACE-LongRead) and gap-filling (SPAdes). For generating corrected long reads, we further examined long-read correction tools, such as ECTools, LSC, LoRDEC, PBcR pipeline and proovread. We have demonstrated that three microbial genomes including Escherichia coli K12 MG1655, Meiothermus ruber DSM1279 and Pdeobacter heparinus DSM2366 were successfully hybrid assembled by runCA into near-perfect assemblies using ECTools-corrected long reads. In addition, we developed a tool, Patch, which implements corrected long reads and pre-assembled contigs as inputs, to enhance microbial genome assemblies. With the additional 20X long reads, short reads of S. cerevisiae W303 were hybrid assembled into 115 contigs using the verified strategy, ECTools + runCA. Patch was subsequently applied to upgrade the assembly to a 35-contig draft genome. Our evaluation of the hybrid approaches shows that assembling the ECTools-corrected long reads via runCA generates near complete microbial genomes, suggesting that genome assembly could benefit from re-analyzing the available hybrid datasets that were not assembled in an optimal fashion.

Grouping and Read-Across Approaches for Risk Assessment of Nanomaterials.

PubMed

Oomen, Agnes G; Bleeker, Eric A J; Bos, Peter M J; van Broekhuizen, Fleur; Gottardo, Stefania; Groenewold, Monique; Hristozov, Danail; Hund-Rinke, Kerstin; Irfan, Muhammad-Adeel; Marcomini, Antonio; Peijnenburg, Willie J G M; Rasmussen, Kirsten; Jiménez, Araceli Sánchez; Scott-Fordsmand, Janeck J; van Tongeren, Martie; Wiench, Karin; Wohlleben, Wendel; Landsiedel, Robert

2015-10-26

Physicochemical properties of chemicals affect their exposure, toxicokinetics/fate and hazard, and for nanomaterials, the variation of these properties results in a wide variety of materials with potentially different risks. To limit the amount of testing for risk assessment, the information gathering process for nanomaterials needs to be efficient. At the same time, sufficient information to assess the safety of human health and the environment should be available for each nanomaterial. Grouping and read-across approaches can be utilised to meet these goals. This article presents different possible applications of grouping and read-across for nanomaterials within the broader perspective of the MARINA Risk Assessment Strategy (RAS), as developed in the EU FP7 project MARINA. Firstly, nanomaterials can be grouped based on limited variation in physicochemical properties to subsequently design an efficient testing strategy that covers the entire group. Secondly, knowledge about exposure, toxicokinetics/fate or hazard, for example via properties such as dissolution rate, aspect ratio, chemical (non-)activity, can be used to organise similar materials in generic groups to frame issues that need further attention, or potentially to read-across. Thirdly, when data related to specific endpoints is required, read-across can be considered, using data from a source material for the target nanomaterial. Read-across could be based on a scientifically sound justification that exposure, distribution to the target (fate/toxicokinetics) and hazard of the target material are similar to, or less than, the source material. These grouping and read-across approaches pave the way for better use of available information on nanomaterials and are flexible enough to allow future adaptations related to scientific developments.

High-fidelity projective read-out of a solid-state spin quantum register.

PubMed

Robledo, Lucio; Childress, Lilian; Bernien, Hannes; Hensen, Bas; Alkemade, Paul F A; Hanson, Ronald

2011-09-21

Initialization and read-out of coupled quantum systems are essential ingredients for the implementation of quantum algorithms. Single-shot read-out of the state of a multi-quantum-bit (multi-qubit) register would allow direct investigation of quantum correlations (entanglement), and would give access to further key resources such as quantum error correction and deterministic quantum teleportation. Although spins in solids are attractive candidates for scalable quantum information processing, their single-shot detection has been achieved only for isolated qubits. Here we demonstrate the preparation and measurement of a multi-spin quantum register in a low-temperature solid-state system by implementing resonant optical excitation techniques originally developed in atomic physics. We achieve high-fidelity read-out of the electronic spin associated with a single nitrogen-vacancy centre in diamond, and use this read-out to project up to three nearby nuclear spin qubits onto a well-defined state. Conversely, we can distinguish the state of the nuclear spins in a single shot by mapping it onto, and subsequently measuring, the electronic spin. Finally, we show compatibility with qubit control: we demonstrate initialization, coherent manipulation and single-shot read-out in a single experiment on a two-qubit register, using techniques suitable for extension to larger registers. These results pave the way for a test of Bell's inequalities on solid-state spins and the implementation of measurement-based quantum information protocols. © 2011 Macmillan Publishers Limited. All rights reserved

Growth of Reading Skills in Children with a History of Specific Language Impairment: The Role of Autistic Symptomatology and Language-Related Abilities

ERIC Educational Resources Information Center

St. Clair, Michelle C.; Durkin, Kevin; Conti-Ramsden, Gina; Pickles, Andrew

2010-01-01

Individuals with a history of specific language impairment (SLI) often have subsequent problems with reading skills, but there have been some discrepant findings as to the developmental time course of these skills. This study investigates the developmental trajectories of reading skills over a 9-year time-span (from 7 to 16 years of age) in a…

Whole-Genome Sequencing and Assembly with High-Throughput, Short-Read Technologies

PubMed Central

Sundquist, Andreas; Ronaghi, Mostafa; Tang, Haixu; Pevzner, Pavel; Batzoglou, Serafim

2007-01-01

While recently developed short-read sequencing technologies may dramatically reduce the sequencing cost and eventually achieve the $1000 goal for re-sequencing, their limitations prevent the de novo sequencing of eukaryotic genomes with the standard shotgun sequencing protocol. We present SHRAP (SHort Read Assembly Protocol), a sequencing protocol and assembly methodology that utilizes high-throughput short-read technologies. We describe a variation on hierarchical sequencing with two crucial differences: (1) we select a clone library from the genome randomly rather than as a tiling path and (2) we sample clones from the genome at high coverage and reads from the clones at low coverage. We assume that 200 bp read lengths with a 1% error rate and inexpensive random fragment cloning on whole mammalian genomes is feasible. Our assembly methodology is based on first ordering the clones and subsequently performing read assembly in three stages: (1) local assemblies of regions significantly smaller than a clone size, (2) clone-sized assemblies of the results of stage 1, and (3) chromosome-sized assemblies. By aggressively localizing the assembly problem during the first stage, our method succeeds in assembling short, unpaired reads sampled from repetitive genomes. We tested our assembler using simulated reads from D. melanogaster and human chromosomes 1, 11, and 21, and produced assemblies with large sets of contiguous sequence and a misassembly rate comparable to other draft assemblies. Tested on D. melanogaster and the entire human genome, our clone-ordering method produces accurate maps, thereby localizing fragment assembly and enabling the parallelization of the subsequent steps of our pipeline. Thus, we have demonstrated that truly inexpensive de novo sequencing of mammalian genomes will soon be possible with high-throughput, short-read technologies using our methodology. PMID:17534434

504-510 N. Peshtigo Ct. November 2016, Lindsay Light Radiological Survey

EPA Pesticide Factsheets

Initial gamma readings collected after the removal of asphalt and a layer of granitepavers ranged from 4,700 and 14,300 cpm unshielded. Subsequent readings conducted w/ a shieldedprobe mainly ranged from a min of 2,000 cpm to a max of 4,000cpm shielded

Does Teachers' Pedagogical Content Knowledge Affect Their Fluency Instruction?

ERIC Educational Resources Information Center

Van den Hurk, H. T. G.; Houtveen, A. A. M.; Van de Grift, W. J. C. M.

2017-01-01

The relation is studied between teachers' pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation…

Putting A Human Face on Equilibrium

NASA Astrophysics Data System (ADS)

Glickstein, Neil

2005-03-01

A short biography of chemist Fritz Haber is used to personalize the abstract concepts of equilibrium chemistry for high school students in an introductory course. In addition to giving the Haber Bosch process an historic, an economic, and a scientific background the reading and subsequent discussion allows students for whom the human perspective is of paramount importance a chance to investigate the irony of balance or equilibrium in Haber's life story. Since the inclusion of the Haber biography, performance in the laboratory and on examinations for those students who are usually only partially engaged has dramatically improved.

Grouping and Read-Across Approaches for Risk Assessment of Nanomaterials

PubMed Central

Oomen, Agnes G.; Bleeker, Eric A. J.; Bos, Peter M. J.; van Broekhuizen, Fleur; Gottardo, Stefania; Groenewold, Monique; Hristozov, Danail; Hund-Rinke, Kerstin; Irfan, Muhammad-Adeel; Marcomini, Antonio; Peijnenburg, Willie J. G. M.; Rasmussen, Kirsten; Sánchez Jiménez, Araceli; Scott-Fordsmand, Janeck J.; van Tongeren, Martie; Wiench, Karin; Wohlleben, Wendel; Landsiedel, Robert

2015-01-01

Physicochemical properties of chemicals affect their exposure, toxicokinetics/fate and hazard, and for nanomaterials, the variation of these properties results in a wide variety of materials with potentially different risks. To limit the amount of testing for risk assessment, the information gathering process for nanomaterials needs to be efficient. At the same time, sufficient information to assess the safety of human health and the environment should be available for each nanomaterial. Grouping and read-across approaches can be utilised to meet these goals. This article presents different possible applications of grouping and read-across for nanomaterials within the broader perspective of the MARINA Risk Assessment Strategy (RAS), as developed in the EU FP7 project MARINA. Firstly, nanomaterials can be grouped based on limited variation in physicochemical properties to subsequently design an efficient testing strategy that covers the entire group. Secondly, knowledge about exposure, toxicokinetics/fate or hazard, for example via properties such as dissolution rate, aspect ratio, chemical (non-)activity, can be used to organise similar materials in generic groups to frame issues that need further attention, or potentially to read-across. Thirdly, when data related to specific endpoints is required, read-across can be considered, using data from a source material for the target nanomaterial. Read-across could be based on a scientifically sound justification that exposure, distribution to the target (fate/toxicokinetics) and hazard of the target material are similar to, or less than, the source material. These grouping and read-across approaches pave the way for better use of available information on nanomaterials and are flexible enough to allow future adaptations related to scientific developments. PMID:26516872

Context Strengthens Initial Misinterpretations of Text

ERIC Educational Resources Information Center

Christianson, Kiel; Luke, Steven G.

2011-01-01

Three self-paced reading experiments examined the effect of context on interpreting subsequent sentences and in the difficulty of revising initial misinterpretations of subsequent temporarily ambiguous sentences. Target sentences containing noun phrase/sentence (NP/S) coordination ambiguities were preceded by contexts that either did or did not…

Why Johnny Can't Read: An Applied Neurology Explanation Flesched Out.

ERIC Educational Resources Information Center

Preen, Bryan S.; Townsend, Diana O.

1993-01-01

Suggests that "Johnny can't read" because of high testosterone levels in fetal development and subsequent poor brain lateralization. Presents instructional strategies based on the principle of factorized teaching for each of three discrete lateralization categories. Notes that the use of factorized teaching appears to have improved diagnostic and…

Instructional Uses of the Lexile Framework.

ERIC Educational Resources Information Center

Stenner, A. Jackson

The Lexile Framework provides teachers with tools to help them link the results of reading assessment with subsequent instruction, focuses on appropriate-level curriculum for readers at all educational levels, and is designed to be flexible enough to use alongside any type of reading program. Suggested areas for application of this system include:…

An Examination of the Effects of Argument Mapping on Students' Memory and Comprehension Performance

ERIC Educational Resources Information Center

Dwyer, Christopher P.; Hogan, Michael J.; Stewart, Ian

2013-01-01

Argument mapping (AM) is a method of visually diagramming arguments to allow for easy comprehension of core statements and relations. A series of three experiments compared argument map reading and construction with hierarchical outlining, text summarisation, and text reading as learning methods by examining subsequent memory and comprehension…

ISRNA: an integrative online toolkit for short reads from high-throughput sequencing data.

PubMed

Luo, Guan-Zheng; Yang, Wei; Ma, Ying-Ke; Wang, Xiu-Jie

2014-02-01

Integrative Short Reads NAvigator (ISRNA) is an online toolkit for analyzing high-throughput small RNA sequencing data. Besides the high-speed genome mapping function, ISRNA provides statistics for genomic location, length distribution and nucleotide composition bias analysis of sequence reads. Number of reads mapped to known microRNAs and other classes of short non-coding RNAs, coverage of short reads on genes, expression abundance of sequence reads as well as some other analysis functions are also supported. The versatile search functions enable users to select sequence reads according to their sub-sequences, expression abundance, genomic location, relationship to genes, etc. A specialized genome browser is integrated to visualize the genomic distribution of short reads. ISRNA also supports management and comparison among multiple datasets. ISRNA is implemented in Java/C++/Perl/MySQL and can be freely accessed at http://omicslab.genetics.ac.cn/ISRNA/.

Small wins big: analytic pinyin skills promote Chinese word reading.

PubMed

Lin, Dan; McBride-Chang, Catherine; Shu, Hua; Zhang, Yuping; Li, Hong; Zhang, Juan; Aram, Dorit; Levin, Iris

2010-08-01

The present study examined invented spelling of pinyin (a phonological coding system for teaching and learning Chinese words) in relation to subsequent Chinese reading development. Among 296 Chinese kindergartners in Beijing, independent invented pinyin spelling was found to be uniquely predictive of Chinese word reading 12 months later, even with Time 1 syllable deletion, phoneme deletion, and letter knowledge, in addition to the autoregressive effects of Time 1 Chinese word reading, statistically controlled. These results underscore the importance of children's early pinyin representations for Chinese reading acquisition, both theoretically and practically. The findings further support the idea of a universal phonological principle and indicate that pinyin is potentially an ideal measure of phonological awareness in Chinese.

The neural basis of emotions varies over time: different regions go with onset- and offset-bound processes underlying emotion intensity.

PubMed

Résibois, Maxime; Verduyn, Philippe; Delaveau, Pauline; Rotgé, Jean-Yves; Kuppens, Peter; Van Mechelen, Iven; Fossati, Philippe

2017-08-01

According to theories of emotion dynamics, emotions unfold across two phases in which different types of processes come to the fore: emotion onset and emotion offset. Differences in onset-bound processes are reflected by the degree of explosiveness or steepness of the response at onset, and differences in offset-bound processes by the degree of accumulation or intensification of the subsequent response. Whether onset- and offset-bound processes have distinctive neural correlates and, hence, whether the neural basis of emotions varies over time, still remains unknown. In the present fMRI study, we address this question using a recently developed paradigm that allows to disentangle explosiveness and accumulation. Thirty-one participants were exposed to neutral and negative social feedback, and asked to reflect on its contents. Emotional intensity while reading and thinking about the feedback was measured with an intensity profile tracking approach. Using non-negative matrix factorization, the resulting profile data were decomposed in explosiveness and accumulation components, which were subsequently entered as continuous regressors of the BOLD response. It was found that the neural basis of emotion intensity shifts as emotions unfold over time with emotion explosiveness and accumulation having distinctive neural correlates. © The Author (2017). Published by Oxford University Press.

The neural basis of emotions varies over time: different regions go with onset- and offset-bound processes underlying emotion intensity

PubMed Central

Verduyn, Philippe; Delaveau, Pauline; Rotgé, Jean-Yves; Kuppens, Peter; Van Mechelen, Iven; Fossati, Philippe

2017-01-01

Abstract According to theories of emotion dynamics, emotions unfold across two phases in which different types of processes come to the fore: emotion onset and emotion offset. Differences in onset-bound processes are reflected by the degree of explosiveness or steepness of the response at onset, and differences in offset-bound processes by the degree of accumulation or intensification of the subsequent response. Whether onset- and offset-bound processes have distinctive neural correlates and, hence, whether the neural basis of emotions varies over time, still remains unknown. In the present fMRI study, we address this question using a recently developed paradigm that allows to disentangle explosiveness and accumulation. Thirty-one participants were exposed to neutral and negative social feedback, and asked to reflect on its contents. Emotional intensity while reading and thinking about the feedback was measured with an intensity profile tracking approach. Using non-negative matrix factorization, the resulting profile data were decomposed in explosiveness and accumulation components, which were subsequently entered as continuous regressors of the BOLD response. It was found that the neural basis of emotion intensity shifts as emotions unfold over time with emotion explosiveness and accumulation having distinctive neural correlates. PMID:28402478

The Role of Visual Processing Speed in Reading Speed Development

PubMed Central

Lobier, Muriel; Dubois, Matthieu; Valdois, Sylviane

2013-01-01

A steady increase in reading speed is the hallmark of normal reading acquisition. However, little is known of the influence of visual attention capacity on children's reading speed. The number of distinct visual elements that can be simultaneously processed at a glance (dubbed the visual attention span), predicts single-word reading speed in both normal reading and dyslexic children. However, the exact processes that account for the relationship between the visual attention span and reading speed remain to be specified. We used the Theory of Visual Attention to estimate visual processing speed and visual short-term memory capacity from a multiple letter report task in eight and nine year old children. The visual attention span and text reading speed were also assessed. Results showed that visual processing speed and visual short term memory capacity predicted the visual attention span. Furthermore, visual processing speed predicted reading speed, but visual short term memory capacity did not. Finally, the visual attention span mediated the effect of visual processing speed on reading speed. These results suggest that visual attention capacity could constrain reading speed in elementary school children. PMID:23593117

The role of visual processing speed in reading speed development.

PubMed

Lobier, Muriel; Dubois, Matthieu; Valdois, Sylviane

2013-01-01

A steady increase in reading speed is the hallmark of normal reading acquisition. However, little is known of the influence of visual attention capacity on children's reading speed. The number of distinct visual elements that can be simultaneously processed at a glance (dubbed the visual attention span), predicts single-word reading speed in both normal reading and dyslexic children. However, the exact processes that account for the relationship between the visual attention span and reading speed remain to be specified. We used the Theory of Visual Attention to estimate visual processing speed and visual short-term memory capacity from a multiple letter report task in eight and nine year old children. The visual attention span and text reading speed were also assessed. Results showed that visual processing speed and visual short term memory capacity predicted the visual attention span. Furthermore, visual processing speed predicted reading speed, but visual short term memory capacity did not. Finally, the visual attention span mediated the effect of visual processing speed on reading speed. These results suggest that visual attention capacity could constrain reading speed in elementary school children.

George Eliot and Ford Madox Ford: "Philosophical Readings."

ERIC Educational Resources Information Center

Stroud-Drinkwater, Clive

2002-01-01

Argues that some of the works of major British writers may be read as propounding simple but important views on metaphysics of the self. Contends that the work of the British Empiricists cut the ground out from under the metaphysics of Descartes, and the world subsequently came to be regarded as a flux of impressions. Reflects on the relationship…

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

ERIC Educational Resources Information Center

Deegan, Dorothy H.

1995-01-01

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

A Lesson Not to Be Learned? Understanding Stereotype Threat Does Not Protect Women from Stereotype Threat

ERIC Educational Resources Information Center

Tomasetto, Carlo; Appoloni, Sara

2013-01-01

This research examines whether reading a text presenting scientific evidence concerning the phenomenon of stereotype threat improves or disrupts women's performance in a subsequent math task. In two experimental conditions participants (N=118 ) read a text summarizing an experiment in which stereotypes, and not biological differences, were shown…

Mia Mikre Stagona (The Little Drop of Water).

ERIC Educational Resources Information Center

Palandra, Maria; Spiridakis, Eugenia

This Greek reader for children in kindergarten and first grade is about a drop of water that comes to life in a trip through the water cycle of evaporation, condensation, and subsequent return to a drier part of the earth's surface environment. The story is suitable for reading aloud or independent reading. The text is entirely in Greek.…

Parents' Interactions with Preschoolers during Shared Book Reading: Three Strategies for Promoting Quality Interactions

ERIC Educational Resources Information Center

Han, Jisu; Neuharth-Pritchett, Stacey

2014-01-01

Research shows that home environments play a critical role in developing children's early literacy skills. Given the importance of developing early literacy skills to bolster children's chances for subsequent academic success, this article highlights the role of parent-child shared book reading. Summarizing research on different types of…

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

ERIC Educational Resources Information Center

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

2007-01-01

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

What about Me?: Individual Self-Assessment by Skill and Level of Language Instruction

ERIC Educational Resources Information Center

Brantmeier, Cindy; Vanderplank, Robert; Strube, Michael

2012-01-01

In an investigation with advanced language learners, Brantmeier [Brantmeier, C., 2006. "Advanced L2 learners and reading placement: self-assessment, computer based testing, and subsequent performance." "System" 34 (1), 15-35.] reports that self-assessment (SA) of second language (L2) reading ability, when measured with self-rated scales, is not an…

Advanced L2 Learners and Reading Placement: Self-Assessment, CBT, and Subsequent Performance

ERIC Educational Resources Information Center

Brantmeier, Cindy

2006-01-01

There is a dearth of research involving advanced second language (L2) learners in the USA [Brantmeier, C., 2001. Second language reading research on passage content and gender: challenges for the intermediate level curriculum, Foreign Language Annals 34, 325-333; Young, D.J., 2003. Workshop on overcoming anxiety in the foreign language classroom.…

Short- and long-term rhythmic interventions: perspectives for language rehabilitation.

PubMed

Schön, Daniele; Tillmann, Barbara

2015-03-01

This paper brings together different perspectives on the investigation and understanding of temporal processing and temporal expectations. We aim to bridge different temporal deficit hypotheses in dyslexia, dysphasia, or deafness in a larger framework, taking into account multiple nested temporal scales. We present data testing the hypothesis that temporal attention can be influenced by external rhythmic auditory stimulation (i.e., musical rhythm) and benefits subsequent language processing, including syntax processing and speech production. We also present data testing the hypothesis that phonological awareness can be influenced by several months of musical training and, more particularly, rhythmic training, which in turn improves reading skills. Together, our data support the hypothesis of a causal role of rhythm-based processing for language processing and acquisition. These results open new avenues for music-based remediation of language and hearing impairment. © 2015 New York Academy of Sciences.

Semantic and syntactic reading comprehension strategies used by deaf children with early and late cochlear implantation.

PubMed

Gallego, Carlos; Martín-Aragoneses, M Teresa; López-Higes, Ramón; Pisón, Guzmán

2016-01-01

Deaf students have traditionally exhibited reading comprehension difficulties. In recent years, these comprehension problems have been partially offset through cochlear implantation (CI), and the subsequent improvement in spoken language skills. However, the use of cochlear implants has not managed to fully bridge the gap in language and reading between normally hearing (NH) and deaf children, as its efficacy depends on variables such as the age at implant. This study compared the reading comprehension of sentences in 19 children who received a cochlear implant before 24 months of age (early-CI) and 19 who received it after 24 months (late-CI) with a control group of 19 NH children. The task involved completing sentences in which the last word had been omitted. To complete each sentence children had to choose a word from among several alternatives that included one syntactic and two semantic foils in addition to the target word. The results showed that deaf children with late-CI performed this task significantly worse than NH children, while those with early-CI exhibited no significant differences with NH children, except under more demanding processing conditions (long sentences with infrequent target words). Further, the error analysis revealed a preference of deaf students with early-CI for selecting the syntactic foil over a semantic one, which suggests that they draw upon syntactic cues during sentence processing in the same way as NH children do. In contrast, deaf children with late-CI do not appear to use a syntactic strategy, but neither a semantic strategy based on the use of key words, as the literature suggests. Rather, the numerous errors of both kinds that the late-CI group made seem to indicate an inconsistent and erratic response when faced with a lack of comprehension. These findings are discussed in relation to differences in receptive vocabulary and short-term memory and their implications for sentence reading comprehension. Copyright © 2015 Elsevier Ltd. All rights reserved.

The role of simultaneous and successive processing in EFL reading.

PubMed

Filickova, Marta; Kovalcikova, Iveta; Ropovik, Ivan

2016-10-01

This study examines the relationship between simultaneous and successive processing (the Planning, Attention, Simultaneous and Successive processing [PASS] theory processes) and reading skills in English as a foreign language (EFL). A group of 81 children were administered two batteries of tests. One was used to measure EFL reading skills, while the other one assessed simultaneous and successive processing. We hypothesised (a) cognitive processes to predict reading ability, as well as (b) the presence of a significant relationship between (c) simultaneous processing and reading comprehension and (d) successive processing and letter and word decoding. The findings confirmed that the anticipated relationships between these domains exist and are of moderate effect size. The research has helped to contribute to the understanding of how simultaneous and successive processing can affect EFL reading skills both on the level of basic word and letter decoding and reading comprehension. © 2015 International Union of Psychological Science.

The role of reading time complexity and reading speed in text comprehension.

PubMed

Wallot, Sebastian; O'Brien, Beth A; Haussmann, Anna; Kloos, Heidi; Lyby, Marlene S

2014-11-01

Reading speed is commonly used as an index of reading fluency. However, reading speed is not a consistent predictor of text comprehension, when speed and comprehension are measured on the same text within the same reader. This might be due to the somewhat ambiguous nature of reading speed, which is sometimes regarded as a feature of the reading process, and sometimes as a product of that process. We argue that both reading speed and comprehension should be seen as the result of the reading process, and that the process of fluent text reading can instead be described by complexity metrics that quantify aspects of the stability of the reading process. In this article, we introduce complexity metrics in the context of reading and apply them to data from a self-paced reading study. In this study, children and adults read a text silently or aloud and answered comprehension questions after reading. Our results show that recurrence metrics that quantify the degree of temporal structure in reading times yield better prediction of text comprehension compared to reading speed. However, the results for fractal metrics are less clear. Furthermore, prediction of text comprehension is generally strongest and most consistent across silent and oral reading when comprehension scores are normalized by reading speed. Analyses of word length and word frequency indicate that the observed complexity in reading times is not a simple function of the lexical properties of the text, suggesting that text reading might work differently compared to reading of isolated word or sentences. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Is phonology bypassed in normal or dyslexic development?

PubMed

Pennington, B F; Lefly, D L; Van Orden, G C; Bookman, M O; Smith, S D

1987-01-01

A pervasive assumption in most accounts of normal reading and spelling development is that phonological coding is important early in development but is subsequently superseded by faster, orthographic coding which bypasses phonology. We call this assumption, which derives from dual process theory, the developmental bypass hypothesis. The present study tests four specific predictions of the developmental bypass hypothesis by comparing dyslexics and nondyslexics from the same families in a cross-sectional design. The four predictions are: 1) That phonological coding skill develops early in normal readers and soon reaches asymptote, whereas orthographic coding skill has a protracted course of development; 2) that the correlation of adult reading or spelling performance with phonological coding skill is considerably less than the correlation with orthographic coding skill; 3) that dyslexics who are mainly deficient in phonological coding skill should be able to bypass this deficit and eventually close the gap in reading and spelling performance; and 4) that the greatest differences between dyslexics and developmental controls on measures of phonological coding skill should be observed early rather than late in development.None of the four predictions of the developmental bypass hypothesis were upheld. Phonological coding skill continued to develop in nondyslexics until adulthood. It accounted for a substantial (32-53 percent) portion of the variance in reading and spelling performance in adult nondyslexics, whereas orthographic coding skill did not account for a statistically reliable portion of this variance. The dyslexics differed little across age in phonological coding skill, but made linear progress in orthographic coding skill, surpassing spelling-age (SA) controls by adulthood. Nonetheless, they didnot close the gap in reading and spelling performance. Finally, dyslexics were significantly worse than SA (and Reading Age [RA]) controls in phonological coding skill only in adulthood.

Poor Stroop performances in 15-year-old dyslexic teenagers.

PubMed

Kapoula, Zoï; Lê, Thanh-Thuan; Bonnet, Audrey; Bourtoire, Pauline; Demule, Emilie; Fauvel, Caroline; Quilicci, Catherine; Yang, Qing

2010-06-01

The Stroop test enables interference between color naming and reading to be studied. Protopapas et al. (2007) reported more errors in an interference task and longer reaction times in 12.5-year-old dyslexics; also more Stroop interference with lower reading skills. The present study uses a version of the Stroop with four color cards and aims to test interference and flexibility in older dyslexic teenagers. The four cards are: color naming, reading, interference and flexibility. In the latter, subjects have to name the color of the word inhibiting reading except when the word is inside a box. This flexibility task enables the testing of the capacity for cognitive switching between tasks. Ten dyslexics (15.1 +/- 0.7 years old) and fourteen controls (14.3 +/- 1.6 years old) participated in the study. All performed the color naming, the reading, the interference and the flexibility tasks in the same order. Subsequently, they performed a sequence of 60 saccades left-right followed by the interference task. Generally, dyslexic teenagers behaved similarly to non-dyslexics as they showed fewer errors in reading and color than in the interference and flexibility tasks. However, they made more errors and needed more time to accomplish each task than non-dyslexics. The results suggest that the inhibitory and attention processes required by the Stroop test are dysfunctioning even in older dyslexics. In contrast, the study shows no evidence for particular difficulty in the flexibility task, which would constitute an argument against problems with mental switching. Following the execution of saccades, errors in the interference test were significantly reduced for dyslexics, while the time was reduced for both groups. The effects are attributed to visual attention training via saccades.

Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing

PubMed Central

Zhao, Jing; Kwok, Rosa K. W.; Liu, Menglian; Liu, Hanlong; Huang, Chen

2017-01-01

Reading fluency is a critical skill to improve the quality of our daily life and working efficiency. The majority of previous studies focused on oral reading fluency rather than silent reading fluency, which is a much more dominant reading mode that is used in middle and high school and for leisure reading. It is still unclear whether the oral and silent reading fluency involved the same underlying skills. To address this issue, the present study examined the relationship between the visual rapid processing and Chinese reading fluency in different modes. Fifty-eight undergraduate students took part in the experiment. The phantom contour paradigm and the visual 1-back task were adopted to measure the visual rapid temporal and simultaneous processing respectively. These two tasks reflected the temporal and spatial dimensions of visual rapid processing separately. We recorded the temporal threshold in the phantom contour task, as well as reaction time and accuracy in the visual 1-back task. Reading fluency was measured in both single-character and sentence levels. Fluent reading of single characters was assessed with a paper-and-pencil lexical decision task, and a sentence verification task was developed to examine reading fluency on a sentence level. The reading fluency test in each level was conducted twice (i.e., oral reading and silent reading). Reading speed and accuracy were recorded. The correlation analysis showed that the temporal threshold in the phantom contour task did not correlate with the scores of the reading fluency tests. Although, the reaction time in visual 1-back task correlated with the reading speed of both oral and silent reading fluency, the comparison of the correlation coefficients revealed a closer relationship between the visual rapid simultaneous processing and silent reading. Furthermore, the visual rapid simultaneous processing exhibited a significant contribution to reading fluency in silent mode but not in oral reading mode. These findings suggest that the underlying mechanism between oral and silent reading fluency is different at the beginning of the basic visual coding. The current results also might reveal a potential modulation of the language characteristics of Chinese on the relationship between visual rapid processing and reading fluency. PMID:28119663

Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing.

PubMed

Zhao, Jing; Kwok, Rosa K W; Liu, Menglian; Liu, Hanlong; Huang, Chen

2016-01-01

Reading fluency is a critical skill to improve the quality of our daily life and working efficiency. The majority of previous studies focused on oral reading fluency rather than silent reading fluency, which is a much more dominant reading mode that is used in middle and high school and for leisure reading. It is still unclear whether the oral and silent reading fluency involved the same underlying skills. To address this issue, the present study examined the relationship between the visual rapid processing and Chinese reading fluency in different modes. Fifty-eight undergraduate students took part in the experiment. The phantom contour paradigm and the visual 1-back task were adopted to measure the visual rapid temporal and simultaneous processing respectively. These two tasks reflected the temporal and spatial dimensions of visual rapid processing separately. We recorded the temporal threshold in the phantom contour task, as well as reaction time and accuracy in the visual 1-back task. Reading fluency was measured in both single-character and sentence levels. Fluent reading of single characters was assessed with a paper-and-pencil lexical decision task, and a sentence verification task was developed to examine reading fluency on a sentence level. The reading fluency test in each level was conducted twice (i.e., oral reading and silent reading). Reading speed and accuracy were recorded. The correlation analysis showed that the temporal threshold in the phantom contour task did not correlate with the scores of the reading fluency tests. Although, the reaction time in visual 1-back task correlated with the reading speed of both oral and silent reading fluency, the comparison of the correlation coefficients revealed a closer relationship between the visual rapid simultaneous processing and silent reading. Furthermore, the visual rapid simultaneous processing exhibited a significant contribution to reading fluency in silent mode but not in oral reading mode. These findings suggest that the underlying mechanism between oral and silent reading fluency is different at the beginning of the basic visual coding. The current results also might reveal a potential modulation of the language characteristics of Chinese on the relationship between visual rapid processing and reading fluency.

Stress Management Strategies for Students: The Immediate Effects of Yoga, Humor, and Reading on Stress

ERIC Educational Resources Information Center

Rizzolo, Denise; Zipp, Genevieve Pinto; Stiskal, Doreen; Simpkins, Susan

2009-01-01

Background: Health science programs can be demanding and difficult for many students, leading to high levels of stress. High levels of stress can have a negative effect on students and subsequently the practicing clinician. Research suggests that yoga, humor, and reading are simple, effective methods to help reduce stress. To date no research…

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

ERIC Educational Resources Information Center

Choi, Hee-sook; Bieber, Gregg

2011-01-01

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

La Gotita de Agua (The Little Drop of Water).

ERIC Educational Resources Information Center

Palandra, Maria; Puigdollers, Carmen

This Spanish reader for children in kindergarten and first grade is about a drop of water that comes to life in a trip through the water cycle of evaporation, condensation, and subsequent return to a drier part of the earth's surface environment. The story is suitable for reading aloud or independent reading. The text is entirely in Spanish.…

A Case Study of Three States' Dissemination of "Research within Reach: A Research Guided Response to Concerns of Reading Educators."

ERIC Educational Resources Information Center

Southwest Educational Development Lab., Austin, TX.

An exploratory case study examined the distribution patterns and subsequent use of "Research within Reach: A Research Guided Response to Concerns of Reading Educators" in three states during the period October 1978 to February 1980. Copies of the book were distributed at regional conferences, state workshops, inservice workshops, and via…

Parafoveal processing in silent and oral reading: Reading mode influences the relative weighting of phonological and semantic information in Chinese.

PubMed

Pan, Jinger; Laubrock, Jochen; Yan, Ming

2016-08-01

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 processing, whereas phonological preview effects mainly occurred in gaze duration or second-pass reading. In contrast, results showed that phonological preview information is obtained early on in oral reading. Strikingly, in oral reading, we observed a semantic preview cost on the target word in Experiment 1 and a decrease in the effect size of preview benefit from first- to second-pass measures in Experiment 2, which we hypothesize to result from increased preview duration. Taken together, our results indicate that parafoveal semantic information can be obtained irrespective of reading mode, whereas readers more efficiently process parafoveal phonological information in oral reading. We discuss implications for notions of information processing priority and saccade generation during silent and oral reading. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The effects of prior workplace behavior on subsequent sexual harassment judgments.

PubMed

Wiener, Richard L; Winter, Ryan; Rogers, Melanie; Arnot, Lucy

2004-02-01

A dual processing model of sexual harassment judgments predicted that the behavior of a complainant in a prior case would influence evaluations in an unrelated subsequent case. In the first of two experimental scenarios depicting social-sexual conduct at work, the female complainant's conduct was manipulated to be aggressive, submissive, ambiguous, or neutral. Half of the participants were asked to reflect upon the first scenario after reading it and before answering responsibility questions. The other half simply reviewed the scenario and answered the questions. When the complainant acted aggressively, her behavior in the first scenario caused men who reflected on the fact pattern to find less evidence of harassment. Most interestingly, an aggressive complainant observed in the first scenario caused participants (especially women) to rate lower the likelihood that a neutral complainant in a second independent case was the victim of gender discrimination. Across cases, men found less evidence of harassment than did women.

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…

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

PubMed Central

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

2016-01-01

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

Continuities in Reading Acquisition, Reading Skill, and Reading Disability.

ERIC Educational Resources Information Center

Perfetti, Charles A.

1986-01-01

Learning to read depends on eventual mastery of coding procedures, and even skilled reading depends on coding processes low in cost to processing resources. Reading disability may be understood as a point on an ability continuum or a wide range of coding ability. Instructional goals of word reading skill, including rapid and fluent word…

The Use of Cigarette Package Inserts to Supplement Pictorial Health Warnings: An Evaluation of the Canadian Policy.

PubMed

Thrasher, James F; Osman, Amira; Abad-Vivero, Erika N; Hammond, David; Bansal-Travers, Maansi; Cummings, K Michael; Hardin, James W; Moodie, Crawford

2015-07-01

Canada is the first country in the world to require cigarette manufacturers to enclose package inserts to supplement the exterior pictorial health warning label (HWL). In June 2012, Canada implemented new HWL package inserts that include cessation tips accompanied by a pictorial image. This study aims to assess the extent to which adult smokers report reading the newly mandated HWL inserts and to see whether reading them is associated with making a quit attempt. Data were analyzed from an online consumer panel of Canadian adult smokers, aged 18-64 years. Five waves of data were collected between September 2012 and January 2014, separated by 4-months intervals (n = 1,000 at each wave). Logistic generalized estimating equation (GEE) models were estimated to assess correlates of reading inserts and whether doing so is associated with making a quit attempt by the subsequent wave. At each wave, between 26% and 31% of the sample reported having read HWL package inserts at least once in the prior month. Smokers who read them were more likely to be younger, female, have higher income, intend to quit, have recently tried to quit, and thought more frequently about health risks because of warning labels. In models that adjusted for these and other potential confounders, smokers who read the inserts a few times or more in the past month were more likely to make a quit attempt at the subsequent wave compared to smokers who did not read the inserts. HWL package inserts with cessation-related tips and messages appear to increase quit attempts made by smokers. © The Author 2014. Published by Oxford University Press on behalf of the Society for Research on Nicotine and Tobacco. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Comprehending Text versus Reading Words in Young Readers with Varying Reading Ability: Distinct Patterns of Functional Connectivity from Common Processing Hubs

ERIC Educational Resources Information Center

Aboud, Katherine S.; Bailey, Stephen K.; Petrill, Stephen A.; Cutting, Laurie E.

2016-01-01

Skilled reading depends on recognizing words efficiently in isolation ("word-level processing"; "WL") and extracting meaning from text ("discourse-level processing"; "DL"); deficiencies in either result in poor reading. FMRI has revealed consistent overlapping networks in word and passage reading, as well as…

Program to convert SUDS2ASC files to a single binary SEGY file

USGS Publications Warehouse

Goldman, Mark

2000-01-01

This program, SUDS2SEGY, converts and combines ASCII files created using SUDS2ASC Version 2.60, to a single SEGY file. SUDS2ASC has been used previously to create an ASCII file of three-component seismic data for an individual recording station. However, many seismic processing packages have difficulty reading in ASCII data. In addition, it may be cumbersome to process a separate file for each recording station, particularly if traces from different recording stations contain a different number of data samples and/or a different start time. This new program - SUDS2SEGY - combines these recording station files into a single SEGY file. In addition, SUDS2SEGY normalizes the trace times so that each trace starts at a given time and consists of a fixed number of samples. This normalization allows seismic data from many different stations to be read in as a single "data gather". SUDS2SEGY also produces a report summarizing the offset and maximum absolute amplitude for each component in a station file. These data are output separately to an ASCII file and can be subsequently input to a plotting package.

Growth of reading skills in children with a history of specific language impairment: the role of autistic symptomatology and language-related abilities.

PubMed

St Clair, Michelle C; Durkin, Kevin; Conti-Ramsden, Gina; Pickles, Andrew

2010-03-01

Individuals with a history of specific language impairment (SLI) often have subsequent problems with reading skills, but there have been some discrepant findings as to the developmental time course of these skills. This study investigates the developmental trajectories of reading skills over a 9-year time-span (from 7 to 16 years of age) in a large sample of individuals with a history of SLI. Relationships among reading skills, autistic symptomatology, and language-related abilities were also investigated. The results indicate that both reading accuracy and comprehension are deficient but that the development of these skills progresses in a consistently parallel fashion to what would be expected from a normative sample of same age peers. Language-related abilities were strongly associated with reading skills. Unlike individuals with SLI only, those with SLI and additional autistic symptomatology had adequate reading accuracy but did not differ from the individuals with SLI only in reading comprehension. They exhibited a significant gap between what they could read and what they could understand when reading. These findings provide strong evidence that individuals with SLI experience continued, long-term deficits in reading skills from childhood to adolescence.

Students with reading and spelling disabilities: peer groups and educational attainment in secondary education.

PubMed

Kiuru, Noona; Haverinen, Kaisa; Salmela-Aro, Katariina; Nurmi, Jari-Erik; Savolainen, Hannu; Holopainen, Leena

2011-01-01

The present study investigated whether the members of adolescents' peer groups are similar in reading and spelling disabilities and whether this similarity contributes to subsequent school achievement and educational attainment. The sample consisted of 375 Finnish adolescents whose reading and spelling disabilities were assessed at age 16 with the Finnish dyslexia screening test. The students also completed a sociometric nomination measure that was used to identify their peer groups. Register information on participants' school grades also was available, and educational attainment in secondary education was recorded 5 years after completion of the 9 years of basic education. The results revealed that the members of adolescent peer groups resembled each other in reading disabilities but not in those of spelling. Reading disabilities and academic achievement shared within the peer group also contributed to educational attainment in secondary education. Finally, reading disabilities played a larger role in educational attainment among males than among females.

Polishing of treated palm oil mill effluent (POME) from ponding system by electrocoagulation process.

PubMed

Bashir, Mohammed J K; Mau Han, Tham; Jun Wei, Lim; Choon Aun, Ng; Abu Amr, Salem S

2016-01-01

As the ponding system used to treat palm oil mill effluent (POME) frequently fails to satisfy the discharge standard in Malaysia, the present study aimed to resolve this problem using an optimized electrocoagulation process. Thus, a central composite design (CCD) module in response surface methodology was employed to optimize the interactions of process variables, namely current density, contact time and initial pH targeted on maximum removal of chemical oxygen demand (COD), colour and turbidity with satisfactory pH of discharge POME. The batch study was initially designed by CCD and statistical models of responses were subsequently derived to indicate the significant terms of interactive process variables. All models were verified by analysis of variance showing model significances with Prob > F < 0.01. The optimum performance was obtained at the current density of 56 mA/cm(2), contact time of 65 min and initial pH of 4.5, rendering complete removal of colour and turbidity with COD removal of 75.4%. The pH of post-treated POME of 7.6 was achieved, which is suitable for direct discharge. These predicted outputs were subsequently confirmed by insignificant standard deviation readings between predicted and actual values. This optimum condition also permitted the simultaneous removal of NH3-N, and various metal ions, signifying the superiority of the electrocoagulation process optimized by CCD.

Using Serial and Discrete Digit Naming to Unravel Word Reading Processes

PubMed Central

Altani, Angeliki; Protopapas, Athanassios; Georgiou, George K.

2018-01-01

During reading acquisition, word recognition is assumed to undergo a developmental shift from slow serial/sublexical processing of letter strings to fast parallel processing of whole word forms. This shift has been proposed to be detected by examining the size of the relationship between serial- and discrete-trial versions of word reading and rapid naming tasks. Specifically, a strong association between serial naming of symbols and single word reading suggests that words are processed serially, whereas a strong association between discrete naming of symbols and single word reading suggests that words are processed in parallel as wholes. In this study, 429 Grade 1, 3, and 5 English-speaking Canadian children were tested on serial and discrete digit naming and word reading. Across grades, single word reading was more strongly associated with discrete naming than with serial naming of digits, indicating that short high-frequency words are processed as whole units early in the development of reading ability in English. In contrast, serial naming was not a unique predictor of single word reading across grades, suggesting that within-word sequential processing was not required for the successful recognition for this set of words. Factor mixture analysis revealed that our participants could be clustered into two classes, namely beginning and more advanced readers. Serial naming uniquely predicted single word reading only among the first class of readers, indicating that novice readers rely on a serial strategy to decode words. Yet, a considerable proportion of Grade 1 students were assigned to the second class, evidently being able to process short high-frequency words as unitized symbols. We consider these findings together with those from previous studies to challenge the hypothesis of a binary distinction between serial/sublexical and parallel/lexical processing in word reading. We argue instead that sequential processing in word reading operates on a continuum, depending on the level of reading proficiency, the degree of orthographic transparency, and word-specific characteristics. PMID:29706918

Using Serial and Discrete Digit Naming to Unravel Word Reading Processes.

PubMed

Altani, Angeliki; Protopapas, Athanassios; Georgiou, George K

2018-01-01

During reading acquisition, word recognition is assumed to undergo a developmental shift from slow serial/sublexical processing of letter strings to fast parallel processing of whole word forms. This shift has been proposed to be detected by examining the size of the relationship between serial- and discrete-trial versions of word reading and rapid naming tasks. Specifically, a strong association between serial naming of symbols and single word reading suggests that words are processed serially, whereas a strong association between discrete naming of symbols and single word reading suggests that words are processed in parallel as wholes. In this study, 429 Grade 1, 3, and 5 English-speaking Canadian children were tested on serial and discrete digit naming and word reading. Across grades, single word reading was more strongly associated with discrete naming than with serial naming of digits, indicating that short high-frequency words are processed as whole units early in the development of reading ability in English. In contrast, serial naming was not a unique predictor of single word reading across grades, suggesting that within-word sequential processing was not required for the successful recognition for this set of words. Factor mixture analysis revealed that our participants could be clustered into two classes, namely beginning and more advanced readers. Serial naming uniquely predicted single word reading only among the first class of readers, indicating that novice readers rely on a serial strategy to decode words. Yet, a considerable proportion of Grade 1 students were assigned to the second class, evidently being able to process short high-frequency words as unitized symbols. We consider these findings together with those from previous studies to challenge the hypothesis of a binary distinction between serial/sublexical and parallel/lexical processing in word reading. We argue instead that sequential processing in word reading operates on a continuum, depending on the level of reading proficiency, the degree of orthographic transparency, and word-specific characteristics.

The neural correlates of affect reading: an fMRI study on faces and gestures.

PubMed

Prochnow, D; Höing, B; Kleiser, R; Lindenberg, R; Wittsack, H-J; Schäfer, R; Franz, M; Seitz, R J

2013-01-15

As complex social beings, people communicate, in addition to spoken language, also via nonverbal behavior. In social face-to-face situations, people readily read the affect and intentions of others in their face expressions and gestures recognizing their meaning. Importantly, the addressee further has to discriminate the meanings of the seen communicative motor acts in order to be able to react upon them appropriately. In this functional magnetic resonance imaging study 15 healthy non-alexithymic right-handers observed video-clips that showed the dynamic evolution of emotional face expressions and gestures evolving from a neutral to a fully developed expression. We aimed at disentangling the cerebral circuits related to the observation of the incomplete and the subsequent discrimination of the evolved bodily expressions of emotion which are typical for everyday social situations. We show that the inferior temporal gyrus and the inferior and dorsal medial frontal cortex in both cerebral hemispheres were activated early in recognizing faces and gestures, while their subsequent discrimination involved the right dorsolateral frontal cortex. Interregional correlations showed that the involved regions constituted a widespread circuit allowing for a formal analysis of the seen expressions, their empathic processing and the subjective interpretation of their contextual meanings. Right-left comparisons revealed a greater activation of the right dorsal medial frontal cortex and the inferior temporal gyrus which supports the notion of a right hemispheric dominance for processing affective body expressions. These novel data provide a neurobiological basis for the intuitive understanding of other people which is relevant for socially appropriate decisions and intact social functioning. Copyright © 2012 Elsevier B.V. All rights reserved.

Revisiting the Relations between the WJ-IV Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement during the School-Age Years

ERIC Educational Resources Information Center

Cormier, Damien C.; McGrew, Kevin S.; Bulut, Okan; Funamoto, Allyson

2017-01-01

This study examined associations between broad cognitive abilities (Fluid Reasoning [Gf], Short-Term Working Memory [Gwm], Long-Term Storage and Retrieval [Glr], Processing Speed [Gs], Comprehension-Knowledge [Gc], Visual Processing [Gv], and Auditory Processing [Ga]) and reading achievement (Basic Reading Skills, Reading Rate, Reading Fluency,…

Investigation of basic cognitive predictors of reading and spelling abilities in Tunisian third-grade primary school children.

PubMed

Batnini, Soulef; Uno, Akira

2015-06-01

This study investigated first the main cognitive abilities; phonological processing, visual cognition, automatization and receptive vocabulary in predicting reading and spelling abilities in Arabic. Second, we compared good/poor readers and spellers to detect the characteristics of cognitive predictors which contribute to identifying reading and spelling difficulties in Arabic speaking children. A sample of 116 Tunisian third-grade children was tested on their abilities to read and spell, phonological processing, visual cognition, automatization and receptive vocabulary. For reading, phonological processing and automatization uniquely predicted Arabic word reading and paragraph reading abilities. Automatization uniquely predicted Arabic non-word reading ability. For spelling, phonological processing was a unique predictor for Arabic word spelling ability. Furthermore, poor readers had significantly lower scores on the phonological processing test and slower reading times on the automatization test as compared with good readers. Additionally, poor spellers showed lower scores on the phonological processing test as compared with good spellers. Visual cognitive processing and receptive vocabulary were not significant cognitive predictors of Arabic reading and spelling abilities for Tunisian third grade children in this study. Our results are consistent with previous studies in alphabetic orthographies and demonstrate that phonological processing and automatization are the best cognitive predictors in detecting early literacy problems. We suggest including phonological processing and automatization tasks in screening tests and in intervention programs may help Tunisian children with poor literacy skills overcome reading and spelling difficulties in Arabic. Copyright © 2014 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Dissociating parafoveal preview benefit and parafovea-on-fovea effects during reading: A combined eye tracking and EEG study.

PubMed

Niefind, Florian; Dimigen, Olaf

2016-12-01

During reading, the parafoveal processing of an upcoming word n+1 can influence word recognition in two ways: It can affect fixation behavior during the preceding fixation on word n (parafovea-on-fovea effect, POF), and it can facilitate subsequent foveal processing once word n+1 is fixated (preview benefit). While preview benefits are established, evidence for POF effects is mixed. Recently, it has been suggested that POF effects exist, but have a delayed impact on saccade planning and thus coincide with preview benefits measured on word n+1. We combined eye movement and EEG recordings to investigate and separate neural correlates of POF and preview benefit effects. Participants read lists of nouns either in a boundary paradigm or the RSVP-with-flankers paradigm, while we recorded fixation- or event-related potentials (FRPs/ERPs), respectively. The validity and lexical frequency of the word shown as preview for the upcoming word n+1 were orthogonally manipulated. Analyses focused on the first fixation on word n+1. Preview validity (correct vs. incorrect preview) strongly modulated fixation times and electrophysiological N1 amplitudes, replicating previous findings. Importantly, gaze durations and FRPs measured on word n+1 were also affected by the frequency of the word shown as preview, with low-frequency previews eliciting a sustained, N400-like centroparietal negativity. Results support the idea that POF effects exist but affect word recognition with a delay. Lastly, once word n+1 was fixated, its frequency also modulated N1 amplitudes in ERPs and FRPs. Taken together, we separated immediate and delayed effects of parafoveal processing on brain correlates of word recognition. © 2016 Society for Psychophysiological Research.

Musical Experience, Sensorineural Auditory Processing, and Reading Subskills in Adults.

PubMed

Tichko, Parker; Skoe, Erika

2018-04-27

Developmental research suggests that sensorineural auditory processing, reading subskills (e.g., phonological awareness and rapid naming), and musical experience are related during early periods of reading development. Interestingly, recent work suggests that these relations may extend into adulthood, with indices of sensorineural auditory processing relating to global reading ability. However, it is largely unknown whether sensorineural auditory processing relates to specific reading subskills, such as phonological awareness and rapid naming, as well as musical experience in mature readers. To address this question, we recorded electrophysiological responses to a repeating click (auditory stimulus) in a sample of adult readers. We then investigated relations between electrophysiological responses to sound, reading subskills, and musical experience in this same set of adult readers. Analyses suggest that sensorineural auditory processing, reading subskills, and musical experience are related in adulthood, with faster neural conduction times and greater musical experience associated with stronger rapid-naming skills. These results are similar to the developmental findings that suggest reading subskills are related to sensorineural auditory processing and musical experience in children.

Identifying Learning Patterns of Children at Risk for Specific Reading Disability

PubMed Central

Barbot, Baptiste; Krivulskaya, Suzanna; Hein, Sascha; Reich, Jodi; Thuma, Philip E.; Grigorenko, Elena L.

2016-01-01

Differences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi-trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural Chitonga-speaking Zambia. A multi-group Latent Growth Curve Model (LGCM) was implemented to study interindividual differences in intraindividual change across trials. Results showed that the +SRD group recalled fewer words correctly in the first trial, learned at a slower rate during the subsequent trials, and demonstrated a more linear learning pattern compared to the SRD group. This study illustrates the promise of LGCM applied to multi-trial learning tasks, by isolating three components of the learning process (initial recall, rate of learning, and functional pattern of learning). Implications of this microdevelopmental approach to SRD research in low-to-middle income countries are discussed. PMID:26037654

Identifying learning patterns of children at risk for Specific Reading Disability.

PubMed

Barbot, Baptiste; Krivulskaya, Suzanna; Hein, Sascha; Reich, Jodi; Thuma, Philip E; Grigorenko, Elena L

2016-05-01

Differences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (-SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi-trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural Chitonga-speaking Zambia. A multi-group Latent Growth Curve Model (LGCM) was implemented to study interindividual differences in intraindividual change across trials. Results showed that the +SRD group recalled fewer words correctly in the first trial, learned at a slower rate during the subsequent trials, and demonstrated a more linear learning pattern compared to the -SRD group. This study illustrates the promise of LGCM applied to multi-trial learning tasks, by isolating three components of the learning process (initial recall, rate of learning, and functional pattern of learning). Implications of this microdevelopmental approach to SRD research in low-to-middle income countries are discussed. © 2015 John Wiley & Sons Ltd.

Reading Faster

ERIC Educational Resources Information Center

Nation, Paul

2009-01-01

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

Reading Rate, Readability, and Variations in Task-Induced Processing

ERIC Educational Resources Information Center

Coke, Esther U.

1976-01-01

This study explored the hypothesis that task variables account for previous findings that reading rate is unaffected by readability. The findings suggest that when appropriate reading tasks are chosen, reading rate can be used to infer underlying processes in reading. (Author/DEP)

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…

The Effects of Reading Purpose and Working Memory Capacity on the Processing of Expository Text.

ERIC Educational Resources Information Center

Linderholm, Tracy; van den Broek, Paul

2002-01-01

Examines the extent to which low- and high-WMC (working memory capacity) readers adjust cognitive processes to fit the reading purpose. When reading to study, low-WMC readers emphasized less demanding processes over more demanding processes to a greater extent than high-WMC readers and recalled less. When reading for entertainment, patterns of…

Reading Motivation: 10 Elements for Success. Motivational Strategies That Work!

ERIC Educational Resources Information Center

Gerbig, Kori M.

2009-01-01

Motivational processes are the foundation for coordinating cognitive goals and strategies in reading. Becoming an excellent, active reader involves attunement of motivational processes with cognitive and language processes in reading. This article presents K-12 strategies for motivating reading success. It describes 10 instructional elements that…

Emerging Theoretical Models of Reading through Authentic Assessments among Preservice Teachers: Two Case Studies

ERIC Educational Resources Information Center

Oboler, Eileen S.; Gupta, Abha

2010-01-01

This two-part study examines the emerging understanding of the reading process among preservice teachers (PTs), enrolled in a teacher preparation course on diagnostic reading. The study focuses on the use of reading assessment tools to understand the process of reading, while using reading inventories for diagnostic as well as pedagogical…

Developing a Website Directory for Young People: A Case Study Using Graduate Students in Library and Information Science

ERIC Educational Resources Information Center

Irwin, Enid; Haycock, Ken

2008-01-01

KidsClick! is a web-based instructional resource designed for K-12. In 2006 it was transferred to the San Jose State School of Library and Information Science, and was subsequently refocused for grades 4-9, ages 10-14, post-reading, and pre-adult reading level phases. This article describes three parts of the redesign project--content, interface,…

Predicting reading comprehension of narrative and expository texts among Hebrew-speaking readers with and without a reading disability.

PubMed

Primor, Liron; Pierce, Margaret E; Katzir, Tami

2011-12-01

The aim of this study was to investigate which cognitive and reading-related linguistic skills contribute to reading comprehension of narrative and expository texts. The study examined an Israeli national database of Hebrew-speaking readers in fourth grade, from which a subsample of 190 readers with a reading disability (RD) and 190 readers with no reading disability (NRD) was selected. IQ, text reading, reading comprehension, and various linguistic and cognitive skills were assessed. Structural equation modeling results suggested that both groups rely on lower level processes such as text reading accuracy and orthographic knowledge for reading comprehension of both genres. However, RD readers depend more heavily upon these lower level processes compared with NRD for whom higher level processes contribute more to reading comprehension. The various variables accounted for only 25-34% of reading comprehension variance, and possible explanations are discussed. Taken together, these findings highlight the variety of factors influencing reading comprehension and its multidimensional nature.

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

Frameshifting in the p6 cDNA phage display system.

PubMed

Govarts, Cindy; Somers, Klaartje; Stinissen, Piet; Somers, Veerle

2010-12-20

Phage display is a powerful technique that enables easy identification of targets for any type of ligand. Targets are displayed at the phage surface as a fusion protein to one of the phage coat proteins. By means of a repeated process of affinity selection on a ligand, specific enrichment of displayed targets will occur. In our studies using C-terminal display of cDNA fragments to phage coat protein p6, we noticed the occasional enrichment of targets that do not contain an open reading frame. This event has previously been described in other phage display studies using N-terminal display of targets to phage coat proteins and was due to uncommon translational events like frameshifting. The aim of this study was to examine if C-terminal display of targets to p6 is also subjected to frameshifting. To this end, an enriched target not containing an open reading frame was selected and an E-tag was coupled at the C-terminus in order to measure target display at the surface of the phage. The tagged construct was subsequently expressed in 3 different reading frames and display of both target and E-tag measured to detect the occurrence of frameshifting. As a result, we were able to demonstrate display of the target both in the 0 and in the +1 reading frame indicating that frameshifting can also take place when C-terminal fusion to minor coat protein p6 is applied.

Musical rhythm and reading development: does beat processing matter?

PubMed

Ozernov-Palchik, Ola; Patel, Aniruddh D

2018-05-20

There is mounting evidence for links between musical rhythm processing and reading-related cognitive skills, such as phonological awareness. This may be because music and speech are rhythmic: both involve processing complex sound sequences with systematic patterns of timing, accent, and grouping. Yet, there is a salient difference between musical and speech rhythm: musical rhythm is often beat-based (based on an underlying grid of equal time intervals), while speech rhythm is not. Thus, the role of beat-based processing in the reading-rhythm relationship is not clear. Is there is a distinct relation between beat-based processing mechanisms and reading-related language skills, or is the rhythm-reading link entirely due to shared mechanisms for processing nonbeat-based aspects of temporal structure? We discuss recent evidence for a distinct link between beat-based processing and early reading abilities in young children, and suggest experimental designs that would allow one to further methodically investigate this relationship. We propose that beat-based processing taps into a listener's ability to use rich contextual regularities to form predictions, a skill important for reading development. © 2018 New York Academy of Sciences.

Optimizing text for an individual's visual system: The contribution of visual crowding to reading difficulties.

PubMed

Joo, Sung Jun; White, Alex L; Strodtman, Douglas J; Yeatman, Jason D

2018-06-01

Reading is a complex process that involves low-level visual processing, phonological processing, and higher-level semantic processing. Given that skilled reading requires integrating information among these different systems, it is likely that reading difficulty-known as dyslexia-can emerge from impairments at any stage of the reading circuitry. To understand contributing factors to reading difficulties within individuals, it is necessary to diagnose the function of each component of the reading circuitry. Here, we investigated whether adults with dyslexia who have impairments in visual processing respond to a visual manipulation specifically targeting their impairment. We collected psychophysical measures of visual crowding and tested how each individual's reading performance was affected by increased text-spacing, a manipulation designed to alleviate severe crowding. Critically, we identified a sub-group of individuals with dyslexia showing elevated crowding and found that these individuals read faster when text was rendered with increased letter-, word- and line-spacing. Our findings point to a subtype of dyslexia involving elevated crowding and demonstrate that individuals benefit from interventions personalized to their specific impairments. Copyright © 2018 Elsevier Ltd. All rights reserved.

Morphological Processing and Learning to Read: The Case of Deaf Children

ERIC Educational Resources Information Center

Berthiaume, Rachel; Daigle, Daniel

2014-01-01

Many deaf students encounter great difficulty in learning to read. Typically, research has cited deaf students' difficulties to use phonological processing as the source of their reading deficit. However, recent studies have shown that morphological processing also plays an important part in reading. Since morphological units are visually…

Musical Experience, Sensorineural Auditory Processing, and Reading Subskills in Adults

PubMed Central

Tichko, Parker; Skoe, Erika

2018-01-01

Developmental research suggests that sensorineural auditory processing, reading subskills (e.g., phonological awareness and rapid naming), and musical experience are related during early periods of reading development. Interestingly, recent work suggests that these relations may extend into adulthood, with indices of sensorineural auditory processing relating to global reading ability. However, it is largely unknown whether sensorineural auditory processing relates to specific reading subskills, such as phonological awareness and rapid naming, as well as musical experience in mature readers. To address this question, we recorded electrophysiological responses to a repeating click (auditory stimulus) in a sample of adult readers. We then investigated relations between electrophysiological responses to sound, reading subskills, and musical experience in this same set of adult readers. Analyses suggest that sensorineural auditory processing, reading subskills, and musical experience are related in adulthood, with faster neural conduction times and greater musical experience associated with stronger rapid-naming skills. These results are similar to the developmental findings that suggest reading subskills are related to sensorineural auditory processing and musical experience in children. PMID:29702572

Probing the perceptual and cognitive underpinnings of braille reading. An Estonian population study.

PubMed

Veispak, Anneli; Boets, Bart; Männamaa, Mairi; Ghesquière, Pol

2012-01-01

Similar to many sighted children who struggle with learning to read, a proportion of blind children have specific difficulties related to reading braille which cannot be easily explained. A lot of research has been conducted to investigate the perceptual and cognitive processes behind (impairments in) print reading. Very few studies, however, have aimed for a deeper insight into the relevant perceptual and cognitive processes involved in braille reading. In the present study we investigate the relations between reading achievement and auditory, speech, phonological and tactile processing in a population of Estonian braille reading children and youngsters and matched sighted print readers. Findings revealed that the sequential nature of braille imposes constant decoding and effective recruitment of phonological skills throughout the reading process. Sighted print readers, on the other hand, seem to switch between the use of phonological and lexical processing modes depending on the familiarity, length and structure of the word. Copyright © 2012 Elsevier Ltd. All rights reserved.

Lexical-Semantic Processing and Reading: Relations between Semantic Priming, Visual Word Recognition and Reading Comprehension

ERIC Educational Resources Information Center

Nobre, Alexandre de Pontes; de Salles, Jerusa Fumagalli

2016-01-01

The aim of this study was to investigate relations between lexical-semantic processing and two components of reading: visual word recognition and reading comprehension. Sixty-eight children from private schools in Porto Alegre, Brazil, from 7 to 12 years, were evaluated. Reading was assessed with a word/nonword reading task and a reading…

Concept of AHRS Algorithm Designed for Platform Independent Imu Attitude Alignment

NASA Astrophysics Data System (ADS)

Tomaszewski, Dariusz; Rapiński, Jacek; Pelc-Mieczkowska, Renata

2017-12-01

Nowadays, along with the advancement of technology one can notice the rapid development of various types of navigation systems. So far the most popular satellite navigation, is now supported by positioning results calculated with use of other measurement system. The method and manner of integration will depend directly on the destination of system being developed. To increase the frequency of readings and improve the operation of outdoor navigation systems, one will support satellite navigation systems (GPS, GLONASS ect.) with inertial navigation. Such method of navigation consists of several steps. The first stage is the determination of initial orientation of inertial measurement unit, called INS alignment. During this process, on the basis of acceleration and the angular velocity readings, values of Euler angles (pitch, roll, yaw) are calculated allowing for unambiguous orientation of the sensor coordinate system relative to external coordinate system. The following study presents the concept of AHRS (Attitude and heading reference system) algorithm, allowing to define the Euler angles.The study were conducted with the use of readings from low-cost MEMS cell phone sensors. Subsequently the results of the study were analyzed to determine the accuracy of featured algorithm. On the basis of performed experiments the legitimacy of developed algorithm was stated.

Research findings can change attitudes about corporal punishment.

PubMed

Holden, George W; Brown, Alan S; Baldwin, Austin S; Croft Caderao, Kathryn

2014-05-01

Positive attitudes toward the use of corporal punishment (CP) predict subsequent spanking behavior. Given that CP has frequently been associated with behavior problems in children and child maltreatment, this prevention work was designed to test whether adults' attitudes could be changed by informing participants about the research findings on problematic behaviors associated with CP. Two random assignment studies are reported. In Study 1, we tested whether an active reading condition would result in more attitude change than a passive condition. With a sample of 118 non-parent adults, we found that after reading very brief research summaries on the problems associated with CP, there was a significant decrease in favorable attitudes toward CP. Contrary to expectations, the magnitude of the change was comparable for active and passive processing conditions. In Study 2, we extended our approach to a sample of 520 parents and included a control group. A significant decrease in positive attitudes toward spanking was observed in the intervention group, but no change for the control group. Parents who were unaware of the research showed more change after reading the summaries. Thus, these studies demonstrate that a brief and cost-effective approach to raise awareness of research findings can reduce positive attitudes toward CP. Implications for prevention and intervention are discussed. Copyright © 2013. Published by Elsevier Ltd.

Emphasizing the only character: emphasis, attention and contrast.

PubMed

Chen, Lijing; Yang, Yufang

2015-03-01

In conversations, pragmatic information such as emphasis is important for identifying the speaker's/writer's intention. The present research examines the cognitive processes involved in emphasis processing. Participants read short discourses that introduced one or two character(s), with the character being emphasized or non-emphasized in subsequent texts. Eye movements showed that: (1) early processing of the emphasized word was facilitated, which may have been due to increased attention allocation, whereas (2) late integration of the emphasized character was inhibited when the discourse involved only this character. These results indicate that it is necessary to include other characters as contrastive characters to facilitate the integration of an emphasized character, and support the existence of a relationship between Emphasis and Contrast computation. Taken together, our findings indicate that both attention allocation and contrast computation are involved in emphasis processing, and support the incremental nature of sentence processing and the importance of contrast in discourse comprehension. Copyright © 2014 Elsevier B.V. All rights reserved.

Beyond the initial 140 ms, lexical decision and reading aloud are different tasks: An ERP study with topographic analysis.

PubMed

Mahé, Gwendoline; Zesiger, Pascal; Laganaro, Marina

2015-11-15

Most of our knowledge on the time-course of the mechanisms involved in reading derived from electrophysiological studies is based on lexical decision tasks. By contrast, very few ERP studies investigated the processes involved in reading aloud. It has been suggested that the lexical decision task provides a good index of the processes occurring during reading aloud, with only late processing differences related to task response modalities. However, some behavioral studies reported different sensitivity to psycholinguistic factors between the two tasks, suggesting that print processing could differ at earlier processing stages. The aim of the present study was thus to carry out an ERP comparison between lexical decision and reading aloud in order to determine when print processing differs between these two tasks. Twenty native French speakers performed a lexical decision task and a reading aloud task with the same written stimuli. Results revealed different electrophysiological patterns on both waveform amplitudes and global topography between lexical decision and reading aloud from about 140 ms after stimulus presentation for both words and pseudowords, i.e., as early as the N170 component. These results suggest that only very early, low-level visual processes are common to the two tasks which differ in core processes. Taken together, our main finding questions the use of the lexical decision task as an appropriate paradigm to investigate reading processes and warns against generalizing its results to word reading. Copyright © 2015 Elsevier Inc. All rights reserved.

The Impact of Early Classroom Inattention on Phonological Processing and Word-Reading Development.

PubMed

Dittman, Cassandra K

2016-08-01

The present study investigated the longitudinal relationships between inattention, phonological processing and word reading across the first 2 years of formal reading instruction. In all, 136 school entrants were administered measures of letter knowledge, phonological awareness, phonological memory, rapid naming, and word reading at the start and end of their 1st year of school, and the end of their 2nd year, while teachers completed rating scales of inattention. School entry inattentiveness predicted unique variance in word reading at the end of first grade, after controlling for verbal ability, letter knowledge, and phonological processing. End-of-first-grade inattention predicted a small but significant amount of unique variance in second-grade word reading and word-reading efficiency. Inattention, however, was not a reliable predictor of phonological processing in either first or second grade. Early classroom inattentiveness influences learning to read independent of critical developmental precursors of word-reading development. © The Author(s) 2013.

To fly or not to fly? The automatic influence of negation on language-space associations.

PubMed

Dudschig, Carolin; de la Vega, Irmgard; Kaup, Barbara

2015-09-01

Embodied models of language understanding propose a close association between language comprehension and sensorimotor processes. Specifically, they suggest that meaning representation is grounded in modal experiences. Converging evidence suggests that words automatically activate spatial processing. For example, words such as 'sky' ('ground') facilitate motor and visual processing associated with upper (lower) space. However, very little is known regarding the influence of linguistic operators such as negation on these language-space associations. If these associations play a crucial role for language understanding beyond the word level, one would expect linguistic operators to automatically influence or modify these language-space associations. Participants read sentences describing an event implying an upward or a downward motion in an affirmative or negated version (e.g. The granny looks to the sky/ground vs. The granny does not look to the sky/ground). Subsequently, participants responded with an upward or downward arm movement according to the colour of a dot on the screen. The results showed that the motion direction implied in the sentences influenced subsequent spatially directed motor responses. For affirmative sentences, arm movements were faster if they matched the movement direction implied in the sentence. This language-space association was modified by the negation operator. Our results show that linguistic operators--such as negation--automatically modify language-space associations. Thus, language-space associations seem to reflect language processes beyond pure word-based activations.

Reading Words in and out of Connected Text: The Impact of Context on Semantic and Orthographic Processing

ERIC Educational Resources Information Center

Martin-Chang, Sandra; Levesque, Kyle

2015-01-01

The majority of naturalistic reading occurs within passages. Therefore, it is important to understand how reading in context affects the division of labor between semantic and orthographic processing. However, it is difficult to compare the cognitive processes elicited by reading in context and lists because of the perceptual differences that…

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

PubMed

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

2018-07-01

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

Teaching Reading in a Learning Assistance Center.

ERIC Educational Resources Information Center

Caverly, David

This paper reviews nine principles regarding the reading process, and six scaffolds for teaching students to read, and then suggests a specific developmental reading program for a learning center built upon this knowledge. It is generally accepted that four factors interact to form the reading/learning process: (1) Material; (2) Self; (3)…

Claremont Reading Conference. Thirty-Fourth Yearbook.

ERIC Educational Resources Information Center

Douglass, Malcolm P., Ed.

This collection of 19 articles included in the 34th Yearbook of the Claremont Reading Conference focuses on the theme "Reading and School Life," with specific emphasis on how the quality of school experiences affects the reader and the development of the reading process. The permanent conference theme is "Reading is the Process of Making…

Universal Reading Processes Are Modulated by Language and Writing System

ERIC Educational Resources Information Center

Perfetti, Charles A.; Harris, Lindsay N.

2013-01-01

The connections among language, writing system, and reading are part of what confronts a child in learning to read. We examine these connections in addressing how reading processes adapt to the variety of written language and how writing adapts to language. The first adaptation (reading to writing), as evidenced in behavioral and neuroscience…

Evening electronic device use: The effects on alertness, sleep and next-day physical performance in athletes.

PubMed

Jones, Maddison J; Peeling, Peter; Dawson, Brian; Halson, Shona; Miller, Joanna; Dunican, Ian; Clarke, Michael; Goodman, Carmel; Eastwood, Peter

2018-01-01

The aim of the present study was to investigate the influence of different types of tasks performed with or without an electronic device (tablet) on pre-sleep alertness, subsequent sleep quality and next-day athletic performance. Eight highly trained netball players attended a sleep laboratory for pre-sleep testing, polysomnographic sleep monitoring and next-day physical performance testing on 5 separate occasions (1 familiarisation and 4 experimental sessions). For 2 h prior to bedtime, athletes completed cognitively stimulating tasks (puzzles) or passive tasks (reading) with or without a tablet. Sleepiness tended to be greater after reading compared to completing puzzles without a tablet (d = 0.80), but not with a tablet. Melatonin concentration increased more so after reading compared to completing puzzles on a tablet (P = 0.02). There were no significant differences in sleep quality or quantity or next-day athletic performance between any of the conditions. These data suggest that using a tablet for 2 h prior to sleep does not negatively affect subsequent sleep or next-day performance in athletes.

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

PubMed

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

2018-05-01

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

From "cracking the orthographic code" to "playing with language": toward a usage-based foundation of the reading process.

PubMed

Wallot, Sebastian

2014-01-01

The empirical study of reading dates back more than 125 years. But despite this long tradition, the scientific understanding of reading has made rather heterogeneous progress: many factors that influence the process of text reading have been uncovered, but theoretical explanations remain fragmented; no general theory pulls together the diverse findings. A handful of scholars have noted that properties thought to be at the core of the reading process do not actually generalize across different languages or from situations single-word reading to connected text reading. Such observations cast doubt on many of the traditional conceptions about reading. In this article, I suggest that the observed heterogeneity in the research is due to misguided conceptions about the reading process. Particularly problematic are the unrefined notions about meaning which undergird many reading theories: most psychological theories of reading implicitly assume a kind of elemental token semantics, where words serve as stable units of meaning in a text. This conception of meaning creates major conceptual problems. As an alternative, I argue that reading shoud be rather understood as a form of language use, which circumvents many of the conceptual problems and connects reading to a wider range of linguistic communication. Finally, drawing from Wittgenstein, the concept of "language games" is outlined as an approach to language use that can be operationalized scientifically to provide a new foundation for reading research.

Executive Functions Contribute Uniquely to Reading Competence in Minority Youth.

PubMed

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

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). Research in this area has relied on largely Caucasian samples, with limited representation of children from racial or ethnic minority groups. This study examined contributions of executive skills to reading competence in 761 children of minority backgrounds. Hierarchical linear regressions examined unique contributions of executive functions (EF) to word reading, fluency, and comprehension. EF contributed uniquely to reading performance, over and above reading-related language skills; working memory contributed uniquely to all components of reading; while attentional switching, but not problem solving, contributed to isolated and contextual word reading and reading fluency. Problem solving uniquely predicted comprehension, suggesting that this skill may be especially important for reading comprehension in minority youth. Attentional switching may play a unique role in development of reading fluency in minority youth, perhaps as a result of the increased demand for switching between spoken versus written dialects. Findings have implications for educational and clinical practice with regard to reading instruction, remedial reading intervention, and assessment of individuals with reading difficulty.

A Cost Estimation Analysis of U.S. Navy Ship Fuel-Savings Techniques and Technologies

DTIC Science & Technology

2009-09-01

readings to the boiler operator. The PLC will provide constant automatic trimming of the excess oxygen based upon real time SGA readings. An SCD...the author): The Aegis Combat System is controlled by an advanced, automatic detect-and-track, multi-function three-dimensional passive...subsequently offloaded. An Online Wash System would reduce these maintenance costs and improve fuel efficiency of these engines by keeping the engines

Testing a Nested Skills Model of the Relations among Invented Spelling, Accurate Spelling, and Word Reading, from Kindergarten to Grade 1

ERIC Educational Resources Information Center

Sénéchal, Monique

2017-01-01

The goal was to assess the role of invented spelling to subsequent reading and spelling as proposed by the Nested Skills Model of Early Literacy Acquisition. 107 English-speaking children were tested at the beginning of kindergarten and grade 1, and at the end of grade 1. The findings provided support for the proposed model. First, the role played…

Invented Spelling in Kindergarten as a Predictor of Reading and Spelling in Grade 1: A New Pathway to Literacy, or Just the Same Road, Less Known?

ERIC Educational Resources Information Center

Ouellette, Gene; Sénéchal, Monique

2017-01-01

In this study we evaluated whether the sophistication of children's invented spellings in kindergarten was predictive of subsequent reading and spelling in Grade 1, while also considering the influence of well-known precursors. Children in their first year of schooling (mean age = 66 months; N = 171) were assessed on measures of oral vocabulary,…

Predicting Word Reading and Comprehension with Executive Function and Speed Measures Across Development: A Latent Variable Analysis

PubMed Central

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

2012-01-01

The present study explored whether different executive control and speed measures (working memory, inhibition, processing speed, and naming speed) independently predict individual differences in word reading and reading comprehension. Although previous studies suggest these cognitive constructs are important for reading, we analyze the constructs simultaneously to test whether each is a unique predictor. We used latent variables from 483 participants (ages 8 to 16) to portion each cognitive and reading construct into its unique and shared variance. In these models we address two specific issues: (a) given that our wide age range may span the theoretical transition from “learning to read” to “reading to learn,” we first test whether the relation between word reading and reading comprehension is stable across two age groups (ages 8 to 10 and 11 to 16); and (b) the main theoretical question of interest: whether what is shared and what is separable for word reading and reading comprehension are associated with individual differences in working memory, inhibition, and measures of processing and naming speed. The results indicated that: (a) the relation between word reading and reading comprehension is largely invariant across the age groups; (b) working memory and general processing speed, but not inhibition or the speeded naming of non-alphanumeric stimuli, are unique predictors of both word reading and comprehension, with working memory equally important for both reading abilities and processing speed more important for word reading. These results have implications for understanding why reading comprehension and word reading are highly correlated yet separable. PMID:22352396

Working memory influences processing speed and reading fluency in ADHD.

PubMed

Jacobson, Lisa A; Ryan, Matthew; Martin, Rebecca B; Ewen, Joshua; Mostofsky, Stewart H; Denckla, Martha B; Mahone, E Mark

2011-01-01

Processing-speed deficits affect reading efficiency, even among individuals who recognize and decode words accurately. Children with ADHD who decode words accurately can still have inefficient reading fluency, leading to a bottleneck in other cognitive processes. This "slowing" in ADHD is associated with deficits in fundamental components of executive function underlying processing speed, including response selection. The purpose of the present study was to deconstruct processing speed in order to determine which components of executive control best explain the "processing" speed deficits related to reading fluency in ADHD. Participants (41 ADHD, 21 controls), ages 9-14 years, screened for language disorders, word reading deficits, and psychiatric disorders, were administered measures of copying speed, processing speed, reading fluency, working memory, reaction time, inhibition, and auditory attention span. Compared to controls, children with ADHD showed reduced oral and silent reading fluency and reduced processing speed-driven primarily by deficits on WISC-IV Coding. In contrast, groups did not differ on copying speed. After controlling for copying speed, sex, severity of ADHD-related symptomatology, and GAI, slowed "processing" speed (i.e., Coding) was significantly associated with verbal span and measures of working memory but not with measures of response control/inhibition, lexical retrieval speed, reaction time, or intrasubject variability. Further, "processing" speed (i.e., Coding, residualized for copying speed) and working memory were significant predictors of oral reading fluency. Abnormalities in working memory and response selection (which are frontally mediated and enter into the output side of processing speed) may play an important role in deficits in reading fluency in ADHD, potentially more than posteriorally mediated problems with orienting of attention or perceiving the stimulus.

The effect of the position of atypical character-to-sound correspondences on reading kanji words aloud: Evidence for a sublexical serially operating kanji reading process.

PubMed

Sambai, Ami; Coltheart, Max; Uno, Akira

2018-04-01

In English, the size of the regularity effect on word reading-aloud latency decreases across position of irregularity. This has been explained by a sublexical serially operating reading mechanism. It is unclear whether sublexical serial processing occurs in reading two-character kanji words aloud. To investigate this issue, we studied how the position of atypical character-to-sound correspondences influenced reading performance. When participants read inconsistent-atypical words aloud mixed randomly with nonwords, reading latencies of words with an inconsistent-atypical correspondence in the initial position were significantly longer than words with an inconsistent-atypical correspondence in the second position. The significant difference of reading latencies for inconsistent-atypical words disappeared when inconsistent-atypical words were presented without nonwords. Moreover, reading latencies for words with an inconsistent-atypical correspondence in the first position were shorter than for words with a typical correspondence in the first position. This typicality effect was absent when the atypicality was in the second position. These position-of-atypicality effects suggest that sublexical processing of kanji occurs serially and that the phonology of two-character kanji words is generated from both a lexical parallel process and a sublexical serial process.

Reading Remediation Based on Sequential and Simultaneous Processing.

ERIC Educational Resources Information Center

Gunnison, Judy; And Others

1982-01-01

The theory postulating a dichotomy between sequential and simultaneous processing is reviewed and its implications for remediating reading problems are reviewed. Research is cited on sequential-simultaneous processing for early and advanced reading. A list of remedial strategies based on the processing dichotomy addresses decoding and lexical…

How psychological science informs the teaching of reading.

PubMed

Rayner, K; Foorman, B R; Perfetti, C A; Pesetsky, D; Seidenberg, M S

2001-11-01

This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), research from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusions emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that do not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supplement phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers understand the alphabetic principle and learn new words. Thus, elementary-school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers.

Does Growth in Working Memory Span or Executive Processes Predict Growth in Reading and Math in Children with Reading Disabilities?

ERIC Educational Resources Information Center

Jerman, Olga; Reynolds, Chandra; Swanson, H. Lee

2012-01-01

The present study investigated whether (a) growth patterns related to cognitive processing (working memory, updating, inhibition) differed in subgroups of children with reading disabilities (RD) and (b) growth in working memory (executive processing) predicted growth in other cognitive areas, such as reading and math. Seventy-three children (ages…

Acquiring Orthographic Processing through Word Reading: Evidence from Children Learning to Read French and English

ERIC Educational Resources Information Center

Pasquarella, Adrian; Deacon, Helene; Chen, Becky X.; Commissaire, Eva; Au-Yeung, Karen

2014-01-01

This study examined the within-language and cross-language relationships between orthographic processing and word reading in French and English across Grades 1 and 2. Seventy-three children in French Immersion completed measures of orthographic processing and word reading in French and English in Grade 1 and Grade 2, as well as a series of control…

Global Processing Speed in Children With Low Reading Ability and in Children and Adults With Typical Reading Ability: Exploratory Factor Analytic Models

PubMed Central

Peter, Beate; Matsushita, Mark; Raskind, Wendy H.

2013-01-01

Purpose To investigate processing speed as a latent dimension in children with dyslexia and children and adults with typical reading skills. Method Exploratory factor analysis (FA) was based on a sample of multigenerational families, each ascertained through a child with dyslexia. Eleven measures—6 of them timed—represented verbal and nonverbal processes, alphabet writing, and motor sequencing in the hand and oral motor system. FA was conducted in 4 cohorts (all children, a subset of children with low reading scores, a subset of children with typical reading scores, and adults with typical reading scores; total N = 829). Results Processing speed formed the first factor in all cohorts. Both measures of motor sequencing speed loaded on the speed factor with the other timed variables. Children with poor reading scores showed lower speed factor scores than did typical peers. The speed factor was negatively correlated with age in the adults. Conclusions The speed dimension was observed independently of participant cohort, gender, and reading ability. Results are consistent with a unified theory of processing speed as a quadratic function of age in typical development and with slowed processing in poor readers. PMID:21081672

Effects of Task Relevance Instructions and Topic Beliefs on Reading Processes and Memory

ERIC Educational Resources Information Center

Bohn-Gettler, Catherine M.; McCrudden, Matthew T.

2018-01-01

This study investigated the effects of task relevance instructions and topic beliefs on reading processes and memory for belief-related text. Undergraduates received task instructions (focus on arguments for vs. against) before reading a dual-position text. In Experiment 1 (n = 88), a reading time methodology showed no differences in reading time…

The Use of Online Annotations in Reading Instruction and Its Impact on Students' Reading Progress and Processes

ERIC Educational Resources Information Center

Yeh, Hui-Chin; Hung, Hsiu-Ting; Chiang, Yu-Hsin

2017-01-01

Studies suggest that the incorporation of online annotations in reading instruction can improve students' reading comprehension. However, little research has addressed how students use online annotations in their reading processes and how such use may lead to their improvement. This study thus adopted Reciprocal Teaching (RT) as an instructional…

Skipped words and fixated words are processed differently during reading.

PubMed

Eskenazi, Michael A; Folk, Jocelyn R

2015-04-01

The purpose of this study was to investigate whether words are processed differently when they are fixated during silent reading than when they are skipped. According to a serial processing model of eye movement control (e.g., EZ Reader) skipped words are fully processed (Reichle, Rayner, Pollatsek, Behavioral and Brain Sciences, 26(04):445-476, 2003), whereas in a parallel processing model (e.g., SWIFT) skipped words do not need to be fully processed (Engbert, Nuthmann, Richter, Kliegl, Psychological Review, 112(4):777-813, 2005). Participants read 34 sentences with target words embedded in them while their eye movements were recorded. All target words were three-letter, low-frequency, and unpredictable nouns. After the reading session, participants completed a repetition priming lexical decision task with the target words from the reading session included as the repetition prime targets, with presentation of those same words during the reading task acting as the prime. When participants skipped a word during the reading session, their reaction times on the lexical decision task were significantly longer (M = 656.42 ms) than when they fixated the word (M = 614.43 ms). This result provides evidence that skipped words are sometimes not processed to the same degree as fixated words during reading.

Rapid Naming and Phonological Processing as Predictors of Reading and Spelling

ERIC Educational Resources Information Center

Christo, Catherine; Davis, Jack

2008-01-01

This study examined the relationships between the cognitive processes of rapid naming and phonological processing and various literacy skills. Variables measured and used in this analysis were phonological processing, rapid naming, reading comprehension, isolated and nonsense word reading, and spelling. Data were collected from 65 second-to-fifth…

Teaching Reading

ERIC Educational Resources Information Center

Day, Richard R.

2013-01-01

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

From “cracking the orthographic code” to “playing with language”: toward a usage-based foundation of the reading process

PubMed Central

Wallot, Sebastian

2014-01-01

The empirical study of reading dates back more than 125 years. But despite this long tradition, the scientific understanding of reading has made rather heterogeneous progress: many factors that influence the process of text reading have been uncovered, but theoretical explanations remain fragmented; no general theory pulls together the diverse findings. A handful of scholars have noted that properties thought to be at the core of the reading process do not actually generalize across different languages or from situations single-word reading to connected text reading. Such observations cast doubt on many of the traditional conceptions about reading. In this article, I suggest that the observed heterogeneity in the research is due to misguided conceptions about the reading process. Particularly problematic are the unrefined notions about meaning which undergird many reading theories: most psychological theories of reading implicitly assume a kind of elemental token semantics, where words serve as stable units of meaning in a text. This conception of meaning creates major conceptual problems. As an alternative, I argue that reading shoud be rather understood as a form of language use, which circumvents many of the conceptual problems and connects reading to a wider range of linguistic communication. Finally, drawing from Wittgenstein, the concept of “language games” is outlined as an approach to language use that can be operationalized scientifically to provide a new foundation for reading research. PMID:25202285

The Influence of Schema and Cultural Difference on L1 and L2 Reading

ERIC Educational Resources Information Center

Yang, Shi-sheng

2010-01-01

Reading in L1 shares numerous basic elements with reading in L2, and the processes also differ greatly. Intriguing questions involve whether there are two parallel cognitive processes at work, or whether there are processing strategies that accommodate both L1 and L2. This paper examines how reading in L1 is different from and similar to reading…

Impact of Timed Reading on Comprehension and Speed: A Study on Turkish EFL Learners

ERIC Educational Resources Information Center

Armagan, Kiymet Selin; Genc, Zubeyde Sinem

2017-01-01

Reading process has always been one of the most significant and debatable topics in the area of learning and teaching languages. Reading process in mother tongue (L1) and in a foreign language (L2), the association of these processes, variables affecting reading and the qualities of good and poor readers in L1 and L2 have been investigated…

Towards an Understanding of How Children Read and Spell Irregular Words: The Role of Nonword and Orthographic Processing Skills

ERIC Educational Resources Information Center

Johnston, Rhona; McGeown, Sarah; Moxon, Gerri Elizabeth

2014-01-01

This study examined, in 180 children aged from 6 to 9?years, to what extent irregular word reading and spelling were predicted by vocabulary knowledge, reading frequency, orthographic processing and nonword reading skill. Consistent with models of reading highlighting the quasi-regular nature of irregular words, it was found that nonword reading…

Reading Strategies in a L2: A Study on Machine Translation

ERIC Educational Resources Information Center

Karnal, Adriana Riess; Pereira, Vera Vanmacher

2015-01-01

This article aims at understanding cognitive strategies which are involved in reading academic texts in English as a L2/FL. Specifically, we focus on reading comprehension when a text is read either using Google translator or not. From this perspective we must consider the reading process in its complexity not only as a decoding process. We follow…

Effects of visual span on reading speed and parafoveal processing in eye movements during sentence reading.

PubMed

Risse, Sarah

2014-07-15

The visual span (or ‘‘uncrowded window’’), which limits the sensory information on each fixation, has been shown to determine reading speed in tasks involving rapid serial visual presentation of single words. The present study investigated whether this is also true for fixation durations during sentence reading when all words are presented at the same time and parafoveal preview of words prior to fixation typically reduces later word-recognition times. If so, a larger visual span may allow more efficient parafoveal processing and thus faster reading. In order to test this hypothesis, visual span profiles (VSPs) were collected from 60 participants and related to data from an eye-tracking reading experiment. The results confirmed a positive relationship between the readers’ VSPs and fixation-based reading speed. However, this relationship was not determined by parafoveal processing. There was no evidence that individual differences in VSPs predicted differences in parafoveal preview benefit. Nevertheless, preview benefit correlated with reading speed, suggesting an independent effect on oculomotor control during reading. In summary, the present results indicate a more complex relationship between the visual span, parafoveal processing, and reading speed than initially assumed. © 2014 ARVO.

Executive Functions Contribute Uniquely to Reading Competence in Minority Youth

PubMed Central

Jacobson, Lisa A.; Koriakin, Taylor; Lipkin, Paul; Boada, Richard; Frijters, Jan; Lovett, Maureen; Hill, Dina; Willcutt, Erik; Gottwald, Stephanie; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R.; Mahone, E. Mark

2018-01-01

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). Research in this area has relied on largely Caucasian samples, with limited representation of children from racial or ethnic minority groups. This study examined contributions of executive skills to reading competence in 761 children of minority backgrounds. Hierarchical linear regressions examined unique contributions of executive functions (EF) to word reading, fluency, and comprehension. EF contributed uniquely to reading performance, over and above reading-related language skills; working memory contributed uniquely to all components of reading; while attentional switching, but not problem solving, contributed to isolated and contextual word reading and reading fluency. Problem solving uniquely predicted comprehension, suggesting that this skill may be especially important for reading comprehension in minority youth. Attentional switching may play a unique role in development of reading fluency in minority youth, perhaps as a result of the increased demand for switching between spoken versus written dialects. Findings have implications for educational and clinical practice with regard to reading instruction, remedial reading intervention, and assessment of individuals with reading difficulty. PMID:26755569

Comprehending text versus reading words in young readers with varying reading ability: Distinct patterns of functional connectivity from common processing hubs

PubMed Central

Aboud, Katherine S.; Bailey, Stephen K.; Petrill, Stephen A.; Cutting, Laurie E.

2016-01-01

Skilled reading depends on recognizing words efficiently in isolation (word-level processing; WL) and extracting meaning from text (discourse-level processing; DL); deficiencies in either result in poor reading. FMRI has revealed consistent overlapping networks in word and passage reading, as well as unique regions for DL processing, however less is known about how WL and DL processes interact. Here we examined functional connectivity from seed regions derived from where BOLD signal overlapped during word and passage reading in 38 adolescents ranging in reading ability, hypothesizing that even though certain regions support word- and higher-level language, connectivity patterns from overlapping regions would be task modulated. Results indeed revealed that the left-lateralized semantic and working memory (WM) seed regions showed task-dependent functional connectivity patterns: during DL processes, semantic and WM nodes all correlated with the left angular gyrus, a region implicated in semantic memory/coherence building. In contrast, during WL, these nodes coordinated with a traditional WL area (left occipitotemporal region). Additionally, these WL and DL findings were modulated by decoding and comprehension abilities, respectively, with poorer abilities correlating with decreased connectivity. Findings indicate that key regions may uniquely contribute to multiple levels of reading; we speculate that these connectivity patterns may be especially salient for reading outcomes and intervention response. PMID:27147257

Stroop interference associated with efficient reading fluency and prelexical orthographic processing.

PubMed

Mano, Quintino R; Williamson, Brady J; Pae, Hye K; Osmon, David C

2016-01-01

The Stroop Color-Word Test involves a dynamic interplay between reading and executive functioning that elicits intuitions of word reading automaticity. One such intuition is that strong reading skills (i.e., more automatized word reading) play a disruptive role within the test, contributing to Stroop interference. However, evidence has accumulated that challenges this intuition. The present study examined associations among Stroop interference, reading skills (i.e., isolated word identification, grapheme-to-phoneme mapping, phonemic awareness, reading fluency) measured on standardized tests, and orthographic skills measured on experimental computerized tasks. Among university students (N = 152), correlational analyses showed greater Stroop interference to be associated with (a) relatively low scores on all standardized reading tests, and (b) longer response latencies on orthographic tasks. Hierarchical regression demonstrated that reading fluency and prelexical orthographic processing predicted unique and significant variance in Stroop interference beyond baseline rapid naming. Results suggest that strong reading skills, including orthographic processing, play a supportive role in resolving Stroop interference.

How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts

PubMed Central

Papadopoulos, Timothy C.; Spanoudis, George C.; Georgiou, George K.

2016-01-01

We examined the prominent theoretical explanations of the RAN-reading relationship in a relatively transparent language (Greek) in a sample of children (n = 286) followed from Grade 1 to Grade 2. Specifically, we tested the fit of eight different models, as defined by the type of reading performance predicted (oral vs. silent word reading fluency), the type of RAN tasks (non-alphanumeric vs. alphanumeric), and the RAN effects (direct vs. indirect). Working memory, attention, processing speed, and motor skills were used as “common cause” variables predicting both RAN and reading fluency and phonological awareness and orthographic processing were used as mediators of RAN's effects on reading fluency. The findings of both concurrent and longitudinal analyses indicated that RAN is a unique predictor of oral reading fluency, but not silent reading fluency. Using alphanumeric or non-alphanumeric RAN did not particularly affect the RAN-reading relationship. Both phonological awareness and orthographic processing partly mediated RAN's effects on reading fluency. Theoretical implications of these findings are discussed. PMID:27605918

Reading Efficiency of Deaf and Hearing People in Spanish.

PubMed

Moreno-Pérez, Francisco J; Saldaña, David; Rodríguez-Ortiz, Isabel R

2015-10-01

Different studies have showed poor reading performance in the deaf compared to the hearing population. This has overshadowed the fact that a minority of deaf children learns to read successfully and reaches levels similar to their hearing peers. We analyze whether deaf people deploy the same cognitive and learning processes in reading as their hearing peers. For this purpose, we analyzed the relation between phonological processing, speechreading, vocabulary, reading speed, and accuracy with reading efficiency in a sample of deaf people and two control groups respectively matched on chronological age and reading level. The results indicate that deaf people's level of reading efficiency is lower than hearing people's of the same age, but that deafness status in itself is not a good predictor of reading level. The results do not support the idea that deaf people's reading is the result of different processes from the hearing population. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Reading Comprehension and Working Memory's Executive Processes: An Intervention Study in Primary School Students

ERIC Educational Resources Information Center

Garcia-Madruga, Juan A.; Elosua, Maria Rosa; Gil, Laura; Gomez-Veiga, Isabel; Vila, Jose Oscar; Orjales, Isabel; Contreras, Antonio; Rodriguez, Raquel; Melero, Maria Angeles; Duque, Gonzalo

2013-01-01

Reading comprehension is a highly demanding task that involves the simultaneous process of extracting and constructing meaning in which working memory's executive processes play a crucial role. In this article, a training program on working memory's executive processes to improve reading comprehension is presented and empirically tested in two…

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…

Beyond decoding: phonological processing during silent reading in beginning readers.

PubMed

Blythe, Hazel I; Pagán, Ascensión; Dodd, Megan

2015-07-01

In this experiment, the extent to which beginning readers process phonology during lexical identification in silent sentence reading was investigated. The eye movements of children aged seven to nine years and adults were recorded as they read sentences containing either a correctly spelled target word (e.g., girl), a pseudohomophone (e.g., gerl), or a spelling control (e.g., garl). Both children and adults showed a benefit from the valid phonology of the pseudohomophone, compared to the spelling control during reading. This indicates that children as young as seven years old exhibit relatively skilled phonological processing during reading, despite having moved past the use of overt phonological decoding strategies. In addition, in comparison to adults, children's lexical processing was more disrupted by the presence of spelling errors, suggesting a developmental change in the relative dependence upon phonological and orthographic processing in lexical identification during silent sentence reading. (c) 2015 APA, all rights reserved.

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

PubMed

Mani, Nivedita; Huettig, Falk

2014-10-01

Despite the efficiency with which language users typically process spoken language, a growing body of research finds substantial individual differences in both the speed and accuracy of spoken language processing potentially attributable to participants' literacy skills. Against this background, the current study took a look at the role of word reading skill in listeners' anticipation of upcoming spoken language input in children at the cusp of learning to read; if reading skills affect predictive language processing, then children at this stage of literacy acquisition should be most susceptible to the effects of reading skills on spoken language processing. We tested 8-year-olds on their prediction of upcoming spoken language input in an eye-tracking task. Although children, like in previous studies to date, were successfully able to anticipate upcoming spoken language input, there was a strong positive correlation between children's word reading skills (but not their pseudo-word reading and meta-phonological awareness or their spoken word recognition skills) and their prediction skills. We suggest that these findings are most compatible with the notion that the process of learning orthographic representations during reading acquisition sharpens pre-existing lexical representations, which in turn also supports anticipation of upcoming spoken words. Copyright © 2014 Elsevier Inc. All rights reserved.

In search of methods enhancing fluency in reading: An examination of the relations between time constraints and processes of reading in readers of German.

PubMed

Bar-Kochva, Irit; Hasselhorn, Marcus

2015-12-01

The attainment of fluency in reading is a major difficulty for reading-disabled people. Manipulations applied on the presentation of texts, leading to "on-line" effects on reading (i.e., while texts are manipulated), are one direction of examinations in search of methods affecting reading. The imposing of time constraints, by deleting one letter after the other from texts presented on a computer screen, has been established as such a method. In an attempt to further understand its nature, we tested the relations between time constraints and processes of reading: phonological decoding of small orthogrpahic units and the addressing of orthographic representations from the mental lexicon. We also examined whether the type of orthogrpahic unit deleted (lexical, sublexical, or nonlexical unit) has any additional effect. Participants were German fifth graders with (n = 29) or without (n = 34) reading disability. Time constraints enhanced fluency in reading in both groups, and to a similar extent, across conditions. Comprehension was unimpaired. These results place the very principle of time constraints, regardless of the orthographic unit manipulated, as a critical factor affecting fluency in reading. However, phonological decoding explained a significant amount of variance in fluency in reading across all conditions in reading-disabled children, whereas the addressing of orthographic representations was the consistent predictor of fluency in reading in regular readers. These results indicate a qualitative difference in the processes explaining the variance in fluency in reading in regular and reading-disabled readers and suggest that time constraints might not have an effect on the relations between these processes and reading performance. Copyright © 2015 Elsevier Inc. All rights reserved.

Visual processing during natural reading

PubMed Central

Weiss, Béla; Knakker, Balázs; Vidnyánszky, Zoltán

2016-01-01

Reading is a unique human ability that plays a pivotal role in the development and functioning of our modern society. However, its neural basis remains poorly understood since previous research was focused on reading words with fixed gaze. Here we developed a methodological framework for single-trial analysis of fixation onset-related EEG activity (FOREA) that enabled us to investigate visual information processing during natural reading. To reveal the effect of reading skills on orthographic processing during natural reading, we measured how altering the configural properties of the written text by modifying inter-letter spacing affects FOREA. We found that orthographic processing is reflected in FOREA in three consecutive time windows (120–175 ms, 230–265 ms, 345–380 ms after fixation onset) and the magnitude of FOREA effects in the two later time intervals showed a close association with the participants’ reading speed: FOREA effects were larger in fast than in slow readers. Furthermore, these expertise-driven configural effects were clearly dissociable from the FOREA signatures of visual perceptual processes engaged to handle the increased crowding (155–220 ms) as a result of decreasing letter spacing. Our findings revealed that with increased reading skills orthographic processing becomes more sensitive to the configural properties of the written text. PMID:27231193

Improving Reading in Science. Reading Aids Series.

ERIC Educational Resources Information Center

Thelen, Judith

The material in this monograph is based on the idea that science content and the reading and reasoning processes for learning may be taught simultaneously in the science classroom. Topics of the six chapters are: distinguishing between content and process, developmental and functional reading; diagnosis in teaching science; preparatory activities…

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

ERIC Educational Resources Information Center

Lesaux, Nonie K.; Harris, Julie Russ

2017-01-01

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

A Theory of Reading: From Eye Fixations to Comprehension.

ERIC Educational Resources Information Center

Just, Marcel Adam; Carpenter, Patricia A.

1980-01-01

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

The Interplay of Silent Reading, Reading-While-Listening and Listening-Only

ERIC Educational Resources Information Center

Nakashima, Kohji; Stephens, Meredith; Kamata, Suzanne

2018-01-01

Leading scholars (Gilbert, 2009; Walter, 2008) have highlighted the importance of phonological processing in learning to read. Nevertheless, reading in Japan has traditionally been taught without adequate attention to the role of phonological processing. Accordingly, it was speculated that Japanese university students would demonstrate superior…

The Reciprocal Relations between Morphological Processes and Reading

ERIC Educational Resources Information Center

Kruk, Richard S.; Bergman, Krista

2013-01-01

Reciprocal relations between emerging morphological processes and reading skills were examined in a longitudinal study tracking children from Grade 1 through Grade 3. The aim was to examine predictive relationships between productive morphological processing involving composing and decomposing of inflections and derivations, reading ability for…

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)

The Cognitive Neuroscience of Sign Language: Engaging Undergraduate Students' Critical Thinking Skills Using the Primary Literature.

PubMed

Stevens, Courtney

2015-01-01

This article presents a modular activity on the neurobiology of sign language that engages undergraduate students in reading and analyzing the primary functional magnetic resonance imaging (fMRI) literature. Drawing on a seed empirical article and subsequently published critique and rebuttal, students are introduced to a scientific debate concerning the functional significance of right-hemisphere recruitment observed in some fMRI studies of sign language processing. The activity requires minimal background knowledge and is not designed to provide students with a specific conclusion regarding the debate. Instead, the activity and set of articles allow students to consider key issues in experimental design and analysis of the primary literature, including critical thinking regarding the cognitive subtractions used in blocked-design fMRI studies, as well as possible confounds in comparing results across different experimental tasks. By presenting articles representing different perspectives, each cogently argued by leading scientists, the readings and activity also model the type of debate and dialogue critical to science, but often invisible to undergraduate science students. Student self-report data indicate that undergraduates find the readings interesting and that the activity enhances their ability to read and interpret primary fMRI articles, including evaluating research design and considering alternate explanations of study results. As a stand-alone activity completed primarily in one 60-minute class block, the activity can be easily incorporated into existing courses, providing students with an introduction both to the analysis of empirical fMRI articles and to the role of debate and critique in the field of neuroscience.

The Effect of Limited Health Literacy on How Internet Users Learn About Diabetes.

PubMed

Yom-Tov, Elad; Marino, Barbara; Pai, Jennifer; Harris, Dawn; Wolf, Michael

2016-10-01

The Internet continues to be an important supplemental health information resource for an increasing number of U.S. adults, especially for those with a new or existing chronic condition. Here we examine how people use the Internet to learn about Type 2 diabetes and how health literacy (HL) influences this information-seeking behavior. We analyzed the searches of approximately 2 million people who queried for diabetes-related information on Microsoft's Bing search engine. The HL of searchers was imputed through a community-based HL score. Topics searched were categorized and subsequent websites were assessed for readability. Overall, diabetes information-seeking strategies via the Internet are similar among adults with limited and adequate HL skills. However, people with limited HL take a longer time to read pages that are quickly read by people with adequate HL and vice versa. Information seeking among the former is terminated prematurely, as is evident from a Hidden Markov Model of the search process. Our findings indicate that the reading level required to understand the majority of diabetes-related information is high. Especially on government websites, more than 80% of information requires a reading level corresponding to 7th grade or higher. Our results indicate that individuals with lower HL may disproportionately struggle with Internet searches and fail to get an equivalent benefit from this information resource compared to users with greater HL. Future interventions should target the quality and ease of navigation of health care websites and find ways to leverage other relevant professionals to encourage and promote successful information access on the Web.

The Cognitive Neuroscience of Sign Language: Engaging Undergraduate Students’ Critical Thinking Skills Using the Primary Literature

PubMed Central

Stevens, Courtney

2015-01-01

This article presents a modular activity on the neurobiology of sign language that engages undergraduate students in reading and analyzing the primary functional magnetic resonance imaging (fMRI) literature. Drawing on a seed empirical article and subsequently published critique and rebuttal, students are introduced to a scientific debate concerning the functional significance of right-hemisphere recruitment observed in some fMRI studies of sign language processing. The activity requires minimal background knowledge and is not designed to provide students with a specific conclusion regarding the debate. Instead, the activity and set of articles allow students to consider key issues in experimental design and analysis of the primary literature, including critical thinking regarding the cognitive subtractions used in blocked-design fMRI studies, as well as possible confounds in comparing results across different experimental tasks. By presenting articles representing different perspectives, each cogently argued by leading scientists, the readings and activity also model the type of debate and dialogue critical to science, but often invisible to undergraduate science students. Student self-report data indicate that undergraduates find the readings interesting and that the activity enhances their ability to read and interpret primary fMRI articles, including evaluating research design and considering alternate explanations of study results. As a stand-alone activity completed primarily in one 60-minute class block, the activity can be easily incorporated into existing courses, providing students with an introduction both to the analysis of empirical fMRI articles and to the role of debate and critique in the field of neuroscience. PMID:26557797

Inoculating against reactance to persuasive health messages.

PubMed

Richards, Adam S; Banas, John A

2015-01-01

This investigation examined the possibility of decreasing psychological reactance to health campaigns through the use of inoculation messages. It was hypothesized that an inoculation message, which forewarned of the potential of subsequent reactance, would decrease participants' likelihood of reacting negatively to a freedom-threatening message aimed to reduce excessive alcohol consumption. Participants (N = 275) who were inoculated against potential reactance felt less threatened and experienced less reactance compared to those who did not read an inoculation message. Structural equation modeling showed that inoculation indirectly predicted lower intention to drink alcohol via the theorized mediated reactance process. This research suggests that it is possible to inoculate against self-generated cognitions that might otherwise lead toward negative health behaviors.

What Is Reading? A Comparison of Three Models of the Reading Process.

ERIC Educational Resources Information Center

Angus, Elisabeth

Theoretical models of the reading process have been proposed by F. Smith, E. J. Gibson and H. Levin, and D. LaBerge and S. J. Samuels. These models were examined using the following questions: How are features of print processed by the brain? How important are prior knowledge and expectations to the process (top-down or bottom-up processing)? Is…

Depth of processing in the stroop task: evidence from a novel forced-reading condition.

PubMed

Eidels, Ami; Ryan, Kathryn; Williams, Paul; Algom, Daniel

2014-01-01

The presence of the Stroop effect betrays the fact that the carrier words were read in the face of instructions to ignore them and to respond to the target ink colors. In this study, we probed the nature of this involuntary reading by comparing color performance with that in a new forced-reading Stroop task in which responding is strictly contingent on reading each and every word. We found larger Stroop effects in the forced-reading task than in the classic Stroop task and concluded that words are processed to a shallower level in the Stroop task than they are in routine voluntary reading. The results show that the two modes of word processing differ in systematic ways and are conductive to qualitatively different representations. These results can pose a challenge to the strongly automatic view of word reading in the Stroop task.

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

PubMed

Lee, Horng-Yih

2012-06-01

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

The eye movements of dyslexic children during reading and visual search: impact of the visual attention span.

PubMed

Prado, Chloé; Dubois, Matthieu; Valdois, Sylviane

2007-09-01

The eye movements of 14 French dyslexic children having a VA span reduction and 14 normal readers were compared in two tasks of visual search and text reading. The dyslexic participants made a higher number of rightward fixations in reading only. They simultaneously processed the same low number of letters in both tasks whereas normal readers processed far more letters in reading. Importantly, the children's VA span abilities related to the number of letters simultaneously processed in reading. The atypical eye movements of some dyslexic readers in reading thus appear to reflect difficulties to increase their VA span according to the task request.

Tracing children's vocabulary development from preschool through the school-age years: An 8-year longitudinal study

PubMed Central

Kang, Cuiping; Liu, Hongyun; Zhang, Yuping; McBride-Chang, Catherine; Tardif, Twila; Li, Hong; Liang, Weilan; Zhang, Zhixiang; Shu, Hua

2014-01-01

In this 8-year longitudinal study, we traced the vocabulary growth of Chinese children, explored potential precursors of vocabulary knowledge, and investigated how vocabulary growth predicted future reading skills. Two hundred sixty-four (264) native Chinese children from Beijing were measured on a variety of reading and language tasks over 8 years. Between the ages of 4 to 10 years, they were administered tasks of vocabulary and related cognitive skills. At age 11, comprehensive reading skills, including character recognition, reading fluency, and reading comprehension were examined. Individual differences in vocabulary developmental profiles were estimated using the intercept-slope cluster method. Vocabulary development was then examined in relation to later reading outcomes. Three subgroups of lexical growth were classified, namely high-high (with a large initial vocabulary size and a fast growth rate), low-high (with a small initial vocabulary size and a fast growth rate) and low-low (with a small initial vocabulary size and a slow growth rate) groups. Low-high and low-low groups were distinguishable mostly through phonological skills, morphological skills and other reading-related cognitive skills. Childhood vocabulary development (using intercept and slope) explained subsequent reading skills. Findings suggest that language-related and reading-related cognitive skills differ among groups with different developmental trajectories of vocabulary, and the initial size and growth rate of vocabulary may be two predictors for later reading development. PMID:24962559

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

PubMed

Veispak, Anneli; Boets, Bart; Ghesquière, Pol

2013-01-01

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

Working Memory Influences Processing Speed and Reading Fluency in ADHD

PubMed Central

Jacobson, Lisa A.; Ryan, Matthew; Martin, Rebecca B.; Ewen, Joshua; Mostofsky, Stewart H.; Denckla, Martha B.; Mahone, E. Mark

2012-01-01

Processing speed deficits affect reading efficiency, even among individuals who recognize and decode words accurately. Children with ADHD who decode words accurately can still have inefficient reading fluency, leading to a bottleneck in other cognitive processes. This “slowing” in ADHD is associated with deficits in fundamental components of executive function underlying processing speed, including response selection. The purpose of the present study was to deconstruct processing speed in order to determine which components of executive control best explain the “processing” speed deficits related to reading fluency in ADHD. Participants (41 ADHD, 21 controls), ages 9-14, screened for language disorders, word reading deficits, and psychiatric disorders, were administered measures of copying speed, processing speed, reading fluency, working memory, reaction time, inhibition, and auditory attention span. Compared to controls, children with ADHD showed reduced oral and silent reading fluency, and reduced processing speed—driven primarily by deficits on WISC-IV Coding. In contrast, groups did not differ on copying speed. After controlling for copying speed, sex, severity of ADHD-related symptomatology, and GAI, slowed “processing” speed (i.e., Coding) was significantly associated with verbal span and measures of working memory, but not with measures of response control/inhibition, lexical retrieval speed, reaction time, or intra-subject variability. Further, “processing” speed (i.e., Coding, residualized for copying speed) and working memory were significant predictors of oral reading fluency. Abnormalities in working memory and response selection (which are frontally-mediated and enter into the output side of processing speed) may play an important role in deficits in reading fluency in ADHD, potentially more than posteriorally-mediated problems with orienting of attention or perceiving the stimulus. PMID:21287422

Elaboration over a Discourse Facilitates Retrieval in Sentence Processing.

PubMed

Troyer, Melissa; Hofmeister, Philip; Kutas, Marta

2016-01-01

Language comprehension requires access to stored knowledge and the ability to combine knowledge in new, meaningful ways. Previous work has shown that processing linguistically more complex expressions ('Texas cattle rancher' vs. 'rancher') leads to slow-downs in reading during initial processing, possibly reflecting effort in combining information. Conversely, when this information must subsequently be retrieved (as in filler-gap constructions), processing is facilitated for more complex expressions, possibly because more semantic cues are available during retrieval. To follow up on this hypothesis, we tested whether information distributed across a short discourse can similarly provide effective cues for retrieval. Participants read texts introducing two referents (e.g., two senators), one of whom was described in greater detail than the other (e.g., 'The Democrat had voted for one of the senators, and the Republican had voted for the other, a man from Ohio who was running for president'). The final sentence (e.g., 'The senator who the {Republican/Democrat}had voted for…') contained a relative clause picking out either the Many-Cue referent (with 'Republican') or the One-Cue referent (with 'Democrat'). We predicted facilitated retrieval (faster reading times) for the Many-Cue condition at the verb region ('had voted for'), where readers could understand that 'The senator' is the object of the verb. As predicted, this pattern was observed at the retrieval region and continued throughout the rest of the sentence. Participants also completed the Author/Magazine Recognition Tests (ART/MRT; Stanovich and West, 1989), providing a proxy for world knowledge. Since higher ART/MRT scores may index (a) greater experience accessing relevant knowledge and/or (b) richer/more highly structured representations in semantic memory, we predicted it would be positively associated with effects of elaboration on retrieval. We did not observe the predicted interaction between ART/MRT scores and Cue condition at the retrieval region, though ART/MRT interacted with Cue condition in other locations in the sentence. In sum, we found that providing more elaborative information over the course of a text can facilitate retrieval for referents, consistent with a framework in which referential elaboration over a discourse and not just local linguistic information directly impacts information retrieval during sentence processing.

Character Reading Fluency, Word Segmentation Accuracy, and Reading Comprehension in L2 Chinese

ERIC Educational Resources Information Center

Shen, Helen H.; Jiang, Xin

2013-01-01

This study investigated the relationships between lower-level processing and general reading comprehension among adult L2 (second-language) beginning learners of Chinese, in both target and non-target language learning environments. Lower-level processing in Chinese reading includes the factors of character-naming accuracy, character-naming speed,…

English L2 Reading: Getting to the Bottom. 2nd Edition

ERIC Educational Resources Information Center

Birch, Barbara M.

2007-01-01

This book remains a comprehensive, myth-debunking examination of how L1 features (orthographic system, phonology, morphology) can influence English L2 reading at the "bottom" of the reading process. It provides a thorough but very accessible linguistic/psycholinguistic examination of the lowest levels of the reading process. It is both theoretical…

The Utility of Chinese Tone Processing Skill in Detecting Children with English Reading Disabilities

ERIC Educational Resources Information Center

Anderson, Alida; Wang, Min

2012-01-01

The utility of Chinese tone processing skill in detecting children with English reading difficulties was examined through differences in a Chinese tone experimental task between a group of native English-speaking children with reading disabilities (RD) and a comparison group of children with normal reading development (NRD). General auditory…

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

ERIC Educational Resources Information Center

Martin-Chang, Sandra; Levesque, Kyle

2013-01-01

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

Storytelling: Learning to Read as Social and Cultural Processes

ERIC Educational Resources Information Center

Bloome, David; Kim, Minjeong

2016-01-01

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

Writing and Reading: The Transactional Theory. Technical Report No. 416.

ERIC Educational Resources Information Center

Rosenblatt, Louise M.

Because any reading or writing research project or teaching method rests on some kind of epistemological assumptions and some models of reading and writing processes, a coherent theoretical approach to the interrelationships of the reading and writing processes is needed. In light of the post-Einsteinian scientific paradigm and Peircean semiotics,…

The Interplay between Automatic and Control Processes in Reading.

ERIC Educational Resources Information Center

Walczyk, Jeffrey J.

2000-01-01

Reviews prominent reading theories in light of their accounts of how automatic and control processes combine to produce successful text comprehension, and the trade-offs between the two. Presents the Compensatory-Encoding Model of reading, which explicates how, when, and why automatic and control processes interact. Notes important educational…

Naming-Speed Processes, Timing, and Reading: A Conceptual Review.

ERIC Educational Resources Information Center

Wolf, Maryanne; Bowers, Patricia Greig; Biddle, Kathleen

2000-01-01

This article reviews evidence for seven central questions about the role of naming-speed deficits in developmental reading disabilities. Cross-sectional, longitudinal, and cross-linguistic research on naming-speed processes, timing processes, and reading is presented. An evolving model of visual naming illustrates areas of difference and areas of…

The effects of reading comprehension and launch site on frequency-predictability interactions during paragraph reading.

PubMed

Whitford, Veronica; Titone, Debra

2014-01-01

We used eye movement measures of paragraph reading to examine whether word frequency and predictability interact during the earliest stages of lexical processing, with a specific focus on whether these effects are modulated by individual differences in reading comprehension or launch site (i.e., saccade length between the prior and currently fixated word--a proxy for the amount of parafoveal word processing). The joint impact of frequency and predictability on reading will elucidate whether these variables additively or multiplicatively affect the earliest stages of lexical access, which, in turn, has implications for computational models of eye movements during reading. Linear mixed effects models revealed additive effects during both early- and late-stage reading, where predictability effects were comparable for low- and high-frequency words. Moreover, less cautious readers (e.g., readers who engaged in skimming, scanning, mindless reading) demonstrated smaller frequency effects than more cautious readers. Taken together, our findings suggest that during extended reading, frequency and predictability exert additive influences on lexical and postlexical processing, and that individual differences in reading comprehension modulate sensitivity to the effects of word frequency.

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

ERIC Educational Resources Information Center

Hannon, Brenda

2012-01-01

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

The On-Line Investigation of Reading a Text: Methods and a Model.

ERIC Educational Resources Information Center

Hyona, Jukka

Five methods for studying the process of reading a text are presented, and a model for discourse processing is outlined. Discourse processing refers to comprehension of the meaning underlying the verbal message. The methods discussed here investigate the reading process as it occurs, and focus on the amount of time taken to complete a task or…

Reading Process and Practice: From Socio-Psycholinguistics to Whole Language.

ERIC Educational Resources Information Center

Weaver, Constance

Based on the thesis that reading is not a passive process by which readers soak up words and information from the page, but an active process by which they predict, sample, and confirm or correct their hypotheses about the written text, this book is an introduction to the theories of the psycholinguistic nature of the reading process and reading…

SHARAKU: an algorithm for aligning and clustering read mapping profiles of deep sequencing in non-coding RNA processing.

PubMed

Tsuchiya, Mariko; Amano, Kojiro; Abe, Masaya; Seki, Misato; Hase, Sumitaka; Sato, Kengo; Sakakibara, Yasubumi

2016-06-15

Deep sequencing of the transcripts of regulatory non-coding RNA generates footprints of post-transcriptional processes. After obtaining sequence reads, the short reads are mapped to a reference genome, and specific mapping patterns can be detected called read mapping profiles, which are distinct from random non-functional degradation patterns. These patterns reflect the maturation processes that lead to the production of shorter RNA sequences. Recent next-generation sequencing studies have revealed not only the typical maturation process of miRNAs but also the various processing mechanisms of small RNAs derived from tRNAs and snoRNAs. We developed an algorithm termed SHARAKU to align two read mapping profiles of next-generation sequencing outputs for non-coding RNAs. In contrast with previous work, SHARAKU incorporates the primary and secondary sequence structures into an alignment of read mapping profiles to allow for the detection of common processing patterns. Using a benchmark simulated dataset, SHARAKU exhibited superior performance to previous methods for correctly clustering the read mapping profiles with respect to 5'-end processing and 3'-end processing from degradation patterns and in detecting similar processing patterns in deriving the shorter RNAs. Further, using experimental data of small RNA sequencing for the common marmoset brain, SHARAKU succeeded in identifying the significant clusters of read mapping profiles for similar processing patterns of small derived RNA families expressed in the brain. The source code of our program SHARAKU is available at http://www.dna.bio.keio.ac.jp/sharaku/, and the simulated dataset used in this work is available at the same link. Accession code: The sequence data from the whole RNA transcripts in the hippocampus of the left brain used in this work is available from the DNA DataBank of Japan (DDBJ) Sequence Read Archive (DRA) under the accession number DRA004502. yasu@bio.keio.ac.jp Supplementary data are available at Bioinformatics online. © The Author 2016. Published by Oxford University Press.

Reading comprehension and working memory in learning-disabled readers: Is the phonological loop more important than the executive system?

PubMed

Swanson, H L

1999-01-01

This investigation explores the contribution of two working memory systems (the articulatory loop and the central executive) to the performance differences between learning-disabled (LD) and skilled readers. Performances of LD, chronological age (CA) matched, and reading level-matched children were compared on measures of phonological processing accuracy and speed (articulatory system), long-term memory (LTM) accuracy and speed, and executive processing. The results indicated that (a) LD readers were inferior on measures of articulatory, LTM, and executive processing; (b) LD readers were superior to RL readers on measures of executive processing, but were comparable to RL readers on measures of the articulatory and LTM system; (c) executive processing differences remained significant between LD and CA-matched children when measures of reading comprehension, articulatory processes, and LTM processes were partialed from the analysis; and (d) executive processing contributed significant variance to reading comprehension when measures of the articulatory and LTM systems were entered into a hierarchical regression model. In summary, LD readers experience constraints in the articulatory and LTM system, but constraints mediate only some of the influence of executive processing on reading comprehension. Further, LD readers suffer executive processing problems nonspecific to their reading comprehension problems. Copyright 1999 Academic Press.

A multistage crucible of revision and approval shapes IPCC policymaker summaries.

PubMed

Mach, Katharine J; Freeman, Patrick T; Mastrandrea, Michael D; Field, Christopher B

2016-08-01

Intergovernmental Panel on Climate Change (IPCC) member governments approve each report's summary for policymakers (SPM) by consensus, discussing and agreeing on each sentence in a plenary session with scientist authors. A defining feature of IPCC assessment, the governmental approval process builds joint ownership of current knowledge by scientists and governments. The resulting SPM revisions have been extensively discussed in anecdotes, interviews, and perspectives, but they have not been comprehensively analyzed. We provide an in-depth evaluation of IPCC SPM revisions, establishing an evidential basis for understanding their nature. Revisions associated with governmental review and approval generally expand SPMs, with SPM text growing by 17 to 53% across recent assessment reports. Cases of high political sensitivity and failure to reach consensus are notable exceptions, resulting in SPM contractions. In contrast to recent claims, we find that IPCC SPMs are as readable, for multiple metrics of reading ease, as other professionally edited assessment summaries. Across reading-ease metrics, some SPMs become more readable through governmental review and approval, whereas others do not. In an SPM examined through the entire revision process, most revisions associated with governmental review and approval occurred before the start of the government-approval plenary session. These author revisions emphasize clarity, scientific rigor, and explanation. In contrast, the subsequent plenary revisions place greater emphasis especially on policy relevance, comprehensiveness of examples, and nuances of expert judgment. Overall, the value added by the IPCC process emerges in a multistage crucible of revision and approval, as individuals together navigate complex science-policy terrain.

Effects of sequential and discrete rapid naming on reading in Japanese children with reading difficulty.

PubMed

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

2011-06-01

To clarify whether rapid naming ability itself is a main underpinning factor of rapid automatized naming tests (RAN) and how deep an influence the discrete decoding process has on reading, we performed discrete naming tasks and discrete hiragana reading tasks as well as sequential naming tasks and sequential hiragana reading tasks with 38 Japanese schoolchildren with reading difficulty. There were high correlations between both discrete and sequential hiragana reading and sentence reading, suggesting that some mechanism which automatizes hiragana reading makes sentence reading fluent. In object and color tasks, there were moderate correlations between sentence reading and sequential naming, and between sequential naming and discrete naming. But no correlation was found between reading tasks and discrete naming tasks. The influence of rapid naming ability of objects and colors upon reading seemed relatively small, and multi-item processing may work in relation to these. In contrast, in the digit naming task there was moderate correlation between sentence reading and discrete naming, while no correlation was seen between sequential naming and discrete naming. There was moderate correlation between reading tasks and sequential digit naming tasks. Digit rapid naming ability has more direct effect on reading while its effect on RAN is relatively limited. The ratio of how rapid naming ability influences RAN and reading seems to vary according to kind of the stimuli used. An assumption about components in RAN which influence reading is discussed in the context of both sequential processing and discrete naming speed. Copyright © 2010 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

The dynamic effect of reading direction habit on spatial asymmetry of image perception.

PubMed

Afsari, Zaeinab; Ossandón, José P; König, Peter

2016-09-01

Exploration of images after stimulus onset is initially biased to the left. Here, we studied the causes of such an asymmetry and investigated effects of reading habits, text primes, and priming by systematically biased eye movements on this spatial bias in visual exploration. Bilinguals first read text primes with right-to-left (RTL) or left-to-right (LTR) reading directions and subsequently explored natural images. In Experiment 1, native RTL speakers showed a leftward free-viewing shift after reading LTR primes but a weaker rightward bias after reading RTL primes. This demonstrates that reading direction dynamically influences the spatial bias. However, native LTR speakers who learned an RTL language late in life showed a leftward bias after reading either LTR or RTL primes, which suggests the role of habit formation in the production of the spatial bias. In Experiment 2, LTR bilinguals showed a slightly enhanced leftward bias after reading LTR text primes in their second language. This might contribute to the differences of native RTL and LTR speakers observed in Experiment 1. In Experiment 3, LTR bilinguals read normal (LTR, habitual reading) and mirrored left-to-right (mLTR, nonhabitual reading) texts. We observed a strong leftward bias in both cases, indicating that the bias direction is influenced by habitual reading direction and is not secondary to the actual reading direction. This is confirmed in Experiment 4, in which LTR participants were asked to follow RTL and LTR moving dots in prior image presentation and showed no change in the normal spatial bias. In conclusion, the horizontal bias is a dynamic property and is modulated by habitual reading direction.

Neural initialization of audiovisual integration in prereaders at varying risk for developmental dyslexia.

PubMed

I Karipidis, Iliana; Pleisch, Georgette; Röthlisberger, Martina; Hofstetter, Christoph; Dornbierer, Dario; Stämpfli, Philipp; Brem, Silvia

2017-02-01

Learning letter-speech sound correspondences is a major step in reading acquisition and is severely impaired in children with dyslexia. Up to now, it remains largely unknown how quickly neural networks adopt specific functions during audiovisual integration of linguistic information when prereading children learn letter-speech sound correspondences. Here, we simulated the process of learning letter-speech sound correspondences in 20 prereading children (6.13-7.17 years) at varying risk for dyslexia by training artificial letter-speech sound correspondences within a single experimental session. Subsequently, we acquired simultaneously event-related potentials (ERP) and functional magnetic resonance imaging (fMRI) scans during implicit audiovisual presentation of trained and untrained pairs. Audiovisual integration of trained pairs correlated with individual learning rates in right superior temporal, left inferior temporal, and bilateral parietal areas and with phonological awareness in left temporal areas. In correspondence, a differential left-lateralized parietooccipitotemporal ERP at 400 ms for trained pairs correlated with learning achievement and familial risk. Finally, a late (650 ms) posterior negativity indicating audiovisual congruency of trained pairs was associated with increased fMRI activation in the left occipital cortex. Taken together, a short (<30 min) letter-speech sound training initializes audiovisual integration in neural systems that are responsible for processing linguistic information in proficient readers. To conclude, the ability to learn grapheme-phoneme correspondences, the familial history of reading disability, and phonological awareness of prereading children account for the degree of audiovisual integration in a distributed brain network. Such findings on emerging linguistic audiovisual integration could allow for distinguishing between children with typical and atypical reading development. Hum Brain Mapp 38:1038-1055, 2017. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Performance Lapses in Children with Attention-Deficit/Hyperactivity Disorder Contribute to Poor Reading Fluency

PubMed Central

Jacobson, Lisa A.; Ryan, Matthew; Denckla, Martha B.; Mostofsky, Stewart H.; Mahone, E. Mark

2013-01-01

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) demonstrate increased response variability compared with controls, which is thought to be associated with deficits in attention regulation and response control that subsequently affect performance of more cognitively demanding tasks, such as reading. The present study examined response variability during a computerized simple reaction time (RT) task in 67 children. Ex-Gaussian analyses separated the response time distribution into normal (mu and sigma) and exponential (tau) components; the association of each with reading fluency was examined. Children with ADHD had significantly slower, more variable, and more skewed RTs compared with controls. After controlling for ADHD symptom severity, tau (but not mu or mean RT) was significantly associated with reduced reading fluency, but not with single word reading accuracy. These data support the growing evidence that RT variability, but not simply slower mean response speed, is the characteristic of youth with ADHD and that longer response time latencies (tau) may be implicated in the poorer academic performance associated with ADHD. PMID:23838684

Performance lapses in children with attention-deficit/hyperactivity disorder contribute to poor reading fluency.

PubMed

Jacobson, Lisa A; Ryan, Matthew; Denckla, Martha B; Mostofsky, Stewart H; Mahone, E Mark

2013-11-01

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) demonstrate increased response variability compared with controls, which is thought to be associated with deficits in attention regulation and response control that subsequently affect performance of more cognitively demanding tasks, such as reading. The present study examined response variability during a computerized simple reaction time (RT) task in 67 children. Ex-Gaussian analyses separated the response time distribution into normal (mu and sigma) and exponential (tau) components; the association of each with reading fluency was examined. Children with ADHD had significantly slower, more variable, and more skewed RTs compared with controls. After controlling for ADHD symptom severity, tau (but not mu or mean RT) was significantly associated with reduced reading fluency, but not with single word reading accuracy. These data support the growing evidence that RT variability, but not simply slower mean response speed, is the characteristic of youth with ADHD and that longer response time latencies (tau) may be implicated in the poorer academic performance associated with ADHD.

"Seeing It on the Screen Isn't Really Seeing It": Reading Problems of Writers Using Word Processing.

ERIC Educational Resources Information Center

Haas, Christina

An observational study examined computer writers' use of hard copy for reading. The study begins with a description, based on interviews, of four kinds of reading problems encountered by writers using word processing; formatting, proofreading, reorganizing, and critical reading ("getting a sense of the text"). Subjects, six freshmen…

The Impact of Reading Purposes on Text Processing Strategies

ERIC Educational Resources Information Center

Zhou, Ruiqi

2011-01-01

Readers' reading purpose is of great significance to their use of text processing strategies, their achievement in recall and reading comprehension in L1 reading research. To test its role in EFL learning, the author conducted an experiment to 18 EFL Chinese learners of English. Think-aloud and written recall methods were adopted and the result…

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…

Viewing Eye Movements During Reading through the Lens of Chaos Theory: How Reading Is Like the Weather

ERIC Educational Resources Information Center

Paulson, Eric J.

2005-01-01

This theoretical article examines reading processes using chaos theory as an analogy. Three principles of chaos theory are identified and discussed, then related to reading processes as revealed through eye movement research. Used as an analogy, the chaos theory principle of sensitive dependence contributes to understanding the difficulty in…

Self-Guided Reading: Touch-Based Measures of Syntactic Processing

ERIC Educational Resources Information Center

Hatfield, Hunter

2016-01-01

A novel online reading methodology termed Self-Guided Reading (SGR) is examined to determine if it can successfully detect well-studied syntactic processing behaviours. In SGR, a participant runs their finger under masked text in order to reveal a sentence. It is therefore similar to self-paced reading in presentation of stimuli, but different in…

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…

A preliminary investigation into the neural basis of the production effect.

PubMed

Hassall, Cameron D; Quinlan, Chelsea K; Turk, David J; Taylor, Tracy L; Krigolson, Olave E

2016-06-01

Items that are produced (e.g., read aloud) during encoding typically are better remembered than items that are not produced (e.g., read silently). This "production effect" has been explained by distinctiveness: Produced items have more distinct features than nonproduced items, leading to enhanced retrieval. The goal of the current study was to use electroencephalography (EEG) to examine the neural basis of the production effect. During study, participants were presented with words that they were required to read silently, read aloud, or sing while EEG data were recorded. Subsequent memory performance was tested using a yes/no recognition test. Analysis focused on the event-related brain potentials (ERPs) evoked by the encoding instruction cue for each instruction condition. Our data revealed enhanced memory performance for produced items and a greater P300 ERP amplitude for instructions to sing or read aloud compared with instructions to read silently. Our results demonstrate that the amplitude of the P300 is modulated by at least 1 aspect of production, vocalization (singing/reading aloud relative to reading silently), and are consistent with the distinctiveness account of the production effect. The ERP methodology is a viable tool for investigating the production effect. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

A Model of Phonological Processing, Language, and Reading for Students with Mild Intellectual Disability

ERIC Educational Resources Information Center

Barker, R. Michael; Sevcik, Rose A.; Morris, Robin D.; Romski, MaryAnn

2013-01-01

Little is known about the relationships between phonological processing, language, and reading in children with intellectual disability (ID). We examined the structure of phonological processing in 294 school-age children with mild ID and the relationships between its components and expressive and receptive language and reading skills using…

Is There a Common Linkage among Reading Comprehension, Visual Attention, and Magnocellular Processing?

ERIC Educational Resources Information Center

Solan, Harold A.; Shelley-Tremblay, John F.; Hansen, Peter C.; Larson, Steven

2007-01-01

The authors examined the relationships between reading comprehension, visual attention, and magnocellular processing in 42 Grade 7 students. The goal was to quantify the sensitivity of visual attention and magnocellular visual processing as concomitants of poor reading comprehension in the absence of either vision therapy or cognitive…

Visual Processing of Verbal and Nonverbal Stimuli in Adolescents with Reading Disabilities.

ERIC Educational Resources Information Center

Boden, Catherine; Brodeur, Darlene A.

1999-01-01

A study investigated whether 32 adolescents with reading disabilities (RD) were slower at processing visual information compared to children of comparable age and reading level, or whether their deficit was specific to the written word. Adolescents with RD demonstrated difficulties in processing rapidly presented verbal and nonverbal visual…

Processes Utilized by High School Students Reading Scientific Text

ERIC Educational Resources Information Center

Clinger, Alicia Farr

2014-01-01

In response to an increased emphasis on disciplinary literacy in the secondary science classroom, an investigation of the literacy processes utilized by high school students while reading scientific text was undertaken. A think-aloud protocol was implemented to collect data on the processes students used when not prompted while reading a magazine…

Word Recognition and Basic Cognitive Processes among Reading-Disabled and Normal Readers in Arabic.

ERIC Educational Resources Information Center

Abu-Rabia, Salim; Share, David; Mansour, Maysaloon Said

2003-01-01

Investigates word identification in Arabic and basic cognitive processes in reading-disabled (RD) and normal level readers of the same chronological age, and in younger normal readers at the same reading level. Indicates significant deficiencies in morphology, working memory, and syntactic and visual processing, with the most severe deficiencies…

The role of semantic processing in reading Japanese orthographies: an investigation using a script-switch paradigm.

PubMed

Dylman, Alexandra S; Kikutani, Mariko

2018-01-01

Research on Japanese reading has generally indicated that processing of the logographic script Kanji primarily involves whole-word lexical processing and follows a semantics-to-phonology route, while the two phonological scripts Hiragana and Katakana (collectively called Kana) are processed via a sub-lexical route, and more in a phonology-to-semantics manner. Therefore, switching between the two scripts often involves switching between two reading processes, which results in a delayed response for the second script (a script switch cost). In the present study, participants responded to pairs of words that were written either in the same orthography (within-script), or in two different Japanese orthographies (cross-script), switching either between Kanji and Hiragana, or between Katakana and Hiragana. They were asked to read the words aloud (Experiments 1 and 3) and to make a semantic decision about them (Experiments 2 and 4). In contrast to initial predictions, a clear switch cost was observed when participants switched between the two Kana scripts, while script switch costs were less consistent when participants switched between Kanji and Hiragana. This indicates that there are distinct processes involved in reading of the two types of Kana, where Hiragana reading appears to bear some similarities to Kanji processing. This suggests that the role of semantic processing in Hiragana (but not Katakana) reading is more prominent than previously thought and thus, Hiragana is not likely to be processed strictly phonologically.

Visual processing in reading disorders and attention-deficit/hyperactivity disorder and its contribution to basic reading ability

PubMed Central

Kibby, Michelle Y.; Dyer, Sarah M.; Vadnais, Sarah A.; Jagger, Audreyana C.; Casher, Gabriel A.; Stacy, Maria

2015-01-01

Whether visual processing deficits are common in reading disorders (RD), and related to reading ability in general, has been debated for decades. The type of visual processing affected also is debated, although visual discrimination and short-term memory (STM) may be more commonly related to reading ability. Reading disorders are frequently comorbid with ADHD, and children with ADHD often have subclinical reading problems. Hence, children with ADHD were used as a comparison group in this study. ADHD and RD may be dissociated in terms of visual processing. Whereas RD may be associated with deficits in visual discrimination and STM for order, ADHD is associated with deficits in visual-spatial processing. Thus, we hypothesized that children with RD would perform worse than controls and children with ADHD only on a measure of visual discrimination and a measure of visual STM that requires memory for order. We expected all groups would perform comparably on the measure of visual STM that does not require sequential processing. We found children with RD or ADHD were commensurate to controls on measures of visual discrimination and visual STM that do not require sequential processing. In contrast, both RD groups (RD, RD/ADHD) performed worse than controls on the measure of visual STM that requires memory for order, and children with comorbid RD/ADHD performed worse than those with ADHD. In addition, of the three visual measures, only sequential visual STM predicted reading ability. Hence, our findings suggest there is a deficit in visual sequential STM that is specific to RD and is related to basic reading ability. The source of this deficit is worthy of further research, but it may include both reduced memory for order and poorer verbal mediation. PMID:26579020

Visual processing in reading disorders and attention-deficit/hyperactivity disorder and its contribution to basic reading ability.

PubMed

Kibby, Michelle Y; Dyer, Sarah M; Vadnais, Sarah A; Jagger, Audreyana C; Casher, Gabriel A; Stacy, Maria

2015-01-01

Whether visual processing deficits are common in reading disorders (RD), and related to reading ability in general, has been debated for decades. The type of visual processing affected also is debated, although visual discrimination and short-term memory (STM) may be more commonly related to reading ability. Reading disorders are frequently comorbid with ADHD, and children with ADHD often have subclinical reading problems. Hence, children with ADHD were used as a comparison group in this study. ADHD and RD may be dissociated in terms of visual processing. Whereas RD may be associated with deficits in visual discrimination and STM for order, ADHD is associated with deficits in visual-spatial processing. Thus, we hypothesized that children with RD would perform worse than controls and children with ADHD only on a measure of visual discrimination and a measure of visual STM that requires memory for order. We expected all groups would perform comparably on the measure of visual STM that does not require sequential processing. We found children with RD or ADHD were commensurate to controls on measures of visual discrimination and visual STM that do not require sequential processing. In contrast, both RD groups (RD, RD/ADHD) performed worse than controls on the measure of visual STM that requires memory for order, and children with comorbid RD/ADHD performed worse than those with ADHD. In addition, of the three visual measures, only sequential visual STM predicted reading ability. Hence, our findings suggest there is a deficit in visual sequential STM that is specific to RD and is related to basic reading ability. The source of this deficit is worthy of further research, but it may include both reduced memory for order and poorer verbal mediation.

The effect of aging on the brain network for exception word reading.

PubMed

Provost, Jean-Sebastien; Brambati, Simona M; Chapleau, Marianne; Wilson, Maximiliano A

2016-11-01

Cognitive and computational models of reading aloud agree on the existence of two procedures for reading. Pseudowords (e.g., atendier) are correctly read through subword processes only while exception words (e.g., pint) are only correctly read via whole-words processes. Regular words can be correctly read by means of either way. Previous behavioral studies showed that older adults relied more on whole-word processing for reading. The aim of the present fMRI study was to verify whether this larger whole-word reliance for reading in older adults was reflected by changes in the pattern of brain activation. Both young and elderly participants read aloud pseudowords, exception and regular words in the scanner. Behavioral results reproduced those of previous studies showing that older adults made significantly less errors when reading exception words. Neuroimaging results showed significant activation of the left anterior temporal lobe (ATL), a key region implicated in whole-word reading for exception word reading in both young and elderly participants. Critically, ATL activation was also found for regular word reading in the elderly. No differences were observed in the pattern of activation between regular and pseudowords in the young. In conclusion, these results extend evidence on the critical role of the left ATL for exception word reading to elderly participants. Additionally, our study shows for the first time from a developmental point of view that the behavioral changes found in reading during normal aging also have a brain counterpart in the reading network changes that sustain exception and regular word reading in the elderly. Copyright © 2016 Elsevier Ltd. All rights reserved.

Using Fuzzy Clustering for Real-time Space Flight Safety

NASA Technical Reports Server (NTRS)

Lee, Charles; Haskell, Richard E.; Hanna, Darrin; Alena, Richard L.

2004-01-01

To ensure space flight safety, it is necessary to monitor myriad sensor readings on the ground and in flight. Since a space shuttle has many sensors, monitoring data and drawing conclusions from information contained within the data in real time is challenging. The nature of the information can be critical to the success of the mission and safety of the crew and therefore, must be processed with minimal data-processing time. Data analysis algorithms could be used to synthesize sensor readings and compare data associated with normal operation with the data obtained that contain fault patterns to draw conclusions. Detecting abnormal operation during early stages in the transition from safe to unsafe operation requires a large amount of historical data that can be categorized into different classes (non-risk, risk). Even though the 40 years of shuttle flight program has accumulated volumes of historical data, these data don t comprehensively represent all possible fault patterns since fault patterns are usually unknown before the fault occurs. This paper presents a method that uses a similarity measure between fuzzy clusters to detect possible faults in real time. A clustering technique based on a fuzzy equivalence relation is used to characterize temporal data. Data collected during an initial time period are separated into clusters. These clusters are characterized by their centroids. Clusters formed during subsequent time periods are either merged with an existing cluster or added to the cluster list. The resulting list of cluster centroids, called a cluster group, characterizes the behavior of a particular set of temporal data. The degree to which new clusters formed in a subsequent time period are similar to the cluster group is characterized by a similarity measure, q. This method is applied to downlink data from Columbia flights. The results show that this technique can detect an unexpected fault that has not been present in the training data set.

From "What Is Reading?" to What Is Literacy?

ERIC Educational Resources Information Center

Frankel, Katherine K.; Becker, Bryce L. C.; Rowe, Marjorie W.; Pearson, P. David

2016-01-01

In their 1985 report, "Becoming a Nation of Readers: The Report of the Commission on Reading," Anderson, Hiebert, Scott, and Wilkinson defined reading and proposed five principles that guide its successful enactment: (1) reading is a constructive process, (2) reading must be fluent, (3) reading must be strategic, (4) reading requires…

Direct Reading Particle Counters: Calibration Verification and Multiple Instrument Agreement via Bump Testing

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

Jankovic, John; Zontek, Tracy L.; Ogle, Burton R.

We examined the calibration records of two direct reading instruments designated as condensation particle counters in order to determine the number of times they were found to be out of tolerance at annual manufacturer's recalibration. For both instruments were found to be out of tolerance more times than within tolerance. And, it was concluded that annual calibration alone was insufficient to provide operational confidence in an instrument's response. Thus, a method based on subsequent agreement with data gathered from a newly calibrated instrument was developed to confirm operational readiness between annual calibrations, hereafter referred to as bump testing. The methodmore » consists of measuring source particles produced by a gas grille spark igniter in a gallon-size jar. Sampling from this chamber with a newly calibrated instrument to determine the calibrated response over the particle concentration range of interest serves as a reference. Agreement between this reference response and subsequent responses at later dates implies that the instrument is performing as it was at the time of calibration. Side-by-side sampling allows the level of agreement between two or more instruments to be determined. This is useful when simultaneously collected data are compared for differences, i.e., background with process aerosol concentrations. A reference set of data was obtained using the spark igniter. The generation system was found to be reproducible and suitable to form the basis of calibration verification. Finally, the bump test is simple enough to be performed periodically throughout the calibration year or prior to field monitoring.« less

Direct Reading Particle Counters: Calibration Verification and Multiple Instrument Agreement via Bump Testing

DOE PAGES

Jankovic, John; Zontek, Tracy L.; Ogle, Burton R.; ...

2015-01-27

We examined the calibration records of two direct reading instruments designated as condensation particle counters in order to determine the number of times they were found to be out of tolerance at annual manufacturer's recalibration. For both instruments were found to be out of tolerance more times than within tolerance. And, it was concluded that annual calibration alone was insufficient to provide operational confidence in an instrument's response. Thus, a method based on subsequent agreement with data gathered from a newly calibrated instrument was developed to confirm operational readiness between annual calibrations, hereafter referred to as bump testing. The methodmore » consists of measuring source particles produced by a gas grille spark igniter in a gallon-size jar. Sampling from this chamber with a newly calibrated instrument to determine the calibrated response over the particle concentration range of interest serves as a reference. Agreement between this reference response and subsequent responses at later dates implies that the instrument is performing as it was at the time of calibration. Side-by-side sampling allows the level of agreement between two or more instruments to be determined. This is useful when simultaneously collected data are compared for differences, i.e., background with process aerosol concentrations. A reference set of data was obtained using the spark igniter. The generation system was found to be reproducible and suitable to form the basis of calibration verification. Finally, the bump test is simple enough to be performed periodically throughout the calibration year or prior to field monitoring.« less

Reading Processes and Parenting Styles.

PubMed

Carreteiro, Rui Manuel; Justo, João Manuel; Figueira, Ana Paula

2016-08-01

Home literacy environment explains between 12 and 18.5 % of the variance of children's language skills. Although most authors agree that children whose parents encourage them to read tend to develop better and earlier reading skills, some authors consider that the impact of family environment in reading skills is overvalued. Probably, other variables of parent-child relationship, like parenting styles, might be relevant for this field. Nevertheless, no previous studies on the effect of parenting styles in literacy have been found. To analyze the role of parenting styles in the reading processes of children. Children's perceptions of parenting styles contribute significantly to the explanation of statistical variance of children's reading processes. 110 children (67 boys and 43 girls), aged between 7 and 11 years (M [Formula: see text] 9.22 and SD [Formula: see text] 1.14) from Portuguese schools answered to a socio-demographic questionnaire. To assess reading processes it was administered the Portuguese adaptation (Figueira et al. in press) of Bateria de Avaliação dos Processos Leitores-Revista (PROLEC-R). To assess the parenting styles Egna Minnen av Barndoms Uppfostran-parents (EMBU-P) and EMBU-C (children version) were administered. According to multiple hierarchical linear regressions, individual factors contribute to explain all reading tests of PROLEC-R, while family factors contribute to explain most of these tests. Regarding parenting styles, results evidence the explanatory power about grammatical structures, sentence comprehension and listening. Parenting styles have an important role in the explanation of higher reading processes (syntactic and semantic) but not in lexical processes, focused by main theories concerning dyslexia.

Blink Rate and Incomplete Blinks in Six Different Controlled Hard-Copy and Electronic Reading Conditions.

PubMed

Argilés, Marc; Cardona, Genís; Pérez-Cabré, Elisabet; Rodríguez, Margarita

2015-10-01

To evaluate spontaneous eye blink rate (SEBR) and percentage of incomplete blinks in different hard-copy and visual display terminal (VDT) reading conditions, compared with baseline conditions. A sample of 50 participants (29 females, age range, 18-74 years) were recruited for this study. All participants had good ocular health and reported no symptoms of dry eye (OSDI score < 15). Face video recordings were captured while participants observed in silence a landscape picture at 2 m (baseline) and during six different, 6-minute controlled reading experimental conditions. Texts were presented in electronic (tablet and computer display at 100% and 330% zoom levels) and hard-copy (text in book position in silence and aloud and text pasted on the computer display) formats. Video analysis was subsequently conducted to assess blink parameters. All reading conditions resulted in a decrease in SEBR when compared with baseline conditions (all P < 0.001), with the least negative impact corresponding to reading in a 330% expanded display. The percentage of incomplete blinks was found to increase when reading was conducted on an electronic platform, in contrast to hard-copy text. The high cognitive demands associated with a reading task led to a reduction in SEBR, irrespective of type of reading platform. However, only electronic reading resulted in an increase in the percentage of incomplete blinks, which may account for the symptoms experienced by VDT users. Spanish Abstract.

Report-reading patterns of technical managers and nonmanagers

NASA Technical Reports Server (NTRS)

Pinelli, T. E.; Cordle, V. M.; Glassman, M.; Vondran, R. F., Jr.

1984-01-01

A survey to determine the review and reading processes used by technical managers and nonmanagers indicates that the summary, abstract, conclusion, title page, and introduction are the components used most frequently by both groups to decide whether to read a NASA technical report. In the review process, significantly more managers than nonmanagers use the summary and conclusion, whereas significantly more nonmanagers use the abstract and title page. The most common sequence of review consists of the title page, abstract, and summary, in that order, for both groups. In the reading process, the conclusion, results and discussion, and summary are the components read by the highest percentage of both groups.

Reading impairments in schizophrenia relate to individual differences in phonological processing and oculomotor control: evidence from a gaze-contingent moving window paradigm.

PubMed

Whitford, Veronica; O'Driscoll, Gillian A; Pack, Christopher C; Joober, Ridha; Malla, Ashok; Titone, Debra

2013-02-01

Language and oculomotor disturbances are 2 of the best replicated findings in schizophrenia. However, few studies have examined skilled reading in schizophrenia (e.g., Arnott, Sali, Copland, 2011; Hayes & O'Grady, 2003; Revheim et al., 2006; E. O. Roberts et al., 2012), and none have examined the contribution of cognitive and motor processes that underlie reading performance. Thus, to evaluate the relationship of linguistic processes and oculomotor control to skilled reading in schizophrenia, 20 individuals with schizophrenia and 16 demographically matched controls were tested using a moving window paradigm (McConkie & Rayner, 1975). Linguistic skills supporting reading (phonological awareness) were assessed with the Comprehensive Test of Phonological Processing (R. K. Wagner, Torgesen, & Rashotte, 1999). Eye movements were assessed during reading tasks and during nonlinguistic tasks tapping basic oculomotor control (prosaccades, smooth pursuit) and executive functions (predictive saccades, antisaccades). Compared with controls, schizophrenia patients exhibited robust oculomotor markers of reading difficulty (e.g., reduced forward saccade amplitude) and were less affected by reductions in window size, indicative of reduced perceptual span. Reduced perceptual span in schizophrenia was associated with deficits in phonological processing and reduced saccade amplitudes. Executive functioning (antisaccade errors) was not related to perceptual span but was related to reading comprehension. These findings suggest that deficits in language, oculomotor control, and cognitive control contribute to skilled reading deficits in schizophrenia. Given that both language and oculomotor dysfunction precede illness onset, reading may provide a sensitive window onto cognitive dysfunction in schizophrenia vulnerability and be an important target for cognitive remediation. 2013 APA, all rights reserved

The Correlation of Reading Motivation & Reading Engagement with Reading Comprehension Skills in 8th Graders

ERIC Educational Resources Information Center

Karahan, Berna Ürün

2017-01-01

One of the four main skills of language, reading is a concept encountered by individuals both in the process of education and social life. Individuals reading and having positive motivation towards reading constitute successful societies. The purpose of this study is to determine the correlation of reading motivation & reading engagement with…

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.

Fast word reading in pure alexia: "fast, yet serial".

PubMed

Bormann, Tobias; Wolfer, Sascha; Hachmann, Wibke; Neubauer, Claudia; Konieczny, Lars

2015-01-01

Pure alexia is a severe impairment of word reading in which individuals process letters serially with a pronounced length effect. Yet, there is considerable variation in the performance of alexic readers with generally very slow, but also occasionally fast responses, an observation addressed rarely in previous reports. It has been suggested that "fast" responses in pure alexia reflect residual parallel letter processing or that they may even be subserved by an independent reading system. Four experiments assessed fast and slow reading in a participant (DN) with pure alexia. Two behavioral experiments investigated frequency, neighborhood, and length effects in forced fast reading. Two further experiments measured eye movements when DN was forced to read quickly, or could respond faster because words were easier to process. Taken together, there was little support for the proposal that "qualitatively different" mechanisms or reading strategies underlie both types of responses in DN. Instead, fast responses are argued to be generated by the same serial-reading strategy.

What can Written-Words Tell us About Lexical Retrieval in Speech Production?

PubMed Central

Navarrete, Eduardo; Mahon, Bradford Z.; Lorenzoni, Anna; Peressotti, Francesca

2016-01-01

In recent decades, researchers have exploited semantic context effects in picture naming tasks in order to investigate the mechanisms involved in the retrieval of words from the mental lexicon. In the blocked naming paradigm, participants name target pictures that are either blocked or not blocked by semantic category. In the continuous naming task, participants name a sequence of target pictures that are drawn from multiple semantic categories. Semantic context effects in both tasks are a highly reliable phenomenon. The empirical evidence is, however, sparse and inconsistent when the target stimuli are printed-words instead of pictures. In the first part of the present study we review the empirical evidence regarding semantic context effects with written-word stimuli in the blocked and continuous naming tasks. In the second part, we empirically test whether semantic context effects are transferred from picture naming trials to word reading trials, and from word reading trials to picture naming trials. The results indicate a transfer of semantic context effects from picture naming to subsequently read within-category words. There is no transfer of semantic effects from target words that were read to subsequently named within-category pictures. These results replicate previous findings (Navarrete et al., 2010) and are contrary to predictions from a recent theoretical analysis by Belke (2013). The empirical evidence reported in the literature together with the present results, are discussed in relation to current accounts of semantic context effects in speech production. PMID:26779090

Automation of servicibility of radio-relay station equipment

NASA Astrophysics Data System (ADS)

Uryev, A. G.; Mishkin, Y. I.; Itkis, G. Y.

1985-03-01

Automation of the serviceability of radio relay station equipment must ensure central gathering and primary processing of reliable instrument reading with subsequent display on the control panel, detection and recording of failures soon enough, advance enough warning based on analysis of detertioration symptoms, and correct remote measurement of equipment performance parameters. Such an inspection will minimize transmission losses while reducing nonproductive time and labor spent on documentation and measurement. A multichannel automated inspection system for this purpose should operate by a parallel rather than sequential procedure. Digital data processing is more expedient in this case than analog method and, therefore, analog to digital converters are required. Spepcial normal, above limit and below limit test signals provide means of self-inspection, to which must be added adequate interference immunization, stabilization, and standby power supply. Use of a microcomputer permits overall refinement and expansion of the inspection system while it minimizes though not completely eliminates dependence on subjective judgment.

Lead zirconate titanate nanoscale patterning by ultraviolet-based lithography lift-off technique for nano-electromechanical system applications.

PubMed

Guillon, Samuel; Saya, Daisuke; Mazenq, Laurent; Costecalde, Jean; Rèmiens, Denis; Soyer, Caroline; Nicu, Liviu

2012-09-01

The advantage of using lead zirconate titanate (PbZr(0.54)Ti(0.46)O(3)) ceramics as an active material in nanoelectromechanical systems (NEMS) comes from its relatively high piezoelectric coefficients. However, its integration within a technological process is limited by the difficulty of structuring this material with submicrometer resolution at the wafer scale. In this work, we develop a specific patterning method based on optical lithography coupled with a dual-layer resist process. The main objective is to obtain sub-micrometer features by lifting off a 100-nm-thick PZT layer while preserving the material's piezoelectric properties. A subsequent result of the developed method is the ability to stack several layers with a lateral resolution of few tens of nanometers, which is mandatory for the fabrication of NEMS with integrated actuation and read-out capabilities.

Changing Perspectives on Research in Reading/Language Processing and Instruction. Thirty-Third Yearbook of the National Reading Conference.

ERIC Educational Resources Information Center

Niles, Jerome A., Ed.; Harris, Larry A., Ed.

Reflecting current themes that researchers, by their selective attention, have indicated are important in the field of reading/language processing and instruction, this yearbook presents a collection of 51 selected research articles from the National Reading Conference for 1983. Included are the following articles, listed with their authors: (1)…

Reading Leveled Books in Assessment-Saturated Classrooms: A Close Examination of Unmarked Processes of Assessment

ERIC Educational Resources Information Center

Kontovourki, Stavroula

2012-01-01

This article examines the reading of leveled books and the assessment of students' reading levels in a public school classroom. The purpose of the research study was to examine how these processes of assessment, which often go unnoticed, shaped the ways reading and readers were defined. The research was located in a third grade, public school…

EMC[superscript 2] = Comprehension: A Reading Strategy Instruction Framework for All Teachers

ERIC Educational Resources Information Center

Klapwijk, Nanda M.

2015-01-01

Comprehension is a critical part of the reading process, and yet learners continue to struggle with it and teachers continue to neglect it in their teaching. Many reasons exist for the lack of focus on reading comprehension instruction, but for the most part, teachers simply do not seem to view comprehension as part of the reading process, are not…

Reviewing Core Kindergarten and First-Grade Reading Programs in Light of No Child Left Behind: An Exploratory Study

ERIC Educational Resources Information Center

Al Otaiba, Stephanie; Kosanovich-Grek, Marcia L.; Torgesen, Joseph K.; Hassler, Laura; Wahl, Michelle

2005-01-01

This article describes the findings of our review process for core reading programs and provides a preliminary rubric emanating from this process for rating core reading programs. To our knowledge, this is the first published review of the current "Reading First" guidelines and includes all five components of scientifically based reading…

Behavioural and electrophysiological effects related to semantic violations during braille reading.

PubMed

Glyn, Vania; Lim, Vanessa K; Hamm, Jeff P; Mathur, Ashwin; Hughes, Barry

2015-10-01

This study investigated the potential to detect event related potentials (ERPs) occurring in response to a specific task in braille reading. This would expand current methodologies for studying the cognitive processes underlying braille reading. An N400 effect paradigm was utilised, whereby proficient blind braille readers read congruent- and incongruent-ending braille sentences. Kinematic and electroencephalography (EEG) data were obtained simultaneously and synchronised. The ERPs differed between the incongruent and congruent sentences in a manner consistent with the N400 effect found with a previous sighted reading paradigm, demonstrating that ERPs can be obtained during braille reading. The frequency of finger reversals and the degree of intermittency in the finger velocity were significantly higher when reading incongruent versus congruent sentence endings. Both reversals and the potential N400 effect may reflect processes involved in semantic unification. These findings have significant implications for the modelling of braille reading. The refinement of the technique will enable other ERPs to be identified and related to behavioural responses, to further our understanding of the braille reading process. Copyright © 2015 Elsevier Ltd. All rights reserved.

On pleasure and thrill: the interplay between arousal and valence during visual word recognition.

PubMed

Recio, Guillermo; Conrad, Markus; Hansen, Laura B; Jacobs, Arthur M

2014-07-01

We investigated the interplay between arousal and valence in the early processing of affective words. Event-related potentials (ERPs) were recorded while participants read words organized in an orthogonal design with the factors valence (positive, negative, neutral) and arousal (low, medium, high) in a lexical decision task. We observed faster reaction times for words of positive valence and for those of high arousal. Data from ERPs showed increased early posterior negativity (EPN) suggesting improved visual processing of these conditions. Valence effects appeared for medium and low arousal and were absent for high arousal. Arousal effects were obtained for neutral and negative words but were absent for positive words. These results suggest independent contributions of arousal and valence at early attentional stages of processing. Arousal effects preceded valence effects in the ERP data suggesting that arousal serves as an early alert system preparing a subsequent evaluation in terms of valence. Copyright © 2014 Elsevier Inc. All rights reserved.

Influence of Eye Movements, Auditory Perception, and Phonemic Awareness in the Reading Process

ERIC Educational Resources Information Center

Megino-Elvira, Laura; Martín-Lobo, Pilar; Vergara-Moragues, Esperanza

2016-01-01

The authors' aim was to analyze the relationship of eye movements, auditory perception, and phonemic awareness with the reading process. The instruments used were the King-Devick Test (saccade eye movements), the PAF test (auditory perception), the PFC (phonemic awareness), the PROLEC-R (lexical process), the Canals reading speed test, and the…

How Involved Are American L2 Learners of Spanish in Lexical Input Processing Tasks during Reading?

ERIC Educational Resources Information Center

Pulido, Diana

2009-01-01

This study examines the nature of the involvement load (Laufer & Hulstijn, 2001) in second language (L2) lexical input processing through reading by considering the effects of the reader-based factors of L2 reading proficiency and background knowledge. The lexical input processing aspects investigated were lexical inferencing (search), attentional…

Order of Processing and Attention Allotment between Comprehending and Using Text Ideas.

ERIC Educational Resources Information Center

Steinley, Gary L.

1990-01-01

Extends a previous study examining the relationship between reading comprehension and thinking skills by using an "on-line" reporting procedure in which undergraduate subjects reported on their reading during the process of reading. Reports that the extent of a reader's background knowledge affects the order of processing as well as the kinds of…

Indexing a sequence for mapping reads with a single mismatch.

PubMed

Crochemore, Maxime; Langiu, Alessio; Rahman, M Sohel

2014-05-28

Mapping reads against a genome sequence is an interesting and useful problem in computational molecular biology and bioinformatics. In this paper, we focus on the problem of indexing a sequence for mapping reads with a single mismatch. We first focus on a simpler problem where the length of the pattern is given beforehand during the data structure construction. This version of the problem is interesting in its own right in the context of the next generation sequencing. In the sequel, we show how to solve the more general problem. In both cases, our algorithm can construct an efficient data structure in O(n log(1+ε) n) time and space and can answer subsequent queries in O(m log log n + K) time. Here, n is the length of the sequence, m is the length of the read, 0<ε<1 and is the optimal output size.

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.

Relationships among cognitive deficits and component skills of reading in younger and older students with developmental dyslexia.

PubMed

Park, Heeyoung; Lombardino, Linda J

2013-09-01

Processing speed deficits along with phonological awareness deficits have been identified as risk factors for dyslexia. This study was designed to examine the behavioral profiles of two groups, a younger (6-8 years) and an older (10-15 years) group of dyslexic children for the purposes of (1) evaluating the degree to which phonological awareness and processing speed deficits occur in the two developmental cohorts; (2) determining the strength of relationships between the groups' respective mean scores on cognitive tasks of phonological awareness and processing speed and their scores on component skills of reading; and (3) evaluating the degree to which phonological awareness and processing speed serve as concurrent predictors of component reading skills for each group. The mean scaled scores for both groups were similar on all but one processing speed task. The older group was significantly more depressed on a visual matching test of attention, scanning, and speed. Correlations between reading skills and the cognitive constructs were very similar for both age-groups. Neither of the two phonological awareness tasks correlated with either of the two processing speed tasks or with any of the three measures of reading. One of the two processing speed measures served as a concurrent predictor of word- and text-level reading in the younger, however, only the rapid naming measure functioned as a concurrent predictor of word reading in the older group. Conversely, phonological processing measures did not serve as concurrent predictors for word-level or text-level reading in either of the groups. Descriptive analyses of individual subjects' deficits in the domains of phonological awareness and processing speed revealed that (1) both linguistic and nonlinguistic processing speed deficits in the younger dyslexic children occurred at higher rates than deficits in phonological awareness and (2) cognitive deficits within and across these two domains were greater in the older dyslexic children. Our findings underscore the importance of using rapid naming measures when testing school-age children suspected of having a reading disability and suggest that processing speed measures that do not reply on verbal responses may serve as predictors of reading disability in young children prior to their development of naming automaticity. Copyright © 2013 Elsevier Ltd. All rights reserved.

The relationship of global form and motion detection to reading fluency.

PubMed

Englund, Julia A; Palomares, Melanie

2012-08-15

Visual motion processing in typical and atypical readers has suggested aspects of reading and motion processing share a common cortical network rooted in dorsal visual areas. Few studies have examined the relationship between reading performance and visual form processing, which is mediated by ventral cortical areas. We investigated whether reading fluency correlates with coherent motion detection thresholds in typically developing children using random dot kinematograms. As a comparison, we also evaluated the correlation between reading fluency and static form detection thresholds. Results show that both dorsal and ventral visual functions correlated with components of reading fluency, but that they have different developmental characteristics. Motion coherence thresholds correlated with reading rate and accuracy, which both improved with chronological age. Interestingly, when controlling for non-verbal abilities and age, reading accuracy significantly correlated with thresholds for coherent form detection but not coherent motion detection in typically developing children. Dorsal visual functions that mediate motion coherence seem to be related maturation of broad cognitive functions including non-verbal abilities and reading fluency. However, ventral visual functions that mediate form coherence seem to be specifically related to accurate reading in typically developing children. Copyright © 2012 Elsevier Ltd. All rights reserved.

Foundations of reading comprehension in children with intellectual disabilities.

PubMed

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

2017-01-01

Knowledge about predictors for reading comprehension in children with intellectual disabilities (ID) is still fragmented. This study compared reading comprehension, word decoding, listening comprehension, and reading related linguistic and cognitive precursor measures in children with mild ID and typically developing controls. Moreover, it was explored how the precursors related to reading achievement. Children with mild ID and typical controls were assessed on reading comprehension, decoding, language comprehension, and linguistic (early literacy skills, vocabulary, grammar) and cognitive (rapid naming, phonological short-term memory, working memory, temporal processing, nonverbal reasoning) precursor measures. It was tested to what extent variations in reading comprehension could be explained from word decoding, listening comprehension and precursor measures. The ID group scored significantly below typical controls on all measures. Word decoding was at or above first grade level in half the ID group. Reading comprehension in the ID group was related to word decoding, listening comprehension, early literacy skills, and temporal processing. The reading comprehension profile of children with mild ID strongly resembles typical early readers. The simple view of reading pertains to children with mild ID, with additional influence of early literacy skills and temporal processing. Copyright © 2016 Elsevier Ltd. All rights reserved.

Reading in a Root-Based-Morphology Language: The Case of Arabic.

ERIC Educational Resources Information Center

Abu-Rabia, S.

2002-01-01

Reviews the reading process in Arabic as a function of vowels and sentence context. Reviews reading accuracy and reading comprehension results in light of cross-cultural reading to develop a more comprehensive reading theory. Presents the phonology, morphology and sentence context of Arabic in two suggested reading models for poor/beginner Arabic…

Neural division of labor in reading is constrained by culture: A training study of reading Chinese characters

PubMed Central

Zhao, Jingjing; Wang, Xiaoyi; Frost, Stephen J.; Sun, Wan; Fang, Shin-Yi; Mencl, W. Einar; Pugh, Kenneth R.; Shu, Hua; Rueckl, Jay G.

2014-01-01

Word reading in alphabetic language involves a cortical system with multiple components whose division of labor depends on the transparency of the writing system. To gain insight about the division of labor between phonology and semantics subserving word reading in Chinese, a deep non-alphabetic writing system, fMRI was used to investigate the effects of phonological and semantic training on the cortical circuitry for oral naming of Chinese characters. In a training study, we examined whether a training task that differentially focused readers' attention on the phonological or semantic properties of a Chinese character changes the patterns of cortical activation that was evoked by that character in a subsequent naming task. Our imaging results corroborate that the cortical regions underlying reading in Chinese largely overlaps the left-hemisphere reading system responsible for reading in alphabetic languages, with some cortical regions in the left-hemisphere uniquely recruited for reading in Chinese. However, in contrast to findings from studies of English word naming, we observed considerable overlap in the neural activation patterns associated with phonological and semantic training on naming Chinese characters, which we suggest may reflect a balanced neural division of labor between phonology and semantics in Chinese character reading. The equitable division of labor for Chinese reading might be driven by the special statistical structure of the writing system, which includes equally systematic mappings in the correspondences between written forms and their pronunciations and meanings. PMID:24607883

Is rapid automatized naming related to reading and mathematics for the same reason(s)? A follow-up study from kindergarten to Grade 1.

PubMed

Georgiou, George K; Tziraki, Niki; Manolitsis, George; Fella, Argyro

2013-07-01

We examined (a) what rapid automatized naming (RAN) components (articulation time and/or pause time) predict reading and mathematics ability and (b) what processing skills involved in RAN (speed of processing, response inhibition, working memory, and/or phonological awareness) may explain its relationship with reading and mathematics. A sample of 72 children were followed from the beginning of kindergarten until the end of Grade 1 and were assessed on measures of RAN, general cognitive ability, speed of processing, attention, working memory, phonological awareness, reading, and mathematics. The results indicated that pause time was the critical component in both the RAN-reading and RAN-mathematics relationships and that it shared most of its predictive variance in reading and mathematics with speed of processing and working memory. Our findings further suggested that, unlike the relationship between RAN and reading fluency in Grade 1, there is nothing in the RAN task that is uniquely related to math. Copyright © 2013 Elsevier Inc. All rights reserved.

Patterns of cerebral activation during lexical and phonological reading in Portuguese.

PubMed

Senaha, M L H; Martin, M G M; Amaro, E; Campi, C; Caramelli, P

2005-12-01

According to the concepts of cognitive neuropsychology, there are two principal routes of reading processing: a lexical route, in which global reading of words occurs and a phonological route, responsible for the conversion of the graphemes into their respective phonemes. In the present study, functional magnetic resonance imaging (fMRI) was used to investigate the patterns of cerebral activation in lexical and phonological reading by 13 healthy women with a formal educational level greater than 11 years. Participants were submitted to a silent reading task containing three types of stimuli: real words (irregular and foreign words), nonwords and illegitimate graphic stimuli. An increased number of activated voxels were identified by fMRI in the word reading (lexical processing) than in the nonword reading (phonological processing) task. In word reading, activation was greater than for nonwords in the following areas: superior, middle and inferior frontal gyri, and bilateral superior temporal gyrus, right cerebellum and the left precentral gyrus, as indicated by fMRI. In the reading of nonwords, the activation was predominant in the right cerebellum and in the left superior temporal gyrus. The results of the present study suggest the existence of differences in the patterns of cerebral activation during lexical and phonological reading, with greater involvement of the right hemisphere in reading words than nonwords.

Exploring Reading with a Small Group of Fourth Grade Readers and Their Teachers through Collaborative Retrospective Miscue Analysis

ERIC Educational Resources Information Center

Poock, William Henry

2017-01-01

Literacy educators hold different beliefs about the best approaches to teach students how to read and about the reading process including a skills view of reading and learning to read versus a transactional, sociopsycholinguistic view of reading and learning to read (Weaver, 2002). Reading for understanding is an important skill to develop in…

Reading in healthy ageing: the influence of information structuring in sentences.

PubMed

Price, Jessica M; Sanford, Anthony J

2012-06-01

In three experiments, we investigated the cognitive effects of linguistic prominence to establish whether focus plays a similar or different role in modulating language processing in healthy ageing. Information structuring through the use of cleft sentences is known to increase the processing efficiency of anaphoric references to elements contained with a marked focus structure. It also protects these elements from becoming suppressed in the wake of subsequent information, suggesting selective mechanisms of enhancement and suppression. In Experiment 1 (using self-paced reading), we found that focus enhanced (faster) integration for anaphors referring to words contained within the scope of focus; but suppressed (slower) integration for anaphors to words contained outside of the scope of focus; and in some cases, the effects were larger in older adults. In Experiment 2 (using change detection), we showed that older adults relied more on the linguistic structure to enhance change detection when the changed word was in focus. In Experiment 3 (using delayed probe recognition and eye-tracking), we found that older adults recognized probes more accurately when they were made to elements within the scope of focus than when they were outside the scope of focus. These results indicate that older adults' ability to selectively attend or suppress concepts in a marked focus structure is preserved. PsycINFO Database Record (c) 2012 APA, all rights reserved

A thermal sensor and switch based on a plasma polymer/ZnO suspended nanobelt bimorph structure

NASA Astrophysics Data System (ADS)

He, -Hau, Jr.; Singamaneni, Srikanth; Ho, Chih H.; Lin, Yen-Hsi; McConney, Michael E.; Tsukruk, Vladimir V.

2009-02-01

The combination of design and subsequent fabrication of organic/inorganic nanostructures creates an effective way to combine the favorable traits of both to achieve a desired device performance. We demonstrate a miniature electrical read-out, and a sensitive temperature sensor/switch, based on a ZnO nanobelt/plasma-polymerized benzonitrile bimorph structure. A new read-out technique based on the change in the electric current flowing through the bimorph and the contact pad has been employed, replacing the conventional cumbersome piezoresistive method or tedious optical alignment. The thermal sensor demonstrated here has great prospects for thermal switching and triggered detection owing to the relative ease in the fabrication of arrays and the direct electrical read-out.

Parallel versus sequential processing in print and braille reading.

PubMed

Veispak, Anneli; Boets, Bart; Ghesquière, Pol

2012-01-01

In the current study we investigated word, pseudoword and story reading in Dutch speaking braille and print readers. To examine developmental patterns, these reading skills were assessed in both children and adults. The results reveal that braille readers read less accurately and fast than print readers. While item length has no impact on word reading accuracy and speed in the group of print readers, it has a significant impact on reading accuracy and speed in the group of braille readers, particularly in the younger sample. This suggests that braille readers rely more strongly on an enduring sequential reading strategy. Comparison of the different reading tasks suggests that the advantage in accuracy and speed of reading in adult as compared to young braille readers is achieved through semantic top-down processing. Copyright © 2012 Elsevier Ltd. All rights reserved.

The Role of Comic Reading Materials in Enhancing the Ability to Read in EFL

ERIC Educational Resources Information Center

Roozafzai, Zahra Sadat

2012-01-01

Reading is an extremely active, complex, mental and personal process that concerns both the reader and the text. It is now generally believed that a range of reader with text factors affect the reading process to a considerable extent. So, teachers of EFL need to be aware of the important role of teaching materials. Thus, this study investigated…

Levels of Understanding of L2 Literary Texts under Repeated Readings: Factors Contributing to Readers' Processing of Second Language Literature and Their Learning Outcomes.

ERIC Educational Resources Information Center

Carroli, Piera

This study investigated college students' levels of understanding of texts and reading processes, noting how they changed through a cycle of individual reading and writing followed by classroom comparison of students' responses, text re-reading, and re-writing. The study, which followed 17 students of continuing Italian over 6 weeks, involved…

The Effects of Cognitive Process and Decision Making Training in Reading Experience on Meaningful Learning with Underachieving College Students

ERIC Educational Resources Information Center

Dean, Rebecca J.

2010-01-01

The ability of underprepared college students to read and learn from their reading is essential to their academic success and to their ability to persist towards completing their degree. The purposes of this study were to (a) assess the relationship between the cognitive processes of reading-based decision making and meaningful learning and (b)…

Neurocognitive Mechanisms of Learning to Read: Print Tuning in Beginning Readers Related to Word-Reading Fluency and Semantics but Not Phonology

ERIC Educational Resources Information Center

Eberhard-Moscicka, Aleksandra K.; Jost, Lea B.; Raith, Margit; Maurer, Urs

2015-01-01

During reading acquisition children learn to recognize orthographic stimuli and link them to phonology and semantics. The present study investigated neurocognitive processes of learning to read after one year of schooling. We aimed to elucidate the cognitive processes underlying neural tuning for print that has been shown to play an important role…

The Effect of an Enrichment Reading Program on the Cognitive Processes and Neural Structures of Children Having Reading Difficulties

ERIC Educational Resources Information Center

Kuruyer, Hayriye Gül; Akyol, Hayati; Karli Oguz, Kader; Has, Arzu Ceylan

2017-01-01

The main purpose of the current study is to explain the effect of an enrichment reading program on the cognitive processes and neural structures of children experiencing reading difficulties. The current study was carried out in line with a single-subject research method and the between-subjects multiple probe design belonging to this method. This…

Toward a research-based assessment of dyslexia: using cognitive measures to identify reading disabilities.

PubMed

Bell, Sherry Mee; McCallum, R Steve; Cox, Elizabeth A

2003-01-01

One hundred five participants from a random sample of elementary and middle school children completed measures of reading achievement and cognitive abilities presumed, based on a synthesis of current dyslexia research, to underlie reading. Factor analyses of these cognitive variables (including auditory processing, phonological awareness, short-term auditory memory, visual memory, rapid automatized naming, and visual processing speed) produced three empirically and theoretically derived factors (auditory processing, visual processing/speed, and memory), each of which contributed to the prediction of reading and spelling skills. Factor scores from the three factors combined predicted 85% of the variance associated with letter/sight word naming, 70% of the variance associated with reading comprehension, 73% for spelling, and 61% for phonetic decoding. The auditory processing factor was the strongest predictor, accounting for 27% to 43% of the variance across the different achievement areas. The results provide practitioner and researcher with theoretical and empirical support for the inclusion of measures of the three factors, in addition to specific measures of reading achievement, in a standardized assessment of dyslexia. Guidelines for a thorough, research-based assessment are provided.

Online processing of moral transgressions: ERP evidence for spontaneous evaluation

PubMed Central

Kunkel, Angelika; Mackenzie, Ian G.; Filik, Ruth

2015-01-01

Experimental studies using fictional moral dilemmas indicate that both automatic emotional processes and controlled cognitive processes contribute to moral judgments. However, not much is known about how people process socio-normative violations that are more common to their everyday life nor the time-course of these processes. Thus, we recorded participants’ electrical brain activity while they were reading vignettes that either contained morally acceptable vs unacceptable information or text materials that contained information which was either consistent or inconsistent with their general world knowledge. A first event-related brain potential (ERP) positivity peaking at ∼200 ms after critical word onset (P200) was larger when this word involved a socio-normative or knowledge-based violation. Subsequently, knowledge-inconsistent words triggered a larger centroparietal ERP negativity at ∼320 ms (N400), indicating an influence on meaning construction. In contrast, a larger ERP positivity (larger late positivity), which also started at ∼320 ms after critical word onset, was elicited by morally unacceptable compared with acceptable words. We take this ERP positivity to reflect an implicit evaluative (good–bad) categorization process that is engaged during the online processing of moral transgressions. PMID:25556210

Musical Experience, Auditory Perception and Reading-Related Skills in Children

PubMed Central

Banai, Karen; Ahissar, Merav

2013-01-01

Background The relationships between auditory processing and reading-related skills remain poorly understood despite intensive research. Here we focus on the potential role of musical experience as a confounding factor. Specifically we ask whether the pattern of correlations between auditory and reading related skills differ between children with different amounts of musical experience. Methodology/Principal Findings Third grade children with various degrees of musical experience were tested on a battery of auditory processing and reading related tasks. Very poor auditory thresholds and poor memory skills were abundant only among children with no musical education. In this population, indices of auditory processing (frequency and interval discrimination thresholds) were significantly correlated with and accounted for up to 13% of the variance in reading related skills. Among children with more than one year of musical training, auditory processing indices were better, yet reading related skills were not correlated with them. A potential interpretation for the reduction in the correlations might be that auditory and reading-related skills improve at different rates as a function of musical training. Conclusions/Significance Participants’ previous musical training, which is typically ignored in studies assessing the relations between auditory and reading related skills, should be considered. Very poor auditory and memory skills are rare among children with even a short period of musical training, suggesting musical training could have an impact on both. The lack of correlation in the musically trained population suggests that a short period of musical training does not enhance reading related skills of individuals with within-normal auditory processing skills. Further studies are required to determine whether the associations between musical training, auditory processing and memory are indeed causal or whether children with poor auditory and memory skills are less likely to study music and if so, why this is the case. PMID:24086654

Reaction Time Variability Associated with Reading Skills in Poor Readers with ADHD

PubMed Central

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

2014-01-01

Objective Linkages between neuropsychological functioning (i.e., response inhibition, processing speed, reaction time variability) and word reading have been documented among children with Attention-Deficit/Hyperactivity Disorder (ADHD) and children with Reading Disorders. However, associations between neuropsychological functioning and other aspects of reading (i.e., fluency, comprehension) have not been well-documented among children with comorbid ADHD and Reading Disorder. Method Children with ADHD and poor word reading (i.e., ≤25th percentile) completed a stop signal task (SST) and tests of word reading, reading fluency, and reading comprehension. Multivariate multiple regression was conducted predicting the reading skills from SST variables [i.e., mean reaction time (MRT), reaction time standard deviation (SDRT), and stop signal reaction time (SSRT)]. Results SDRT predicted word reading, reading fluency, and reading comprehension. MRT and SSRT were not associated with any reading skill. After including word reading in models predicting reading fluency and reading comprehension, the effects of SDRT were minimized. Discussion Reaction time variability (i.e., SDRT) reflects impairments in information processing and failure to maintain executive control. The pattern of results from this study suggest SDRT exerts its effects on reading fluency and reading comprehension through its effect on word reading (i.e., decoding) and that this relation may be related to observed deficits in higher-level elements of reading. PMID:24528537

Effects of Picture Labeling on Science Text Processing and Learning: Evidence from Eye Movements

ERIC Educational Resources Information Center

Mason, Lucia; Pluchino, Patrik; Tornatora, Maria Caterina

2013-01-01

This study investigated the effects of reading a science text illustrated by either a labeled or unlabeled picture. Both the online process of reading the text and the offline conceptual learning from the text were examined. Eye-tracking methodology was used to trace text and picture processing through indexes of first- and second-pass reading or…

The Influence of Working Memory on Reading and Creative Writing Processes in a Second Language.

ERIC Educational Resources Information Center

Abu-Rabia, Salim

2003-01-01

Investigates the working memory (WM) processing and storage functions; whether WM in writing follows the same process as in reading; and the influence of WM on creative writing. Focuses on high school students (n=47). Finds relationships between WM measures and reading and writing in English as a Second Language. Includes references. (CMK)

Cognitive processes in children's reading and attention: the role of working memory, divided attention, and response inhibition.

PubMed

Savage, Robert; Cornish, Kim; Manly, Tom; Hollis, Chris

2006-08-01

Children experiencing attention difficulties have documented cognitive deficits in working memory (WM), response inhibition and dual tasks. Recent evidence suggests however that these same cognitive processes are also closely associated with reading acquisition. This paper therefore explores whether these variables predicted attention difficulties or reading among 123 children with and without significant attention problems sampled from the school population. Children were screened using current WM and attention task measures. Three factors explained variance in WM and attention tasks. Response inhibition tasks loaded mainly with central executive measures, but a dual processing task loaded with the visual-spatial WM measures. Phonological loop measures loaded independently of attention measures. After controls for age, IQ and attention-group membership, phonological loop and 'central processing' measures both predicted reading ability. A 'visual memory/dual-task' factor predicted attention group membership after controls for age, IQ and reading ability. Results thus suggest that some of the processes previously assumed to be predictive of attention problems may reflect processes involved in reading acquisition. Visual memory and dual-task functioning are, however, purer indices of cognitive difficulty in children experiencing attention problems.

Spine centerline extraction and efficient spine reading of MRI and CT data

NASA Astrophysics Data System (ADS)

Lorenz, C.; Vogt, N.; Börnert, P.; Brosch, T.

2018-03-01

Radiological assessment of the spine is performed regularly in the context of orthopedics, neurology, oncology, and trauma management. Due to the extension and curved geometry of the spinal column, reading is time-consuming and requires substantial user interaction to navigate through the data during inspection. In this paper a spine geometry guided viewing approach is proposed facilitating reading by reducing the degrees of freedom to be manipulated during inspection of the data. The method is using the spine centerline as a representation of the spine geometry. We assume that renderings most useful for reading are those that can be locally defined based on a rotation and translation relative to the spine centerline. The resulting renderings conserve locally the relation to the spine and lead to curved planar reformats that can be adjusted using a small set of parameters to minimize user interaction. The spine centerline is extracted by an automated image to image foveal fully convolutional neural network (FFCN) based approach. The network consists of three parallel convolutional pathways working on different levels of resolution and processed fields of view. The outputs of the parallel pathways are combined by a subsequent feature integration pathway to yield the (final) centerline probability map, which is converted into a set of spine centerline points. The network has been trained separately using two data set types, one comprising a mixture of T1 and T2 weighted spine MR images and one using CT image data. We achieve an average centerline position error of 1.7 mm for MR and 0.9 mm for CT and a DICE coefficient of 0.84 for MR and 0.95 for CT. Based on the thus obtained centerline viewing and multi-planar reformatting can be easily facilitated.

NeuronRead, an open source semi-automated tool for morphometric analysis of phase contrast and fluorescence neuronal images.

PubMed

Dias, Roberto A; Gonçalves, Bruno P; da Rocha, Joana F; da Cruz E Silva, Odete A B; da Silva, Augusto M F; Vieira, Sandra I

2017-12-01

Neurons are specialized cells of the Central Nervous System whose function is intricately related to the neuritic network they develop to transmit information. Morphological evaluation of this network and other neuronal structures is required to establish relationships between neuronal morphology and function, and may allow monitoring physiological and pathophysiologic alterations. Fluorescence-based microphotographs are the most widely used in cellular bioimaging, but phase contrast (PhC) microphotographs are easier to obtain, more affordable, and do not require invasive, complicated and disruptive techniques. Despite the various freeware tools available for fluorescence-based images analysis, few exist that can tackle the more elusive and harder-to-analyze PhC images. To surpass this, an interactive semi-automated image processing workflow was developed to easily extract relevant information (e.g. total neuritic length, average cell body area) from both PhC and fluorescence neuronal images. This workflow, named 'NeuronRead', was developed in the form of an ImageJ macro. Its robustness and adaptability were tested and validated on rat cortical primary neurons under control and differentiation inhibitory conditions. Validation included a comparison to manual determinations and to a golden standard freeware tool for fluorescence image analysis. NeuronRead was subsequently applied to PhC images of neurons at distinct differentiation days and exposed or not to DAPT, a pharmacological inhibitor of the γ-secretase enzyme, which cleaves the well-known Alzheimer's amyloid precursor protein (APP) and the Notch receptor. Data obtained confirms a neuritogenic regulatory role for γ-secretase products and validates NeuronRead as a time- and cost-effective useful monitoring tool. Copyright © 2017. Published by Elsevier Inc.

The Fringe Reading Facility at the Max-Planck-Institut fuer Stroemungsforschung

NASA Astrophysics Data System (ADS)

Becker, F.; Meier, G. E. A.; Wegner, H.; Timm, R.; Wenskus, R.

1987-05-01

A Mach-Zehnder interferometer is used for optical flow measurements in a transonic wind tunnel. Holographic interferograms are reconstructed by illumination with a He-Ne-laser and viewed by a video camera through wide angle optics. This setup was used for investigating industrial double exposure holograms of truck tires in order to develop methods of automatic recognition of certain manufacturing faults. Automatic input is achieved by a transient recorder digitizing the output of a TV camera and transferring the digitized data to a PDP11-34. Interest centered around sequences of interferograms showing the interaction of vortices with a profile and subsequent emission of sound generated by this process. The objective is the extraction of quantitative data which relates to the emission of noise.

The Fringe Reading Facility at the Max-Planck-Institut fuer Stroemungsforschung

NASA Technical Reports Server (NTRS)

Becker, F.; Meier, G. E. A.; Wegner, H.; Timm, R.; Wenskus, R.

1987-01-01

A Mach-Zehnder interferometer is used for optical flow measurements in a transonic wind tunnel. Holographic interferograms are reconstructed by illumination with a He-Ne-laser and viewed by a video camera through wide angle optics. This setup was used for investigating industrial double exposure holograms of truck tires in order to develop methods of automatic recognition of certain manufacturing faults. Automatic input is achieved by a transient recorder digitizing the output of a TV camera and transferring the digitized data to a PDP11-34. Interest centered around sequences of interferograms showing the interaction of vortices with a profile and subsequent emission of sound generated by this process. The objective is the extraction of quantitative data which relates to the emission of noise.

Reading Processes of University Students with Dyslexia - An Examination of the Relationship between Oral Reading and Reading Comprehension.

PubMed

Pedersen, Henriette Folkmann; Fusaroli, Riccardo; Lauridsen, Lene Louise; Parrila, Rauno

2016-11-01

The purpose of this study was to examine the quality of oral reading and how it relates to reading comprehension in students with dyslexia. A group of Danish university students with dyslexia (n = 16) and a comparison group of students with no history of reading problems (n = 16) were assessed on their oral reading performance when reading a complex text. Along with reading speed, we measured not only the number and quality of reading errors but also the extent and semantic nature of the self-corrections during reading. The reading comprehension was measured through aided text retellings. The results showed that, as a group, the dyslexics performed poorer on most measures, but there were notable within-group differences in the reading behaviours and little association between how well university students with dyslexia read aloud and comprehended the text. These findings suggest that many dyslexics in higher education tend to focus their attention on one subcomponent of the reading process, for example, decoding or comprehension, because engaging in both simultaneously may be too demanding for them. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Neurobiological bases of reading comprehension: Insights from neuroimaging studies of word level and text level processing in skilled and impaired readers

PubMed Central

Landi, Nicole; Frost, Stephen J.; Menc, W. Einar; Sandak, Rebecca; Pugh, Kenneth R.

2012-01-01

For accurate reading comprehension, readers must first learn to map letters to their corresponding speech sounds and meaning and then they must string the meanings of many words together to form a representation of the text. Furthermore, readers must master the complexities involved in parsing the relevant syntactic and pragmatic information necessary for accurate interpretation. Failure in this process can occur at multiple levels and cognitive neuroscience has been helpful in identifying the underlying causes of success and failure in reading single words and in reading comprehension. In general, neurobiological studies of skilled reading comprehension indicate a highly overlapping language circuit for single word reading, reading comprehension and listening comprehension with largely quantitative differences in a number of reading and language related areas. This paper reviews relevant research from studies employing neuroimaging techniques to study reading with a focus on the relationship between reading skill, single word reading, and text comprehension. PMID:23662034

The Genetic and Environmental Etiologies of the Relations between Cognitive Skills and Components of Reading Ability

PubMed Central

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

2016-01-01

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

Effective Beginning Reading Programs: A Best-Evidence Synthesis

ERIC Educational Resources Information Center

Slavin, Robert E.; Lake, Cynthia; Chambers, Bette; Cheung, Alan; Davis, Susan

2009-01-01

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the beginning reading success of children in kindergarten and first grade: Reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria…

Development of Components of Reading Skill.

ERIC Educational Resources Information Center

Curtis, Mary E.

1980-01-01

Verbal coding and listening comprehension ability differed among skilled and less skilled readers in second, third, and fifth grades. As verbal coding speed increased, comprehension skill became the more important predictor of reading skill. Apparently, verbal coding processes, which are slow, inhibit other reading processes. (Author/CP)

38 CFR 3.330 - Resumption of rating when veteran subsequently reports for Department of Veterans Affairs...

Code of Federal Regulations, 2014 CFR

2014-07-01

... benefits are precluded by the cited regulations will be stated in the rating. If the evidence is... are not otherwise precluded, the rating will contain a notation reading “Evidence insufficient to...

38 CFR 3.330 - Resumption of rating when veteran subsequently reports for Department of Veterans Affairs...

Code of Federal Regulations, 2012 CFR

2012-07-01

... benefits are precluded by the cited regulations will be stated in the rating. If the evidence is... are not otherwise precluded, the rating will contain a notation reading “Evidence insufficient to...

38 CFR 3.330 - Resumption of rating when veteran subsequently reports for Department of Veterans Affairs...

Code of Federal Regulations, 2011 CFR

2011-07-01

... benefits are precluded by the cited regulations will be stated in the rating. If the evidence is... are not otherwise precluded, the rating will contain a notation reading “Evidence insufficient to...

38 CFR 3.330 - Resumption of rating when veteran subsequently reports for Department of Veterans Affairs...

Code of Federal Regulations, 2010 CFR

2010-07-01

... benefits are precluded by the cited regulations will be stated in the rating. If the evidence is... are not otherwise precluded, the rating will contain a notation reading “Evidence insufficient to...

38 CFR 3.330 - Resumption of rating when veteran subsequently reports for Department of Veterans Affairs...

Code of Federal Regulations, 2013 CFR

2013-07-01

... benefits are precluded by the cited regulations will be stated in the rating. If the evidence is... are not otherwise precluded, the rating will contain a notation reading “Evidence insufficient to...

An Examination of the Associations between ADHD, Homework Behavior and Reading Comprehension

PubMed Central

Little, Callie W.; Hart, Sara A.; Schatschneider, Christopher; Taylor, Jeanette

2015-01-01

Previous literature has indicated an important association between reading comprehension and both ADHD and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence reading comprehension. Using a genetically sensitive design, this study examined the genetic and environmental influences on and between ADHD, homework behavior and reading comprehension. Participants for this study included 691 twin pairs (351 monozygotic, 340 same-sex dizygotic) from the Florida Twin Project on Behavior and Environment (FTP-BE) and 2647 twin pairs (865 monozygotic, 1782 dizygotic) from the larger Florida Twin Project on Reading (FTP-R) in grades 3 through 7. Three separate models, each representing a different definition of ADHD (full ADHD, Inattention only, and Hyperactivity/Impulsivity only), showed similar patterns of results, therefore, results of the full ADHD model are discussed. Overlapping genetic influences were found between ADHD, homework behavior and reading comprehension, but no shared environmental influences among all three. However, shared environmental influences overlapped between homework behavior and reading comprehension. Although the sources of this environmental overlap are unknown, these results have implications for improving homework practices and their subsequent influence on literacy skills through homework environments. PMID:25349092

Examining Associations Among ADHD, Homework Behavior, and Reading Comprehension: A Twin Study.

PubMed

Little, Callie W; Hart, Sara A; Schatschneider, Christopher; Taylor, Jeanette

2016-07-01

Previous literature has indicated an important association between reading comprehension and both attention-deficit/hyperactivity disorder (ADHD) and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence reading comprehension. Using a genetically sensitive design, this study examined the genetic and environmental influences on and between ADHD, homework behavior and reading comprehension. Participants for this study included 691 twin pairs (351 monozygotic, 340 same-sex dizygotic) from the Florida Twin Project on Behavior and Environment (FTP-BE) and 2647 twin pairs (865 monozygotic, 1782 dizygotic) from the larger Florida Twin Project on Reading (FTP-R) in Grades 3 through 7. Three separate models, each representing a different definition of ADHD (full ADHD, inattention only, and hyperactivity/impulsivity only), showed similar patterns of results; therefore, results of the full ADHD model are discussed. Overlapping genetic influences were found between ADHD, homework behavior, and reading comprehension, but no shared environmental influences among all three. However, shared environmental influences overlapped between homework behavior and reading comprehension. Although the sources of this environmental overlap are unknown, these results have implications for improving homework practices and their subsequent influence on literacy skills through homework environments. © Hammill Institute on Disabilities 2014.

Learning by Reading for Robust Reasoning in Intelligent Agents

DTIC Science & Technology

2018-04-24

SUPPLEMENTARY NOTES 14. ABSTRACT Our hypotheses are that analogical processing plays multiple roles in enabling machines to learn by reading, and that...systems). Our overall hypotheses are that analogical processing plays multiple roles in learning by reading, and that qualitative representations provide...from reading this text? Narrative function can be seen as a kind of communication act, but the idea goes a bit beyond that. Communication acts are

Reading of American Children Whose Language is a Stable Rural Dialect of English or a Language Other Than English. Final Report.

ERIC Educational Resources Information Center

Goodman, Kenneth S.; Goodman, Yetta M.

Research conducted to refine and perfect a theory and model of the reading process is presented in this report. Specifically, studies of the reading miscues of 96 students who were either speakers of English as a second language or of stable, rural dialects are detailed. Chapters deal with the following topics: methodology, the reading process,…

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.

Oscillatory EEG dynamics underlying automatic chunking during sentence processing.

PubMed

Bonhage, Corinna E; Meyer, Lars; Gruber, Thomas; Friederici, Angela D; Mueller, Jutta L

2017-05-15

Sentences are easier to remember than random word sequences, likely because linguistic regularities facilitate chunking of words into meaningful groups. The present electroencephalography study investigated the neural oscillations modulated by this so-called sentence superiority effect during the encoding and maintenance of sentence fragments versus word lists. We hypothesized a chunking-related modulation of neural processing during the encoding and retention of sentences (i.e., sentence fragments) as compared to word lists. Time-frequency analysis revealed a two-fold oscillatory pattern for the memorization of sentences: Sentence encoding was accompanied by higher delta amplitude (4Hz), originating both from regions processing syntax as well as semantics (bilateral superior/middle temporal regions and fusiform gyrus). Subsequent sentence retention was reflected in decreased theta (6Hz) and beta/gamma (27-32Hz) amplitude instead. Notably, whether participants simply read or properly memorized the sentences did not impact chunking-related activity during encoding. Therefore, we argue that the sentence superiority effect is grounded in highly automatized language processing mechanisms, which generate meaningful memory chunks irrespective of task demands. Copyright © 2017 Elsevier Inc. All rights reserved.

The effects of prior knowledge on study-time allocation and free recall: investigating the discrepancy reduction model.

PubMed

Verkoeijen, Peter P J L; Rikers, Remy M J P; Schmidt, Henk G

2005-01-01

In this study, the authors examined the influence of prior knowledge activation on information processing by means of a prior knowledge activation procedure adopted from the read-generate paradigm. On the basis of cue-target pairs, participants in the experimental groups generated two different sets of items before studying a relevant list. Subsequently, participants were informed that they had to study the items in the list and that they should try to remember as many items as possible. The authors assessed the processing time allocated to the items in the list and free recall of those items. The results revealed that the experimental groups spent less time on items that had already been activated. In addition, the experimental groups outperformed the control group in overall free recall and in free recall of the activated items. Between-group comparisons did not demonstrate significant effects with respect to the processing time and free recall of nonactivated items. The authors interpreted these results in terms of the discrepancy reduction model of regulating the amount of processing time allocated to different parts of the list.

Orthographic and phonological preview benefits: parafoveal processing in skilled and less-skilled deaf readers.

PubMed

Bélanger, Nathalie N; Mayberry, Rachel I; Rayner, Keith

2013-01-01

Many deaf individuals do not develop the high-level reading skills that will allow them to fully take part into society. To attempt to explain this widespread difficulty in the deaf population, much research has honed in on the use of phonological codes during reading. The hypothesis that the use of phonological codes is associated with good reading skills in deaf readers, though not well supported, still lingers in the literature. We investigated skilled and less-skilled adult deaf readers' processing of orthographic and phonological codes in parafoveal vision during reading by monitoring their eye movements and using the boundary paradigm. Orthographic preview benefits were found in early measures of reading for skilled hearing, skilled deaf, and less-skilled deaf readers, but only skilled hearing readers processed phonological codes in parafoveal vision. Crucially, skilled and less-skilled deaf readers showed a very similar pattern of preview benefits during reading. These results support the notion that reading difficulties in deaf adults are not linked to their failure to activate phonological codes during reading.

Arioc: high-throughput read alignment with GPU-accelerated exploration of the seed-and-extend search space

PubMed Central

Budavari, Tamas; Langmead, Ben; Wheelan, Sarah J.; Salzberg, Steven L.; Szalay, Alexander S.

2015-01-01

When computing alignments of DNA sequences to a large genome, a key element in achieving high processing throughput is to prioritize locations in the genome where high-scoring mappings might be expected. We formulated this task as a series of list-processing operations that can be efficiently performed on graphics processing unit (GPU) hardware.We followed this approach in implementing a read aligner called Arioc that uses GPU-based parallel sort and reduction techniques to identify high-priority locations where potential alignments may be found. We then carried out a read-by-read comparison of Arioc’s reported alignments with the alignments found by several leading read aligners. With simulated reads, Arioc has comparable or better accuracy than the other read aligners we tested. With human sequencing reads, Arioc demonstrates significantly greater throughput than the other aligners we evaluated across a wide range of sensitivity settings. The Arioc software is available at https://github.com/RWilton/Arioc. It is released under a BSD open-source license. PMID:25780763

The Neurobiological Basis of Reading.

ERIC Educational Resources Information Center

Joseph, Jane; Noble, Kimberly; Eden, Guinevere

2001-01-01

This paper reviews studies using positron emission tomography and functional magnetic resonance imaging in adults to study the reading process and notes that general networks of regions seem to be uniquely associated with different components of the reading process. Findings are evaluated in light of technical and experimental limitations and…

An eye movement based reading intervention in lexical and segmental readers with acquired dyslexia.

PubMed

Ablinger, Irene; von Heyden, Kerstin; Vorstius, Christian; Halm, Katja; Huber, Walter; Radach, Ralph

2014-01-01

Due to their brain damage, aphasic patients with acquired dyslexia often rely to a greater extent on lexical or segmental reading procedures. Thus, therapy intervention is mostly targeted on the more impaired reading strategy. In the present work we introduce a novel therapy approach based on real-time measurement of patients' eye movements as they attempt to read words. More specifically, an eye movement contingent technique of stepwise letter de-masking was used to support sequential reading, whereas fixation-dependent initial masking of non-central letters stimulated a lexical (parallel) reading strategy. Four lexical and four segmental readers with acquired central dyslexia received our intensive reading intervention. All participants showed remarkable improvements as evident in reduced total reading time, a reduced number of fixations per word and improved reading accuracy. Both types of intervention led to item-specific training effects in all subjects. A generalisation to untrained items was only found in segmental readers after the lexical training. Eye movement analyses were also used to compare word processing before and after therapy, indicating that all patients, with one exclusion, maintained their preferred reading strategy. However, in several cases the balance between sequential and lexical processing became less extreme, indicating a more effective individual interplay of both word processing routes.

The Effects of Context on Processing Words during Sentence Reading among Adults Varying in Age and Literacy Skill

ERIC Educational Resources Information Center

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

2017-01-01

The facilitation of word processing by sentence context reflects the interaction between the build-up of message-level semantics and lexical processing. Yet, little is known about how this effect varies through adulthood as a function of reading skill. In this study, Participants 18-64 years old with a range of literacy competence read simple…

Affective Dimensions of Reading Instruction

ERIC Educational Resources Information Center

Biberstine, Richard D.

1977-01-01

The challenge to reading instructors is to develop in their pupils not only good reading skills, but also the means to understand their own feelings and emotions through reading, and to build positive feelings and emotions related to the process and products of reading. (MB)

Handbook of Reading Research.

ERIC Educational Resources Information Center

Pearson, P. David, Ed.; And Others

Intended for reading educators and researchers, this handbook characterizes the current state of methodology and the cumulative research-based knowledge of reading. The book's three sections cover methodological issues, basic reading processes, and instructional practices. The 25 chapters discuss the following topics: (1) reading research history,…

The Relationship between Strategic Reading Instruction, Student Learning of L2-Based Reading Strategies and L2 Reading Achievement

ERIC Educational Resources Information Center

Akkakoson, Songyut

2013-01-01

This study investigates the relationship between strategic reading instruction, the process of learning second language-based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16?weeks, 82 students were taught using a strategies-based approach…

The interface between spoken and written language: developmental disorders.

PubMed

Hulme, Charles; Snowling, Margaret J

2014-01-01

We review current knowledge about reading development and the origins of difficulties in learning to read. We distinguish between the processes involved in learning to decode print, and the processes involved in reading for meaning (reading comprehension). At a cognitive level, difficulties in learning to read appear to be predominantly caused by deficits in underlying oral language skills. The development of decoding skills appears to depend critically upon phonological language skills, and variations in phoneme awareness, letter-sound knowledge and rapid automatized naming each appear to be causally related to problems in learning to read. Reading comprehension difficulties in contrast appear to be critically dependent on a range of oral language comprehension skills (including vocabulary knowledge and grammatical, morphological and pragmatic skills).

Equivalence of Screen versus Print Reading Comprehension Depends on Task Complexity and Proficiency

ERIC Educational Resources Information Center

Lenhard, Wolfgang; Schroeders, Ulrich; Lenhard, Alexandra

2017-01-01

As reading and reading assessment become increasingly implemented on electronic devices, the question arises whether reading on screen is comparable with reading on paper. To examine potential differences, we studied reading processes on different proficiency and complexity levels. Specifically, we used data from the standardization sample of the…

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,…

Silent Reading Reconsidered: Reinterpreting Reading Instruction and Its Effects. Technical Report No. 390.

ERIC Educational Resources Information Center

Wilkinson, Ian; And Others

Results reported by Leinhardt, Zigmond, and Cooley (1981) have been interpreted as support for increased silent reading in classroom reading instruction. G. Leinhardt and colleagues examined a causal model of classroom processes influencing reading achievement and found that time spent in silent, rather than oral, reading was positively related to…

Metalinguistic awareness and reading performance: a cross language comparison.

PubMed

Ibrahim, Raphiq; Eviatar, Zohar; Aharon-Peretz, Judith

2007-07-01

The study examined two questions: (1) do the greater phonological awareness skills of billinguals affect reading performance; (2) to what extent do the orthographic characteristics of a language influence reading performance and how does this interact with the effects of phonological awareness. We estimated phonological metalinguistic abilities and reading measures in three groups of first graders: monolingual Hebrew speakers, bilingual Russian-Hebrew speakers, and Arabic-speaking children. We found that language experience affects phonological awareness, as both Russian-Hebrew bilinguals and the Arabic speakers achieved higher scores on metalinguistic tests than Hebrew speakers. Orthography affected reading measures and their correlation with phonological abilitites. Children reading Hebrew showed better text reading ability and significant correlations between phonological awareness and reading scores. Children reading Arabic showed a slight advantage in single word and nonword reading over the two Hebrew reading groups, and very weak relationships between phonological abilities and reading performance. We conclude that native Arabic speakers have more difficulty in processing Arabic orthography than Hebrew monolinguals and bilinguals have in processing Hebrew orthography, and suggest that this is due to the additional visual complexity of Arabic orthography.

Do Specific Relevance Instructions Promote Transfer Appropriate Processing?

ERIC Educational Resources Information Center

McCrudden, Matthew T.

2011-01-01

This study examined whether specific relevance instructions affect transfer appropriate processing. Undergraduates (n = 52) were randomly assigned to one of three pre-reading question conditions that asked them what-questions, why-questions, or to read for understanding (i.e., control condition). There were no differences in reading time across…

Comorbidity of Auditory Processing, Language, and Reading Disorders

ERIC Educational Resources Information Center

Sharma, Mridula; Purdy, Suzanne C.; Kelly, Andrea S.

2009-01-01

Purpose: The authors assessed comorbidity of auditory processing disorder (APD), language impairment (LI), and reading disorder (RD) in school-age children. Method: Children (N = 68) with suspected APD and nonverbal IQ standard scores of 80 or more were assessed using auditory, language, reading, attention, and memory measures. Auditory processing…

Cost-Effective Prediction of Reading Difficulties.

ERIC Educational Resources Information Center

Heath, Steve M.; Hogben, John H.

2004-01-01

This study addressed 2 questions: (a) Can preschoolers who will fail at reading be more efficiently identified by targeting those at highest risk for reading problems? and (b) will auditory temporal processing (ATP) improve the accuracy of identification derived from phonological processing and oral language ability? A sample of 227 preschoolers…

The Development of Basic Reading Skills in Children: A Cross-Language Perspective.

ERIC Educational Resources Information Center

Geva, Esther; Wang, Min

2001-01-01

Reviews recent research evidence for universal and orthography- or language-specific processes in the development of basic reading skills in school-age children. The review focuses on three different aspects of reading--phonological processing, rapid naming, and morphosyntactic complexity--targeted in recent research on development of word…

Reading: Cognitive Input and Output.

ERIC Educational Resources Information Center

Kopp, Harriet Green

Descriptions of language learning and reading behaviors are presented, in this paper, within the context of a model of cognitive processing that reflects a continuum for the logical procession of language skills in human maturation and learning. Portions of the paper differentiate silent and oral reading in terms of cognitive load, which is a…

Emergent Readers' Social Interaction Styles and Their Comprehension Processes during Buddy Reading

ERIC Educational Resources Information Center

Christ, Tanya; Wang, X. Christine; Chiu, Ming Ming

2015-01-01

To examine the relations between emergent readers' social interaction styles and their comprehension processes, we adapted sociocultural and transactional views of learning and reading, and conducted statistical discourse analysis of 1,359 conversation turns transcribed from 14 preschoolers' 40 buddy reading events. Results show that interaction…

Evaluation of Models of the Reading Process.

ERIC Educational Resources Information Center

Balajthy, Ernest

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

The Time Course of Incremental Word Processing during Chinese Reading

ERIC Educational Resources Information Center

Zhou, Junyi; Ma, Guojie; Li, Xingshan; Taft, Marcus

2018-01-01

In the current study, we report two eye movement experiments investigating how Chinese readers process incremental words during reading. These are words where some of the component characters constitute another word (an embedded word). In two experiments, eye movements were monitored while the participants read sentences with incremental words…

Basic Processes in Reading: The Effect of Interletter Spacing

ERIC Educational Resources Information Center

Risko, Evan F.; Lanthier, Sophie N.; Besner, Derek

2011-01-01

Reading is acutely sensitive to the amount of space between letters within a string. In the present investigation, we explore the impairment caused by increasing interletter spacing when reading single words and nonwords aloud. Specifically, 2 hypotheses are tested: (a) whether increasing interletter spacing induces serial processing while reading…

The role of answer fluency and perceptual fluency as metacognitive cues for initiating analytic thinking.

PubMed

Thompson, Valerie A; Turner, Jamie A Prowse; Pennycook, Gordon; Ball, Linden J; Brack, Hannah; Ophir, Yael; Ackerman, Rakefet

2013-08-01

Although widely studied in other domains, relatively little is known about the metacognitive processes that monitor and control behaviour during reasoning and decision-making. In this paper, we examined the conditions under which two fluency cues are used to monitor initial reasoning: answer fluency, or the speed with which the initial, intuitive answer is produced (Thompson, Prowse Turner, & Pennycook, 2011), and perceptual fluency, or the ease with which problems can be read (Alter, Oppenheimer, Epley, & Eyre, 2007). The first two experiments demonstrated that answer fluency reliably predicted Feeling of Rightness (FOR) judgments to conditional inferences and base rate problems, which subsequently predicted the amount of deliberate processing as measured by thinking time and answer changes; answer fluency also predicted retrospective confidence judgments (Experiment 3b). Moreover, the effect of answer fluency on reasoning was independent from the effect of perceptual fluency, establishing that these are empirically independent constructs. In five experiments with a variety of reasoning problems similar to those of Alter et al. (2007), we found no effect of perceptual fluency on FOR, retrospective confidence or accuracy; however, we did observe that participants spent more time thinking about hard to read stimuli, although this additional time did not result in answer changes. In our final two experiments, we found that perceptual disfluency increased accuracy on the CRT (Frederick, 2005), but only amongst participants of high cognitive ability. As Alter et al.'s samples were gathered from prestigious universities, collectively, the data to this point suggest that perceptual fluency prompts additional processing in general, but this processing may results in higher accuracy only for the most cognitively able. Crown Copyright © 2012. Published by Elsevier B.V. All rights reserved.

Simultaneously uncovering the patterns of brain regions involved in different story reading subprocesses.

PubMed

Wehbe, Leila; Murphy, Brian; Talukdar, Partha; Fyshe, Alona; Ramdas, Aaditya; Mitchell, Tom

2014-01-01

Story understanding involves many perceptual and cognitive subprocesses, from perceiving individual words, to parsing sentences, to understanding the relationships among the story characters. We present an integrated computational model of reading that incorporates these and additional subprocesses, simultaneously discovering their fMRI signatures. Our model predicts the fMRI activity associated with reading arbitrary text passages, well enough to distinguish which of two story segments is being read with 74% accuracy. This approach is the first to simultaneously track diverse reading subprocesses during complex story processing and predict the detailed neural representation of diverse story features, ranging from visual word properties to the mention of different story characters and different actions they perform. We construct brain representation maps that replicate many results from a wide range of classical studies that focus each on one aspect of language processing and offer new insights on which type of information is processed by different areas involved in language processing. Additionally, this approach is promising for studying individual differences: it can be used to create single subject maps that may potentially be used to measure reading comprehension and diagnose reading disorders.

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

PubMed

Wasserman, Theodore

2012-01-01

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

Triangulation of the neurocomputational architecture underpinning reading aloud

PubMed Central

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

2015-01-01

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

Testing for dual brain processing routes in reading: a direct contrast of chinese character and pinyin reading using FMRI.

PubMed

Chen, Yiping; Fu, Shimin; Iversen, Susan D; Smith, Steve M; Matthews, Paul M

2002-10-01

Chinese offers a unique tool for testing the effects of word form on language processing during reading. The processes of letter-mediated grapheme-to-phoneme translation and phonemic assembly (assembled phonology) critical for reading and spelling in any alphabetic orthography are largely absent when reading nonalphabetic Chinese characters. In contrast, script-to-sound translation based on the script as a whole (addressed phonology) is absent when reading the Chinese alphabetic sound symbols known as pinyin, for which the script-to-sound translation is based exclusively on assembled phonology. The present study aims to contrast patterns of brain activity associated with the different cognitive mechanisms needed for reading the two scripts. fMRI was used with a block design involving a phonological and lexical task in which subjects were asked to decide whether visually presented, paired Chinese characters or pinyin "sounded like" a word. Results demonstrate that reading Chinese characters and pinyin activate a common brain network including the inferior frontal, middle, and inferior temporal gyri, the inferior and superior parietal lobules, and the extrastriate areas. However, some regions show relatively greater activation for either pinyin or Chinese reading. Reading pinyin led to a greater activation in the inferior parietal cortex bilaterally, the precuneus, and the anterior middle temporal gyrus. In contrast, activation in the left fusiform gyrus, the bilateral cuneus, the posterior middle temporal, the right inferior frontal gyrus, and the bilateral superior frontal gyrus were greater for nonalphabetic Chinese reading. We conclude that both alphabetic and nonalphabetic scripts activate a common brain network for reading. Overall, there are no differences in terms of hemispheric specialization between alphabetic and nonalphabetic scripts. However, differences in language surface form appear to determine relative activation in other regions. Some of these regions (e.g., the inferior parietal cortex for pinyin and fusiform gyrus for Chinese characters) are candidate regions for specialized processes associated with reading via predominantly assembled (pinyin) or addressed (Chinese character) procedures.

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

PubMed

Andrews, Jean F

2012-01-01

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

The multiple deficit model of dyslexia: what does it mean for identification and intervention?

PubMed

Ring, Jeremiah; Black, Jeffrey L

2018-04-24

Research demonstrates that phonological skills provide the basis of reading acquisition and are a primary processing deficit in dyslexia. This consensus has led to the development of effective methods of reading intervention. However, a single phonological deficit is not sufficient to account for the heterogeneity of individuals with dyslexia, and recent research provides evidence that supports a multiple-deficit model of reading disorders. Two studies are presented that investigate (1) the prevalence of phonological and cognitive processing deficit profiles in children with significant reading disability and (2) the effects of those same phonological and cognitive processing skills on reading development in a sample of children that received treatment for dyslexia. The results are discussed in the context of implications for identification and an intervention approach that accommodates multiple deficits within a comprehensive skills-based reading program.

Automatic draft reading based on image processing

NASA Astrophysics Data System (ADS)

Tsujii, Takahiro; Yoshida, Hiromi; Iiguni, Youji

2016-10-01

In marine transportation, a draft survey is a means to determine the quantity of bulk cargo. Automatic draft reading based on computer image processing has been proposed. However, the conventional draft mark segmentation may fail when the video sequence has many other regions than draft marks and a hull, and the estimated waterline is inherently higher than the true one. To solve these problems, we propose an automatic draft reading method that uses morphological operations to detect draft marks and estimate the waterline for every frame with Canny edge detection and a robust estimation. Moreover, we emulate surveyors' draft reading process for getting the understanding of a shipper and a receiver. In an experiment in a towing tank, the draft reading error of the proposed method was <1 cm, showing the advantage of the proposed method. It is also shown that accurate draft reading has been achieved in a real-world scene.

deBGR: an efficient and near-exact representation of the weighted de Bruijn graph

PubMed Central

Pandey, Prashant; Bender, Michael A.; Johnson, Rob; Patro, Rob

2017-01-01

Abstract Motivation: Almost all de novo short-read genome and transcriptome assemblers start by building a representation of the de Bruijn Graph of the reads they are given as input. Even when other approaches are used for subsequent assembly (e.g. when one is using ‘long read’ technologies like those offered by PacBio or Oxford Nanopore), efficient k-mer processing is still crucial for accurate assembly, and state-of-the-art long-read error-correction methods use de Bruijn Graphs. Because of the centrality of de Bruijn Graphs, researchers have proposed numerous methods for representing de Bruijn Graphs compactly. Some of these proposals sacrifice accuracy to save space. Further, none of these methods store abundance information, i.e. the number of times that each k-mer occurs, which is key in transcriptome assemblers. Results: We present a method for compactly representing the weighted de Bruijn Graph (i.e. with abundance information) with essentially no errors. Our representation yields zero errors while increasing the space requirements by less than 18–28% compared to the approximate de Bruijn graph representation in Squeakr. Our technique is based on a simple invariant that all weighted de Bruijn Graphs must satisfy, and hence is likely to be of general interest and applicable in most weighted de Bruijn Graph-based systems. Availability and implementation: https://github.com/splatlab/debgr. Contact: rob.patro@cs.stonybrook.edu Supplementary information: Supplementary data are available at Bioinformatics online. PMID:28881995

[Literature review of the influences on error rates when identifying equids with transponder and hot-iron branding].

PubMed

Campe, Amely; Schulz, Sophia; Bohnet, Willa

2016-01-01

Although equids have had to be tagged with a transponder since 2009, breeding associations in Germany disagree as to which method is best suited for identification (with or without hot iron branding). Therefore, the aim of this systematic literature review was to gain an overview of how effective identification is using transponders and hot iron branding and as to which factors influence the success of identification. Existing literature showed that equids can be identified by means of transponders with a probability of 85-100%, whereas symbol brandings could be identified correctly in 78-89%, whole number brandings in 0-87% and single figures in 37-92% of the readings, respectively. The successful reading of microchips can be further optimised by a correctly operated implantation process and thorough training of the applying persons. affect identification with a scanner. The removal of transponders for manipulation purposes is virtually impossible. Influences during the application of branding marks can hardly, if at all, be standardised, but influence the subsequent readability relevantly. Therefore, identification by means of hot branding cannot be considered sufficiently reliable. Impaired quality of identification can be reduced during reading but cannot be counteracted. Based on the existing studies it can be concluded that the transponder method is the best suited of the investigated methods for clearly identifying equids, being forgery-proof and permanent. It is not to be expected that applying hot branding in addition to microchips would optimise the probability of identification relevantly.

Neural division of labor in reading is constrained by culture: a training study of reading Chinese characters.

PubMed

Zhao, Jingjing; Wang, Xiaoyi; Frost, Stephen J; Sun, Wan; Fang, Shin-Yi; Mencl, W Einar; Pugh, Kenneth R; Shu, Hua; Rueckl, Jay G

2014-04-01

Word reading in alphabetic language involves a cortical system with multiple components whose division of labor depends on the transparency of the writing system. To gain insight about the neural division of labor between phonology and semantics subserving word reading in Chinese, a deep non-alphabetic writing system, functional magnetic resonance imaging (fMRI) was used to investigate the effects of phonological and semantic training on the cortical circuitry for oral naming of Chinese characters. In a training study, we examined whether a training task that differentially focused readers' attention on the phonological or semantic properties of a Chinese character changes the patterns of cortical activation that was evoked by that character in a subsequent naming task. Our imaging results corroborate that the cortical regions underlying reading in Chinese largely overlap the left-hemisphere reading system responsible for reading in alphabetic languages, with some cortical regions in the left-hemisphere uniquely recruited for reading in Chinese. However, in contrast to findings from studies of English word naming, we observed considerable overlap in the neural activation patterns associated with phonological and semantic training on naming Chinese characters, which we suggest may reflect a balanced neural division of labor between phonology and semantics in Chinese character reading. The equitable division of labor for Chinese reading might be driven by the special statistical structure of the writing system, which includes equally systematic mappings in the correspondences between written forms and their pronunciations and meanings. Copyright © 2014 Elsevier Ltd. All rights reserved.

Basic processes in reading aloud and colour naming: towards a better understanding of the role of spatial attention.

PubMed

Robidoux, Serje; Rauwerda, Derek; Besner, Derek

2014-05-01

Whether or not lexical access from print requires spatial attention has been debated intensively for the last 30 years. Studies involving colour naming generally find evidence that "unattended" words are processed. In contrast, reading-based experiments do not find evidence of distractor processing. One theory ascribes the discrepancy to weaker attentional demands for colour identification. If colour naming does not capture all of a subject's attention, the remaining attentional resources can be deployed to process the distractor word. The present study combined exogenous spatial cueing with colour naming and reading aloud separately and found that colour naming is less sensitive to the validity of a spatial cue than is reading words aloud. Based on these results, we argue that colour naming studies do not effectively control attention so that no conclusions about unattended distractor processing can be drawn from them. Thus we reiterate the consistent conclusion drawn from reading aloud and lexical decision studies: There is no word identification without (spatial) attention.

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

PubMed

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

2009-01-28

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

An association between auditory-visual synchrony processing and reading comprehension: Behavioral and electrophysiological evidence

PubMed Central

Mossbridge, Julia; Zweig, Jacob; Grabowecky, Marcia; Suzuki, Satoru

2016-01-01

The perceptual system integrates synchronized auditory-visual signals in part to promote individuation of objects in cluttered environments. The processing of auditory-visual synchrony may more generally contribute to cognition by synchronizing internally generated multimodal signals. Reading is a prime example because the ability to synchronize internal phonological and/or lexical processing with visual orthographic processing may facilitate encoding of words and meanings. Consistent with this possibility, developmental and clinical research has suggested a link between reading performance and the ability to compare visual spatial/temporal patterns with auditory temporal patterns. Here, we provide converging behavioral and electrophysiological evidence suggesting that greater behavioral ability to judge auditory-visual synchrony (Experiment 1) and greater sensitivity of an electrophysiological marker of auditory-visual synchrony processing (Experiment 2) both predict superior reading comprehension performance, accounting for 16% and 25% of the variance, respectively. These results support the idea that the mechanisms that detect auditory-visual synchrony contribute to reading comprehension. PMID:28129060

An Association between Auditory-Visual Synchrony Processing and Reading Comprehension: Behavioral and Electrophysiological Evidence.

PubMed

Mossbridge, Julia; Zweig, Jacob; Grabowecky, Marcia; Suzuki, Satoru

2017-03-01

The perceptual system integrates synchronized auditory-visual signals in part to promote individuation of objects in cluttered environments. The processing of auditory-visual synchrony may more generally contribute to cognition by synchronizing internally generated multimodal signals. Reading is a prime example because the ability to synchronize internal phonological and/or lexical processing with visual orthographic processing may facilitate encoding of words and meanings. Consistent with this possibility, developmental and clinical research has suggested a link between reading performance and the ability to compare visual spatial/temporal patterns with auditory temporal patterns. Here, we provide converging behavioral and electrophysiological evidence suggesting that greater behavioral ability to judge auditory-visual synchrony (Experiment 1) and greater sensitivity of an electrophysiological marker of auditory-visual synchrony processing (Experiment 2) both predict superior reading comprehension performance, accounting for 16% and 25% of the variance, respectively. These results support the idea that the mechanisms that detect auditory-visual synchrony contribute to reading comprehension.

The cost of thinking about false beliefs: evidence from adults' performance on a non-inferential theory of mind task.

PubMed

Apperly, Ian A; Back, Elisa; Samson, Dana; France, Lisa

2008-03-01

Much of what we know about other people's beliefs comes non-inferentially from what people tell us. Developmental research suggests that 3-year-olds have difficulty processing such information: they suffer interference from their own knowledge of reality when told about someone's false belief (e.g., [Wellman, H. M., & Bartsch, K. (1988). Young children's reasoning about beliefs. Cognition, 30, 239-277.]). The current studies examined for the first time whether similar interference occurs in adult participants. In two experiments participants read sentences describing the real colour of an object and a man's false belief about the colour of the object, then judged the accuracy of a picture probe depicting either reality or the man's belief. Processing costs for picture probes depicting reality were consistently greater in this false belief condition than in a matched control condition in which the sentences described the real colour of one object and a man's unrelated belief about the colour of another object. A similar pattern was observed for picture probes depicting the man's belief in most cases. Processing costs were not sensitive to the time available for encoding the information presented in the sentences: costs were observed when participants read the sentences at their own pace (Experiment 1) or at a faster or a slower pace (Experiment 2). This suggests that adults' difficulty was not with encoding information about reality and a conflicting false belief, but with holding this information in mind and using it to inform a subsequent judgement.

A multistage crucible of revision and approval shapes IPCC policymaker summaries

PubMed Central

Mach, Katharine J.; Freeman, Patrick T.; Mastrandrea, Michael D.; Field, Christopher B.

2016-01-01

Intergovernmental Panel on Climate Change (IPCC) member governments approve each report’s summary for policymakers (SPM) by consensus, discussing and agreeing on each sentence in a plenary session with scientist authors. A defining feature of IPCC assessment, the governmental approval process builds joint ownership of current knowledge by scientists and governments. The resulting SPM revisions have been extensively discussed in anecdotes, interviews, and perspectives, but they have not been comprehensively analyzed. We provide an in-depth evaluation of IPCC SPM revisions, establishing an evidential basis for understanding their nature. Revisions associated with governmental review and approval generally expand SPMs, with SPM text growing by 17 to 53% across recent assessment reports. Cases of high political sensitivity and failure to reach consensus are notable exceptions, resulting in SPM contractions. In contrast to recent claims, we find that IPCC SPMs are as readable, for multiple metrics of reading ease, as other professionally edited assessment summaries. Across reading-ease metrics, some SPMs become more readable through governmental review and approval, whereas others do not. In an SPM examined through the entire revision process, most revisions associated with governmental review and approval occurred before the start of the government-approval plenary session. These author revisions emphasize clarity, scientific rigor, and explanation. In contrast, the subsequent plenary revisions place greater emphasis especially on policy relevance, comprehensiveness of examples, and nuances of expert judgment. Overall, the value added by the IPCC process emerges in a multistage crucible of revision and approval, as individuals together navigate complex science-policy terrain. PMID:27532046

Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading

PubMed Central

Vanbinst, Kiran; Ansari, Daniel; Ghesquière, Pol; De Smedt, Bert

2016-01-01

In this article, we tested, using a 1-year longitudinal design, whether symbolic numerical magnitude processing or children’s numerical representation of Arabic digits, is as important to arithmetic as phonological awareness is to reading. Children completed measures of symbolic comparison, phonological awareness, arithmetic, reading at the start of third grade and the latter two were retested at the start of fourth grade. Cross-sectional and longitudinal correlations indicated that symbolic comparison was a powerful domain-specific predictor of arithmetic and that phonological awareness was a unique predictor of reading. Crucially, the strength of these independent associations was not significantly different. This indicates that symbolic numerical magnitude processing is as important to arithmetic development as phonological awareness is to reading and suggests that symbolic numerical magnitude processing is a good candidate for screening children at risk for developing mathematical difficulties. PMID:26942935

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

Using Comic Books as Read-Alouds: Insights on Reading Instruction from an English as a Second Language Classroom

ERIC Educational Resources Information Center

Ranker, Jason

2007-01-01

A first-grade teacher used comic books as read-alouds during her implementation of a reading/writing workshop. The students, primarily English-language learners, were able to make use of this medium in order to learn new reading practices. The teacher used the comics to teach multiple aspects of various reading processes such as reading with an…

What Are the Underlying Skills of Silent Reading Acquisition? A Developmental Study from Kindergarten to the 2nd Grade

ERIC Educational Resources Information Center

Bar-Kochva, Irit

2013-01-01

Research on reading acquisition and on the processes underlying it usually examined reading orally, while silent reading, which is the more common mode of reading, has been rather neglected. As accumulated data suggests that these two modes of reading only partially overlap, our understanding of the natural mode of reading may still be limited.…

A Technique for Tracking the Reading Rate to Identify the E-Book Reading Behaviors and Comprehension Outcomes of Elementary School Students

ERIC Educational Resources Information Center

Huang, Yueh-Min; Liang, Tsung-Ho

2015-01-01

Tracking individual reading behaviors is a difficult task, as is carrying out real-time recording and analysis throughout the reading process, but these aims are worth pursuing. In this study, the reading rate is adopted as an indicator to identify different reading behaviors and comprehension outcomes. A reading rate tracking technique is thus…

Increased resting-state functional connectivity of visual- and cognitive-control brain networks after training in children with reading difficulties

PubMed Central

Horowitz-Kraus, Tzipi; DiFrancesco, Mark; Kay, Benjamin; Wang, Yingying; Holland, Scott K.

2015-01-01

The Reading Acceleration Program, a computerized reading-training program, increases activation in neural circuits related to reading. We examined the effect of the training on the functional connectivity between independent components related to visual processing, executive functions, attention, memory, and language during rest after the training. Children 8–12 years old with reading difficulties and typical readers participated in the study. Behavioral testing and functional magnetic resonance imaging were performed before and after the training. Imaging data were analyzed using an independent component analysis approach. After training, both reading groups showed increased single-word contextual reading and reading comprehension scores. Greater positive correlations between the visual-processing component and the executive functions, attention, memory, or language components were found after training in children with reading difficulties. Training-related increases in connectivity between the visual and attention components and between the visual and executive function components were positively correlated with increased word reading and reading comprehension, respectively. Our findings suggest that the effect of the Reading Acceleration Program on basic cognitive domains can be detected even in the absence of an ongoing reading task. PMID:26199874

Increased resting-state functional connectivity of visual- and cognitive-control brain networks after training in children with reading difficulties.

PubMed

Horowitz-Kraus, Tzipi; DiFrancesco, Mark; Kay, Benjamin; Wang, Yingying; Holland, Scott K

2015-01-01

The Reading Acceleration Program, a computerized reading-training program, increases activation in neural circuits related to reading. We examined the effect of the training on the functional connectivity between independent components related to visual processing, executive functions, attention, memory, and language during rest after the training. Children 8-12 years old with reading difficulties and typical readers participated in the study. Behavioral testing and functional magnetic resonance imaging were performed before and after the training. Imaging data were analyzed using an independent component analysis approach. After training, both reading groups showed increased single-word contextual reading and reading comprehension scores. Greater positive correlations between the visual-processing component and the executive functions, attention, memory, or language components were found after training in children with reading difficulties. Training-related increases in connectivity between the visual and attention components and between the visual and executive function components were positively correlated with increased word reading and reading comprehension, respectively. Our findings suggest that the effect of the Reading Acceleration Program on basic cognitive domains can be detected even in the absence of an ongoing reading task.

Language Measures of the NIH Toolbox Cognition Battery

PubMed Central

Gershon, Richard C.; Cook, Karon F.; Mungas, Dan; Manly, Jennifer J.; Slotkin, Jerry; Beaumont, Jennifer L.; Weintraub, Sandra

2015-01-01

Language facilitates communication and efficient encoding of thought and experience. Because of its essential role in early childhood development, in educational achievement and in subsequent life adaptation, language was included as one of the subdomains in the NIH Toolbox for the Assessment of Neurological and Behavioral Function Cognition Battery (NIHTB-CB). There are many different components of language functioning, including syntactic processing (i.e., morphology and grammar) and lexical semantics. For purposes of the NIHTB-CB, two tests of language—a picture vocabulary test and a reading recognition test—were selected by consensus based on literature reviews, iterative expert input, and a desire to assess in English and Spanish. NIHTB-CB’s picture vocabulary and reading recognition tests are administered using computer adaptive testing and scored using item response theory. Data are presented from the validation of the English versions in a sample of adults ages 20–85 years (Spanish results will be presented in a future publication). Both tests demonstrated high test–retest reliability and good construct validity compared to corresponding gold-standard measures. Scores on the NIH Toolbox measures were consistent with age-related expectations, namely, growth in language during early development, with relative stabilization into late adulthood. PMID:24960128

How preview space/time translates into preview cost/benefit for fixation durations during reading.

PubMed

Kliegl, Reinhold; Hohenstein, Sven; Yan, Ming; McDonald, Scott A

2013-01-01

Eye-movement control during reading depends on foveal and parafoveal information. If the parafoveal preview of the next word is suppressed, reading is less efficient. A linear mixed model (LMM) reanalysis of McDonald (2006) confirmed his observation that preview benefit may be limited to parafoveal words that have been selected as the saccade target. Going beyond the original analyses, in the same LMM, we examined how the preview effect (i.e., the difference in single-fixation duration, SFD, between random-letter and identical preview) depends on the gaze duration on the pretarget word and on the amplitude of the saccade moving the eye onto the target word. There were two key results: (a) The shorter the saccade amplitude (i.e., the larger preview space), the shorter a subsequent SFD with an identical preview; this association was not observed with a random-letter preview. (b) However, the longer the gaze duration on the pretarget word, the longer the subsequent SFD on the target, with the difference between random-letter string and identical previews increasing with preview time. A third pattern-increasing cost of a random-letter string in the parafovea associated with shorter saccade amplitudes-was observed for target gaze durations. Thus, LMMs revealed that preview effects, which are typically summarized under "preview benefit", are a complex mixture of preview cost and preview benefit and vary with preview space and preview time. The consequence for reading is that parafoveal preview may not only facilitate, but also interfere with lexical access.

Responses on a lateralized lexical decision task relate to both reading times and comprehension.

PubMed

Michael, Mary

2009-12-01

Research over the last few years has shown that the dominance of the left hemisphere in language processing is less complete than previously thought [Beeman, M. (1993). Semantic processing in the right hemisphere may contribute to drawing inferences from discourse. Brain and Language, 44, 80-120; Faust, M., & Chiarello, C. (1998). Sentence context and lexical ambiguity resolution by the two hemispheres. Neuropsychologia, 36(9), 827-835; Weems, S. A., & Zaidel, E. (2004). The relationship between reading ability and lateralized lexical decision. Brain and Cognition, 55(3), 507-515]. Engaging the right brain in language processing is required for processing speaker/writer intention, particularly in those subtle interpretive processes that help in deciphering humor, irony, and emotional inference. In two experiments employing a divided field or lateralized lexical decision task (LLDT), accuracy and reaction times (RTs) were related to reading times and comprehension on sentence reading. Differences seen in RTs and error rates by visual fields were found to relate to performance. Smaller differences in performance between fields tended to be related to better performance on the LLDT in both experiments and, in Experiment 1, to reading measures. Readers who can exploit both hemispheres for language processing equally appear to be at an advantage in lexical access and possibly also in reading performance.

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…

Reading Practice in Irish Primary Classrooms: Too Simple a View of Reading?

ERIC Educational Resources Information Center

Concannon-Gibney, Tara; Murphy, Brian

2010-01-01

This article investigates issues surrounding the adoption of the "simple view" of reading. While this theory of the reading process has recently been espoused as the official view of early reading instruction in England, a recent Irish study, discussed in this article, indicated that this view of reading is also widespread among Irish…

Reading to Learn or Learning to Read? Engaging College Students in Course Readings

ERIC Educational Resources Information Center

Kerr, Mary Margaret; Frese, Kristen M.

2017-01-01

Despite instructors' belief that class readings are integral to the learning process, only 20-30% of undergraduate students complete required readings. Failure to complete course reading has been associated with declines in exam and research performance. This article first offers a brief review of the literature on why students do not complete…

Reading: Tests and Assessment Techniques. Second Edition. United Kingdom Reading Association Teaching of Reading Monograph Series.

ERIC Educational Resources Information Center

Pumfrey, Peter D.

The second edition of this British publication provides details of recent developments in the assessment of reading attainments and the analysis of reading processes. The book begins with a description of various types of reading tests and assessment techniques with consideration given to the purposes for which normative, criterion-referenced, and…

Promoting Different Reading Comprehension Levels through Online Annotations

ERIC Educational Resources Information Center

Tseng, Sheng-Shiang; Yeh, Hui-Chin; Yang, Shih-hsien

2015-01-01

Previous studies have evaluated reading comprehension as the general understanding of reading texts. However, this broad and generic assessment of reading comprehension overlooks the specific aspects and processes that students need to develop. This study adopted Kintsch's Construction-Integration model to tap into reading comprehension at…

Reading Strategies to Improve Writing Instruction.

ERIC Educational Resources Information Center

Bulakowski, Carole

Reading instructors have valuable expertise to share with writing instructors to improve the writing ability of students. Writing instructors often give reading assignments to provide topics for students' essays or discussion, without understanding the reading process. A reading teacher can (1) show the writing instructor how to determine the…

Techniques for writing and reading data on an optical disk which include formation of holographic optical gratings in plural locations on the optical disk

NASA Technical Reports Server (NTRS)

Liu, Tsuen-Hsi (Inventor); Psaltis, Demetri (Inventor); Mok, Fai H. (Inventor); Zhou, Gan (Inventor)

2005-01-01

An optical memory for storing and/or reading data on an optical disk. The optical disk incorporates a material in which holographic gratings can be created, and subsequently detected, at plural locations within the disk by an electro-optical head. Creation and detection of holographic gratings with variable diffraction efficiency is possible with the electro-optical head. Multiple holographic gratings can also be created at each one of the plural locations via a beam of light which has a different wavelength or point of focus. These data elements can be read by the electro-optical head using a beam of light sequentially varied in wavelength or point of focus to correspond to the multiple holographic gratings to be recorded.

Effects of Noncontingent Social Interaction on Immediate and Subsequent Engagement in Vocal and Motor Stereotypy in Children With Autism.

PubMed

Enloe, Kimberley A; Rapp, John T

2014-05-01

This study evaluated the effects of noncontingent social interaction (SI) on immediate and subsequent engagement in vocal and motor stereotypy in three children with autism. During SI, a therapist delivered continuous interaction in the form of reading aloud from a Kindle™ e-reader. Results showed that when compared with a no-interaction baseline sequence, SI decreased immediate engagement vocal stereotypy for all three participants without increasing subsequent engagement for any participant. Furthermore, SI also increased immediate engagement in motor stereotypy for one participant, decreased immediate engagement in motor stereotypy for two participants, but did not increase subsequent engagement in motor stereotypy for any participant. Some clinical implications and limitations of the findings are discussed. © The Author(s) 2013.

Influence of writing and reading intertrack interferences in terms of bit aspect ratio in shingled magnetic recording

NASA Astrophysics Data System (ADS)

Nobuhara, Hirofumi; Okamoto, Yoshihiro; Yamashita, Masato; Nakamura, Yasuaki; Osawa, Hisashi; Muraoka, Hiroaki

2014-05-01

In this paper, we investigate the influence of the writing and reading intertrack interferences (ITIs) in terms of bit aspect ratio (BAR) in shingled magnetic recording by computer simulation using a read/write model which consists of a writing process based on Stoner-Wohlfarth switching asteroid by a one-side shielded isosceles triangular write head and a reading process by an around shielded read head for a discrete Voronoi medium model. The results show that BAR should be 3 to reduce the influence of writing and reading ITIs, media noise, and additive white Gaussian noise in an assumed areal density of 4.61Tbpsi.

GRIM-Filter: Fast seed location filtering in DNA read mapping using processing-in-memory technologies.

PubMed

Kim, Jeremie S; Senol Cali, Damla; Xin, Hongyi; Lee, Donghyuk; Ghose, Saugata; Alser, Mohammed; Hassan, Hasan; Ergin, Oguz; Alkan, Can; Mutlu, Onur

2018-05-09

Seed location filtering is critical in DNA read mapping, a process where billions of DNA fragments (reads) sampled from a donor are mapped onto a reference genome to identify genomic variants of the donor. State-of-the-art read mappers 1) quickly generate possible mapping locations for seeds (i.e., smaller segments) within each read, 2) extract reference sequences at each of the mapping locations, and 3) check similarity between each read and its associated reference sequences with a computationally-expensive algorithm (i.e., sequence alignment) to determine the origin of the read. A seed location filter comes into play before alignment, discarding seed locations that alignment would deem a poor match. The ideal seed location filter would discard all poor match locations prior to alignment such that there is no wasted computation on unnecessary alignments. We propose a novel seed location filtering algorithm, GRIM-Filter, optimized to exploit 3D-stacked memory systems that integrate computation within a logic layer stacked under memory layers, to perform processing-in-memory (PIM). GRIM-Filter quickly filters seed locations by 1) introducing a new representation of coarse-grained segments of the reference genome, and 2) using massively-parallel in-memory operations to identify read presence within each coarse-grained segment. Our evaluations show that for a sequence alignment error tolerance of 0.05, GRIM-Filter 1) reduces the false negative rate of filtering by 5.59x-6.41x, and 2) provides an end-to-end read mapper speedup of 1.81x-3.65x, compared to a state-of-the-art read mapper employing the best previous seed location filtering algorithm. GRIM-Filter exploits 3D-stacked memory, which enables the efficient use of processing-in-memory, to overcome the memory bandwidth bottleneck in seed location filtering. We show that GRIM-Filter significantly improves the performance of a state-of-the-art read mapper. GRIM-Filter is a universal seed location filter that can be applied to any read mapper. We hope that our results provide inspiration for new works to design other bioinformatics algorithms that take advantage of emerging technologies and new processing paradigms, such as processing-in-memory using 3D-stacked memory devices.

Comprehension Processes in Reading.

ERIC Educational Resources Information Center

Balota, D. A., Ed.; And Others

Focusing on the process of reading comprehension, this book contains chapters on some central topics relevant to understanding the processes associated with comprehending text. The articles and their authors are as follows: (1) "Comprehension Processes: Introduction" (K. Rayner); (2) "The Role of Meaning in Word Recognition"…

Does Sensitivity to Orthographic Regularities Influence Reading and Spelling Acquisition? A 1-Year Prospective Study

ERIC Educational Resources Information Center

Rothe, Josefine; Schulte-Körne, Gerd; Ise, Elena

2014-01-01

Recent studies focused on the influence of orthographic processing on reading and spelling performance. It was found that orthographic processing is an independent predictor of reading and spelling performance in different languages and children of different ages. This study investigated sensitivity to orthographic regularities in German-speaking…

The Cognitive Processing of Candidates during Reading Tests: Evidence from Eye-Tracking

ERIC Educational Resources Information Center

Bax, Stephen

2013-01-01

The research described in this article investigates test takers' cognitive processing while completing onscreen IELTS (International English Language Testing System) reading test items. The research aims, among other things, to contribute to our ability to evaluate the cognitive validity of reading test items (Glaser, 1991; Field, in press). The…

Reading Acquisition Enhances an Early Visual Process of Contour Integration

ERIC Educational Resources Information Center

Szwed, Marcin; Ventura, Paulo; Querido, Luis; Cohen, Laurent; Dehaene, Stanislas

2012-01-01

The acquisition of reading has an extensive impact on the developing brain and leads to enhanced abilities in phonological processing and visual letter perception. Could this expertise also extend to early visual abilities outside the reading domain? Here we studied the performance of illiterate, ex-illiterate and literate adults closely matched…

Understanding the Reading Process: One Path to Strengthening Classroom Instruction

ERIC Educational Resources Information Center

Tracey, Diane H.

2017-01-01

Knowing how to provide effective literacy instruction is important for all educators, but it is critically important for urban educators. This article is built on the assumption that deepening urban educators' understanding of the reading process will better equip them to facilitate students' reading development, and to diagnose and intervene if…

Electrophysiological Correlates of Impaired Reading in Dyslexic Pre-Adolescent Children

ERIC Educational Resources Information Center

Araujo, Susana; Bramao, Ines; Faisca, Luis; Petersson, Karl Magnus; Reis, Alexandra

2012-01-01

In this study, event related potentials (ERPs) were used to investigate the extent to which dyslexics (aged 9-13 years) differ from normally reading controls in early ERPs, which reflect prelexical orthographic processing, and in late ERPs, which reflect implicit phonological processing. The participants performed an implicit reading task, which…

An fMRI Study of Multimodal Semantic and Phonological Processing in Reading Disabled Adolescents

ERIC Educational Resources Information Center

Landi, Nicole; Mencl, W. Einar; Frost, Stephen J.; Sandak, Rebecca; Pugh, Kenneth R.

2010-01-01

Using functional magnetic resonance imaging, we investigated multimodal (visual and auditory) semantic and unimodal (visual only) phonological processing in reading disabled (RD) adolescents and non-impaired (NI) control participants. We found reduced activation for RD relative to NI in a number of left-hemisphere reading-related areas across all…

Theoretical Review of Phonics Instruction for Struggling/Beginning Readers of English

ERIC Educational Resources Information Center

Sitthitikul, Pragasit

2014-01-01

Learning to read is a complex task for beginners of English. They must coordinate many cognitive processes to read accurately and fluently, including recognizing words, constructing the meanings of sentences and text, and retaining the information read in memory. An essential part of the process for beginners involves learning the alphabetic…

M-Stream Deficits and Reading-Related Visual Processes in Developmental Dyslexia

ERIC Educational Resources Information Center

Boden, Catherine; Giaschi, Deborah

2007-01-01

Some visual processing deficits in developmental dyslexia have been attributed to abnormalities in the subcortical M stream and/or the cortical dorsal stream of the visual pathways. The nature of the relationship between these visual deficits and reading is unknown. The purpose of the present article was to characterize reading-related perceptual…

A Developmental Examination of Basic Perceptual Processes in Reading. Final Report.

ERIC Educational Resources Information Center

Lefton, Lester A.

This report summarizes four groups of experiments examining the nature of basic perceptual processes in reading. The first group examined the relationship of English orthography to reading, specifically the transfer of information from the icon to short-term memory. The second group of experiments examined the use of peripheral information…

Processing and Representation of Arguments in One-Sided Texts about Disputed Topics

ERIC Educational Resources Information Center

Wolfe, Michael B.; Tanner, Shawna M.; Taylor, Andrew R.

2013-01-01

We examine students' processing and representation of arguments and counterarguments in one-sided scientific texts. In Experiment 1, students read texts about evolution and TV violence. Sentence reading times indicated that subjects slowed down reading to the extent that arguments were both more consistent, and inconsistent, with the text…

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…

Number Reading in Pure Alexia--A Review

ERIC Educational Resources Information Center

Starrfelt, Randi; Behrmann, Marlene

2011-01-01

It is commonly assumed that number reading can be intact in patients with pure alexia, and that this dissociation between letter/word recognition and number reading strongly constrains theories of visual word processing. A truly selective deficit in letter/word processing would strongly support the hypothesis that there is a specialized system or…

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) ...

The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension

ERIC Educational Resources Information Center

Ahmadi, Mohammad Reza; Ismail, Hairul Nizam; Abdullah, Muhammad Kamarul Kabilan

2013-01-01

Metacognitive reading strategy awareness plays a significant role in reading comprehension and educational process. In spite of its importance, metacognitive strategy has long been the ignored skill in English language teaching, research, learning, and assessment. This lack of good metacognitive reading strategy skill is exacerbated by the central…

Chinese College Students' English Reading Comprehension in Silent and Loud Reading-Mode

ERIC Educational Resources Information Center

Jiang, Yan

2015-01-01

In language teaching, emphasis is usually placed on students' reading comprehension, because reading comprehension remains one of the main important factors for their English language learning. Research shows, however, that reading comprehension is a sophisticated process and many students have met difficulties in constructing meaning from writing…

Heading Off First-Grade Retention.

ERIC Educational Resources Information Center

VanSciver, James H.; Fleetwood, Linda M.

1997-01-01

Describes a reworking of a Title 1 program in Lake Forest, Delaware schools, to eliminate first grade retention due to substandard level of reading ability. The process included: (1) making reading fun; (2) new reading material; (3) parental participation; (4) scheduled reading time; (5) reading requirements; and (6) teachers' aides in classrooms.…

Conflicting Approaches to Reading Research and Instruction.

ERIC Educational Resources Information Center

Smith, Frank

Reading research and reading instruction can each be grouped in two distinct categories, depending on the assumed source of control for the particular reading act that is studied or taught. "Outside-in" theorists view the reading process as beginning with print and ending with some representation or interpretation inside the brain, while…

Mind Wandering, Noncontingent Processing, and Recall in Reading

ERIC Educational Resources Information Center

Dixon, Peter; Bortolussi, Marisa; Khangura, Milandeep

2015-01-01

In the present research, we attempted to manipulate noncontingent processing in reading, that is, mental activities not dependent on processing the words of the text. An important class of noncontingent processing is mind wandering, but noncontingent processing may include other task-related activities as well. In our study, participants read…

Predictors of Reading Comprehension for Struggling Readers: The Case of Spanish-speaking Language Minority Learners.

PubMed

Mancilla-Martinez, Jeannette; Lesaux, Nonie K

2010-08-01

This longitudinal study examined the process of English reading comprehension at age 11 for 173 low achieving Spanish-speaking children. The influence of growth rates, from early childhood (age 4.5) to pre-adolescence (age 11), in vocabulary and word reading skills on this complex process were evaluated using structural equation modeling. Standardized measures of word reading accuracy and productive vocabulary were administered annually, in English and Spanish, and English reading comprehension measures were administered at age 11. Latent growth curve analyses revealed that English skills accounted for all unique variance in English reading comprehension outcomes. Further, expected developmental shifts in the influence of word reading and vocabulary skills over time were not shown, likely on account of students' below grade level reading comprehension achievement. This work underscores the need for theoretical models of comprehension to account for students' skill profiles and abilities.

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

PubMed

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

2015-10-01

A key assumption of current theories of natural reading is that fixation duration reflects underlying attentional, language, and cognitive processes associated with text comprehension. The neurocognitive correlates of this relationship are currently unknown. To investigate this relationship, we compared neural activation associated with fixation duration in passage reading and a pseudo-reading control condition. The results showed that fixation duration was associated with activation in oculomotor and language areas during text reading. Fixation duration during pseudo-reading, on the other hand, showed greater involvement of frontal control regions, suggesting flexibility and task dependency of the eye movement network. Consistent with current models, these results provide support for the hypothesis that fixation duration in reading reflects attentional engagement and language processing. The results also demonstrate that fixation-related fMRI provides a method for investigating the neurocognitive bases of natural reading. Copyright © 2015 Elsevier Inc. All rights reserved.

Predictors of Reading Comprehension for Struggling Readers: The Case of Spanish-speaking Language Minority Learners

PubMed Central

Mancilla-Martinez, Jeannette; Lesaux, Nonie K.

2010-01-01

This longitudinal study examined the process of English reading comprehension at age 11 for 173 low achieving Spanish-speaking children. The influence of growth rates, from early childhood (age 4.5) to pre-adolescence (age 11), in vocabulary and word reading skills on this complex process were evaluated using structural equation modeling. Standardized measures of word reading accuracy and productive vocabulary were administered annually, in English and Spanish, and English reading comprehension measures were administered at age 11. Latent growth curve analyses revealed that English skills accounted for all unique variance in English reading comprehension outcomes. Further, expected developmental shifts in the influence of word reading and vocabulary skills over time were not shown, likely on account of students’ below grade level reading comprehension achievement. This work underscores the need for theoretical models of comprehension to account for students’ skill profiles and abilities. PMID:20856691

Patient information leaflets: informing or frightening? A focus group study exploring patients' emotional reactions and subsequent behavior towards package leaflets of commonly prescribed medications in family practices.

PubMed

Herber, Oliver Rudolf; Gies, Verena; Schwappach, David; Thürmann, Petra; Wilm, Stefan

2014-10-02

The purpose of patient information leaflets (PILs) is to inform patients about the administration, precautions and potential side effects of their prescribed medication. Despite European Commission guidelines aiming at increasing readability and comprehension of PILs little is known about the potential risk information has on patients. This article explores patients' reactions and subsequent behavior towards risk information conveyed in PILs of commonly prescribed drugs by general practitioners (GPs) for the treatment of Type 2 diabetes, hypertension or hypercholesterolemia; the most frequent cause for consultations in family practices in Germany. We conducted six focus groups comprising 35 patients which were recruited in GP practices. Transcripts were read and coded for themes; categories were created by abstracting data and further refined into a coding framework. Three interrelated categories are presented: (i) The vast amount of side effects and drug interactions commonly described in PILs provoke various emotional reactions in patients which (ii) lead to specific patient behavior of which (iii) consulting the GP for assistance is among the most common. Findings show that current description of potential risk information caused feelings of fear and anxiety in the reader resulting in undesirable behavioral reactions. Future PILs need to convey potential risk information in a language that is less frightening while retaining the information content required to make informed decisions about the prescribed medication. Thus, during the production process greater emphasis needs to be placed on testing the degree of emotional arousal provoked in patients when reading risk information to allow them to undertake a benefit-risk-assessment of their medication that is based on rational rather than emotional (fearful) reactions.

Training directionally selective motion pathways can significantly improve reading efficiency

NASA Astrophysics Data System (ADS)

Lawton, Teri

2004-06-01

This study examined whether perceptual learning at early levels of visual processing would facilitate learning at higher levels of processing. This was examined by determining whether training the motion pathways by practicing leftright movement discrimination, as found previously, would improve the reading skills of inefficient readers significantly more than another computer game, a word discrimination game, or the reading program offered by the school. This controlled validation study found that practicing left-right movement discrimination 5-10 minutes twice a week (rapidly) for 15 weeks doubled reading fluency, and significantly improved all reading skills by more than one grade level, whereas inefficient readers in the control groups barely improved on these reading skills. In contrast to previous studies of perceptual learning, these experiments show that perceptual learning of direction discrimination significantly improved reading skills determined at higher levels of cognitive processing, thereby being generalized to a new task. The deficits in reading performance and attentional focus experienced by the person who struggles when reading are suggested to result from an information overload, resulting from timing deficits in the direction-selectivity network proposed by Russell De Valois et al. (2000), that following practice on direction discrimination goes away. This study found that practicing direction discrimination rapidly transitions the inefficient 7-year-old reader to an efficient reader.

Reading and visual processing in Greek dyslexic children: an eye-movement study.

PubMed

Hatzidaki, Anna; Gianneli, Maria; Petrakis, Eftichis; Makaronas, Nikolaos; Aslanides, Ioannis M

2011-02-01

We examined the impact of the effects of dyslexia on various processing and cognitive components (e.g., reading speed and accuracy) in a language with high phonological and orthographic consistency. Greek dyslexic children were compared with a chronological age-matched group on tasks that tested participants' phonological and orthographic awareness during reading and spelling, as well as their efficiency to detect a specific target-letter during a sequential visual search task. Dyslexic children showed impaired reading and spelling that was reflected in slow reading speed and error-prone performance, especially for non-words. Eye movement measures of text reading also provided supporting evidence for a reading deficit, with dyslexic participants producing more fixations and longer fixation duration as opposed to non-dyslexic participants. The results of the visual search task showed similar performance between the two groups, but when they were compared with the results of text reading, dyslexic participants were found to be able to process fewer stimuli (i.e., letters) at each fixation than non-dyslexics. Our findings further suggest that, although Greek dyslexics have the advantage of a consistent orthographic system which facilitates acquisition of reading and phonological awareness, they demonstrate more impaired access to orthographic forms than dyslexics of other transparent orthographies. Copyright © 2010 John Wiley & Sons, Ltd.

Rapid Prototyping Integrated With Nondestructive Evaluation and Finite Element Analysis

NASA Technical Reports Server (NTRS)

Abdul-Aziz, Ali; Baaklini, George Y.

2001-01-01

Most reverse engineering approaches involve imaging or digitizing an object then creating a computerized reconstruction that can be integrated, in three dimensions, into a particular design environment. Rapid prototyping (RP) refers to the practical ability to build high-quality physical prototypes directly from computer aided design (CAD) files. Using rapid prototyping, full-scale models or patterns can be built using a variety of materials in a fraction of the time required by more traditional prototyping techniques (refs. 1 and 2). Many software packages have been developed and are being designed to tackle the reverse engineering and rapid prototyping issues just mentioned. For example, image processing and three-dimensional reconstruction visualization software such as Velocity2 (ref. 3) are being used to carry out the construction process of three-dimensional volume models and the subsequent generation of a stereolithography file that is suitable for CAD applications. Producing three-dimensional models of objects from computed tomography (CT) scans is becoming a valuable nondestructive evaluation methodology (ref. 4). Real components can be rendered and subjected to temperature and stress tests using structural engineering software codes. For this to be achieved, accurate high-resolution images have to be obtained via CT scans and then processed, converted into a traditional file format, and translated into finite element models. Prototyping a three-dimensional volume of a composite structure by reading in a series of two-dimensional images generated via CT and by using and integrating commercial software (e.g. Velocity2, MSC/PATRAN (ref. 5), and Hypermesh (ref. 6)) is being applied successfully at the NASA Glenn Research Center. The building process from structural modeling to the analysis level is outlined in reference 7. Subsequently, a stress analysis of a composite cooling panel under combined thermomechanical loading conditions was performed to validate this process.

Skilled Deaf Readers have an Enhanced Perceptual Span in Reading

PubMed Central

Bélanger, Nathalie N.; Slattery, Timothy J.; Mayberry, Rachel I.; Rayner, Keith

2013-01-01

Recent evidence suggests that deaf people have enhanced visual attention to simple stimuli in the parafovea in comparison to hearing people. Although a large part of reading involves processing the fixated words in foveal vision, readers also utilize information in parafoveal vision to pre-process upcoming words and decide where to look next. We investigated whether auditory deprivation affects low-level visual processing during reading, and compared the perceptual span of deaf signers who were skilled and less skilled readers to that of skilled hearing readers. Compared to hearing readers, deaf readers had a larger perceptual span than would be expected by their reading ability. These results provide the first evidence that deaf readers’ enhanced attentional allocation to the parafovea is used during a complex cognitive task such as reading. PMID:22683830

Using reinforcement learning to examine dynamic attention allocation during reading.

PubMed

Liu, Yanping; Reichle, Erik D; Gao, Ding-Guo

2013-01-01

A fundamental question in reading research concerns whether attention is allocated strictly serially, supporting lexical processing of one word at a time, or in parallel, supporting concurrent lexical processing of two or more words (Reichle, Liversedge, Pollatsek, & Rayner, 2009). The origins of this debate are reviewed. We then report three simulations to address this question using artificial reading agents (Liu & Reichle, 2010; Reichle & Laurent, 2006) that learn to dynamically allocate attention to 1-4 words to "read" as efficiently as possible. These simulation results indicate that the agents strongly preferred serial word processing, although they occasionally attended to more than one word concurrently. The reason for this preference is discussed, along with implications for the debate about how humans allocate attention during reading. Copyright © 2013 Cognitive Science Society, Inc.

Relations among Resources in Professional Learning Communities and Learning Outcomes

ERIC Educational Resources Information Center

Christ, Tanya; Arya, Poonam; Chiu, Ming Ming

2017-01-01

This study focused on two professional learning communities (PLCs) situated in literacy education practica courses. How four PLC resources (colleagues, facilitators, readings, and videos) were related to outcomes, including teachers' learning, teachers' application of this learning, and subsequent students' learning, was examined. Participants…

What lies beneath: A comparison of reading aloud in pure alexia and semantic dementia

PubMed Central

Hoffman, Paul; Roberts, Daniel J.; Ralph, Matthew A. Lambon; Patterson, Karalyn E.

2014-01-01

Exaggerated effects of word length upon reading-aloud performance define pure alexia, but have also been observed in semantic dementia. Some researchers have proposed a reading-specific account, whereby performance in these two disorders reflects the same cause: impaired orthographic processing. In contrast, according to the primary systems view of acquired reading disorders, pure alexia results from a basic visual processing deficit, whereas degraded semantic knowledge undermines reading performance in semantic dementia. To explore the source of reading deficits in these two disorders, we compared the reading performance of 10 pure alexic and 10 semantic dementia patients, matched in terms of overall severity of reading deficit. The results revealed comparable frequency effects on reading accuracy, but weaker effects of regularity in pure alexia than in semantic dementia. Analysis of error types revealed a higher rate of letter-based errors and a lower rate of regularization responses in pure alexia than in semantic dementia. Error responses were most often words in pure alexia but most often nonwords in semantic dementia. Although all patients made some letter substitution errors, these were characterized by visual similarity in pure alexia and phonological similarity in semantic dementia. Overall, the data indicate that the reading deficits in pure alexia and semantic dementia arise from impairments of visual processing and knowledge of word meaning, respectively. The locus and mechanisms of these impairments are placed within the context of current connectionist models of reading. PMID:24702272

A patch test confirmed phenobarbital-induced fixed drug eruption in a child.

PubMed

Chadly, Zohra; Aouam, Karim; Chaabane, Amel; Belhadjali, Hichem; Abderrazzak Boughattas, Naceur; Zili, Jamel Eddine

2014-06-01

A-10-year-old girl was referred to our department for multiple hyperpigmented plaques. One week previously, she had been given one suppository of acetylsalicylic acid - phenobarbital for fever. Twelve hours after the drug intake the child developed pruritic red plaques on the left thigh. Six weeks after resolution of the acute reaction, patch tests were performed separately, with phenobarbital and acetylsalicylic acid. On 48-hour reading, only the phenobarbital patch test on residual pigmented lesion was positive. Because of possible cross-reactions between aromatic anticonvulsants, subsequent patch tests using carbamazepine and phenytoin on residual pigmented lesions were performed. They were all negative at 48-hour reading. To our knowledge, only two isolated pediatric cases of Phenobarbital-induced FDE have been reported in the literature. In this case report, as it was difficult to determine whether phenobarbital or acetylsalicylic acid was responsible for this reaction, subsequent patch tests allowed the identification of the culprit component since it was positive to phenobarbital.

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.

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) ...

The Effect of the CAREY Program on the Students' Reading Attitude Towards Reading English Materials

ERIC Educational Resources Information Center

Al-Shawesh, Marwan Yahya; Hussin, Supyan

2015-01-01

Reading is one of language learning skills which has a great significance for the role it plays in the second language acquisition (SLA) process. The aim of this paper was to examine the extent to which the CAREY (Computer-Assisted Reading Yemen) program affects the Yemeni EFL students' reading attitude towards reading English materials. To…

Reading in NZ Schools: A Survey of Our Theory and Practice. Set Research Information for Teachers, Number Two, Item 2.

ERIC Educational Resources Information Center

Penton, John

Designed to provide information about reading in New Zealand, this report offers an overview of theory and practice in that area. Among the topics discussed are: the current concern about reading standards; developmental reading; effective methods of reading instruction; research into the nature of the reading process; preparation of teachers of…

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

ERIC Educational Resources Information Center

Li, Dan; Wang, Jian

2014-01-01

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

Evaluating a Brief Measure of Reading Comprehension for Narrative and Expository Text: The Convergent and Predictive Validity of the Reading Retell Rubric

ERIC Educational Resources Information Center

Thomas, Lisa B.

2012-01-01

Reading comprehension is a critical aspect of the reading process. Children who experience significant problems in reading comprehension are at risk for long-term academic and social problems. High-quality measures are needed for early, efficient, and effective identification of children in need of remediation in reading comprehension. Substantial…

Reading as a Thinking Process; Proceedings of the Annual Reading Conference (5th, Indiana State University, Terre Haute, June 12-13, 1975).

ERIC Educational Resources Information Center

Waterman, David C.; Gibbs, Vanita M.

Thinking skills in children, effectively developed through reading, were emphasized at this reading conference. Three types of thinking skills linked to reading are: decoding symbols from the printed page, seeking factual meaning through recall; reading interpretively, understanding cause and effect reasoning or seeking the main idea of sentences;…

Writing-Reading Relationships: Effectiveness of Writing Activities as Pre-Reading Tasks to Enhance L2 Inferential Reading Comprehension

ERIC Educational Resources Information Center

Wickramaarachchi, Thilina Indrajie

2014-01-01

The study examines the interaction between reading and writing processes in general and more specifically the impact of pre-reading tasks incorporating writing tasks (referred to as "prw tasks") in helping the development of inferential reading comprehension. A sample of 70 first year ESL students of the University of Kelaniya were…

Recognition of oral spelling is diagnostic of the central reading processes.

PubMed

Schubert, Teresa; McCloskey, Michael

2015-01-01

The task of recognition of oral spelling (stimulus: "C-A-T", response: "cat") is often administered to individuals with acquired written language disorders, yet there is no consensus about the underlying cognitive processes. We adjudicate between two existing hypotheses: Recognition of oral spelling uses central reading processes, or recognition of oral spelling uses central spelling processes in reverse. We tested the recognition of oral spelling and spelling to dictation abilities of a single individual with acquired dyslexia and dysgraphia. She was impaired relative to matched controls in spelling to dictation but unimpaired in recognition of oral spelling. Recognition of oral spelling for exception words (e.g., colonel) and pronounceable nonwords (e.g., larth) was intact. Our results were predicted by the hypothesis that recognition of oral spelling involves the central reading processes. We conclude that recognition of oral spelling is a useful tool for probing the integrity of the central reading processes.

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

PubMed

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

2013-07-01

Reading in many alphabetic writing systems depends on both item-specific knowledge used to read irregular words (sew, yacht) and generative spelling-sound knowledge used to read pseudowords (tew, yash). Research into the neural basis of these abilities has been directed largely by cognitive accounts proposed by the dual-route cascaded and triangle models of reading. We develop a framework that enables predictions for neural activity to be derived from cognitive models of reading using 2 principles: (a) the extent to which a model component or brain region is engaged by a stimulus and (b) how much effort is exerted in processing that stimulus. To evaluate the derived predictions, we conducted a meta-analysis of 36 neuroimaging studies of reading using the quantitative activation likelihood estimation technique. Reliable clusters of activity are localized during word versus pseudoword and irregular versus regular word reading and demonstrate a great deal of convergence between the functional organization of the reading system put forward by cognitive models and the neural systems activated during reading tasks. Specifically, left-hemisphere activation clusters are revealed reflecting orthographic analysis (occipitotemporal cortex), lexical and/or semantic processing (anterior fusiform, middle temporal gyrus), spelling-sound conversion (inferior parietal cortex), and phonological output resolution (inferior frontal gyrus). Our framework and results establish that cognitive models of reading are relevant for interpreting neuroimaging studies and that neuroscientific studies can provide data relevant for advancing cognitive models. This article thus provides a firm empirical foundation from which to improve integration between cognitive and neural accounts of the reading process. 2013 APA, all rights reserved

Elaboration over a Discourse Facilitates Retrieval in Sentence Processing

PubMed Central

Troyer, Melissa; Hofmeister, Philip; Kutas, Marta

2016-01-01

Language comprehension requires access to stored knowledge and the ability to combine knowledge in new, meaningful ways. Previous work has shown that processing linguistically more complex expressions (‘Texas cattle rancher’ vs. ‘rancher’) leads to slow-downs in reading during initial processing, possibly reflecting effort in combining information. Conversely, when this information must subsequently be retrieved (as in filler-gap constructions), processing is facilitated for more complex expressions, possibly because more semantic cues are available during retrieval. To follow up on this hypothesis, we tested whether information distributed across a short discourse can similarly provide effective cues for retrieval. Participants read texts introducing two referents (e.g., two senators), one of whom was described in greater detail than the other (e.g., ‘The Democrat had voted for one of the senators, and the Republican had voted for the other, a man from Ohio who was running for president’). The final sentence (e.g., ‘The senator who the {Republican/Democrat}had voted for…’) contained a relative clause picking out either the Many-Cue referent (with ‘Republican’) or the One-Cue referent (with ‘Democrat’). We predicted facilitated retrieval (faster reading times) for the Many-Cue condition at the verb region (‘had voted for’), where readers could understand that ‘The senator’ is the object of the verb. As predicted, this pattern was observed at the retrieval region and continued throughout the rest of the sentence. Participants also completed the Author/Magazine Recognition Tests (ART/MRT; Stanovich and West, 1989), providing a proxy for world knowledge. Since higher ART/MRT scores may index (a) greater experience accessing relevant knowledge and/or (b) richer/more highly structured representations in semantic memory, we predicted it would be positively associated with effects of elaboration on retrieval. We did not observe the predicted interaction between ART/MRT scores and Cue condition at the retrieval region, though ART/MRT interacted with Cue condition in other locations in the sentence. In sum, we found that providing more elaborative information over the course of a text can facilitate retrieval for referents, consistent with a framework in which referential elaboration over a discourse and not just local linguistic information directly impacts information retrieval during sentence processing. PMID:27014172

Impaired reading comprehension in schizophrenia: evidence for underlying phonological processing deficits.

PubMed

Arnott, Wendy; Sali, Lauren; Copland, David

2011-05-15

The present study examined reading ability in high functioning people with schizophrenia. To this end, 16 people with schizophrenia who were living in the community and 12 matched controls completed tests of passage reading (comprehension, accuracy, and rate), word recognition, and phonological processing (phonological awareness, phonological memory and rapid naming) and ratings of reading self-concept and practices. Performance of the participants with schizophrenia was impaired relative to control participants on reading comprehension and rapid naming and relative to the population norms on phonological awareness, and rapid naming. In addition, self-rating data revealed that participants with schizophrenia had poorer perceptions of their reading ability and engaged in reading activities less frequently than their control counterparts. Consistent with earlier research, significant correlations were found between phonological awareness and reading comprehension. These findings expand on previous research in the area to suggest that community-based individuals with schizophrenia experience problems with reading comprehension that may have a phonological basis. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Production improves memory equivalently following elaborative vs non-elaborative processing.

PubMed

Forrin, Noah D; Jonker, Tanya R; MacLeod, Colin M

2014-01-01

Words that are read aloud are better remembered than those read silently. Recent research has suggested that, rather than reflecting a benefit for produced items, this production effect may reflect a cost to reading silently in a list containing both aloud and silent items (Bodner, Taikh, & Fawcett, 2013). This cost is argued to occur because silent items are lazily read, receiving less attention than aloud items which require an overt response. We examined the possible role of lazy reading in the production effect by testing whether the effect would be reduced under elaborative encoding, which precludes lazy reading of silent items. Contrary to a lazy reading account, we found that production benefited generated words as much as read words (Experiment 1) and deeply imagined words as much as shallowly imagined words (Experiment 2). We conclude that production stands out as equally distinct-and consequently as equally memorable-regardless of whether it accompanies deep or shallow processing, evidence that is inconsistent with a lazy reading account.

Parental involvement, child effort, and the development of immigrant boys’ and girls’ reading and mathematics skills: A latent difference score growth model

PubMed Central

Moon, Ui Jeong; Hofferth, Sandra L.

2016-01-01

Gender differences in elementary school performance among immigrant children have not yet been well documented. This study examined how differences in parental involvement, child effort, and family characteristics and resources contribute to immigrant boys’-and girls’ academic achievement from kindergarten through 5th-grade. The sample was drawn from the Early Childhood Longitudinal Study-Kindergarten cohort. Using a latent score growth model, this study found that parents’ involvement at home benefited boys’ reading and mathematics skills throughout all early elementary school years, but did not have the same benefit for girls. For both boys and girls, child effort in reading appears to be strongly linked to better reading and mathematics skills at kindergarten and to subsequent improvement between grades. The positive associations of parental involvement and child’s effort with test scores were greater during earlier years than during later years for boys, whereas there was no difference in the association over time for girls. PMID:26900304

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) ...

Deaf Readers’ Response to Syntactic Complexity: Evidence from Self-Paced Reading

PubMed Central

Traxler, Matthew J.; Corina, David P.; Morford, Jill P.; Hafer, Sarah; Hoversten, Liv J.

2013-01-01

This study was designed to determine the feasibility of using self-paced reading methods to study deaf readers and to assess how deaf readers respond to two syntactic manipulations. Three groups of participants read the test sentences: deaf readers, hearing monolingual English readers, and hearing bilingual readers whose second language was English. In Experiment 1, participants read sentences containing subject relative or object relative clauses. The test sentences contained semantic information that influences on-line processing outcomes (Traxler et al., 2002; 2005). All of the participant groups had greater difficulty processing sentences containing object relative clauses. This difficulty was reduced when helpful semantic cues were present. In Experiment 2, participants read active voice and passive voice sentences. The sentences were processed similarly by all three groups. Comprehension accuracy was higher in hearing readers than in deaf readers. Within deaf readers, native signers read the sentences faster and comprehended them to a higher degree than did non-native signers. These results indicate that self-paced reading is a useful method for studying sentence interpretation among deaf readers. PMID:23868696

Relationship between slow visual processing and reading speed in people with macular degeneration

PubMed Central

Cheong, Allen MY; Legge, Gordon E; Lawrence, Mary G; Cheung, Sing-Hang; Ruff, Mary A

2007-01-01

Purpose People with macular degeneration (MD) often read slowly even with adequate magnification to compensate for acuity loss. Oculomotor deficits may affect reading in MD, but cannot fully explain the substantial reduction in reading speed. Central-field loss (CFL) is often a consequence of macular degeneration, necessitating the use of peripheral vision for reading. We hypothesized that slower temporal processing of visual patterns in peripheral vision is a factor contributing to slow reading performance in MD patients. Methods Fifteen subjects with MD, including 12 with CFL, and five age-matched control subjects were recruited. Maximum reading speed and critical print size were measured with RSVP (Rapid Serial Visual Presentation). Temporal processing speed was studied by measuring letter-recognition accuracy for strings of three randomly selected letters centered at fixation for a range of exposure times. Temporal threshold was defined as the exposure time yielding 80% recognition accuracy for the central letter. Results Temporal thresholds for the MD subjects ranged from 159 to 5881 ms, much longer than values for age-matched controls in central vision (13 ms, p<0.01). The mean temporal threshold for the 11 MD subjects who used eccentric fixation (1555.8 ± 1708.4 ms) was much longer than the mean temporal threshold (97.0 ms ± 34.2 ms, p<0.01) for the age-matched controls at 10° in the lower visual field. Individual temporal thresholds accounted for 30% of the variance in reading speed (p<0.05). Conclusion The significant association between increased temporal threshold for letter recognition and reduced reading speed is consistent with the hypothesis that slower visual processing of letter recognition is one of the factors limiting reading speed in MD subjects. PMID:17881032

Subcortical processing of speech regularities underlies reading and music aptitude in children.

PubMed

Strait, Dana L; Hornickel, Jane; Kraus, Nina

2011-10-17

Neural sensitivity to acoustic regularities supports fundamental human behaviors such as hearing in noise and reading. Although the failure to encode acoustic regularities in ongoing speech has been associated with language and literacy deficits, how auditory expertise, such as the expertise that is associated with musical skill, relates to the brainstem processing of speech regularities is unknown. An association between musical skill and neural sensitivity to acoustic regularities would not be surprising given the importance of repetition and regularity in music. Here, we aimed to define relationships between the subcortical processing of speech regularities, music aptitude, and reading abilities in children with and without reading impairment. We hypothesized that, in combination with auditory cognitive abilities, neural sensitivity to regularities in ongoing speech provides a common biological mechanism underlying the development of music and reading abilities. We assessed auditory working memory and attention, music aptitude, reading ability, and neural sensitivity to acoustic regularities in 42 school-aged children with a wide range of reading ability. Neural sensitivity to acoustic regularities was assessed by recording brainstem responses to the same speech sound presented in predictable and variable speech streams. Through correlation analyses and structural equation modeling, we reveal that music aptitude and literacy both relate to the extent of subcortical adaptation to regularities in ongoing speech as well as with auditory working memory and attention. Relationships between music and speech processing are specifically driven by performance on a musical rhythm task, underscoring the importance of rhythmic regularity for both language and music. These data indicate common brain mechanisms underlying reading and music abilities that relate to how the nervous system responds to regularities in auditory input. Definition of common biological underpinnings for music and reading supports the usefulness of music for promoting child literacy, with the potential to improve reading remediation.

Reading Performance Is Enhanced by Visual Texture Discrimination Training in Chinese-Speaking Children with Developmental Dyslexia

PubMed Central

Meng, Xiangzhi; Lin, Ou; Wang, Fang; Jiang, Yuzheng; Song, Yan

2014-01-01

Background High order cognitive processing and learning, such as reading, interact with lower-level sensory processing and learning. Previous studies have reported that visual perceptual training enlarges visual span and, consequently, improves reading speed in young and old people with amblyopia. Recently, a visual perceptual training study in Chinese-speaking children with dyslexia found that the visual texture discrimination thresholds of these children in visual perceptual training significantly correlated with their performance in Chinese character recognition, suggesting that deficits in visual perceptual processing/learning might partly underpin the difficulty in reading Chinese. Methodology/Principal Findings To further clarify whether visual perceptual training improves the measures of reading performance, eighteen children with dyslexia and eighteen typically developed readers that were age- and IQ-matched completed a series of reading measures before and after visual texture discrimination task (TDT) training. Prior to the TDT training, each group of children was split into two equivalent training and non-training groups in terms of all reading measures, IQ, and TDT. The results revealed that the discrimination threshold SOAs of TDT were significantly higher for the children with dyslexia than for the control children before training. Interestingly, training significantly decreased the discrimination threshold SOAs of TDT for both the typically developed readers and the children with dyslexia. More importantly, the training group with dyslexia exhibited significant enhancement in reading fluency, while the non-training group with dyslexia did not show this improvement. Additional follow-up tests showed that the improvement in reading fluency is a long-lasting effect and could be maintained for up to two months in the training group with dyslexia. Conclusion/Significance These results suggest that basic visual perceptual processing/learning and reading ability in Chinese might at least partially rely on overlapping mechanisms. PMID:25247602

Perception of patterns of musical beat distribution in phonological developmental dyslexia: significant longitudinal relations with word reading and reading comprehension.

PubMed

Goswami, Usha; Huss, Martina; Mead, Natasha; Fosker, Tim; Verney, John P

2013-05-01

In a recent study, we reported that the accurate perception of beat structure in music ('perception of musical meter') accounted for over 40% of the variance in single word reading in children with and without dyslexia (Huss et al., 2011). Performance in the musical task was most strongly associated with the auditory processing of rise time, even though beat structure was varied by manipulating the duration of the musical notes. Here we administered the same musical task a year later to 88 children with and without dyslexia, and used new auditory processing measures to provide a more comprehensive picture of the auditory correlates of the beat structure task. We also measured reading comprehension and nonword reading in addition to single word reading. One year later, the children with dyslexia performed more poorly in the musical task than younger children reading at the same level, indicating a severe perceptual deficit for musical beat patterns. They now also had significantly poorer perception of sound rise time than younger children. Longitudinal analyses showed that the musical beat structure task was a significant longitudinal predictor of development in reading, accounting for over half of the variance in reading comprehension along with a linguistic measure of phonological awareness. The non-linguistic musical beat structure task is an important independent longitudinal and concurrent predictor of variance in reading attainment by children. The different longitudinal versus concurrent associations between musical beat perception and auditory processing suggest that individual differences in the perception of rhythmic timing are an important shared neural basis for individual differences in children in linguistic and musical processing. Copyright © 2012 Elsevier Ltd. All rights reserved.

Letter processing and font information during reading: beyond distinctiveness, where vision meets design.

PubMed

Sanocki, Thomas; Dyson, Mary C

2012-01-01

Letter identification is a critical front end of the reading process. In general, conceptualizations of the identification process have emphasized arbitrary sets of distinctive features. However, a richer view of letter processing incorporates principles from the field of type design, including an emphasis on uniformities across letters within a font. The importance of uniformities is supported by a small body of research indicating that consistency of font increases letter identification efficiency. We review design concepts and the relevant literature, with the goal of stimulating further thinking about letter processing during reading.

Improvements in Interval Time Tracking and Effects on Reading Achievement

ERIC Educational Resources Information Center

Taub, Gordon E.; McGrew, Kevin S.; Keith, Timothy Z.

2007-01-01

This study examined the effect of improvements in timing/rhythmicity on students' reading achievement. 86 participants completed pre- and post-test measures of reading achievement (i.e., Woodcock-Johnson III, Comprehensive Test of Phonological Processing, Test of Word Reading Efficiency, and Test of Silent Word Reading Fluency). Students in the…

Reading in the Writing Classroom.

ERIC Educational Resources Information Center

Fagan, Edward R.

Reading in the writing classroom can be defined as a cluster of arbitrary categories, each with its own effect on the reading/writing process. Given this definition, it can be said that (1) perceptions significantly affect both reading and writing, (2) attitudes are factors in reading and writing, (3) rhetorical triangles are useful in teaching…

Investigation of the Functional Neuroanatomy of Single Word Reading and Its Development

ERIC Educational Resources Information Center

Palmer, Erica D.; Brown, Timothy T.; Petersen, Steven E.; Schlaggar, Bradley L.

2004-01-01

An understanding of the processing underlying single word reading will provide insight into how skilled reading is achieved, with important implications for reading education and impaired reading. Investigation of the functional neuroanatomy of both the mature and the developing systems will be critical for reaching this understanding. To this…

The Development of Reading and Spelling in Arabic Orthography: Two Parallel Processes?

ERIC Educational Resources Information Center

Taha, Haitham

2016-01-01

The parallels between reading and spelling skills in Arabic were tested. One-hundred forty-three native Arab students, with typical reading development, from second, fourth, and sixth grades were tested with reading, spelling and orthographic decision tasks. The results indicated a full parallel between the reading and spelling performances within…

Reading on the Internet: Realizing and Constructing Potential Texts

ERIC Educational Resources Information Center

Cho, Byeong-Young; Afflerbach, Peter

2015-01-01

Successful Internet reading requires making strategic decisions about what texts to read and a sequence for reading them, all in accordance with readers' goals. In this paper, we describe the process of realizing and constructing potential texts as an important and critical part of successful Internet reading and use verbal report data to…

Engaging Social Imagination: The Developmental Work of Wordless Book Reading

ERIC Educational Resources Information Center

Lysaker, Judith T.; Miller, Angela

2013-01-01

The reading process and reading development have been addressed by researchers for decades. As a result we know much about what reading is and how it happens. However, less is known about how reading influences other aspects of children's development, specifically the development of social imagination. To address this, we examined the narrative…

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…

Language and Learning to Read: What Teachers Should Know about Language.

ERIC Educational Resources Information Center

Hodges, Richard E., Ed.; Rudorf, E. Hugh, Ed.

Written by teachers, linguists, psychologists, and reading specialists, this book elucidates the relationship between reading and language, and explains why reading should be regarded as a language-based process. The book is divided into eight sections, each of which includes an introduction and sources for further reading. The essays for each…

Reading?...Pah! (I Got It!): Innovative Reading Techniques for Successful Deaf Readers.

ERIC Educational Resources Information Center

Schimmel, Connie (Ruth) S.; Edwards, Sandra G.; Prickett, Hugh T.

1999-01-01

A reading program utilizing five components (a shortcut to phonemic awareness, Adapted Dolch words, Bridge lists and the Bridging process, reading comprehension, and American Sign Language development/language experience stories) resulted in dramatic gains in the reading levels of 48 elementary students at a residential school for the deaf.…

A Diagnostic Approach to Corrective Reading in the Classroom.

ERIC Educational Resources Information Center

Dietrich, Dorothy M.

To meet the needs of students reading below their potentials, teachers must learn more about the reading process, become more diagnostic in determining pupils' strengths and weaknesses, and couple their knowledge of reading with an understanding of pupil deficiencies to plan a program to improve the child's ability to read. Diagnosis, though…

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

PubMed Central

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

2016-01-01

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

Reading disorders and dyslexia.

PubMed

Hulme, Charles; Snowling, Margaret J

2016-12-01

We review current knowledge about the nature of reading development and disorders, distinguishing between the processes involved in learning to decode print, and the processes involved in reading comprehension. Children with decoding difficulties/dyslexia experience deficits in phoneme awareness, letter-sound knowledge and rapid automatized naming in the preschool years and beyond. These phonological/language difficulties appear to be proximal causes of the problems in learning to decode print in dyslexia. We review data from a prospective study of children at high risk of dyslexia to show that being at family risk of dyslexia is a primary risk factor for poor reading and children with persistent language difficulties at school entry are more likely to develop reading problems. Early oral language difficulties are strong predictors of later difficulties in reading comprehension. There are two distinct forms of reading disorder in children: dyslexia (a difficulty in learning to translate print into speech) and reading comprehension impairment. Both forms of reading problem appear to be predominantly caused by deficits in underlying oral language skills. Implications for screening and for the delivery of robust interventions for language and reading are discussed.

Deeper than Blueberries: A Reciprocal Teaching Method Approach to Narrative Text in an Electronically Supported Learning Environment.

ERIC Educational Resources Information Center

Pisha, Bart; Brady, Mary

This paper describes a five-phase, 20-week, computer supported reading comprehension instruction process, which begins with access to powerful supports and direct teacher-mediated instruction. The process involves five phases: (1) fully supported reading and strategy instruction; (2) strategy practice in a fully supported reading environment with…

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

ERIC Educational Resources Information Center

Jian, Yu-Cin; Ko, Hwa-Wei

2014-01-01

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

Phonological Processing Skills as Predictors of Literacy amongst Arabic Speaking Bahraini Children

ERIC Educational Resources Information Center

al Mannai, Haya; Everatt, John

2005-01-01

This paper reports a study of the reading and spelling skills of grades 1-3 Arabic-speaking children in Bahrain. Children were tested on their literacy skills (single word reading and spelling), their ability to decode letter strings (non-word reading) and measures of phonological awareness, short-term memory, speed of processing and non-verbal…

Phonological Processing Deficits in Specific Reading Disability and Specific Language Impairment: Same or Different?

ERIC Educational Resources Information Center

McArthur, Genevieve; Castles, Anne

2013-01-01

The aim of this study was to determine if phonological processing deficits in specific reading disability (SRD) and specific language impairment (SLI) are the same or different. In four separate analyses, a different combination of reading and spoken language measures was used to divide 73 children into three subgroups: poor readers with average…

How Working Memory Relates to Children's Reading Comprehension: The Importance of Domain-Specificity in Storage and Processing

ERIC Educational Resources Information Center

Nouwens, Suzan; Groen, Margriet A.; Verhoeven, Ludo

2017-01-01

Working memory is considered a well-established predictor of individual variation in reading comprehension in children and adults. However, how storage and processing capacities of working memory in both the phonological and semantic domain relate to reading comprehension is still unclear. In the current study, we investigated the contribution of…

The Process of Stress Assignment in Reading Aloud: Critical Issues from Studies on Italian

ERIC Educational Resources Information Center

Sulpizio, Simone; Burani, Cristina; Colombo, Lucia

2015-01-01

In polysyllabic languages the assignment of stress is crucial for understanding the reading process. Here we review empirical evidence, drawn mainly from studies on Italian, and discuss critical issues in understanding reading. We first discuss the lexical and sublexical mechanisms responsible for stress assignment and propose that the former is…

Stem and Derivational-Suffix Processing during Reading by French Second and Third Graders

ERIC Educational Resources Information Center

Cole, Pascale; Bouton, Sophie; Leuwers, Christel; Casalis, Severine; Sprenger-Charolles, Liliane

2012-01-01

Morphological processing by French children was investigated in two experiments. The first showed that second and third graders read pseudowords such as "chat-ure" ("cat-ish") composed of an illegally combined real stem and real derivational suffix faster and more accurately than they read matched pseudowords composed of a pseudostem and a real…

Current Developments in Reading Abilities through Phonological Processing Skills and Proficiency in a Second Language

ERIC Educational Resources Information Center

Relojo, Dennis; Dela Rosa, Rona; Pilao, Sonia Janice

2016-01-01

During the past decades, the way that researchers and educators understand and describe the process of reading has been revolutionised. The present article examines the current developments in reading abilities among second language readers. The developments are further discussed in terms of a theory of general second language proficiency…

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) ...

Why does picture naming take longer than word reading? The contribution of articulatory processes.

PubMed

Riès, Stéphanie; Legou, Thierry; Burle, Borís; Alario, F-Xavier; Malfait, Nicole

2012-10-01

Since the 19th century, it has been known that response latencies are longer for naming pictures than for reading words aloud. While several interpretations have been proposed, a common general assumption is that this difference stems from cognitive word-selection processes and not from articulatory processes. Here we show that, contrary to this widely accepted view, articulatory processes are also affected by the task performed. To demonstrate this, we used a procedure that to our knowledge had never been used in research on language processing: response-latency fractionating. Along with vocal onsets, we recorded the electromyographic (EMG) activity of facial muscles while participants named pictures or read words aloud. On the basis of these measures, we were able to fractionate the verbal response latencies into two types of time intervals: premotor times (from stimulus presentation to EMG onset), mostly reflecting cognitive processes, and motor times (from EMG onset to vocal onset), related to motor execution processes. We showed that premotor and motor times are both longer in picture naming than in reading, although than in reading, although articulation is already initiated in the latter measure. Future studies based on this new approach should bring valuable clues for a better understanding of the relation between the cognitive and motor processes involved in speech production.

Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency.

PubMed

Georgiou, George K; Aro, Mikko; Liao, Chen-Huei; Parrila, Rauno

2016-03-01

The purpose of this study was twofold: (a) to contrast the prominent theoretical explanations of the rapid automatized naming (RAN)-reading relationship across languages varying in orthographic consistency (Chinese, English, and Finnish) and (b) to examine whether the same accounts can explain the RAN-spelling relationship. In total, 304 Grade 4 children (102 Chinese-speaking Taiwanese children, 117 English-speaking Canadian children, and 85 Finnish-speaking children) were assessed on measures of RAN, speed of processing, phonological processing, orthographic processing, reading fluency, and spelling. The results of path analysis indicated that RAN had a strong direct effect on reading fluency that was of the same size across languages and that only in English was a small proportion of its predictive variance mediated by orthographic processing. In contrast, RAN did not exert a significant direct effect on spelling, and a substantial proportion of its predictive variance was mediated by phonological processing (in Chinese and Finnish) and orthographic processing (in English). Given that RAN predicted reading fluency equally well across languages and that phonological/orthographic processing had very little to do with this relationship, we argue that the reason why RAN is related to reading fluency should be sought in domain-general factors such as serial processing and articulation. Copyright © 2015 Elsevier Inc. All rights reserved.

Writing System Modulates the Association between Sensitivity to Acoustic Cues in Music and Reading Ability: Evidence from Chinese-English Bilingual Children.

PubMed

Zhang, Juan; Meng, Yaxuan; Wu, Chenggang; Zhou, Danny Q

2017-01-01

Music and language share many attributes and a large body of evidence shows that sensitivity to acoustic cues in music is positively related to language development and even subsequent reading acquisition. However, such association was mainly found in alphabetic languages. What remains unclear is whether sensitivity to acoustic cues in music is associated with reading in Chinese, a morphosyllabic language. The present study aimed to answer this question by measuring music (i.e., musical metric perception and pitch discrimination), language (i.e., phonological awareness, lexical tone sensitivity), and reading abilities (i.e., word recognition) among 54 third-grade Chinese-English bilingual children. After controlling for age and non-verbal intelligence, we found that both musical metric perception and pitch discrimination accounted for unique variance of Chinese phonological awareness while pitch discrimination rather than musical metric perception predicted Chinese lexical tone sensitivity. More importantly, neither musical metric perception nor pitch discrimination was associated with Chinese reading. As for English, musical metric perception and pitch discrimination were correlated with both English phonological awareness and English reading. Furthermore, sensitivity to acoustic cues in music was associated with English reading through the mediation of English phonological awareness. The current findings indicate that the association between sensitivity to acoustic cues in music and reading may be modulated by writing systems. In Chinese, the mapping between orthography and phonology is not as transparent as in alphabetic languages such as English. Thus, this opaque mapping may alter the auditory perceptual sensitivity in music to Chinese reading.

Writing System Modulates the Association between Sensitivity to Acoustic Cues in Music and Reading Ability: Evidence from Chinese–English Bilingual Children

PubMed Central

Zhang, Juan; Meng, Yaxuan; Wu, Chenggang; Zhou, Danny Q.

2017-01-01

Music and language share many attributes and a large body of evidence shows that sensitivity to acoustic cues in music is positively related to language development and even subsequent reading acquisition. However, such association was mainly found in alphabetic languages. What remains unclear is whether sensitivity to acoustic cues in music is associated with reading in Chinese, a morphosyllabic language. The present study aimed to answer this question by measuring music (i.e., musical metric perception and pitch discrimination), language (i.e., phonological awareness, lexical tone sensitivity), and reading abilities (i.e., word recognition) among 54 third-grade Chinese–English bilingual children. After controlling for age and non-verbal intelligence, we found that both musical metric perception and pitch discrimination accounted for unique variance of Chinese phonological awareness while pitch discrimination rather than musical metric perception predicted Chinese lexical tone sensitivity. More importantly, neither musical metric perception nor pitch discrimination was associated with Chinese reading. As for English, musical metric perception and pitch discrimination were correlated with both English phonological awareness and English reading. Furthermore, sensitivity to acoustic cues in music was associated with English reading through the mediation of English phonological awareness. The current findings indicate that the association between sensitivity to acoustic cues in music and reading may be modulated by writing systems. In Chinese, the mapping between orthography and phonology is not as transparent as in alphabetic languages such as English. Thus, this opaque mapping may alter the auditory perceptual sensitivity in music to Chinese reading. PMID:29170647

The time course of reading processes in children with and without dyslexia: an ERP study

PubMed Central

Hasko, Sandra; Groth, Katarina; Bruder, Jennifer; Bartling, Jürgen; Schulte-Körne, Gerd

2013-01-01

The main diagnostic criterion for developmental dyslexia (DD) in transparent orthographies is a remarkable reading speed deficit, which is often accompanied by spelling difficulties. These deficits have been traced back to both deficits in orthographic and phonological processing. For a better understanding of the reading speed deficit in DD it is necessary to clarify which processing steps are degraded in children with DD during reading. In order to address this question the present study used EEG to investigate three reading related ERPs: the N170, N400 and LPC. Twenty-nine children without DD and 52 children with DD performed a phonological lexical decision (PLD)—task, which tapped both orthographic and phonological processing. Children were presented with words, pseudohomophones, pseudowords and false fonts and had to decide whether the presented stimulus sounded like an existing German word or not. Compared to control children, children with DD showed deficits in all the investigated ERPs. Firstly, a diminished mean area under the curve for the word material-false font contrasts in the time window of the N170 was observed, indicating a reduced degree of print sensitivity; secondly, N400 amplitudes, as suggested to reflect the access to the orthographic lexicon and grapheme-phoneme conversion, were attenuated; and lastly, phonological access as indexed by the LPC was degraded in children with DD. Processing differences dependent on the linguistic material in children without DD were observed only in the LPC, suggesting that similar reading processes were adopted independent of orthographic familiarity. The results of this study suggest that effective treatment should include both orthographic and phonological training. Furthermore, more longitudinal studies utilizing the same task and stimuli are needed to clarify how these processing steps and their time course change during reading development. PMID:24109444

Text Processing Differences among Readers.

ERIC Educational Resources Information Center

Garner, Ruth

Explanations for differences in reading proficiency should be constructed around an atlas of reading-related individual differences in cognition. Such an atlas should include well-documented "bottom-up", text-driven reading strategies and less thoroughly investigated "top-down", schema-driven reading strategies. Research…

Measurement properties of continuous text reading performance tests.

PubMed

Brussee, Tamara; van Nispen, Ruth M A; van Rens, Ger H M B

2014-11-01

Measurement properties of tests to assess reading acuity or reading performance have not been extensively evaluated. This study aims to provide an overview of the literature on available continuous text reading tests and their measurement properties. A literature search was performed in PubMed, Embase and PsycInfo. Subsequently, information on design and content of reading tests, study design and measurement properties were extracted using consensus-based standards for selection of health measurement instruments. Quality of studies, reading tests and measurement properties were systematically assessed using pre-specified criteria. From 2334 identified articles, 20 relevant articles were found on measurement properties of three reading tests in various languages: IReST, MNread Reading Test and Radner Reading Charts. All three reading tests scored high on content validity. Reproducibility studies (repeated measurements between different testing sessions) of the IReST and MNread of commercially available reading tests in different languages were missing. The IReST scored best on inter-language comparison, the MNread scored well in repeatability studies (repeated measurements under the same conditions) and the Radner showed good reproducibility in studies. Although in daily practice there are other continuous text reading tests available meeting the criteria of this review, measurement properties were described in scientific studies for only three of them. Of the few available studies, the quality and content of study design and methodology used varied. For testing existing reading tests and the development of new ones, for example in other languages, we make several recommendations, including careful description of patient characteristics, use of objective and subjective lighting levels, good control of working distance, documentation of the number of raters and their training, careful documentation of scoring rules and the use of Bland-Altman analyses or similar for reproducibility and repeatability studies. © 2014 The Authors Ophthalmic & Physiological Optics © 2014 The College of Optometrists.

Improving Basal Reading Programs: A Report of the Adoption Guidelines Project at the Center for the Study of Reading. Reading Education Report No. 68.

ERIC Educational Resources Information Center

Dole, Janice A.; And Others

Commercially developed basal reading programs are used in most elementary school classrooms in the United States. Yet often neither the publishers developing these programs nor the members of textbook adoption committees selecting programs are able to take advantage of the best available knowledge about the reading process and reading instruction.…

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…

Repeated Reading for Developing Reading Fluency and Reading Comprehension: The Case of EFL Learners in Vietnam

ERIC Educational Resources Information Center

Gorsuch, Greta; Taguchi, Etsuo

2008-01-01

Reading in a foreign or second language is often a laborious process, often caused by underdeveloped word recognition skills, among other things, of second and foreign language readers. Developing fluency in L2/FL reading has become an important pedagogical issue in L2 settings and one major component of reading fluency is fast and accurate word…

An Inter-Correlational Study of the Reading Components in Profiling and Generating a Cognitive Equation for the Reading Performance of Students with Autism

ERIC Educational Resources Information Center

Elangovan, Saranya; Chia, Noel Kok Hwee

2013-01-01

Reading is a multifaceted process consisting of many interacting components. A plethora of research is available on reading. Yet, there is inadequate exploration, which ascertains the effects of the interaction of different reading components and how they affect the reading performance of students with autism. This inter-correlational research…

Predicting Future Reading Problems Based on Pre-reading Auditory Measures: A Longitudinal Study of Children with a Familial Risk of Dyslexia

PubMed Central

Law, Jeremy M.; Vandermosten, Maaike; Ghesquière, Pol; Wouters, Jan

2017-01-01

Purpose: This longitudinal study examines measures of temporal auditory processing in pre-reading children with a family risk of dyslexia. Specifically, it attempts to ascertain whether pre-reading auditory processing, speech perception, and phonological awareness (PA) reliably predict later literacy achievement. Additionally, this study retrospectively examines the presence of pre-reading auditory processing, speech perception, and PA impairments in children later found to be literacy impaired. Method: Forty-four pre-reading children with and without a family risk of dyslexia were assessed at three time points (kindergarten, first, and second grade). Auditory processing measures of rise time (RT) discrimination and frequency modulation (FM) along with speech perception, PA, and various literacy tasks were assessed. Results: Kindergarten RT uniquely contributed to growth in literacy in grades one and two, even after controlling for letter knowledge and PA. Highly significant concurrent and predictive correlations were observed with kindergarten RT significantly predicting first grade PA. Retrospective analysis demonstrated atypical performance in RT and PA at all three time points in children who later developed literacy impairments. Conclusions: Although significant, kindergarten auditory processing contributions to later literacy growth lack the power to be considered as a single-cause predictor; thus results support temporal processing deficits' contribution within a multiple deficit model of dyslexia. PMID:28223953

Facilitated sequence counting and assembly by template mutagenesis

PubMed Central

Levy, Dan; Wigler, Michael

2014-01-01

Presently, inferring the long-range structure of the DNA templates is limited by short read lengths. Accurate template counts suffer from distortions occurring during PCR amplification. We explore the utility of introducing random mutations in identical or nearly identical templates to create distinguishable patterns that are inherited during subsequent copying. We simulate the applications of this process under assumptions of error-free sequencing and perfect mapping, using cytosine deamination as a model for mutation. The simulations demonstrate that within readily achievable conditions of nucleotide conversion and sequence coverage, we can accurately count the number of otherwise identical molecules as well as connect variants separated by long spans of identical sequence. We discuss many potential applications, such as transcript profiling, isoform assembly, haplotype phasing, and de novo genome assembly. PMID:25313059

Integrating Metal-Oxide-Decorated CNT Networks with a CMOS Readout in a Gas Sensor

PubMed Central

Lee, Hyunjoong; Lee, Sanghoon; Kim, Dai-Hong; Perello, David; Park, Young June; Hong, Seong-Hyeon; Yun, Minhee; Kim, Suhwan

2012-01-01

We have implemented a tin-oxide-decorated carbon nanotube (CNT) network gas sensor system on a single die. We have also demonstrated the deposition of metallic tin on the CNT network, its subsequent oxidation in air, and the improvement of the lifetime of the sensors. The fabricated array of CNT sensors contains 128 sensor cells for added redundancy and increased accuracy. The read-out integrated circuit (ROIC) was combined with coarse and fine time-to-digital converters to extend its resolution in a power-efficient way. The ROIC is fabricated using a 0.35 μm CMOS process, and the whole sensor system consumes 30 mA at 5 V. The sensor system was successfully tested in the detection of ammonia gas at elevated temperatures. PMID:22736966

Updating during Reading Comprehension: Why Causality Matters

ERIC Educational Resources Information Center

Kendeou, Panayiota; Smith, Emily R.; O'Brien, Edward J.

2013-01-01

The present set of 7 experiments systematically examined the effectiveness of adding causal explanations to simple refutations in reducing or eliminating the impact of outdated information on subsequent comprehension. The addition of a single causal-explanation sentence to a refutation was sufficient to eliminate any measurable disruption in…

Cross-linguistic transfer of phonological skills: a Malaysian perspective.

PubMed

Gomez, Caroline; Reason, Rea

2002-01-01

This study examined the phonological and reading performance in English of Malaysian children whose home language was Bahasa Malaysia (BM). A sample of 69 Malaysian Standard Two pupils (aged 7-8 years) was selected for the study. Since commencing school at the age of 6 years, the children had been learning to read in BM and had subsequently also been learning to read in English for some 12 months. The study was part of a larger scale research programme that fully recognized the limitations of tests that had not been developed and standardized in Malaysia. Nevertheless, as a first step to developing such tests, a comparison with existing norms for the Phonological Assessment Battery (PhAB) and the Wechsler Objective Reading Dimension (WORD) was undertaken in relation to information about the children's L1 and L2 language competencies. Results showed that the children's performance on PhAB was at least comparable to the UK norms while, not surprisingly, they fared less well on WORD. The results are discussed in terms of L1 and L2 transfer, whereby the transparency of written BM and the structured way in which reading is taught in BM facilitates performance on phonological tasks in English. This has implications for identifying children with phonologically based reading difficulties.

Prenatal Cocaine Exposure Impacts Language and Reading Into Late Adolescence: Behavioral and ERP Evidence.

PubMed

Landi, Nicole; Avery, Trey; Crowley, Michael J; Wu, Jia; Mayes, Linda

2017-01-01

Extant research documents impaired language among children with prenatal cocaine exposure (PCE) relative to nondrug exposed (NDE) children, suggesting that cocaine alters development of neurobiological systems that support language. The current study examines behavioral and neural (electrophysiological) indices of language function in older adolescents. Specifically, we compare performance of PCE (N = 59) and NDE (N = 51) adolescents on a battery of cognitive and linguistic assessments that tap word reading, reading comprehension, semantic and grammatical processing, and IQ. In addition, we examine event related potential (ERP) responses in in a subset of these children across three experimental tasks that examine word level phonological processing (rhyme priming), word level semantic processing (semantic priming), and sentence level semantic processing (semantic anomaly). Findings reveal deficits across a number of reading and language assessments, after controlling for socioeconomic status and exposure to other substances. Additionally, ERP data reveal atypical orthography to phonology mapping (reduced N1/P2 response) and atypical rhyme and semantic processing (N400 response). These findings suggest that PCE continues to impact language and reading skills into the late teenage years.

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

PubMed Central

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

2009-01-01

Functional magnetic resonance imaging (fMRI) was used to compare brain activation from Japanese readers reading hiragana (syllabic) and kanji (logographic) sentences, and English as a second language (L2). Kanji showed more activation than hiragana in right-hemisphere occipito-temporal lobe areas associated with visuospatial processing; hiragana, in turn, showed more activation than kanji in areas of the brain associated with phonological processing. L1 results underscore the difference in visuospatial and phonological processing demands between the systems. Reading in English as compared to either of the Japanese systems showed more activation in inferior frontal gyrus, medial frontal gyrus, and angular gyrus. The additional activation in English in these areas may have been associated with an increased cognitive demand for phonological processing and verbal working memory. More generally, L2 results suggest more effortful reading comprehension processes. The study contributes to the understanding of differential brain responses to different writing systems and to reading comprehension in a second language. PMID:19946611

Depending on My Mood: Mood-Driven Influences on Text Comprehension

PubMed Central

Bohn-Gettler, Catherine M.; Rapp, David N.

2011-01-01

Reading comprehension is a critical component of success in educational settings. To date, research on text processing in educational and cognitive psychological domains has focused predominantly on cognitive influences on comprehension, and in particular, those influences that might be derived from particular tasks or strategies. However, there is growing interest in documenting the influences of emotional factors on the processes and products of text comprehension, because these factors are less likely to be associated with explicit reading strategies. The present study examines this issue by evaluating the degree to which mood can influence readers’ processing of text. Participants in control, happy-induced, or sad-induced groups thought aloud while reading expository texts. Happy, sad, and neutral moods influenced the degree to which readers engaged in particular types of coherence-building processes in the service of comprehension. Although reading strategies clearly influence processing, understudied factors that are less explicitly goal-driven, such as mood, can similarly impact comprehension activity. These findings have important implications for the role of mood on reading instruction and evaluation. PMID:21927504

A Massively Parallel Computational Method of Reading Index Files for SOAPsnv.

PubMed

Zhu, Xiaoqian; Peng, Shaoliang; Liu, Shaojie; Cui, Yingbo; Gu, Xiang; Gao, Ming; Fang, Lin; Fang, Xiaodong

2015-12-01

SOAPsnv is the software used for identifying the single nucleotide variation in cancer genes. However, its performance is yet to match the massive amount of data to be processed. Experiments reveal that the main performance bottleneck of SOAPsnv software is the pileup algorithm. The original pileup algorithm's I/O process is time-consuming and inefficient to read input files. Moreover, the scalability of the pileup algorithm is also poor. Therefore, we designed a new algorithm, named BamPileup, aiming to improve the performance of sequential read, and the new pileup algorithm implemented a parallel read mode based on index. Using this method, each thread can directly read the data start from a specific position. The results of experiments on the Tianhe-2 supercomputer show that, when reading data in a multi-threaded parallel I/O way, the processing time of algorithm is reduced to 3.9 s and the application program can achieve a speedup up to 100×. Moreover, the scalability of the new algorithm is also satisfying.

Processing changes across reading encounters.

PubMed

Levy, B A; Newell, S; Snyder, J; Timmins, K

1986-10-01

Five experiments examined changes in the processing of a text across reading encounters. Experiment 1 showed that reading speed increased systematically across encounters, with no loss in the extensiveness of analyses of the printed text, as indicated by the ability to detect nonword errors embedded within that passage. Experiment 2 replicated this improved reading fluency with experience and showed that it occurred even with typescript changes across trials, thus indicating that a primed visual operations explanation cannot account for the effect. The third and fourth experiments then extended the study of the familiarity effect to higher level processing, as indicated by the detection of word errors. Familiarity facilitated the detection of these violations at the syntactic-semantic levels. Finally, Experiment 5 showed that these higher level violations continued to be well detected over a series of reading encounters with the same text. The results indicate that prior experience improves reading speed, with no attenuation of analysis of the printed words or of the passage's message.

In Search of the Perfect Phenotype: An Analysis of Linkage and Association Studies of Reading and Reading-Related Processes

PubMed Central

Skiba, Thomas; Landi, Nicole; Wagner, Richard

2011-01-01

Reading ability and specific reading disability (SRD) are complex traits involving several cognitive processes and are shaped by a complex interplay of genetic and environmental forces. Linkage studies of these traits have identified several susceptibility loci. Association studies have gone further in detecting candidate genes that might underlie these signals. These results have been obtained in samples of mainly European ancestry, which vary in their languages, inclusion criteria, and phenotype assessments. Such phenotypic heterogeneity across samples makes understanding the relationship between reading (dis)ability and reading-related processes and the genetic factors difficult; in addition, it may negatively influence attempts at replication. In moving forward, the identification of preferable phenotypes for future sample collection may improve the replicability of findings. This review of all published linkage and association results from the past 15 years was conducted to determine if certain phenotypes produce more replicable and consistent results than others. PMID:21243420

Orthography and Modality Influence Speech Production in Adults and Children.

PubMed

Saletta, Meredith; Goffman, Lisa; Hogan, Tiffany P

2016-12-01

The acquisition of literacy skills influences the perception and production of spoken language. We examined if orthography influences implicit processing in speech production in child readers and in adult readers with low and high reading proficiency. Children (n = 17), adults with typical reading skills (n = 17), and adults demonstrating low reading proficiency (n = 18) repeated or read aloud nonwords varying in orthographic transparency. Analyses of implicit linguistic processing (segmental accuracy and speech movement stability) were conducted. The accuracy and articulatory stability of productions of the nonwords were assessed before and after repetition or reading. Segmental accuracy results indicate that all 3 groups demonstrated greater learning when they were able to read, rather than just hear, the nonwords. Speech movement results indicate that, for adults with poor reading skills, exposure to the nonwords in a transparent spelling reduces the articulatory variability of speech production. Reading skill was correlated with speech movement stability in the groups of adults. In children and adults, orthography interacts with speech production; all participants integrate orthography into their lexical representations. Adults with poor reading skills do not use the same reading or speaking strategies as children with typical reading skills.

Orthography and Modality Influence Speech Production in Adults and Children

PubMed Central

Goffman, Lisa; Hogan, Tiffany P.

2016-01-01

Purpose The acquisition of literacy skills influences the perception and production of spoken language. We examined if orthography influences implicit processing in speech production in child readers and in adult readers with low and high reading proficiency. Method Children (n = 17), adults with typical reading skills (n = 17), and adults demonstrating low reading proficiency (n = 18) repeated or read aloud nonwords varying in orthographic transparency. Analyses of implicit linguistic processing (segmental accuracy and speech movement stability) were conducted. The accuracy and articulatory stability of productions of the nonwords were assessed before and after repetition or reading. Results Segmental accuracy results indicate that all 3 groups demonstrated greater learning when they were able to read, rather than just hear, the nonwords. Speech movement results indicate that, for adults with poor reading skills, exposure to the nonwords in a transparent spelling reduces the articulatory variability of speech production. Reading skill was correlated with speech movement stability in the groups of adults. Conclusions In children and adults, orthography interacts with speech production; all participants integrate orthography into their lexical representations. Adults with poor reading skills do not use the same reading or speaking strategies as children with typical reading skills. PMID:27942710

Study the left prefrontal cortex activity of Chinese children with dyslexia in phonological processing by NIRS

NASA Astrophysics Data System (ADS)

Zhang, Zhili; Li, Ting; Zheng, Yi; Luo, Qingming; Song, Ranran; Gong, Hui

2006-02-01

Developmental dyslexia, a kind of prevalent psychological disease, represents that dyslexic children have unexpected difficulties in phonological processing and recognition test of Chinese characters. Some functional imaging technologies, such as fMRI and PET, have been used to study the brain activities of the children with dyslexia whose first language is English. In this paper, a portable, 16-channel, continuous-wave (CW) NIRS instrument was used to monitor the concentration changes of each hemoglobin species when Chinese children did the task of phonological processing and recognition test. The NIRS recorded the hemodynamic changes in the left prefrontal cortex of the children. 20 dyslexia-reading children (10~12 years old) and 20 normal-reading children took part in the phonological processing of Chinese characters including the phonological awareness section and the phonological decoding section. During the phonological awareness section, the changed concentration of deoxy-hemoglobin in dyslexia-reading children were significantly higher (p<0.05) than normal-reading children in the left ventrolateral prefrontal cortex (VLPFC). While in the phonological decoding section, both normal and dyslexic reading children had more activity in the left VLPFC, but only normal-reading children had activity in the left middorsal prefrontal cortex. In conclusion, both dyslexic and normal-reading children have activity in the left prefrontal cortex, but the degree and the areas of the prefrontal cortex activity are different between them when they did phonological processing.

Processing of Written Irony in Autism Spectrum Disorder: An Eye-Movement Study.

PubMed

Au-Yeung, Sheena K; Kaakinen, Johanna K; Liversedge, Simon P; Benson, Valerie

2015-12-01

Previous research has suggested that individuals with Autism Spectrum Disorders (ASD) have difficulties understanding others communicative intent and with using contextual information to correctly interpret irony. We recorded the eye movements of typically developing (TD) adults ASD adults when they read statements that could either be interpreted as ironic or non-ironic depending on the context of the passage. Participants with ASD performed as well as TD controls in their comprehension accuracy for speaker's statements in both ironic and non-ironic conditions. Eye movement data showed that for both participant groups, total reading times were longer for the critical region containing the speaker's statement and a subsequent sentence restating the context in the ironic condition compared to the non-ironic condition. The results suggest that more effortful processing is required in both ASD and TD participants for ironic compared with literal non-ironic statements, and that individuals with ASD were able to use contextual information to infer a non-literal interpretation of ironic text. Individuals with ASD, however, spent more time overall than TD controls rereading the passages, to a similar degree across both ironic and non-ironic conditions, suggesting that they either take longer to construct a coherent discourse representation of the text, or that they take longer to make the decision that their representation of the text is reasonable based on their knowledge of the world. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

Do morphemes matter when reading compound words with transposed letters? Evidence from eye-tracking and event-related potentials

DOE PAGES

Stites, Mallory C.; Federmeier, Kara D.; Christianson, Kiel

2016-08-06

We investigate the online processing consequences of encountering compound words with transposed letters (TLs), in order to determine if cross-morpheme TLs are more disruptive to reading than those within a single morpheme, as would be predicted by accounts of obligatory morpho-orthopgrahic decomposition. Two measures of online processing, eye movements and event-related potentials (ERPs), were collected in separate experiments. Participants read sentences containing correctly spelled compound words (cupcake), or compounds with TLs occurring either across morphemes (cucpake) or within one morpheme (cupacke). Results showed that between- and within-morpheme transpositions produced equal processing costs in both measures, in the form of longermore » reading times (Experiment 1) and a late posterior positivity (Experiment 2) that did not differ between conditions. Our findings converge to suggest that within- and between-morpheme TLs are equally disruptive to recognition, providing evidence against obligatory morpho-orthographic processing and in favour of whole-word access of English compound words during sentence reading.« less

Do Morphemes Matter when Reading Compound Words with Transposed Letters? Evidence from Eye-Tracking and Event-Related Potentials

PubMed Central

Stites, Mallory C.; Federmeier, Kara D.; Christianson, Kiel

2017-01-01

The current study investigates the online processing consequences of encountering compound words with transposed letters (TLs), to determine if TLs that cross morpheme boundaries are more disruptive to reading than those within a single morpheme, as would be predicted by accounts of obligatory morpho-orthopgrahic decomposition. Two measures of online processing, eye movements and event-related potentials (ERPs), were collected in separate experiments. Participants read sentences containing correctly spelled compound words (cupcake), or compounds with TLs occurring either across morpheme boundaries (cucpake) or within one morpheme (cupacke). Results showed that between- and within-morpheme transpositions produced equal processing costs in both measures, in the form of longer reading times (Experiment 1) and a late posterior positivity (Experiment 2) that did not differ between conditions. Findings converge to suggest that within- and between-morpheme TLs are equally disruptive to recognition, providing evidence against obligatory morpho-orthographic processing and in favor of whole-word access of English compound words during sentence reading. PMID:28791313