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

What Oral Text Reading Fluency Can Reveal about Reading Comprehension

ERIC Educational Resources Information Center

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

2015-01-01

Text reading fluency--the ability to read quickly, accurately and with a natural intonation--has been proposed as a predictor of reading comprehension. In the current study, we examined the role of oral text reading fluency, defined as text reading rate and text reading prosody, as a contributor to reading comprehension outcomes in addition to…

The Relationship between Reading Self-Efficacy Beliefs, Reading Strategy Use and Reading Comprehension Level of Iranian EFL Learners

ERIC Educational Resources Information Center

Naseri, Mahdieh; Zaferanieh, Elaheh

2012-01-01

This co-relational study explored the relationship between reading self-efficacy beliefs, reading strategies use and reading comprehension level of Iranian EFL learners. In this study, Michigan reading comprehension test, a self-reported Reading Strategy Use Questionnaire, and a Reading Self-efficacy Questionnaire were administered to eighty…

Reading: Putting the Pieces Together.

ERIC Educational Resources Information Center

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

1994-01-01

The papers in this yearbook focus on the strategies, practices, and research related to elementary reading, secondary reading, adult reading, literature, philosophy of reading, psychology of reading, affective issues, administration, supervision, research, teacher training, assessment that affect reading and reading instruction. Papers in the book…

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

PubMed Central

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

2013-01-01

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

AF Week in Photos > U.S. Air Force > Article Display

Science.gov Websites

Professors Senior Mentor Biographies Fact Sheets Commander's Call Topics CCT Archive CSAF Reading List 2017 CSAF Reading List 2016 CSAF Reading List 2015 CSAF Reading List 2014 CSAF Reading List 2013 CSAF Reading List 2012 CSAF Reading List 2011 CSAF Reading List 2010 CSAF Reading List 2009 CSAF Reading List

Reading Ability and Reading Engagement in Older Adults With Glaucoma

PubMed Central

Nguyen, Angeline M.; van Landingham, Suzanne W.; Massof, Robert W.; Rubin, Gary S.; Ramulu, Pradeep Y.

2014-01-01

Purpose. We evaluated the impact of glaucoma-related vision loss on reading ability and reading engagement in 10 reading activities. Methods. A total of 63 glaucoma patients and 59 glaucoma suspect controls self-rated their level of reading difficulty for 10 reading items, and responses were analyzed using Rasch analysis to determine reading ability. Reading engagement was assessed by asking subjects to report the number of days per week they engaged in each reading activity. Reading restriction was determined as a decrement in engagement. Results. Glaucoma subjects more often described greater reading difficulty than controls for all tasks except puzzles (P < 0.05). The most difficult reading tasks involved puzzles, books, and finances, while the least difficult reading tasks involved notes, bills, and mail. In multivariable weighted least squares regression models of Rasch-estimated person measures of reading ability, less reading ability was found for glaucoma patients compared to controls (β = −1.60 logits, P < 0.001). Among glaucoma patients, less reading ability was associated with more severe visual field (VF) loss (β = −0.68 logits per 5-dB decrement in better-eye VF mean deviation [MD], P < 0.001) and contrast sensitivity (β = −0.76 logits per 0.1-unit lower log CS, P < 0.001). Each 5-dB decrement in the better-eye VF MD was associated with book reading on 18% fewer days (P = 0.003) and newspaper reading on 10% fewer days (P = 0.008). No statistically significant reading restriction was observed for other reading activities (P > 0.05). Conclusions. Glaucoma patients have less reading ability and engage less in a variety of different reading activities, particularly those requiring sustained reading. Future work should evaluate the mechanisms underlying reading disability in glaucoma to determine how patients can maintain reading ability and engagement. PMID:25052992

CORRIGENDUM: KochenÂ-Specker vectors

NASA Astrophysics Data System (ADS)

Pavicic, M.; Merlet, J.-P.; McKay, B.; Megill, N. D.

2005-04-01

Some reference citations in the text of this paper are incorrect and should be amended as listed below. The reference list is correct as published. Page 1579, line 5: [23, 34, 38, 39] should read [23, 34, 35, 36] Page 1579, line 9: [40] should read [37] Page 1580, line 8: [31, 33, 35] should read [31, 33, 38] Page 1580, line 14: [36] should read [39] Page 1580, line 36: [36] should read [39] Page 1580, line 38: [37] should read [40] Page 1580, line 42: [38] should read [35] Page 1581, line 3 of caption: [33, 35] should read [33, 38] Page 1583, line 12: [41] should read [42] Page 1587, line 9: [39] should read [36] Page 1587, line 11: [39] should read [36] Page 1587, line 18: [38, 39] should read [35, 36] Page 1587, line 37: [39] should read [36] Page 1589, line 18: [39, 46, 47] should read [36, 46, 47] Page 1590, line 2: [39] should read [36] age 1590, line 3: [39] should read [36

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

ERIC Educational Resources Information Center

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

2014-01-01

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

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

ERIC Educational Resources Information Center

Kim, Young-Suk Grace

2015-01-01

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

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

ERIC Educational Resources Information Center

Kim, Young-Suk Grace

2015-01-01

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

Read with a Beat: Developing Literacy through Music and Song (Teaching Reading).

ERIC Educational Resources Information Center

Kolb, Gayla R.

1996-01-01

Argues that the singing-reading connective helps children learn to read and fosters a love for reading. Discusses integrating music with reading and notes various activities designed to extend the singing-reading experience, involving book concepts, sight vocabulary, reading comprehension, and fluency. (SR)

Does early reading failure decrease children's reading motivation?

PubMed

Morgan, Paul L; Fuchs, Douglas; Compton, Donald L; Cordray, David S; Fuchs, Lynn S

2008-01-01

The authors used a pretest-posttest control group design with random assignment to evaluate whether early reading failure decreases children's motivation to practice reading. First, they investigated whether 60 first-grade children would report substantially different levels of interest in reading as a function of their relative success or failure in learning to read. Second, they evaluated whether increasing the word reading ability of 15 at-risk children would lead to gains in their motivation to read. Multivariate analyses of variance suggest marked differences in both motivation and reading practice between skilled and unskilled readers. However, bolstering at-risk children's word reading ability did not yield evidence of a causal relationship between early reading failure and decreased motivation to engage in reading activities. Instead, hierarchical regression analyses indicate a covarying relationship among early reading failure, poor motivation, and avoidance of reading.

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.

Description and Validation of a Test to Evaluate Sustained Silent Reading

PubMed Central

Ramulu, Pradeep Y.; Swenor, Bonnielin K.; Jefferys, Joan L.; Rubin, Gary S.

2013-01-01

Purpose. To construct and validate a test of sustained silent reading. Methods. Standardized 7300 and 7600 word passages were written to evaluate sustained silent reading. Two hundred forty subjects validated whether comprehension questions could discriminate subjects who did and did not read the passage. To evaluate test–retest properties, 49 subjects silently read the standardized passages on separate days. Sixty glaucoma suspect controls and 64 glaucoma subjects had their out loud reading evaluated with the MNRead card and an International Reading Speed Texts (IReST) passage, and their silent reading measured using the 7300 word passage. Sustained silent reading parameters included reading speed and reading speed slope over time. Results. Comprehension questions distinguished individuals who had and had not read passage materials. Bland-Altman analyses of intersession sustained reading speed and reading speed slope demonstrated 95% coefficients of repeatability of 57 words per minute (wpm) and 2.76 wpm/minute. Sustained silent reading speed was less correlated with MNRead (r = 0.59) or IReST passage (r = 0.68) reading speeds than the correlation of these two measures of out loud reading speed with each other (r = 0.72). Sustained silent reading speed was more likely to differ from IReST reading speed by more than 50% in rapid silent readers (odds ratio [OR] = 29, 95% confidence interval [CI] = 10–87), and comparisons of sustained and out loud reading speeds demonstrated proportional error in Bland-Altman analyses. Conclusions. Tests of out loud reading do not accurately reflect silent reading speed in individuals with normal vision or glaucoma. The described test offers a standardized way to evaluate the impact of eye disease and/or visual rehabilitation on sustained silent reading. PMID:23258146

Facilitating English-Language Learners' Oral Reading Fluency with Digital Pen Technology

ERIC Educational Resources Information Center

Chen, Chih-Ming; Tan, Chia-Chen; Lo, Bey-Jane

2016-01-01

Oral reading fluency is an indicator of overall reading competence. Many studies have claimed that repeated reading can promote oral reading fluency. Currently, novel Web- or computer-based reading technologies offer interactive digital materials that promote English oral reading fluency using the repeated reading strategy; however, paper-based…

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

ERIC Educational Resources Information Center

Fink, Katherine T.; Devine, Thomas G.

1993-01-01

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

Contexts of Digital Reading: How Genres Affect Reading Practices

ERIC Educational Resources Information Center

Morris, Janine

2016-01-01

"Contexts of Digital Reading: How Genres Affect Reading Practices" is a study of the different ways university students use digital devices to read. Many mainstream representations of digital reading fail to distinguish between different contexts or genres of reading, making digital reading appear transparent rather than mediated by…

Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence

ERIC Educational Resources Information Center

Schiefele, Ulrich; Schaffner, Ellen; Moller, Jens; Wigfield, Allan

2012-01-01

This review of research examines the constructs of reading motivation and synthesizes research findings of the past 20 years on the relationship between reading motivation and reading behavior (amount, strategies, and preferences), and the relationship between reading motivation and reading competence (reading skills and comprehension). In…

New Year's Reading Resolutions.

ERIC Educational Resources Information Center

Bates, Nancy; And Others

1988-01-01

Activities to enhance reading with listening, thinking, writing, and fun are suggested. Topics include celebrate Reading Week, superbowl reading, book buddies, biography binge, laughing and learning, oral reading, reading sweepstakes, idea lists, fairy tale showdown, and parent reading tips. (MT)

The Relationships between Korean University Students' Reading Attitude, Reading Strategy Use, and Reading Proficiency

ERIC Educational Resources Information Center

Kim, Hyangil

2016-01-01

This present study investigated the relationships among L2 readers' reading attitude, reading strategy use, and reading proficiency in order to identify patterns caused by individuals' differences. For this study, 153 Korean university students replied to a reading attitude and reading strategy questionnaire. An ANOVA and frequency analysis were…

The Effects of Extensive Reading and Reading Strategies on Reading Self-Efficacy

ERIC Educational Resources Information Center

Burrows, Lance

2012-01-01

This study is a quasi-experimental, longitudinal investigation into the role that extensive reading and reading strategies play in the cultivation of reading self-efficacy. Conducted over the course of one academic year, how changes in reading self-efficacy translate into changes in reading comprehension was examined. In addition, the…

Effects of Differentiated Reading on Elementary Students' Reading Comprehension and Attitudes toward Reading

ERIC Educational Resources Information Center

Shaunessy-Dedrick, Elizabeth; Evans, Linda; Ferron, John; Lindo, Myriam

2015-01-01

In this investigation, we examined the effects of a differentiated reading approach on fourth grade students' reading comprehension and attitudes toward reading. Eight Title I schools within one urban district were randomly assigned to treatment (Schoolwide Enrichment Model-Reading [SEM-R]) or control (district reading curriculum) conditions.…

Does E-Reading Enhance Reading Fluency?

ERIC Educational Resources Information Center

Akbar, Rahima S.; Taqi, Hanan A.; Dashti, Abdulmohsin A.; Sadeq, Taiba M.

2015-01-01

Extensive reading is reading as much as possible, for one's own pleasure, at a difficulty level at which one can read smoothly and quickly. In the domain of reading, this paper investigates the effect of extensive reading from e-books, through utilizing a number of downloadable reading application programs on the students' e-devices, as opposed to…

How Reading Volume Affects Both Reading Fluency and Reading Achievement

ERIC Educational Resources Information Center

Allington, Richard L.

2014-01-01

Long overlooked, reading volume is actually central to the development of reading proficiencies, especially in the development of fluent reading proficiency. Generally no one in schools monitors the actual volume of reading that children engage in. We know that the commonly used commercial core reading programs provide only material that requires…

Is Oral/Text Reading Fluency a “Bridge” to Reading Comprehension?

PubMed Central

Kim, Young-Suk Grace; Park, Chea Hyeong; Wagner, Richard K.

2015-01-01

In the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency was a dissociable construct for both kindergartners and first graders. In addition, a developmental pattern emerged: listening comprehension was not uniquely related to text reading fluency for first graders, but not for kindergartners, over and above word reading fluency. In addition, text reading fluency was uniquely related to reading comprehension for kindergartners, but not for first graders, after accounting for word reading fluency and listening comprehension. For first graders, listening comprehension dominated the relations. There were no differences in the pattern of relations for skilled and less skilled readers in first grade. Results are discussed from a developmental perspective for reading comprehension component skills including text reading fluency. PMID:25653474

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

ERIC Educational Resources Information Center

Clark, Christina

2014-01-01

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

Comparison of sensitivity and reading time for the use of computer aided detection (CAD) of pulmonary nodules at MDCT as concurrent or second reader

NASA Astrophysics Data System (ADS)

Beyer, F.; Zierott, L.; Fallenberg, E. M.; Juergens, K.; Stoeckel, J.; Heindel, W.; Wormanns, D.

2006-03-01

Purpose: To compare sensitivity and reading time when using CAD as second reader resp. concurrent reader. Materials and Methods: Fifty chest MDCT scans due to clinical indication were analysed independently by four radiologists two times: First with CAD as concurrent reader (display of CAD results simultaneously to the primary reading by the radiologist); then after a median of 14 weeks with CAD as second reader (CAD results were shown after completion of a reading session without CAD). A prototype version of Siemens LungCAD (Siemens,Malvern,USA) was used. Sensitivities and reading times for detecting nodules >=4mm of concurrent reading, reading without CAD and second reading were recorded. In a consensus conference false positive findings were eliminated. Student's T-Test was used to compare sensitivities and reading times. Results: 108 true positive nodules were found. Mean sensitivity was .68 for reading without CAD, .68 for concurrent reading and .75 for second reading. Differences of sensitivities were significant between concurrent and second reading (p<.001) resp. reading without CAD and second reading (p=.001). Mean reading time for concurrent reading was significant shorter (274s) compared to reading without CAD (294s;p=.04) and second reading (337sp<.001). New work to be presented: To our knowledge this is the first study that compares sensitivities and reading times between use of CAD as concurrent resp. second reader. Conclusion: CAD can either be used to speed up reading of chest CT cases for pulmonary nodules without loss of sensitivity as concurrent reader -OR (and not AND) to increase sensitivity and reading time as second reader.

Learning to Read, Reading to Learn; Proceedings from the Transmountain Far West Regional Reading Conference (2nd, Victoria, B.C., 1973).

ERIC Educational Resources Information Center

Ollila, Lloyd O., Ed.; And Others

Nineteen of the papers presented on the theme "Learning to Read, Reading to Learn," are included in this report. Articles on basic considerations in reading instruction are "Children's View of Language,""Early Reading from a Biological Perspective,""Pygmalion in the Reading Circle,""Dealing with…

Evaluating the Relationship between Teacher Credential Students' Ability to Read and Their Interest in Reading

ERIC Educational Resources Information Center

Cockerham, Barbara Jean

2013-01-01

Teacher enthusiasm for reading has considerable influence on students' reading interest and reading ability. The purpose of this study was to better understand the relationship between reading ability and reading interest among adults who plan to become teachers. This study tested whether there is a relationship between reading ability as measured…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Secondary Students' Reading Attitudes and Achievement in a Scaffolded Silent Reading Program versus Traditional Sustained Silent Reading

ERIC Educational Resources Information Center

West, Chandra Lorene

2010-01-01

This study explored the reading attitudes and achievement, as well as genre knowledge, of tenth, eleventh, and twelfth-grade students who participated in Scaffolded Silent Reading, Sustained Silent Reading, or a control group. The Reading and You attitude survey, Degrees of Reading Power achievement measure, and Genre Assessment were administered…

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…

An Examination of Reading Skills and Reading Outcomes for Youth Involved in a Crime Prevention Program

ERIC Educational Resources Information Center

Metsala, Jamie L.; David, Margaret D.; Brown, Sarah

2017-01-01

This study examined the incidence of reading impairments, the reading profiles, and the outcomes of a reading intervention for youth involved in a comprehensive crime prevention program. Rates of reading impairments were between 55% and 61%. Reading profiles for participants with reading comprehension impairments showed deficits in phonological…

Red Cloud Reading Test: American Indian Form of the Test of Individual Needs in Reading, a Competency Based Test of Reading Skills [and] Instructor's Manual.

ERIC Educational Resources Information Center

Gilliland, Hap

The oral Red Cloud Reading Test provides a complete analysis of reading level and skills for American Indian students in grades 1-7 or for high school and adult students reading at or below high school levels. The test determines the basic and recreational reading levels, identifies reading problems, determines reading speeds, and analyzes the…

Amount of Time in Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At-risk for Reading Difficulties?

PubMed Central

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

2012-01-01

The purpose of this study was to examine the amount of time spent actively engaged in reading sounds, words, and connected text for students at-risk for reading difficulties in the first formal grade of reading instruction, kindergarten. Observational data of 109 kindergarten students at high-risk for later reading difficulties were collected during general education reading instruction across the school year. Findings revealed students read orally for just over 1 minute during their reading instruction with approximately equal time spent reading sounds, words, or connected text. Implications of these results for early reading instruction and intervention for students at-risk for reading difficulties or disabilities are presented. PMID:23087545

A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool through Third Graders at Risk for Reading Difficulties

PubMed Central

Swanson, Elizabeth A.; Wanzek, Jeanne; Petscher, Yaacov; Vaughn, Sharon; Heckert, Jennifer; Cavanaugh, Christie; Kraft, Guliz; Tackett, Katie

2012-01-01

A synthesis and meta-analysis of the extant research on the effects of storybook read aloud interventions for children at-risk for reading difficulties ages 3–8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read aloud instruction has been examined using dialogic reading, repeated reading of stories, story reading with limited questioning before, during, and/or after reading, computer assisted story reading, and story reading with extended vocabulary activities. Significant, positive effects on children’s language, phonological awareness, print concepts, comprehension, and vocabulary outcomes were found. Despite the positive effects for read aloud interventions, only a small amount of outcome variance was accounted for by intervention type. PMID:21521868

Reading fluency: implications for the assessment of children with reading disabilities.

PubMed

Meisinger, Elizabeth B; Bloom, Juliana S; Hynd, George W

2010-06-01

The current investigation explored the diagnostic utility of reading fluency measures in the identification of children with reading disabilities. Participants were 50 children referred to a university-based clinic because of suspected reading problems and/or a prior diagnosis of dyslexia, where children completed a battery of standardized intellectual, reading achievement, and processing measures. Within this clinical sample, a group of children were identified that exhibited specific deficits in their reading fluency skills with concurrent deficits in rapid naming speed and reading comprehension. This group of children would not have been identified as having a reading disability according to assessment of single word reading skills alone, suggesting that it is essential to assess reading fluency in addition to word reading because failure to do so may result in the under-identification of children with reading disabilities.

Eye Movements during Silent and Oral Reading in a Regular Orthography: Basic Characteristics and Correlations with Childhood Cognitive Abilities and Adolescent Reading Skills

PubMed Central

Krieber, Magdalena; Bartl-Pokorny, Katrin D.; Pokorny, Florian B.; Zhang, Dajie; Landerl, Karin; Körner, Christof; Pernkopf, Franz; Pock, Thomas; Einspieler, Christa; Marschik, Peter B.

2017-01-01

The present study aimed to define differences between silent and oral reading with respect to spatial and temporal eye movement parameters. Eye movements of 22 German-speaking adolescents (14 females; mean age = 13;6 years;months) were recorded while reading an age-appropriate text silently and orally. Preschool cognitive abilities were assessed at the participants’ age of 5;7 (years;months) using the Kaufman Assessment Battery for Children. The participants’ reading speed and reading comprehension at the age of 13;6 (years;months) were determined using a standardized inventory to evaluate silent reading skills in German readers (Lesegeschwindigkeits- und -verständnistest für Klassen 6–12). The results show that (i) reading mode significantly influenced both spatial and temporal characteristics of eye movement patterns; (ii) articulation decreased the consistency of intraindividual reading performances with regard to a significant number of eye movement parameters; (iii) reading skills predicted the majority of eye movement parameters during silent reading, but influenced only a restricted number of eye movement parameters when reading orally; (iv) differences with respect to a subset of eye movement parameters increased with reading skills; (v) an overall preschool cognitive performance score predicted reading skills at the age of 13;6 (years;months), but not eye movement patterns during either silent or oral reading. However, we found a few significant correlations between preschool performances on subscales of sequential and simultaneous processing and eye movement parameters for both reading modes. Overall, the findings suggest that eye movement patterns depend on the reading mode. Preschool cognitive abilities were more closely related to eye movement patterns of oral than silent reading, while reading skills predicted eye movement patterns during silent reading, but less so during oral reading. PMID:28151950

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

Follow-up study on reading comprehension in Down's syndrome: the role of reading skills and listening comprehension.

PubMed

Roch, Maja; Florit, Elena; Levorato, Chiara

2011-01-01

According to the 'Simple View of Reading', reading comprehension requires some abilities such as reading skill and listening comprehension. Individuals with Down's syndrome show relative strengths in reading skills, mainly in word recognition, where they attain a reading age of about 7-8 years. Compared with word recognition, their reading comprehension is usually delayed by at least 6 months. Poor reading comprehension is paralleled by weak listening comprehension. It is claimed that poor listening comprehension might constrain the development of reading comprehension and, therefore, be a cause for the asynchrony between reading skills and reading comprehension. A follow-up study was carried out in order to analyse the improvements in reading skills, listening and reading text comprehension, and to support the hypothesis of a causal relationship between listening and reading comprehension. Ten children and adolescents with Down's syndrome, aged between 11 years 3 months and 19 years 10 months, were assessed twice over a one-year period as to their reading skills, listening and reading text comprehension. Three main findings emerged: (1) reading skills, on the one hand, and comprehension (both listening and reading), on the other hand, are independent; (2) reading comprehension development is determined mainly by listening comprehension, which in the present study proved to be very poor; and (3) an improvement after a one-year period, even though limited, occurred for all examined abilities except for listening comprehension. The results are discussed in the light of the theoretical framework of the 'Simple View of Reading' and of their relevance for practical and educational issues. © 2011 Royal College of Speech & Language Therapists.

Do reading additions improve reading in pre-presbyopes with low vision?

PubMed

Alabdulkader, Balsam; Leat, Susan

2012-09-01

This study compared three different methods of determining a reading addition and the possible improvement on reading performance in children and young adults with low vision. Twenty-eight participants with low vision, aged 8 to 32 years, took part in the study. Reading additions were determined with (a) a modified Nott dynamic retinoscopy, (b) a subjective method, and (c) an age-based formula. Reading performance was assessed with MNREAD-style reading charts at 12.5 cm, with and without each reading addition in random order. Outcome measures were reading speed, critical print size, MNREAD threshold, and the area under the reading speed curve. For the whole group, there was no significant improvement in reading performance with any of the additions. When participants with normal accommodation at 12.5 cm were excluded, the area under the reading speed curve was significantly greater with all reading additions compared with no addition (p = 0.031, 0.028, and 0.028, respectively). Also, the reading acuity threshold was significantly better with all reading additions compared with no addition (p = 0.014, 0.030, and 0.036, respectively). Distance and near visual acuity, age, and contrast sensitivity did not predict improvement with a reading addition. All, but one, of the participants who showed a significant improvement in reading with an addition had reduced accommodation. A reading addition may improve reading performance for young people with low vision and should be considered as part of a low vision assessment, particularly when accommodation is reduced.

Reading acceleration training changes brain circuitry in children with reading difficulties

PubMed Central

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

2014-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

The purpose of this study was to examine the directionality of the relationship between text reading prosody and reading comprehension in the upper grades of primary school. We compared 3 theoretical possibilities: Two unidirectional relations from text reading prosody to reading comprehension and from reading comprehension to text reading prosody…

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

ERIC Educational Resources Information Center

Charumanee, Nisakorn

2014-01-01

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

Examining the Effects of Skill Level and Reading Modality on Reading Comprehension

ERIC Educational Resources Information Center

Dickens, Rachel H.; Meisinger, Elizabeth B.

2016-01-01

The purpose of this study was to examine the effects of reading skill and reading modality (oral versus silent) on reading comprehension. A normative sample of sixth-grade students (N = 74) read texts aloud and silently and then answered questions about what they read. Skill in word reading fluency was assessed by the Test of Word Reading…

Oral Reading Fluency as a Predictor of Silent Reading Fluency at Secondary and Postsecondary Levels

ERIC Educational Resources Information Center

Seok, Soonhwa; DaCosta, Boaventura

2014-01-01

This research investigated oral reading fluency as a predictor of silent reading fluency at the secondary and postsecondary levels. Several measures were used, including the Gray Oral Reading Test, the Test of Silent Word Reading Fluency, the Test of Silent Contextual Reading Fluency, and the Reading Observation Scale. A total of 223 students…

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…

The Impact of Cross-Age Peer Tutoring on Third and Sixth Graders' Reading Strategy Awareness, Reading Strategy Use, and Reading Comprehension

ERIC Educational Resources Information Center

Van Keer, Hilde; Vanderlinde, Ruben

2010-01-01

The present study explores the impact of an experimental reading intervention focusing on explicit reading strategy instruction and cross-age peer tutoring on third and sixth graders' reading strategy awareness, cognitive and metacognitive reading strategy use, and reading comprehension achievement. A quasi-experimental pretest-posttest design was…

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

ERIC Educational Resources Information Center

Schaffner, Ellen; Schiefele, Ulrich; Ulferts, Hannah

2013-01-01

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

Society Is Not What It Used To Be--Neither Is Reading: About Reading in an Ecological Perspective.

ERIC Educational Resources Information Center

Jansen, Mogens

The aim of this monograph is to place reading in an ecological connection (i.e., systems reaching far beyond mere classroom reading) and to illustrate the relations between some of the many factors influencing today's reading material, reading education, and reading research. Reading is examined in connection with different societies, in an…

Effects of metalinguistic awareness on reading comprehension and the mediator role of reading fluency from grades 2 to 4.

PubMed

Li, Liping; Wu, Xinchun

2015-01-01

This study examined the contribution of metalinguistic awareness including morphological awareness, phonological awareness and orthographical awareness to reading comprehension, and the role of reading fluency as a mediator of the effects of metalinguistic awareness on reading comprehension from grades 2 to 4. Four hundred and fifteen elementary students in China mainland were administered a test battery that included measures of morphological awareness, phonological awareness, orthographical awareness, reading fluency, reading comprehension and IQ. Hierarchical regression and structural equation models (SEM) were used to analyze the data. Morphological awareness uniquely explained 9%, 10% and 13% variance of reading comprehension respectively from grade 2 to grade 4, however, phonological awareness and orthographical awareness did not contribute to reading comprehension; Reading fluency partially mediated the effect of morphological awareness on reading comprehension in grades 2-4. These findings indicated that reading fluency and morphological awareness should be facilitated in the Chinese instruction. Morphological awareness played an important role in Chinese reading and affected reading comprehension in grades 2 to 4; Reading fluency was a significant link between morphological awareness and reading comprehension in grades 2-4.

Effects of Metalinguistic Awareness on Reading Comprehension and the Mediator Role of Reading Fluency from Grades 2 to 4

PubMed Central

Li, Liping; Wu, Xinchun

2015-01-01

Purpose This study examined the contribution of metalinguistic awareness including morphological awareness, phonological awareness and orthographical awareness to reading comprehension, and the role of reading fluency as a mediator of the effects of metalinguistic awareness on reading comprehension from grades 2 to 4. Methods Four hundred and fifteen elementary students in China mainland were administered a test battery that included measures of morphological awareness, phonological awareness, orthographical awareness, reading fluency, reading comprehension and IQ. Hierarchical regression and structural equation models (SEM) were used to analyze the data. Results Morphological awareness uniquely explained 9%, 10% and 13% variance of reading comprehension respectively from grade 2 to grade 4, however, phonological awareness and orthographical awareness did not contribute to reading comprehension; Reading fluency partially mediated the effect of morphological awareness on reading comprehension in grades 2-4. Conclusions These findings indicated that reading fluency and morphological awareness should be facilitated in the Chinese instruction. Morphological awareness played an important role in Chinese reading and affected reading comprehension in grades 2 to 4; Reading fluency was a significant link between morphological awareness and reading comprehension in grades 2-4. PMID:25799530

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

The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014

PubMed Central

Stevens, Elizabeth A.; Walker, Melodee A.; Vaughn, Sharon

2016-01-01

Fluent word reading is hypothesized to facilitate reading comprehension by improving automatic word reading, thus releasing a reader’s cognitive resources to focus on meaning. Many students with learning disabilities (LD) struggle to develop reading fluency, which affects reading comprehension. This synthesis extends Chard, Vaughn, and Tyler’s (2002) review, synthesizing fluency intervention research from 2001 to 2014. The search yielded 19 studies examining reading fluency and comprehension outcomes of reading fluency interventions for students with LD in kindergarten through 5th grade. Results showed repeated reading (RR), multicomponent interventions, and assisted reading with audiobooks produced gains in reading fluency and comprehension. Providing a model of fluent reading and performance feedback, using easier level text, setting a performance criterion, and practicing RR with peers also contributed to improved outcomes. Findings suggest that RR remains the most effective intervention for improving reading fluency for students with LD. Limitations include sample size, only three group design studies, and infrequent use of standardized measures. PMID:27067939

The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014.

PubMed

Stevens, Elizabeth A; Walker, Melodee A; Vaughn, Sharon

Fluent word reading is hypothesized to facilitate reading comprehension by improving automatic word reading, thus releasing a reader's cognitive resources to focus on meaning. Many students with learning disabilities (LD) struggle to develop reading fluency, which affects reading comprehension. This synthesis extends Chard, Vaughn, and Tyler's (2002) review, synthesizing fluency intervention research from 2001 to 2014. The search yielded 19 studies examining reading fluency and comprehension outcomes of reading fluency interventions for students with LD in kindergarten through 5th grade. Results showed repeated reading (RR), multicomponent interventions, and assisted reading with audiobooks produced gains in reading fluency and comprehension. Providing a model of fluent reading and performance feedback, using easier level text, setting a performance criterion, and practicing RR with peers also contributed to improved outcomes. Findings suggest that RR remains the most effective intervention for improving reading fluency for students with LD. Limitations include sample size, only three group design studies, and infrequent use of standardized measures.

Methodological Variables in Choral Reading

ERIC Educational Resources Information Center

Poore, Meredith A.; Ferguson, Sarah Hargus

2008-01-01

This preliminary study explored changes in prosodic variability during choral reading and investigated whether these changes are affected by the method of eliciting choral reading. Ten typical adult talkers recorded three reading materials (poetry, fiction and textbook) in three reading conditions: solo (reading aloud alone), track (reading aloud…

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

PubMed Central

Perfetti, Charles; Cao, Fan; Booth, James

2014-01-01

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

In Search of the Nature of Extensive Reading in L2: Cognitive, Affective, and Pedagogical Perspectives

ERIC Educational Resources Information Center

Yamashita, Junko

2015-01-01

Extensive reading (ER) has been implemented under a wide variety of names, such as "(uninterrupted) sustained silent reading," "free voluntary reading," "pleasure reading," "book flood," "independent reading," and "Drop Everything And Read (DEAR)"; its various names emphasize different…

Repeated Reading. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

"Repeated reading" is an academic practice that aims to increase oral reading fluency. "Repeated reading" can be used with students who have developed initial word reading skills but demonstrate inadequate reading fluency for their grade level. During "repeated reading," a student sits in a quiet location with a…

Motivating Reading Comprehension: Concept-Oriented Reading Instruction

ERIC Educational Resources Information Center

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

2004-01-01

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

Creating a Love of Reading = Susciter le Gout de la Lecture.

ERIC Educational Resources Information Center

O'Leary, John Daniel

To develop good reading habits, children must be surrounded with books, stories and reading not only in the classroom but in the home and the community. Children who read and are read to outside of school do better than those who do not read and are not read to outside of school. Parents and other family members should make books and reading aloud…

An Examination of Student- and Across-Level Mediation Mechanisms Accounting for Gender Differences in Reading Performance: A Multilevel Analysis of Reading Engagement

ERIC Educational Resources Information Center

Mak, Soi-kei; Cheung, Kwok-cheung; Soh, Kaycheng; Sit, Pou-seong; Ieong, Man-kai

2017-01-01

Enjoyment of reading, diversity of reading and metacognitive awareness of reading strategies are cognitive and affective variables pertaining to three facets of reading engagement for students to read happily, widely and skilfully. These have been found to be related to effectiveness in reading instruction. They together form a focus for this…

Understanding the Misunderstanding: An Analysis of the Relationships between Reading Fluency Constructs, Reading Fluency Instruction and Oral Reading Fluency Assessment in the Elementary Grades

ERIC Educational Resources Information Center

Cribbs, Aimee M.

2013-01-01

This study focused on the relationships between educator reading fluency constructs, reading fluency instruction and oral reading fluency assessment. Survey responses from sixty-six elementary educators in rural and urban north Georgia were analyzed to reach an understanding of why educators are likely to equate reading fluency with reading fast…

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

ERIC Educational Resources Information Center

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

2010-01-01

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

Teachers' Perceptions of Strategy Based Reading Instruction for Reading Comprehension

ERIC Educational Resources Information Center

Gibson, Katherine D.

2009-01-01

Strategy based reading instruction helps teachers differentiate the teaching of reading. It also supports many types of readers by explicitly teaching and modeling reading comprehension strategies. The purpose of this study is to explore the effectiveness of strategy based reading instruction for improving student reading comprehension. …

Concept-Oriented Reading Instruction (CORI). What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

"Concept-Oriented Reading Instruction" is a reading comprehension instructional program for grades 3-9 that integrates reading and science through activities and the use of science books during reading instruction. The program supplements a school's standard science and reading curricula and offers instruction in reading strategies,…

Oral Reading Fluency in Second Language Reading

ERIC Educational Resources Information Center

Jeon, Eun Hee

2012-01-01

This study investigated the role of oral reading fluency in second language reading. Two hundred and fifty-five high school students in South Korea were assessed on three oral reading fluency (ORF) variables and six other reading predictors. The relationship between ORF and other reading predictors was examined through an exploratory factor…

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

ERIC Educational Resources Information Center

Afflerbach, Peter

2005-01-01

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

Read Naturally[R]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

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

Evidence-Based Reading Instruction: Putting the National Reading Panel Report into Practice.

ERIC Educational Resources Information Center

International Reading Association, Newark, DE.

This collection of articles from "The Reading Teacher" provides examples of the instructional practices which improve reading achievement, according to Reading First legislation. Each section offers a summary and discussion of the National Reading Panel Report findings, and presents several articles from "The Reading Teacher"…

Why Reading Fluency Should Be Hot

ERIC Educational Resources Information Center

Rasinski, Timothy V.

2012-01-01

This article explores problems that have surfaced in the teaching of reading fluency and how teachers and reading coaches can resolve those problems. Specific issues addressed include reading fluency being defined as reading fast and instruction that is focused on having students read fast, reading fluency viewed as solely and oral reading…

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…

Keeping Current. Using BDA Strategies in the Library Media Center

ERIC Educational Resources Information Center

Keller, Cynthia A.

2005-01-01

This article discusses BDA strategies--reading strategies that "good readers" use before, during, and after reading. These strategies are in conjunction with free reading as well as direct reading instruction by reading specialists and/or teachers. An explanation of "Before Reading Strategies," "During Reading Strategies," and "After Reading…

Developmental Relations between Reading Comprehension and Reading Strategies

ERIC Educational Resources Information Center

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

2017-01-01

We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural…

Examining Associations between Reading Motivation and Inference Generation beyond Reading Comprehension Skill

ERIC Educational Resources Information Center

Clinton, Virginia

2015-01-01

The purpose of this study was to examine the associations between reading motivation and inference generation while reading. Undergraduate participants (N = 69) read two science articles while thinking aloud, completed a standardized reading comprehension assessment, and self reported their habitual reading motivation. Findings indicate that…

Teaching Students to Read through Their Individual Learning Styles.

ERIC Educational Resources Information Center

Carbo, Marie; And Others

Designed to assist parents, classroom teachers, reading specialists, and special educators, this book describes effective reading programs that promote reading success and achievement for children at all reading levels. The 10 chapters of the book are as follows: (1) "Preventing Reading Failure and Increasing Reading Achievement through Learning…

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

PubMed

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

2016-04-15

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

Difficulty with Out-Loud and Silent Reading in Glaucoma

PubMed Central

Ramulu, Pradeep Y.; Swenor, Bonnielin K.; Jefferys, Joan L.; Friedman, David S.; Rubin, Gary S.

2013-01-01

Purpose. We evaluated the impact of glaucoma on out-loud and silent reading. Methods. Glaucoma patients with bilateral visual field (VF) loss and normally-sighted controls had the following parameters measured: speed reading an International Reading Speed Text (IReST) passage out loud, maximum out-loud MNRead chart reading speed, sustained (30 minutes) silent reading speed, and change in reading speed during sustained silent reading. Results. Glaucoma subjects read slower than controls on the IReST (147 vs. 163 words per minute [wpm], P < 0.001), MNRead (172 vs. 186 wpm, P < 0.001), and sustained silent (179 vs. 218 wpm, P < 0.001) tests. In multivariable analyses adjusting for age, race, sex, education, employment, and cognition, IReST and MNRead reading speeds were 12 wpm (6%–7%) slower among glaucoma subjects compared to controls (P < 0.01 for both), while sustained silent reading speed was 16% slower (95% confidence interval [CI] = −24 to −6%, P = 0.002). Each 5 decibel (dB) decrement in better-eye VF mean deviation was associated with 6 wpm slower IReST reading (95% CI = −9 to −3%, P < 0.001), 5 wpm slower MNRead reading (95% CI = −7 to −2%, P < 0.001), and 9% slower sustained silent reading (95% CI = −13 to −6%, P < 0.001). A reading speed decline of 0.5 wpm/min or more over the sustained silent reading period was more common among glaucoma subjects than controls (odds ratio [OR] = 2.2, 95% CI = 1.0–4.9, P < 0.05). Conclusions. Reading speed is slower among glaucoma patients with bilateral VF loss, with the greatest impact present during sustained silent reading. Persons with glaucoma fatigue during silent reading, resulting in slower reading over time. PMID:23074207

Monitoring Progress toward Independent Silent Reading.

ERIC Educational Resources Information Center

Franc, Lillian H.; Hildebrandt, Jeannette

1984-01-01

Concludes, among other things, that fluent oral reading is an important step toward reading for meaning and independent silent reading and that silent reading should be encouraged from the beginning of reading instruction. (FL)

Facilitating text reading in posterior cortical atrophy.

PubMed

Yong, Keir X X; Rajdev, Kishan; Shakespeare, Timothy J; Leff, Alexander P; Crutch, Sebastian J

2015-07-28

We report (1) the quantitative investigation of text reading in posterior cortical atrophy (PCA), and (2) the effects of 2 novel software-based reading aids that result in dramatic improvements in the reading ability of patients with PCA. Reading performance, eye movements, and fixations were assessed in patients with PCA and typical Alzheimer disease and in healthy controls (experiment 1). Two reading aids (single- and double-word) were evaluated based on the notion that reducing the spatial and oculomotor demands of text reading might support reading in PCA (experiment 2). Mean reading accuracy in patients with PCA was significantly worse (57%) compared with both patients with typical Alzheimer disease (98%) and healthy controls (99%); spatial aspects of passages were the primary determinants of text reading ability in PCA. Both aids led to considerable gains in reading accuracy (PCA mean reading accuracy: single-word reading aid = 96%; individual patient improvement range: 6%-270%) and self-rated measures of reading. Data suggest a greater efficiency of fixations and eye movements under the single-word reading aid in patients with PCA. These findings demonstrate how neurologic characterization of a neurodegenerative syndrome (PCA) and detailed cognitive analysis of an important everyday skill (reading) can combine to yield aids capable of supporting important everyday functional abilities. This study provides Class III evidence that for patients with PCA, 2 software-based reading aids (single-word and double-word) improve reading accuracy. © 2015 American Academy of Neurology.

Facilitating text reading in posterior cortical atrophy

PubMed Central

Rajdev, Kishan; Shakespeare, Timothy J.; Leff, Alexander P.; Crutch, Sebastian J.

2015-01-01

Objective: We report (1) the quantitative investigation of text reading in posterior cortical atrophy (PCA), and (2) the effects of 2 novel software-based reading aids that result in dramatic improvements in the reading ability of patients with PCA. Methods: Reading performance, eye movements, and fixations were assessed in patients with PCA and typical Alzheimer disease and in healthy controls (experiment 1). Two reading aids (single- and double-word) were evaluated based on the notion that reducing the spatial and oculomotor demands of text reading might support reading in PCA (experiment 2). Results: Mean reading accuracy in patients with PCA was significantly worse (57%) compared with both patients with typical Alzheimer disease (98%) and healthy controls (99%); spatial aspects of passages were the primary determinants of text reading ability in PCA. Both aids led to considerable gains in reading accuracy (PCA mean reading accuracy: single-word reading aid = 96%; individual patient improvement range: 6%–270%) and self-rated measures of reading. Data suggest a greater efficiency of fixations and eye movements under the single-word reading aid in patients with PCA. Conclusions: These findings demonstrate how neurologic characterization of a neurodegenerative syndrome (PCA) and detailed cognitive analysis of an important everyday skill (reading) can combine to yield aids capable of supporting important everyday functional abilities. Classification of evidence: This study provides Class III evidence that for patients with PCA, 2 software-based reading aids (single-word and double-word) improve reading accuracy. PMID:26138948

The Relationship Between a Silent Reading Fluency Instructional Protocol on Students’ Reading Comprehension and Achievement in an Urban School Setting

PubMed Central

Rasinski, Timothy; Samuels, S. Jay; Hiebert, Elfrieda; Petscher, Yaacov; Feller, Karen

2015-01-01

Reading fluency has been identified as a key component in effective literacy instruction (National Reading Panel, 2000). Instruction in reading fluency has been shown to lead to improvements in reading achievement. Reading fluency instruction is most commonly associated with guided repeated oral reading instruction. In the present retrospective study we examine the effects of a computer-based silent reading fluency instructional system called Reading Plus (Taylor Associates, Winooski, Vermont, USA) on the reading comprehension and overall reading achievement of a large corpus of students in an urban school setting. Findings indicate that the program resulted in positive, substantial, and significant improvements in reading comprehension and overall reading achievement on a criterion referenced reading test for Grades 5, 6, 7, 8, and 9 and on a norm-referenced test of reading achievement for Grades 4, 5, 6, 7, 8 and 10. Moreover, mean gains made by students in the Reading Plus intervention were greater than mean gains for all students at the state and district level. The findings were generally positive for all subpopulations studied, including special education and regular education students. Qualitative reports from teachers who participated in the study were also supportive of the program. Implications for the study are explored for particular subgroups of students and for the role of fluency instruction with struggling adolescent readers. PMID:26347186

Title II Task Force Issues Reading and Media Selection Aid; ESEA Title II and the Right to Read Notable Reading Projects.

ERIC Educational Resources Information Center

Office of Education (DHEW), Washington, DC.

The 21 reading projects described in this report range from a bilingual reading project for second-grade students to a secondary school reading project in career education. Objectives of some of the other projects described include: to motivate pupils to read for pleasure, to develop skill in reading and learn the use of reference materials in the…

The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students with Learning Disabilities: A Synthesis of the Research from 2001 to 2014

ERIC Educational Resources Information Center

Stevens, Elizabeth A.; Walker, Melodee A.; Vaughn, Sharon

2017-01-01

Fluent word reading is hypothesized to facilitate reading comprehension by improving automatic word reading, thus releasing a reader's cognitive resources to focus on meaning. Many students with learning disabilities (LD) struggle to develop reading fluency, which affects reading comprehension. This synthesis extends Chard, Vaughn, and Tyler's…

Response to Intervention as a Predictor of Long-Term Reading Outcomes in Children with Dyslexia.

PubMed

van der Kleij, Sanne W; Segers, Eliane; Groen, Margriet A; Verhoeven, Ludo

2017-08-01

The goal of this study was to investigate how growth during a phonics-based intervention, as well as reading levels at baseline testing, predicted long-term reading outcomes of children with dyslexia. Eighty Dutch children with dyslexia who had completed a 50-week phonics-based intervention in grade 4 were tested in grade 5 on both word and pseudoword (following regular Dutch orthographic patterns) reading efficiency and compared to 93 typical readers. In grade 5 the children with dyslexia were still significantly slower in word and pseudoword reading than their typically developing peers. Results showed that long-term pseudoword reading in the group with dyslexia was predicted by pseudoword reading at pretest and growth in pseudoword reading during the intervention, which was itself predicted by pseudoword reading at pretest. This was not the case for word reading. We found that long-term word reading was directly predicted from pretest word reading, and indirectly via pretest pseudoword reading, via growth in pseudoword and word reading. It can be concluded that pseudoword reading is not only a good indicator of severity of reading difficulties in children with dyslexia, it is also an indicator of who will profit from intervention in the long-term. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

RAN as a predictor of reading skills, and vice versa: results from a randomised reading intervention.

PubMed

Wolff, Ulrika

2014-07-01

Although phonemic awareness is a well-known factor predicting early reading development, there is also evidence that Rapid Automatized Naming (RAN) is an independent factor that contributes to early reading. The aim of this study is to examine phonemic awareness and RAN as predictors of reading speed, reading comprehension and spelling for children with reading difficulties. It also investigates a possible reciprocal relationship between RAN and reading skills, and the possibility of enhancing RAN by intervention. These issues are addressed by examining longitudinal data from a randomised reading intervention study carried out in Sweden for 9-year-old children with reading difficulties (N = 112). The intervention comprised three main elements: training of phonics, reading comprehension strategies and reading speed. The analysis of the data was carried out using structural equation modelling. The results demonstrated that after controlling for autoregressive effects and non-verbal IQ, RAN predicts reading speed whereas phonemic awareness predicts reading comprehension and spelling. RAN was significantly enhanced by training and a reciprocal relationship between reading speed and RAN was found. These findings contribute to support the view that both phonemic awareness and RAN independently influence early phases of reading, and that both are possible to enhance by training.

Functional basic reading skills in Williams syndrome.

PubMed

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

2018-03-30

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

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.

Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers

PubMed Central

Miller, Amanda C.; Fuchs, Douglas; Fuchs, Lynn S.; Compton, Donald L.; Kearns, Devin; Zhang, Wenjuan; Yen, Loulee; Patton, Samuel; Kirchner, Danielle

2014-01-01

The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first grade and third-grade reading comprehension performance. Participants were 110 first grade students identified as at-risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly predicted students’ word reading growth in first grade even when they were competed against other relevant predictors (phonological awareness, nonword reading, sight word efficiency, vocabulary, listening comprehension, hyperactivity, nonverbal reasoning, and short term memory). Also, student attention demonstrated a significant indirect effect on third grade reading comprehension via word reading, but not via listening comprehension. Results suggest that student attention (indexed by teacher ratings) is an important predictor of at-risk readers’ responsiveness to reading instruction in first grade and that first-grade reading growth mediates the relationship between students’ attention and their future level of reading comprehension. The importance of considering ways to manage and improve behavioral attention when implementing reading instruction is discussed. PMID:25110548

Effects of EFL Individual Learner Variables on Foreign Language Reading Anxiety and Metacognitive Reading Strategy Use.

PubMed

Lien, Hsin-Yi

2016-08-01

Past research has shown an association between foreign language reading anxiety and reading strategy. However, individual variables tend to affect foreign language anxiety and strategy use. The present study examined a hypothesized model that specified direct and indirect effects among English and foreign languages readers' distinct variables, including academic level; self-perceived English level; and satisfaction with reading proficiency, reading anxiety, and metacognitive awareness of reading strategies. A total of 523 volunteer Taiwanese college students provided 372 valid responses to a written questionnaire (281 women and 91 men; M age = 19.7 years, SD = 1.1) containing the translated versions of Foreign Language Reading Anxiety Scale, Survey of Reading Strategies Inventory, and self-assessment background questionnaire. The results showed that self-evaluation of reading proficiency did not correlate with academic level and readers' perceptions. Satisfaction had a direct effect on foreign language reading anxiety but not on metacognitive awareness of reading strategies. Results of path analysis demonstrated that the perception learners who had their own reading proficiency predicted their foreign language reading anxiety and was a mediating variable for metacognitive reading strategy use. © The Author(s) 2016.

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.

2. LOOKING NW, WITH READING DEPOT IN BACKGROUND. Philadelphia ...

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

2. LOOKING NW, WITH READING DEPOT IN BACKGROUND. - Philadelphia & Reading Railroad, Pedestrian Suspension Bridge, Foot of Sixth Street at Schuylkill River (formerly spanned Philadelphia & Reading main line at Reading Depot), Reading, Berks County, PA

The Effect of Guided Reading Instruction on Reading Achievement

ERIC Educational Resources Information Center

Underwood, Vanda Lea

2010-01-01

Although reading achievement correlates highly with a student's ability to do well in school, not all children achieve in reading. The purpose of this mixed-method study was to investigate whether reading instruction provided in small groups at the child's own reading level, known as "guided reading instruction," would result in…

Reading Attitude as a Mediator between Contextual Factors and Reading Behavior

ERIC Educational Resources Information Center

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

2015-01-01

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

Reading Abilities and Strategies: A Short Introduction

ERIC Educational Resources Information Center

Liu, Feng

2010-01-01

This paper gives a short analysis of reading abilities and reading strategies. Much research has been done to investigate the nature of reading, though it's had to exactly define reading abilities and strategies. Different kinds of readings are discussed in this paper and distinctions are made between first language reading and second or foreign…

Building the Foundation for Close Reading with Developing Readers

ERIC Educational Resources Information Center

Baker, Sheila F.; McEnery, Lillian

2017-01-01

Close Reading utilizes several strategies to help readers think more critically about a text. Close reading can be performed within the context of shared readings, read-alouds by the teacher, literature discussion groups, and guided reading groups. Students attempting to more closely read difficult texts may benefit from technologies and platforms…

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

ERIC Educational Resources Information Center

Cho, Byeong-Young

2011-01-01

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

The Progress and Promise of the Reading for Understanding Research Initiative

ERIC Educational Resources Information Center

Douglas, Karen M.; Albro, Elizabeth R.

2014-01-01

Decades of reading research have improved our understanding of the ways that young children learn how to read and of the component skills that support the ongoing development of reading and reading comprehension. However, while these investments have transformed reading instruction and reading outcomes for many learners, too many children are not…

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

ERIC Educational Resources Information Center

Chen, Chih-Ming; Lin, Yu-Ju

2016-01-01

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

The Progress and Promise of the Reading for Understanding Research Initiative

ERIC Educational Resources Information Center

Douglas, Karen M.; Albro, Elizabeth R.

2014-01-01

Decades of reading research have improved our understanding of the ways that young children learn how to read and of the component skills that support the ongoing development of reading and reading comprehension. But while these investments have transformed reading instruction and reading outcomes for many learners, too many children are not…

Binocular Coordination during Reading and Non-Reading Tasks

ERIC Educational Resources Information Center

Kirkby, Julie A.; Webster, Lisa A. D.; Blythe, Hazel I.; Liversedge, Simon P.

2008-01-01

The goal of this review is to evaluate the literature on binocular coordination during reading and non-reading tasks in adult, child, and dyslexic populations. The review begins with a description of the basic characteristics of eye movements during reading. Then, reading and non-reading studies investigating binocular coordination are evaluated.…

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

ERIC Educational Resources Information Center

Macalister, John

2010-01-01

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

Teaching Reading Fluency to Struggling Readers: Method, Materials, and Evidence

ERIC Educational Resources Information Center

Rasinski, Timothy; Homan, Susan; Biggs, Marie

2009-01-01

Reading fluency has been identified as a key component in reading and in learning to read. Moreover, a significantly large number of students who experience difficulty in reading manifest difficulties in reading fluency that appear to contribute to their overall struggles in reading. In this article we explore the nature of effective instruction…

Possible Effects of Strategy Instruction on L1 and L2 Reading.

ERIC Educational Resources Information Center

Salataci, Reyhan; Akyel, Ayse

2002-01-01

Investigates the reading strategies of Turkish English-as-a-Foreign-Language (EFL) students in Turkish and English and the possible effects of reading instruction on reading in Turkish and English. Addresses whether strategy instruction in EFL reading effects EFL reading strategies and reading comprehension in English , and whether strategy…

Read Hard, Play Later: Putting Summer Reading into Action.

ERIC Educational Resources Information Center

Wemett, Lisa C.; Bolan, Kimberly

1998-01-01

Provides an overview of "Read on the Wild Side," a summer reading program for young adults established by the Webster (New York) Public Library, and "Read Hard, Play Later," a young adult summer reading program of the Pioneer Library System (New York). Highlights include reading logs, T-shirts, publicity, program evaluation,…

The Contributions of Oral and Silent Reading Fluency to Reading Comprehension

ERIC Educational Resources Information Center

Price, Katherine W.; Meisinger, Elizabeth B.; Louwerse, Max M.; D'Mello, Sidney

2016-01-01

Silent reading fluency has received limited attention in the school-based literatures across the past decade. We fill this gap by examining both oral and silent reading fluency and their relation to overall abilities in reading comprehension in fourth-grade students. Lower-level reading skills (word reading, rapid automatic naming) and vocabulary…

Does Extensive Reading Promote Reading Speed?

ERIC Educational Resources Information Center

He, Mu

2014-01-01

Research has shown a wide range of learning benefits accruing from extensive reading. Not only is there improvement in reading, but also in a wide range of language uses and areas of language knowledge. However, few research studies have examined reading speed. The existing literature on reading speed focused on students' reading speed without…

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…

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…

High School Students With Reading Comprehension Difficulties: Results of a Randomized Control Trial of a Two-Year Reading Intervention.

PubMed

Vaughn, Sharon; Roberts, Greg; Wexler, Jade; Vaughn, Michael G; Fall, Anna-Mária; Schnakenberg, Jennifer B

2015-01-01

A 2-year, randomized control trial with 9th to 10th grade students with significant reading problems was provided for 50 minutes a day in small groups. Comparison students were provided an elective class and treatment students the reading intervention. Students were identified as demonstrating reading difficulties through failure on their state accountability test and were randomly assigned to one of three treatment conditions and a business as usual (BAU) condition: reading without dropout prevention, reading with dropout prevention, dropout prevention without reading, or a BAU condition. Findings from the 2-year reading intervention (reading with and without dropout prevention combined and BAU) are reported in this article. Students in reading treatment compared to students in BAU demonstrated significant gains on reading comprehension (effect size = .43), and improved reading was associated with better grades in social studies. Findings from this study provide a rationale for further implementation and investigation of intensive intervention for high school students with reading difficulties. © Hammill Institute on Disabilities 2014.

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.

Development of a Case-based Reading Curriculum and Its Effect on Resident Reading.

PubMed

Messman, Anne M; Walker, Ian

2018-01-01

Textbook reading plays a foundational role in a resident's knowledge base. Many residency programs place residents on identical reading schedules, regardless of the clinical work or rotation the resident is doing. We sought to develop a reading curriculum that takes into account the clinical work a resident is doing so their reading curriculum corresponds with their clinical work. Preliminary data suggests an increased amount of resident reading and an increased interest in reading as a result of this change to their reading curriculum.

Colorado Student Assessment Program: 2001 Released Passages, Items, and Prompts. Grade 4 Reading and Writing, Grade 4 Lectura y Escritura, Grade 5 Mathematics and Reading, Grade 6 Reading, Grade 7 Reading and Writing, Grade 8 Mathematics, Reading and Science, Grade 9 Reading, and Grade 10 Mathematics and Reading and Writing.

ERIC Educational Resources Information Center

Colorado State Dept. of Education, Denver.

This document contains released reading comprehension passages, test items, and writing prompts from the Colorado Student Assessment Program for 2001. The sample questions and prompts are included without answers or examples of student responses. Test materials are included for: (1) Grade 4 Reading and Writing; (2) Grade 4 Lectura y Escritura…

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.

Longitudinal Stability in Reading Comprehension Is Largely Heritable from Grades 1 to 6

PubMed Central

Soden, Brooke; Christopher, Micaela E.; Hulslander, Jacqueline; Olson, Richard K.; Cutting, Laurie; Keenan, Janice M.; Thompson, Lee A.; Wadsworth, Sally J.; Willcutt, Erik G.; Petrill, Stephen A.

2015-01-01

Reading comprehension is a foundational academic skill and significant attention has focused on reading development. This report is the first to examine the stability and change in genetic and environmental influences on reading comprehension across Grades 1 to 6. This developmental range is particularly important because it encompasses the timespan in which most children move from learning how to read to using reading for learning. Longitudinal simplex models were fitted separately for two independent twin samples (N = 706; N = 976). Results suggested that the shared environment contributed to variance in early but not later reading. Instead, stability in reading development was largely mediated by continuous genetic influences. Thus, although reading is clearly a learned skill and the environment remains important for reading development, individual differences in reading comprehension appear to be also influenced by a core of genetic stability that persists through the developmental course of reading. PMID:25602760

The Neural Substrates for Letter String Readings in The Normal and Reverse Directions: An fMRI Study

NASA Astrophysics Data System (ADS)

Ge, Sheng; Saito, Takashi; Wu, Jing-Long; Ogasawara, Jun-Ichi; Yamauchi, Shuichi; Matsunaga, Naofumi; Iramina, Keiji

In order to investigate the difference in cortical activations between reading letter strings in the normal direction and the reverse direction, an fMRI study was conducted. In this study, the cortical activations elicited by Japanese letter string reading and Chinese letter string reading were investigated. The subjects performed the normal direction reading task (read letter strings from left to right), and the reverse direction reading task (read letter strings from right to left). According to the experimental results, the activated brain regions during the normal and the reverse direction reading tasks were compared. It was found that visuospatial transformation was involved in the reverse direction reading task, while this function was not significant during the normal direction reading task. Furthermore, we found that there was no significant difference in cortical activation between Japanese and Chinese letter string readings.

Reflex reading epilepsy: effect of linguistic characteristics on spike frequency.

PubMed

Safi, Dima; Lassonde, Maryse; Nguyen, Dang Khoa; Denault, Carole; Macoir, Joël; Rouleau, Isabelle; Béland, Renée

2011-04-01

Reading epilepsy is a rare reflex epilepsy in which seizures are provoked by reading. Several cases have been described in the literature, but the pathophysiological processes vary widely and remain unclear. We describe a 42-year-old male patient with reading epilepsy evaluated using clinical assessments and continuous video/EEG recordings. We administered verbal, nonverbal, and reading tasks to determine factors precipitating seizures. Linguistic characteristics of the words were manipulated. Results indicated that reading-induced seizures were significantly more numerous than those observed during verbal and nonverbal tasks. In reading tasks, spike frequency significantly increased with involvement of the phonological reading route. Spikes were recorded predominantly in left parasagittal regions. Future cerebral imaging studies will enable us to visualize the spatial localization and temporal course of reading-induced seizures and brain activity involved in reading. A better understanding of reading epilepsy is crucial for reading rehabilitation in these patients. Copyright © 2011 Elsevier Inc. All rights reserved.

Prediction and stability of reading problems in middle childhood.

PubMed

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

2015-01-01

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

Reading motivation, reading amount, and text comprehension in deaf and hearing adults.

PubMed

Parault, Susan J; Williams, Heather M

2010-01-01

The purpose of this study is to examine the relationship between the variables of reading motivation, reading amount, and text comprehension in deaf and hearing adults. Research has shown that less than 50% of deaf students leave high school reading at or above a fourth-grade level (Allen, 1994). Our question is, how does this affect the levels of reading motivation and amount of reading in which deaf adults engage? Assessments of 30 hearing and 24 deaf adults showed that deaf participants reported significantly higher levels of reading motivation despite having been found to read at less than a sixth-grade level. No significant difference in the amount of reading between hearing and deaf adults was found. Amount of reading for personal reasons was found to be the best predictor of text comprehension in the deaf participants, and intrinsic motivation was found to be the best predictor of amount of reading in the deaf participants.

Verbal and visuospatial working memory as predictors of children's reading ability.

PubMed

Pham, Andy V; Hasson, Ramzi M

2014-08-01

Children with reading difficulties often demonstrate weaknesses in working memory (WM). This research study explored the relation between two WM systems (verbal and visuospatial WM) and reading ability in a sample of school-aged children with a wide range of reading skills. Children (N = 157), ages 9-12, were administered measures of short-term memory, verbal WM, visuospatial WM, and reading measures (e.g., reading fluency and comprehension). Although results indicated that verbal WM was a stronger predictor in reading fluency and comprehension, visuospatial WM also significantly predicted reading skills, but provided more unique variance in reading comprehension than reading fluency. These findings suggest that visuospatial WM may play a significant role in higher level reading processes, particularly in reading comprehension, than previously thought. © The Author 2014. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The Relation between Reading Skills and Eye Movement Patterns in Adolescent Readers: Evidence from a Regular Orthography

PubMed Central

Krieber, Magdalena; Bartl-Pokorny, Katrin D.; Pokorny, Florian B.; Einspieler, Christa; Langmann, Andrea; Körner, Christof; Falck-Ytter, Terje; Marschik, Peter B.

2016-01-01

Over the past decades, the relation between reading skills and eye movement behavior has been well documented in English-speaking cohorts. As English and German differ substantially with regard to orthographic complexity (i.e. grapheme-phoneme correspondence), we aimed to delineate specific characteristics of how reading speed and reading comprehension interact with eye movements in typically developing German-speaking (Austrian) adolescents. Eye movements of 22 participants (14 females; mean age = 13;6 years;months) were tracked while they were performing three tasks, namely silently reading words, texts, and pseudowords. Their reading skills were determined by means of a standardized German reading speed and reading comprehension assessment (Lesegeschwindigkeits- und -verständnistest für Klassen 6−12). We found that (a) reading skills were associated with various eye movement parameters in each of the three reading tasks; (b) better reading skills were associated with an increased efficiency of eye movements, but were primarily linked to spatial reading parameters, such as the number of fixations per word, the total number of saccades and saccadic amplitudes; (c) reading speed was a more reliable predictor for eye movement parameters than reading comprehension; (d) eye movements were highly correlated across reading tasks, which indicates consistent reading performances. Contrary to findings in English-speaking cohorts, the reading skills neither consistently correlated with temporal eye movement parameters nor with the number or percentage of regressions made while performing any of the three reading tasks. These results indicate that, although reading skills are associated with eye movement patterns irrespective of language, the temporal and spatial characteristics of this association may vary with orthographic consistency. PMID:26727255

[Developmental changes in reading ability of Japanese elementary school children--analysis of 4 kana reading tasks].

PubMed

Kobayashi, Tomoka; Inagaki, Masumi; Gunji, Atsuko; Yatabe, Kiyomi; Kaga, Makiko; Goto, Takaaki; Koike, Toshihide; Wakamiya, Eiji; Koeda, Tatsuya

2010-01-01

Five hundred and twenty-eight Japanese elementary school children aged from 6 (Grade 1) to 12 (Grade 6) were tested for their abilities to read Hiragana characters, words, and short sentences. They were typically developing children whom the classroom teachers judged to have no problems with reading and writing in Japanese. Each child was asked to read four tasks which were written in Hiragana script: single mora reading task, four syllable non-word reading task, four syllable word reading task, and short sentence reading task. The total articulation time for reading and performance in terms of accuracy were measured for each task. Developmental changes in these variables were evaluated. The articulation time was significantly longer for the first graders, and it gradually shortened as they moved through to the upper grades in all tasks. The articulation time reached a plateau in the 4th grade for the four syllable word and short sentence reading tasks, while it did so for the single mora and four syllable non-word reading tasks in the 5th grade. The articulation times for the four syllable word and short sentence reading tasks correlated strongly. There were very few clear errors for all tasks, and the number of such errors significantly changed between the school grades only for the single mora and four syllable word reading tasks. It was noted that more than half of the children read the beginning portion of the word or phrase twice or more, in order to read it accurately, and developmental changes were also seen in this pattern of reading. This study revealed that the combination of these reading tasks may function as a screening test for reading disorders such as developmental dyslexia in children below the age of ten or eleven years old.

Double versus single reading of mammograms in a breast cancer screening programme: a cost-consequence analysis.

PubMed

Posso, Margarita C; Puig, Teresa; Quintana, Ma Jesus; Solà-Roca, Judit; Bonfill, Xavier

2016-09-01

To assess the costs and health-related outcomes of double versus single reading of digital mammograms in a breast cancer screening programme. Based on data from 57,157 digital screening mammograms from women aged 50-69 years, we compared costs, false-positive results, positive predictive value and cancer detection rate using four reading strategies: double reading with and without consensus and arbitration, and single reading with first reader only and second reader only. Four highly trained radiologists read the mammograms. Double reading with consensus and arbitration was 15 % (Euro 334,341) more expensive than single reading with first reader only. False-positive results were more frequent at double reading with consensus and arbitration than at single reading with first reader only (4.5 % and 4.2 %, respectively; p < 0.001). The positive predictive value (9.3 % and 9.1 %; p = 0.812) and cancer detection rate were similar for both reading strategies (4.6 and 4.2 per 1000 screens; p = 0.283). Our results suggest that changing to single reading of mammograms could produce savings in breast cancer screening. Single reading could reduce the frequency of false-positive results without changing the cancer detection rate. These results are not conclusive and cannot be generalized to other contexts with less trained radiologists. • Double reading of digital mammograms is more expensive than single reading. • Compared to single reading, double reading yields a higher proportion of false-positive results. • The cancer detection rate was similar for double and single readings. • Single reading may be a cost-effective strategy in breast cancer screening programmes.

Clinical and microperimetric predictors of reading speed in low vision patients: a structural equation modeling approach.

PubMed

Giacomelli, Giovanni; Virgili, Gianni; Giansanti, Fabrizio; Sato, Giovanni; Cappello, Ezio; Cruciani, Filippo; Varano, Monica; Menchini, Ugo

2013-06-27

To investigate the simultaneous association of several psychophysical measures with reading ability in patients with mild and moderate low vision attending rehabilitation services. Standard measurements of reading ability (Minnesota Reading [MNREAD] charts), visual acuity (Early Treatment of Diabetic Retinopathy Study [ETDRS] charts), contrast sensitivity (Pelli-Robson charts), reading contrast threshold (Reading Explorer [REX] charts), retinal sensitivity, and fixation stability and localization (Micro Perimeter 1 [MP1] fundus perimetry) were obtained in 160 low vision patients with better eye visual acuity ranging from 0.3 to 1.0 logarithm of the minimum angle of resolution and affected by either age-related macular degeneration or diabetic retinopathy. All variables were moderately associated with reading performance measures (MNREAD reading speed and reading acuity and REX reading contrast threshold), as well as among each other. In a structural equation model, REX reading contrast threshold was highly associated with MNREAD reading speed (standardized coefficient, 0.63) and moderately associated with reading acuity (standardized coefficient, -0.30). REX test also mediated the effects of Pelli-Robson contrast sensitivity (standardized coefficient, 0.44), MP1 fixation eccentricity (standardized coefficient, -0.19), and the mean retinal sensitivity (standardized coefficient, 0.23) on reading performance. The MP1 fixation stability was associated with both MNREAD reading acuity (standardized coefficient, -0.24) and MNREAD reading speed (standardized coefficient, 0.23), while ETDRS visual acuity only affected reading acuity (standardized coefficient, 0.44). Fixation instability and contrast sensitivity loss are key factors limiting reading performance of patients with mild or moderate low vision. REX charts directly assess the impact of text contrast on letter recognition and text navigation and may be a useful aid in reading rehabilitation.

Text-fading based training leads to transfer effects on children's sentence reading fluency

PubMed Central

Nagler, Telse; Korinth, Sebastian P.; Linkersdörfer, Janosch; Lonnemann, Jan; Rump, Björn; Hasselhorn, Marcus; Lindberg, Sven

2015-01-01

Previous studies used a text-fading procedure as a training tool with the goal to increase silent reading fluency (i.e., proficient reading rate and comprehension). In recently published studies, this procedure resulted in lasting reading enhancements for adult and adolescent research samples. However, studies working with children reported mixed results. While reading rate improvements were observable for Dutch reading children in a text-fading training study, reading fluency improvements in standardized reading tests post-training attributable to the fading manipulation were not detectable. These results raise the question of whether text-fading training is not effective for children or whether research design issues have concealed possible transfer effects. Hence, the present study sought to investigate possible transfer effects resulting from a text-fading based reading training program, using a modified research design. Over a period of 3 weeks, two groups of German third-graders read sentences either with an adaptive text-fading procedure or at their self-paced reading rate. A standardized test measuring reading fluency at the word, sentence, and text level was conducted pre- and post-training. Text level reading fluency improved for both groups equally. Post-training gains at the word level were found for the text-fading group, however, no significant interaction between groups was revealed for word reading fluency. Sentence level reading fluency gains were found for the text-fading group, which significantly differed from the group of children reading at their self-paced reading routine. These findings provide evidence for the efficacy of text-fading as a training method for sentence reading fluency improvement also for children. PMID:25713554

Cognitive flexibility predicts early reading skills

PubMed Central

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

2014-01-01

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

Accuracy and reading time for six strategies using digital breast tomosynthesis in women with mammographically negative dense breasts.

PubMed

Tagliafico, Alberto Stefano; Calabrese, Massimo; Bignotti, Bianca; Signori, Alessio; Fisci, Erica; Rossi, Federica; Valdora, Francesca; Houssami, Nehmat

2017-12-01

To compare six strategies using digital breast tomosynthesis in women with mammographically negative dense breasts. This is a substudy of the 'ASTOUND' trial. 163 women who underwent tomosynthesis with synthetically reconstructed projection images (S-2D) inclusive of 13 (7.9%) cases diagnosed with breast cancer at histopathology after surgery were evaluated. Accuracy measures and screen-reading time of six reading strategies were assessed: (A) Single reading of S-2D alone, (B) single reading of tomosynthesis alone, (C) single reading of joint interpretation of tomosynthesis + S-2D, (D) double-reading of S-2D alone, (E) double reading of tomosynthesis alone, (F) double reading of joint interpretation of tomosynthesis + S-2D. The median age of the patients was 53 years (range, 36-88 years). The highest global accuracy was obtained with double reading of tomosynthesis + S2D (F) with an AUC of 0.979 (p<0.001) and a mean reading time of 154 s versus 34 s for the fastest strategy (single reading of S-2D alone). The AUCs for the other five strategies did not differ from each other. Double reading of tomosynthesis+ S2D had the best accuracy of six screen-reading strategies although it had the longest reading time. • Tomosynthesis acquisitions are progressively implemented with reconstructed synthesized 2D images • Double reading using S-2D plus tomosynthesis had the highest global accuracy (p<0.001). • Double reading of S-2D plus tomosynthesis increased reading time.

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.

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

ERIC Educational Resources Information Center

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

2007-01-01

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

Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students

ERIC Educational Resources Information Center

Meniado, Joel C.

2016-01-01

Metacognitive reading strategies and reading motivation play a significant role in enhancing reading comprehension. In an attempt to prove the foregoing claim in a context where there is no strong culture for reading, this study tries to find out if there is indeed a relationship between and among metacognitive reading strategies, reading…

The Effects of Age and Sublexical Automaticity on Reading Outcomes for Students with Reading Disabilities

ERIC Educational Resources Information Center

Metsala, Jamie L.; David, Margaret D.

2017-01-01

For students with reading disabilities, reading fluency has proven difficult to remediate. The current study examined age-related effects on measures of word and text-reading outcomes, within the context of a phonologically based remedial reading program. The contribution of speeded-reading of sublexical sound-spelling patterns to fluency outcomes…

The Impact of Reading Success Academy on High School Reading Achievement

ERIC Educational Resources Information Center

Burlison, Kelly; Chave, Josh

2014-01-01

The study explores the effectiveness of the Reading Success Academy on the reading achievement of the selected group of ninth-grade students in a comprehensive high school. We examine in what ways the Reading Success Academy may improve the reading proficiency rates and amount of reading growth of ninth-grade students. The results indicate that…

E-Readers and the Effects on Students' Reading Motivation, Attitude and Comprehension during Guided Reading

ERIC Educational Resources Information Center

Long, Deanna; Szabo, Susan

2016-01-01

This quasi-experimental mixed methods study examined the use of e-readers during guided reading instruction and its impact on 5th grade students' reading motivation, attitude toward reading, and reading comprehension. For 10 weeks, 19 students received guided reading instruction by means of the traditional paper/text format, while 16 students…

Reading Incentives that Work: No-Cost Strategies to Motivate Kids to Read and Love It!

ERIC Educational Resources Information Center

Small, Ruth V.

2009-01-01

In education, it is possible to find dozens of examples of "forced" reading incentive programs that categorize student reading levels, provide limited reading lists coordinated with those reading levels, assess student reading through computer-based tests, and award tangible prizes when they pass the test. Those who perform best get the most…

Print Exposure as a Predictor of Word Reading and Reading Comprehension in Disabled and Nondisabled Readers.

ERIC Educational Resources Information Center

McBride-Chang, Catherine; And Others

1993-01-01

The relationship of print exposure, measured by the Title Recognition Test (TRT), to word reading and reading comprehension was studied for 36 reading-disabled and 49 nondisabled students in grades 5 through 9. The power of the TRT to predict word reading and reading comprehension is discussed. (SLD)

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

ERIC Educational Resources Information Center

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

2016-01-01

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

ELL High School Students' Metacognitive Awareness of Reading Strategy Use and Reading Proficiency

ERIC Educational Resources Information Center

Hong-Nam, Kay

2014-01-01

This study investigated the metacognitive awareness and reading strategies use of high school-­aged English language learners (ELLs) and the relationship between ELL reading strategy use and reading proficiency as measured by a standardized reading test and self-­rated reading proficiency. Results reveal that participants reported moderate use of…

Reading Development in European Portuguese: Relationships between Oral Reading Fluency, Vocabulary and Reading Comprehension

ERIC Educational Resources Information Center

Fernandes, Sandra; Querido, Luís; Verhaeghe, Arlette; Marques, Catarina; Araújo, Luísa

2017-01-01

This study investigated direct and indirect effects between oral reading fluency, vocabulary and reading comprehension across reading development in European Portuguese. Participants were 329 children attending basic education, from grade 1 to grade 6. The results of path analyses showed that text reading fluency is much more dependent on the…

L2 Japanese Learners' Responses to Translation, Speed Reading, and "Pleasure Reading" as a Form of Extensive Reading

ERIC Educational Resources Information Center

Tabata-Sandom, Mitsue

2017-01-01

Fluency development instruction lacks in reading in Japanese as a foreign language instruction. This study examined how 34 upper-intermediate level learners of Japanese responded when they first experienced pleasure reading and speed reading. The participants also engaged in intensive reading, the main component of which was translation. Survey…

A School Policy for Reading.

ERIC Educational Resources Information Center

Medwell, Jane

1992-01-01

Offers a school policy for reading, arrived at as a product of a whole school inservice program. Discusses word recognition, sound-symbol correspondence, prediction, classroom environment, reading with an adult, parents and reading, assessment of reading, and reading material selection. (RS)

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

PubMed

Diehl, V A; Mills, C B

1995-11-01

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

Multisyllabic Word Reading as a Moderator of Morphological Awareness and Reading Comprehension

PubMed Central

Gilbert, Jennifer K.; Goodwin, Amanda P.; Compton, Donald L.; Kearns, Devin M.

2013-01-01

The purpose of this study was to investigate whether the relation between morphological awareness on reading comprehension is moderated by multisyllabic word reading ability in fifth grade students (N = 169, 53.7% female, 65.2% minority status, 69.2% free/reduced lunch status), oversampled for poor reading skill, when controlling for general knowledge and vocabulary. Based on the lexical quality hypothesis (Perfetti, 2007), it was expected that morphological awareness would have a stronger effect on comprehension for children with poor word reading skills, suggesting possible use of morphological awareness for word identification support. Results indicated that neither morphological awareness nor word reading was uniquely associated with reading comprehension when both were included in the model along with vocabulary and general knowledge. Instead, the interaction between word reading and morphological awareness explained significant additional variance in reading comprehension. By probing this interaction, it was determined that the effect of morphological awareness on reading comprehension was significant for the 39% of the sample that had more difficulty reading multisyllabic words), but not for students at the higher end of the multisyllabic word reading continuum. We conclude from these results that the relation between morphological awareness and reading comprehension is moderated by multisyllabic word reading ability, providing support for the lexical quality hypothesis (Perfetti, 2007). Although we have only correlational data, we suggest tentative instructional practices for improving the reading skill of upper elementary struggling readers. PMID:24219914

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

PubMed Central

Han, Feifei

2017-01-01

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

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

PubMed

Han, Feifei

2017-01-01

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

Looking for Lizard Music: The Internet as a Reading Motivation Tool.

ERIC Educational Resources Information Center

Rosalia, Stephanie

2002-01-01

Discusses the Internet as a reading motivation tool for independent reading. Topics include why independent reading is important; why students stop reading; how the Internet can be used to motivate independent reading; and relevant Web resources. (LRW)

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

Examining the online reading behavior and performance of fifth-graders: evidence from eye-movement data

PubMed Central

Sung, Yao-Ting; Wu, Ming-Da; Chen, Chun-Kuang; Chang, Kuo-En

2015-01-01

Online reading is developing at an increasingly rapid rate, but the debate concerning whether learning is more effective when using hypertexts than when using traditional linear texts is still persistent. In addition, several researchers stated that online reading comprehension always starts with a question, but little empirical evidence has been gathered to investigate this claim. This study used eye-tracking technology and retrospective think aloud technique to examine online reading behaviors of fifth-graders (N = 50). The participants were asked to read four texts on the website. The present study employed a three-way mixed design: 2 (reading ability: high vs. low) × 2 (reading goals: with vs. without) × 2 (text types: hypertext vs. linear text). The dependent variables were eye-movement indices and the frequencies of using online reading strategy. The results show that fifth-graders, irrespective of their reading ability, found it difficult to navigate the non-linear structure of hypertexts when searching for and integrating information. When they read with goals, they adjusted their reading speed and the focus of their attention. Their offline reading ability also influenced their online reading performance. These results suggest that online reading skills and strategies have to be taught in order to enhance the online reading abilities of elementary-school students. PMID:26074837

Examining the online reading behavior and performance of fifth-graders: evidence from eye-movement data.

PubMed

Sung, Yao-Ting; Wu, Ming-Da; Chen, Chun-Kuang; Chang, Kuo-En

2015-01-01

Online reading is developing at an increasingly rapid rate, but the debate concerning whether learning is more effective when using hypertexts than when using traditional linear texts is still persistent. In addition, several researchers stated that online reading comprehension always starts with a question, but little empirical evidence has been gathered to investigate this claim. This study used eye-tracking technology and retrospective think aloud technique to examine online reading behaviors of fifth-graders (N = 50). The participants were asked to read four texts on the website. The present study employed a three-way mixed design: 2 (reading ability: high vs. low) × 2 (reading goals: with vs. without) × 2 (text types: hypertext vs. linear text). The dependent variables were eye-movement indices and the frequencies of using online reading strategy. The results show that fifth-graders, irrespective of their reading ability, found it difficult to navigate the non-linear structure of hypertexts when searching for and integrating information. When they read with goals, they adjusted their reading speed and the focus of their attention. Their offline reading ability also influenced their online reading performance. These results suggest that online reading skills and strategies have to be taught in order to enhance the online reading abilities of elementary-school students.

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

ERIC Educational Resources Information Center

Huang, Jiuhan; Nisbet, Deanna

2014-01-01

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

The Effect of the Juvenile Fiction on the Reading Skills of Junior High School Students

ERIC Educational Resources Information Center

Turkyilmaz, Mustafa

2013-01-01

The main purpose of this study is to define the effect of the juvenile fiction on secondary school students' reading skills. In the study; 6th grade students', reading juvenile fiction, attitudes to reading, reading speed, comprehension ability of what's read are examined. The group of students reading juvenile fiction is compared to the ones not…

Changes in Reading Habits by Low Literate Adults through Extensive Reading

ERIC Educational Resources Information Center

Rodrigo, Victoria; Greenberg, Daphne; Segal, Don

2014-01-01

This study analyzes the effect of two reading interventions on reading habits by 181 low literate adults who read at the 3-5.9 grade levels. One intervention implemented extensive reading (ER group) and the other one had direct instruction (no-ER group). A Reading Pattern survey was administered at the beginning, at the end, and 6 months after the…

Networked Reading: Using AustLit to Assist Reading and Understanding of Texts from the Past

ERIC Educational Resources Information Center

Osborne, Roger; Allan, Cherie

2012-01-01

In response to a focus on reading, this paper examines the notion of reading online; as such it uses the term "networked reading" to describe any act of reading in an online or digital environment. In accordance with this notion of "networked" reading, the paper provides a broad introduction to AustLit: the Australian…

The Reading Wars and Reading Recovery: What Educators, Families, and Taxpayers Should Know

ERIC Educational Resources Information Center

Cook, Pamela; Rodes, Deborah R.; Lipsitz, Kay L.

2017-01-01

Reading Recovery, a meaning-based reading program designed for young children at risk of reading failure, is widely implemented across the United States. We discuss the recent Reading Recovery $45 million four-year i3-funded scaleup study that was designed to "cover the expansion of Reading Recovery around the U.S." (May, Sirinides,…

The Ability to Read Is the Gateway to Success. K-3 Reading

ERIC Educational Resources Information Center

Foundation for Excellence in Education, 2017

2017-01-01

The goal of a Comprehensive K-3 Reading Policy is to establish intensive reading intervention for K- 3 students who are at risk of reading failure to help ensure they read on grade level by the end of third grade. The policy also requires third grade students to demonstrate sufficient reading skills for promotion to fourth grade. Retention can…

"Passageless" Administration of the Nelson-Denny Reading Comprehension Test: Associations with IQ and Reading Skills

ERIC Educational Resources Information Center

Ready, Rebecca E.; Chaudhry, Maheen F.; Schatz, Kelly C.; Strazzullo, Sarah

2013-01-01

There are few tests that assess reading comprehension in adults, but these tests are needed for a comprehensive assessment of reading disorders (RD). "The Nelson-Denny Reading Test" (NDRT) has a long-passage reading comprehension component that can be used with adolescents and adults. A problem with the NDRT is that reading comprehension…

Have We Forsaken Reading Theory in the Name of "Quick Fix" Interventions for Children with Reading Disability?

ERIC Educational Resources Information Center

Compton, Donald L.; Miller, Amanda C.; Elleman, Amy M.; Steacy, Laura M.

2014-01-01

Our contribution to this special issue on reading theory questions the effectiveness of the prevailing interventions intended to improve word-reading and reading comprehension skills in children with reading disability (RD). Our hypothesis is that we as a field may have inadvertently diluted reading theory in ways that compromise the power of…

A Computer Assisted Reading Program, Targeting Struggling Readers in a Title I Elementary School: A Program Evaluation

ERIC Educational Resources Information Center

Roy, Jon F.

2016-01-01

This study examined the effectiveness of READ 180, a computer based reading intervention on Lexile reading levels, Standardized Test of Reading Achievement (STAR) score, and attendance rates students in grades 3-5 who participated in the READ 180 program. The study compared the Scholastic Reading Inventory (SRI) scores of each group administered…

Assisted Reading: A Flexible Approach to L2 Reading Fluency Building

ERIC Educational Resources Information Center

Taguchi, Etsuo; Melhem, Linley; Kawaguchi, Toshiko

2016-01-01

Reading fluency is a critical component of reading proficiency in both the L1 and L2. It lays a foundation on which readers build their reading skills to become strategic and versatile in using a variety of cognitive and metacognitive strategies of reading. In this paper we propose Assisted Reading as a flexible method for developing reading…

The Impact of Reading for Pleasure on Georgian University EFL Students' Reading Comprehension (IBSU Case)

ERIC Educational Resources Information Center

Goctu, Ramazan

2016-01-01

Reading is one of the most significant skills, particularly for EFL students. Many students today do not have the reading skills needed to do effective work in their courses. This paper explores reading for pleasure, its importance and impact on reading comprehension. Pleasure reading helps students to communicate, listen and, most importantly, to…

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

ERIC Educational Resources Information Center

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

2018-01-01

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

The Impact of a Therapy Dog Program on Children's Reading Skills and Attitudes toward Reading

ERIC Educational Resources Information Center

Kirnan, Jean; Siminerio, Steven; Wong, Zachary

2016-01-01

An existing school program in which therapy dogs are integrated into the reading curriculum was analyzed to determine the effect on student reading. Previous literature suggests an improvement in both reading skills and attitudes towards reading when students read in the presence of a therapy dog. Using a mixed method model, the researchers…

The Effects of a Speed Reading Course and Speed Transfer to Other Types of Texts

ERIC Educational Resources Information Center

Yen, Tran Thi Ngoc

2012-01-01

Reading fluency plays an important part in academic achievement at colleges and universities. Speed reading courses, along with repeated reading and extensive reading, are popularly used methods to help students increase their reading speed. Several studies have shown the positive influence of a speed reading course in L2/FL on students' reading…

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…

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

ERIC Educational Resources Information Center

Broeder, Peter; Stokmans, Mia

2013-01-01

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

Using Reading Guides and On-Line Quizzes to Improve Reading Compliance and Quiz Scores

ERIC Educational Resources Information Center

Maurer, Trent W.; Longfield, Judith

2015-01-01

This study compared students' daily in-class reading quiz scores in an introductory Child Development course across five conditions: control, reading guide only, reading guide and on-line practice quiz, reading guide and on-line graded quiz, and reading guide and both types of on-line quizzes. At the beginning of class, students completed a 5-item…

A predictive study of reading comprehension in third-grade Spanish students.

PubMed

López-Escribano, Carmen; Elosúa de Juan, María Rosa; Gómez-Veiga, Isabel; García-Madruga, Juan Antonio

2013-01-01

The study of the contribution of language and cognitive skills to reading comprehension is an important goal of current reading research. However, reading comprehension is not easily assessed by a single instrument, as different comprehension tests vary in the type of tasks used and in the cognitive demands required. This study examines the contribution of basic language and cognitive skills (decoding, word recognition, reading speed, verbal and nonverbal intelligence and working memory) to reading comprehension, assessed by two tests utilizing various tasks that require different skill sets in third-grade Spanish-speaking students. Linguistic and cognitive abilities predicted reading comprehension. A measure of reading speed (the reading time of pseudo-words) was the best predictor of reading comprehension when assessed by the PROLEC-R test. However, measures of word recognition (the orthographic choice task) and verbal working memory were the best predictors of reading comprehension when assessed by means of the DARC test. These results show, on the one hand, that reading speed and word recognition are better predictors of Spanish language comprehension than reading accuracy. On the other, the reading comprehension test applied here serves as a critical variable when analyzing and interpreting results regarding this topic.

The importance of leisure reading to health sciences students: results of a survey.

PubMed

Watson, Erin M

2016-03-01

To determine what value health sciences students place on leisure reading, whether they prefer to read online or in print, what the principal barriers are to their reading and whether they wish to have a leisure reading collection at their health sciences library. In October 2010, a link to a survey was sent to all 1800 students in health sciences professional programmes at the author's institution. Two hundred and thirteen students (11.8%) responded. Most felt that leisure reading had helped in their development as health professionals and increased their empathy. They listed many benefits of reading, such as improved understanding of minority groups, reduced stress, and improved thinking and communication skills. The majority preferred to read books and magazines in print, while the largest number preferred reading newspapers in print as well. Lack of time, fatigue and the expense of purchasing reading materials were the greatest barriers to reading. A majority of students were in favour of having a leisure reading collection set up at their library. Leisure reading was valued by the respondents, who felt it provided personal and professional benefits. However, many indicated that circumstances made it difficult to participate in leisure reading. © 2015 Health Libraries Group.

Shallow and deep orthographies in Hebrew: the role of vowelization in reading development for unvowelized scripts.

PubMed

Schiff, Rachel

2012-12-01

The present study explored the speed, accuracy, and reading comprehension of vowelized versus unvowelized scripts among 126 native Hebrew speaking children in second, fourth, and sixth grades. Findings indicated that second graders read and comprehended vowelized scripts significantly more accurately and more quickly than unvowelized scripts, whereas among fourth and sixth graders reading of unvowelized scripts developed to a greater degree than the reading of vowelized scripts. An analysis of the mediation effect for children's mastery of vowelized reading speed and accuracy on their mastery of unvowelized reading speed and comprehension revealed that in second grade, reading accuracy of vowelized words mediated the reading speed and comprehension of unvowelized scripts. In the fourth grade, accuracy in reading both vowelized and unvowelized words mediated the reading speed and comprehension of unvowelized scripts. By sixth grade, accuracy in reading vowelized words offered no mediating effect, either on reading speed or comprehension of unvowelized scripts. The current outcomes thus suggest that young Hebrew readers undergo a scaffolding process, where vowelization serves as the foundation for building initial reading abilities and is essential for successful and meaningful decoding of unvowelized scripts.

A patient with aphasia using the nonsemantic lexical route for Kanji reading.

PubMed

Hashimoto, Kosei; Uno, Akira; Sambai, Ami; Mizumoto, Go

We report a patient with aphasia, caused by cerebral hemorrhage, who probably used the nonsemantic lexical route when reading words aloud. To investigate the mechanisms underlying her reading dysfunction, we analyzed her reading abilities using the Dual-Route Cascaded Model. Language tests resulted in low correct percentages for both reading comprehension and reading nonwords aloud, suggesting problems in the semantic system and the nonlexical route. Conversely, the patient showed high scores on the reading words aloud task. Although she failed to understand many inconsistent-atypical words in the reading comprehension test, she correctly read most words aloud, suggesting that she used the nonsemantic lexical route. In addition, the lexical reading route was analyzed in detail by using inconsistent-atypical Kanji words as stimuli. Finally, we analyzed her reading dysfunction compared with previous cases.

Beyond Cognition: Reading Motivation and Reading Comprehension

PubMed Central

Wigfield, Allan; Gladstone, Jessica; Turci, Lara

2016-01-01

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

On the influence of re-reading on mind wandering.

PubMed

Phillips, Natalie E; Mills, Caitlin; D'Mello, Sidney; Risko, Evan F

2016-12-01

Re-reading has been shown to have a minimal benefit on text comprehension, in comparison to reading only once or other types of study techniques (e.g., testing; self-explanation). In two experiments we examined the effect of re-reading on mind wandering. Participants read two texts, during which they responded to intermittent mind wandering probes. One text was read once and the other twice. Consistent with previous findings, there was no effect of re-reading on comprehension even though participants reported feeling more competent when they re-read the text. Critically, participants mind wandered more while re-reading. Furthermore, the effect of re-reading on mind wandering was specific to intentional forms of mind wandering rather than unintentional. The implications of these results for understanding mind wandering and the limited effectiveness of re-reading as a mnemonic are discussed.

Overlapping Genetic and Child-Specific Nonshared Environmental Influences on Listening Comprehension, Reading Motivation, and Reading Comprehension

PubMed Central

Schenker, Victoria J.; Petrill, Stephen A.

2015-01-01

This study investigated the genetic and environmental influences on observed associations between listening comprehension, reading motivation, and reading comprehension. Univariate and multivariate quantitative genetic models were conducted in a sample of 284 pairs of twins at a mean age of 9.81 years. Genetic and nonshared environmental factors accounted for statistically significant variance in listening and reading comprehension, and nonshared environmental factors accounted for variance in reading motivation. Furthermore, listening comprehension demonstrated unique genetic and nonshared environmental influences but also had overlapping genetic influences with reading comprehension. Reading motivation and reading comprehension each had unique and overlapping nonshared environmental contributions. Therefore, listening comprehension appears to be related to reading primarily due to genetic factors whereas motivation appears to affect reading via child-specific, nonshared environmental effects. PMID:26321677

Overlapping genetic and child-specific nonshared environmental influences on listening comprehension, reading motivation, and reading comprehension.

PubMed

Schenker, Victoria J; Petrill, Stephen A

2015-01-01

This study investigated the genetic and environmental influences on observed associations between listening comprehension, reading motivation, and reading comprehension. Univariate and multivariate quantitative genetic models were conducted in a sample of 284 pairs of twins at a mean age of 9.81 years. Genetic and nonshared environmental factors accounted for statistically significant variance in listening and reading comprehension, and nonshared environmental factors accounted for variance in reading motivation. Furthermore, listening comprehension demonstrated unique genetic and nonshared environmental influences but also had overlapping genetic influences with reading comprehension. Reading motivation and reading comprehension each had unique and overlapping nonshared environmental contributions. Therefore, listening comprehension appears to be related to reading primarily due to genetic factors whereas motivation appears to affect reading via child-specific, nonshared environmental effects. Copyright © 2015 Elsevier Inc. All rights reserved.

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

ERIC Educational Resources Information Center

Haney, Gail; Thistlethwaite, Linda

1991-01-01

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

Comparing Treatments for Children with ADHD and Word Reading Difficulties: A Randomized Clinical Trial

PubMed Central

Tamm, Leanne; Denton, Carolyn A.; Epstein, Jeffery N.; Schatschneider, Christopher; Taylor, Heather; Arnold, L. Eugene; Bukstein, Oscar; Anixt, Julia; Koshy, Anson; Newman, Nicholas C.; Maltinsky, Jan; Brinson, Patricia; Loren, Richard; Prasad, Mary R.; Ewing-Cobbs, Linda; Vaughn, Aaron

2017-01-01

Objective This randomized clinical trial compared Attention-Deficit/Hyperactivity Disorder (ADHD) treatment alone, intensive reading intervention alone, and their combination for children with ADHD and word reading difficulties and disabilities (RD). Method Children (n=216; predominantly African American males) in grades 2–5 with ADHD and word reading/decoding deficits were randomized to ADHD treatment (carefully-managed medication+parent training), reading treatment (intensive reading instruction), or combined ADHD+reading treatment. Outcomes were parent and teacher ADHD ratings and measures of word reading/decoding. Analyses utilized a mixed models covariate-adjusted gain score approach with post-test regressed onto pretest and other predictors. Results Inattention and hyperactivity/impulsivity outcomes were significantly better in the ADHD (parent Hedges g=.87/.75; teacher g=.67/.50) and combined (parent g=1.06/.95; teacher g=.36/41) treatment groups than reading treatment alone; the ADHD and Combined groups did not differ significantly (parent g=.19/.20; teacher g=.31/.09). Word reading and decoding outcomes were significantly better in the reading (word reading g=.23; decoding g=.39) and combined (word reading g=.32; decoding g=.39) treatment groups than ADHD treatment alone; reading and combined groups did not differ (word reading g=.09; decoding g=.00). Significant group differences were maintained at the three- to five-month follow-up on all outcomes except word reading. Conclusions Children with ADHD and RD benefit from specific treatment of each disorder. ADHD treatment is associated with more improvement in ADHD symptoms than RD treatment, and reading instruction is associated with better word reading and decoding outcomes than ADHD treatment. The additive value of combining treatments was not significant within disorder, but the combination allows treating both disorders simultaneously. PMID:28333510

Comparing treatments for children with ADHD and word reading difficulties: A randomized clinical trial.

PubMed

Tamm, Leanne; Denton, Carolyn A; Epstein, Jeffery N; Schatschneider, Christopher; Taylor, Heather; Arnold, L Eugene; Bukstein, Oscar; Anixt, Julia; Koshy, Anson; Newman, Nicholas C; Maltinsky, Jan; Brinson, Patricia; Loren, Richard E A; Prasad, Mary R; Ewing-Cobbs, Linda; Vaughn, Aaron

2017-05-01

This trial compared attention-deficit/hyperactivity disorder (ADHD) treatment alone, intensive reading intervention alone, and their combination for children with ADHD and word reading difficulties and disabilities (RD). Children (n = 216; predominantly African American males) in Grades 2-5 with ADHD and word reading/decoding deficits were randomized to ADHD treatment (medication + parent training), reading treatment (reading instruction), or combined ADHD + reading treatment. Outcomes were parent and teacher ADHD ratings and measures of word reading/decoding. Analyses utilized a mixed models covariate-adjusted gain score approach with posttest regressed onto pretest. Inattention and hyperactivity/impulsivity outcomes were significantly better in the ADHD (parent Hedges's g = .87/.75; teacher g = .67/.50) and combined (parent g = 1.06/.95; teacher g = .36/41) treatment groups than reading treatment alone; the ADHD and Combined groups did not differ significantly (parent g = .19/.20; teacher g = .31/.09). Word reading and decoding outcomes were significantly better in the reading (word reading g = .23; decoding g = .39) and combined (word reading g = .32; decoding g = .39) treatment groups than ADHD treatment alone; reading and combined groups did not differ (word reading g = .09; decoding g = .00). Significant group differences were maintained at the 3- to 5-month follow-up on all outcomes except word reading. Children with ADHD and RD benefit from specific treatment of each disorder. ADHD treatment is associated with more improvement in ADHD symptoms than RD treatment, and reading instruction is associated with better word reading and decoding outcomes than ADHD treatment. The additive value of combining treatments was not significant within disorder, but the combination allows treating both disorders simultaneously. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

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

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.

How to Help Kids Enjoy Reading.

ERIC Educational Resources Information Center

Ziegler, Robert J.

1993-01-01

Because reading for pleasure faces such stiff competition from other activities, one Minnesota elementary principal instituted rewarding and enjoyable reading activities: DEAR (Drop Everything and Read) Time, principal's book club, "I love to read" month, RIOT (Reading Instead of Television) Time, celebrity readers, T-shirt logos, and…

Effects of fluency, oral language, and executive function on reading comprehension performance

PubMed Central

Materek, April; Cole, Carolyn A. S.; Levine, Terry M.; Mahone, E. Mark

2009-01-01

Reading disability (RD) typically consists of deficits in word reading accuracy and/or reading comprehension. While it is well known that word reading accuracy deficits lead to comprehension deficits (general reading disability, GRD), less is understood about neuropsychological profiles of children who exhibit adequate word reading accuracy but nevertheless develop specific reading comprehension deficits (S-RCD). Establishing the underlying neuropsychological processes associated with different RD types is essential for ultimately understanding core neurobiological bases of reading comprehension. To this end, the present study investigated isolated and contextual word fluency, oral language, and executive function on reading comprehension performance in 56 9- to 14-year-old children [21 typically developing (TD), 18 GRD, and 17 S-RCD]. Results indicated that TD and S-RCD participants read isolated words at a faster rate than participants with GRD; however, both RD groups had contextual word fluency and oral language weaknesses. Additionally, S-RCD participants showed prominent weaknesses in executive function. Implications for understanding the neuropsychological bases for reading comprehension are discussed. PMID:19396550

Teaching Children to Become Fluent and Automatic Readers

PubMed Central

Kuhn, Melanie R.; Schwanenflugel, Paula J.; Morris, Robin D.; Morrow, Lesley Mandel; Woo, Deborah Gee; Meisinger, Elizabeth B.; Sevcik, Rose A.; Bradley, Barbara A.; Stahl, Steven A.

2009-01-01

The purpose of the study was to examine the effects of two instructional approaches designed to improve the reading fluency of 2nd-grade children. The first approach was based on Stahl and Heubach’s (2005) fluency-oriented reading instruction (FORI) and involved the scaffolded, repeated reading of grade-level texts over the course of each week. The second was a wide-reading approach that also involved scaffolded instruction. hut that incorporated the reading of 3 different grade-level texts each week and provicled significantly less opportunity for repetition. By the end of the school year. FORI and wide-reading approaches showed similar benefits for standardized measures of word reading efficiency and reading comprehension skills compared to control approachcs. although the benefits of the wide-reading approach emerged earlier and included oral text reading fluency skill. Thus, we conclude that fluency instruction that emphasizes extensive oral reading of grade-level text using scaffolded approaches is effective for promoting reading development in young learners. PMID:19946472

The relative contributions of speechreading and vocabulary to deaf and hearing children's reading ability.

PubMed

Kyle, Fiona Elizabeth; Campbell, Ruth; MacSweeney, Mairéad

2016-01-01

Vocabulary knowledge and speechreading are important for deaf children's reading development but it is unknown whether they are independent predictors of reading ability. This study investigated the relationships between reading, speechreading and vocabulary in a large cohort of deaf and hearing children aged 5 to 14 years. 86 severely and profoundly deaf children and 91 hearing children participated in this study. All children completed assessments of reading comprehension, word reading accuracy, speechreading and vocabulary. Regression analyses showed that vocabulary and speechreading accounted for unique variance in both reading accuracy and comprehension for deaf children. For hearing children, vocabulary was an independent predictor of both reading accuracy and comprehension skills but speechreading only accounted for unique variance in reading accuracy. Speechreading and vocabulary are important for reading development in deaf children. The results are interpreted within the Simple View of Reading framework and the theoretical implications for deaf children's reading are discussed. Copyright © 2015 Elsevier Ltd. All rights reserved.

Increasing the Quality of Tier 1 Reading Instruction: Using Performance Feedback to Increase Opportunities to Respond during Implementation of a Core Reading Program

ERIC Educational Resources Information Center

Cuticelli, Mari; Collier-Meek, Melissa; Coyne, Michael

2016-01-01

Recent data on reading achievement indicates that a majority of young students are reading below proficiency. However, current research has shown that providing students with quality, research-based reading instruction can help prevent many reading difficulties. Through the use of core reading programs, teachers have tools available to be able to…

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…

An Examination of a Relationship between Reading Attitudes and Reading Achievement for a Group of Sixth Grade Students

ERIC Educational Resources Information Center

Ward, Susan Lynette

2013-01-01

The importance of reading proficiency is unquestioned. Although the nation has set a goal for all students to be proficient in reading, many of the nation's students are not proficient readers. The vast majority of research examining reading proficiency and reading achievement has concentrated on the cognitive aspects of reading and the use…

Clarifying Linguistic Comprehension in the Simple View of Reading: The Influence of Word-, Sentence-, and Discourse-Level Linguistic Skills on Reading Comprehension

ERIC Educational Resources Information Center

Santoro, Julie Kay

2012-01-01

There are a high number of students who struggle with reading comprehension beyond the primary grades and understanding the skills involved in successful reading comprehension continues to be a topic of investigation. The Simple View of Reading (SVR) is a viable theory of reading that suggests reading comprehension results from developing skills…

The Informal Reading-"Thinking" Inventory: Twenty-First-Century Assessment Formats for Discovering Reading and Writing Needs--and Strengths

ERIC Educational Resources Information Center

Manzo, Ula; Manzo, Anthony V.

2013-01-01

In this article, we discuss the Informal Reading-"Thinking" Inventory (IR-TI), an informal reading inventory built on an easily recognized legacy model that also branches out into new realms. The IR-TI provides tools for assessing reading the lines, reading between the lines, and reading beyond the lines. This is a 21st-century…

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…

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…

A Study of Trends of College English Reading Textbooks in Japan: An Analysis of College English Reading Textbooks for 1985.

ERIC Educational Resources Information Center

Kitao, Kenji; And Others

A study of reading textbooks for English as a second language published in Japan evaluated 150 traditional reading textbooks and 32 new reading textbooks published for use in 1985. Traditional reading textbooks are those with main texts and notes and sometimes a few comprehension questions. New reading textbooks have main texts, comprehension…

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

NASA Astrophysics Data System (ADS)

Gonçalves Nigro, Rogerio; Frateschi Trivelato, Silvia

2012-11-01

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

The Effect of Baby Books on Mothers’ Reading Beliefs and Reading Practices

PubMed Central

Auger, Anamarie; Reich, Stephanie M.; Penner, Emily K.

2014-01-01

The impact of a baby book intervention on promoting positive reading beliefs and increasing reading frequency for low-income, new mothers (n = 167) was examined. The Baby Books Project randomly assigned low-income, first-time mothers to one of three study conditions, receiving educational books, non-educational books, or no books, during pregnancy and over the first year of parenthood. Home-based data collection occurred through pregnancy until 18 months post-partum. Mothers who received free baby books had higher beliefs about the importance of reading, the value of having resources to support reading, and the importance of verbal participation during reading. The results showed that providing any type of baby books to mothers positively influenced maternal reading beliefs, but did not increase infant-mother reading practices. Maternal reading beliefs across all three groups were significantly associated with self-reported reading frequency when children were at least 12 months of age. PMID:25264394

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

PubMed

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

2010-06-01

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

Reading Together: A Successful Reading Fluency Intervention

ERIC Educational Resources Information Center

Young, Chase; Mohr, Kathleen A. J.; Rasinski, Timothy

2015-01-01

The article describes a reading fluency intervention called Reading Together that combines the method of repeated readings (Samuels, 1979) and the Neurological Impress Method (Heckelman, 1969). Sixteen volunteers from various backgrounds were recruited and trained to deliver the Reading Together intervention to struggling readers in third through…

Reading with a Special Touch.

ERIC Educational Resources Information Center

McCool, Mary

Disadvantaged secondary school students with special reading needs can be motivated in the reading room. The school year can start with "popcorn" reading involving materials that are funny, interesting, and exciting. The teacher reads to the students or the students read silently, using materials on the students' independent rather than…

Home Reading: The Key to Proficiency.

ERIC Educational Resources Information Center

Henderson, Bill

2000-01-01

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

RIF + USSR = R.E.A.D.

ERIC Educational Resources Information Center

Ball, Diane A.

A junior high school reading program entitled Reading for Enjoyment and Development (READ) that combines the Reading is Fundamental (RIF) inexpensive book distribution program and the practice of entire school participation in uninterrupted sustained silent reading (USSR) is described in this paper. The development of the project and practical…

Read Naturally. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2007

2007-01-01

"Read Naturally" is designed to improve reading fluency using a combination of books, audiotapes, and computer software. According to the developer's web site, this program has three main strategies: repeated reading of text for developing oral reading fluency, teacher modeling of story reading, and systematic monitoring of student…

Digital Reading: A Question of Prelectio?

ERIC Educational Resources Information Center

Fitzpatrick, Noel

2013-01-01

Digital reading as superficial reading is examined by demonstrating that technologies act as placeholders for different types of memory, artificial memory and true memory. This chapter argues that the affordances of digital technologies enable certain types of reading activity, digital reading, but hinders others, such as deep reading. In…

Taiwanese EFL Learners' Perceived Use of Online Reading Strategies

ERIC Educational Resources Information Center

Chen, Lisa Wen Chun

2015-01-01

Reading strategies are beneficial to learners' reading comprehension. The strategies can be divided into different categories, such as global reading strategies, problem solving strategies and support strategies. Most previous studies investigated the importance of reading strategies in the paper-based reading. However, relatively few studies…

The neural correlates of reading fluency deficits in children.

PubMed

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

2015-06-01

Multiple studies have shown that individuals with a reading disability (RD) demonstrate deficits in posterior left-hemispheric brain regions during reading-related tasks. These studies mainly focused on reading sub-skills, and it remains debated whether such dysfunction is apparent during more ecologically valid reading skills, such as reading fluency. In this fMRI study, reading fluency was systematically varied to characterize neural correlates of reading fluency in 30 children with (RD) and without (typical developing children, TYP) a RD. Sentences were presented at constrained, comfortable, and accelerated speeds, which were determined based on individual reading speed. Behaviorally, RD children displayed decreased performance in several reading-related tasks. Using fMRI, we demonstrated that both TYP and RD children display increased activation in several components of the reading network during fluent reading. When required to read at an accelerated speed, RD children exhibited less activation in the fusiform gyrus (FG) compared with the TYP children. A region of interest analysis substantiated differences in the FG and demonstrated a relationship to behavioral reading performance. These results suggest that the FG plays a key role in fluent reading and that it can be modulated by speed. These results and their implications for remediation strategies should be considered in educational practice. Published by Oxford University Press 2013. This work is written by (a) US Government employee(s) and is in the public domain in the US.

The Psycholinguistics of Basic Literacy.

ERIC Educational Resources Information Center

Perfetti, Charles A.; Van Dyke, Julie; Hart, Lesley

2001-01-01

Reviews major issues in research on reading, including theories of word reading, cross-writing comparisons, comprehension, reading difficulties, learning how to read, and cognitive neuroscience studies of reading. (Author/VWL)

Reading Effectively across the Disciplines (READ): A Strategy to Improve Student Success

ERIC Educational Resources Information Center

But, Juanita C.; Brown, Pamela; Smyth, Davida S.

2017-01-01

This paper describes the structure and activities of READ (Reading Effectively Across the Disciplines), a pilot initiative to improve students' critical reading skills, disciplinary literacy and academic success. READ employs a multimodal design that consists of faculty training in disciplinary literacy instruction and curricular enhancement,…

Improving EFL Learners' Reading Levels through Extensive Reading

ERIC Educational Resources Information Center

Mermelstein, Aaron David

2014-01-01

Today there is an increasing amount of research promoting the effectiveness of extensive reading (ER) towards increasing learners' vocabulary, comprehension, reading speed, and motivation towards reading. However, little has been done to measure the effects of ER on learners' reading levels. This quantitative study examined the effects of ER on…

Read Naturally. Revised. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2007

2007-01-01

"Read Naturally" is designed to improve reading fluency using a combination of books, audio-tapes, and computer software. This program includes three main strategies: repeated reading of English text for oral reading fluency development, teacher modeling of story reading, and systematic monitoring of student progress by teachers.…

Read Naturally. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2006

2006-01-01

"Read Naturally" is designed to improve reading fluency using a combination of books, audio-tapes, and computer software. This program includes three main strategies: (1) repeated reading of English text for oral reading fluency development; (2) teacher modeling of story reading; and (3) systematic monitoring of student progress by…

What Do Diagnostic Reading Tests Really Diagnose?

ERIC Educational Resources Information Center

Winkley, Carol K.

A study was made of nine reading tests, including both group and individually-administered measures, which are claimed to be chiefly diagnostic. Instruments analyzed were the following: Silent Reading Diagnostic Tests (Bond, Balow, and Hoyt), Botel Reading Inventory, Durrell Analysis of Reading Difficulty, Gates-McKillop Reading Diagnostic Tests,…

The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition

ERIC Educational Resources Information Center

Suk, Namhee

2017-01-01

Several empirical studies and syntheses of extensive reading have concluded that extensive reading has positive impacts on language learning in second- and foreign-language settings. However, many of the studies contained methodological or curricular limitations, raising questions about the asserted positive effects of extensive reading. The…

Reading Motivation and Reading Engagement: Clarifying Commingled Conceptions

ERIC Educational Resources Information Center

Unrau, Norman J.; Quirk, Matthew

2014-01-01

The constructs of motivation for reading and reading engagement have frequently become blurred and ambiguous in both research and discussions of practice. To address this commingling of constructs, the authors provide a concise review of the literature on motivation for reading and reading engagement and illustrate the blurring of those concepts…

Teaching Reading and the At Risk Pupil.

ERIC Educational Resources Information Center

Ediger, Marlow

At risk students need to experience a reading curriculum which offers success in learning to read; appropriate sequence of reading activities; feedback regarding what has been accomplished in reading; rewards for doing well when comparing past with present achievement records; intrinsic motivation in wanting to read; help and guidance to achieve…

Student Attitudes toward Reading: A Case Study

ERIC Educational Resources Information Center

Seitz, Lindsey

2010-01-01

Over the last 15 years, researchers have become increasingly interested in children's motivation to read. Because reading is an exigent activity that often involves choice, motivation is crucial to reading engagement. The purpose of this case study was to investigate student attitudes toward reading at summer reading clinic through an urban…

Voyager Reading Programs. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

"Voyager Passport"[TM] is a supplemental reading intervention system for students in grades K-5. "Voyager Passport Reading Journeys"[TM] is a reading intervention program designed for adolescents who struggle with reading. The "Voyager Universal Literacy System"[R] is a K-3 reading program that includes a core reading…

Bloomfield-Barnhart Developmental Reading Mastery Test: Evaluator's Handbook [and] Individual Pupil Packet.

ERIC Educational Resources Information Center

Barnhart, Cynthia A.; And Others

The Developmental Reading Mastery Test of oral reading, comprehension, spelling, and language skills is based on curriculum materials by the Bloomfield-Barnhart reading program, Let's Read. The non-graded program teaches reading in eleven steps (skill sequences), with corresponding subtests, as follows: (1) shape discrimination, directionality;…

Developing New Reading Assessments to Promote Beginning Reading in Singapore

ERIC Educational Resources Information Center

Koh, Kim H.; Paris, Scott G.

2011-01-01

Effective reading instruction and intervention are rooted in effective assessments of children's developing skills in reading. The article aims to describe the development of new reading assessments to help promote beginning reading in Singapore primary schools. We begin with an introduction to the educational landscape and policies before…

Reading Every Single Day: A Journey to Authentic Reading

ERIC Educational Resources Information Center

Hudson, Alida K.; Williams, Joan A.

2015-01-01

This article details one teacher's implementation of reading workshop in her second grade classroom. She provided a framework for authentic reading using the five components of reading workshop: time, choice, response, community, and structure. She found that reading workshop is a highly effective practice for not only increasing students'…

Intrinsic and Extrinsic Reading Motivation as Predictors of Reading Literacy: A Longitudinal Study

ERIC Educational Resources Information Center

Becker, Michael; McElvany, Nele; Kortenbruck, Marthe

2010-01-01

The purpose in this study was to examine the longitudinal relationships of intrinsic and extrinsic motivation with reading literacy development. In particular, the authors (a) investigated reading amount as mediator between motivation and reading literacy and (b) probed for bidirectional relationships between reading motivation and reading…

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

ERIC Educational Resources Information Center

Çayir, Aybala

2017-01-01

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

Home Economics Reading Skills: Problems and Selected References.

ERIC Educational Resources Information Center

Cranney, A. Garr; And Others

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

Techniques for Motivating Interest in Reading for the Disadvantaged High School Student

ERIC Educational Resources Information Center

Usova, George

1978-01-01

After explaining why disadvantaged youth have little interest in reading, this paper prescribes eight techniques to increase student interest in reading, including reading aloud with and to the students, acting out the reading material, using the newspaper, and advertising reading around the school. (RL)

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

ERIC Educational Resources Information Center

Rackley, Eric D.

2018-01-01

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

The Home Literacy Environment and Preschool Children's Reading Skills and Interest

ERIC Educational Resources Information Center

Yeo, Lay See; Ong, Winston W.; Ng, Charis M.

2014-01-01

Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents' reading beliefs and home literacy practices, and preschoolers' reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to read. A total…

Students with Learning Disabilities Perspective on Reading Comprehension Instruction: A Qualitative Inquiry

ERIC Educational Resources Information Center

Rose, Dale Rennard

2017-01-01

The three article dissertation was a presentation of students' with learning disabilities perspectives on reading comprehension instruction. Article 1 set out to provide an historical perspective of reading and reading comprehension instruction. Topics covered in this research review included: reading comprehension, reading and learning…

Reading Interest in a Digital Age

ERIC Educational Resources Information Center

Putro, Nur Hidayanto Pancoro Setyo; Lee, Jihyun

2017-01-01

The era of "digital literacy" raises the question of whether the meaning of reading interest may have changed. This study examined psycho-behavioral dimensions of reading interest as these relate to different reading modes and different purposes of reading. Findings show that reading interest is best represented by its subcomponents of…

A Spectrographically Grounded Scale for Evaluating Reading Expressiveness

ERIC Educational Resources Information Center

Benjamin, Rebekah George; Schwanenflugel, Paula J.; Meisinger, Elizabeth B.; Groff, Carolyn; Kuhn, Melanie R.; Steiner, Lilly

2013-01-01

This study evaluated the validity of a new scale for assessing children's reading fluency skill called the Comprehensive Oral Reading Fluency Scale (CORFS). The CORFS consists of two subscales that capture key elements of the Kuhn, Schwanenflugel, and Meisinger (2010) definition of reading fluency: reading expression, reading rate, and accuracy.…

Accelerated Reader/Reading Renaissance. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2007

2007-01-01

The Accelerated Reader/Reading Renaissance program (now called Accelerated Reader Best Classroom Practices) is a guided reading intervention in which teachers direct student reading of text. It involves two components. Reading Renaissance, the first component, is a set of recommended principles on guided reading (or teachers' direction of…

Teen Summer Reading Program, 1999. Read around the World.

ERIC Educational Resources Information Center

Virginia State Library, Richmond.

This guide for the 1999 Virginia teen summer reading program for public libraries, "Read around the World," includes the following chapters: (1) "Reading and Teens," including serving the underserved, tips for teens, and a recipe for choosing a book to read for fun; (2) "Programming and Teens," including "The Why…

The Effects of Timed and Untimed Testing Conditions on the Reading Comprehension Performance of Adults with Reading Disabilities. Special Issue on Reading Comprehension ? Part II

ERIC Educational Resources Information Center

Lesaux, Nonie K.; Pearson, M. Rufina; Siegel, Linda S.

2006-01-01

This study examined the effects of extra time on the reading comprehension performance of a heterogeneous group of adults with reading disabilities. Sixty-four adults participated. A clinic that assesses learning disabilities identified 22 as reading disabled, and 42 as normal readers. The 64 adults took a reading comprehension test under both…

The Effect of Repeated Reading with Pairs of Students in a Large-Group Setting on Fluency and Comprehension for Students at Risk for Reading Failure

ERIC Educational Resources Information Center

Frame, John N.

2011-01-01

Problem: Some students are failing to develop acceptable reading skills; however, instructional time allocated to reading fluency can increase reading comprehension. The purpose of this study was to compare students who received repeated reading with pairs of students in a large-group setting with those who did not in terms of reading fluency,…

Reading for All; Proceedings of the IRA (International Reading Association) World Congress on Reading (4th, Buenos Aires, Argentina, August 3-5, 1972).

ERIC Educational Resources Information Center

Karlin, Robert, Ed.

This book contains papers presented at the Fourth International Reading Association World Congress on Reading in Buenos Aires, Argentina, in August 1972. The contents of the book are divided into three parts: "Literacy and Literature" includes papers on libraries, books, and reading by Jorge Borges, the future of reading by Theodore Harris, the…

The Effects of L2 Reading Skills on L1 Reading Skills through Transfer

ERIC Educational Resources Information Center

Altmisdort, Gonca

2016-01-01

This study investigated whether transfer from L2 to L1 in reading occurs, and if so, which reading sub-skills are transferred into L1 reading. The aim is to identify the role of second language reading skills in L1 reading skills by means of transfer. In addition, the positive effects of the second language transfer to the first language in the…

[Reading ability of junior high school students in relation to self-evaluation and depression].

PubMed

Yamashita, Toshiya; Hayashi, Takashi

2012-01-01

Guidelines for the diagnosis of reading disorders in elementary school students were published recently in Japan. On the basis of these guidelines, we administrated reading test batteries to 43 Japanese junior high-school students from grade two. The reading test consisted of single sounds, single words, and single sentences. We evaluated the reading speed and the number of reading errors made by the test takers; their performance was compared with the normal value for elementary school students in grade six, as stated in the guidelines. The reading ability of the junior high-school students was not higher than that of the elementary school students. Seven students (16.3%) were found to have reading difficulties (RD group) and they met the criterion for diagnosis of reading disorder as per the guidelines. Three students had difficulties in reading single sounds and single words, but they faced no problems when reading single sentences. It was supposed that the strategies used by the students for reading sentences may have differed from those used for reading single sounds or single words. No significant differences were found between the RD and non-RD group students on scores of scholastic self-evaluation, self-esteem, and depressive symptoms. Therefore, reading difficulty did not directly influence the level of self-evaluation or depression.

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

PubMed

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

2016-12-01

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

Why should I read? - A cross-cultural investigation into adolescents' reading socialisation and reading attitude

NASA Astrophysics Data System (ADS)

Broeder, Peter; Stokmans, Mia

2013-06-01

While reading behaviour of adolescents is a frequent object of research, most studies in this field are restricted to a single country. This study investigates reading as a leisure-time activity across social groups from three regions differing in reading tradition as well as in the facilities available for reading. The authors analyse the reading behaviour of a total of 2,173 adolescents in the Netherlands, in Beijing (China), and in Cape Town (South Africa). Taking Icek Ajzen's Theory of Planned Behaviour as a starting point, the authors adjusted it to model the three most important determinants of reading behaviour, namely (1) reading attitude; (2) subjective norms (implicit and explicit social pressure to read); and (3) perceived behavioural control, which includes reading proficiency and appropriateness of the available books (book supply). While they found the adjusted model to fit the Dutch and Beijing situation quite well, it appeared to be inappropriate for the Cape Town situation. Despite considerable cultural and situational differences between the Netherlands and Beijing, the results show a similar pattern for these two environments. The most important determinants turn out to be: the hedonic reading attitude, the implicit norm of family and friends, the attractiveness of the available choice of books, and the perceived reading proficiency.

[Efficacy of decoding training for children with difficulty reading hiragana].

PubMed

Uchiyama, Hitoshi; Tanaka, Daisuke; Seki, Ayumi; Wakamiya, Eiji; Hirasawa, Noriko; Iketani, Naotake; Kato, Ken; Koeda, Tatsuya

2013-05-01

The present study aimed to clarify the efficacy of decoding training focusing on the correspondence between written symbols and their readings for children with difficulty reading hiragana (Japanese syllabary). Thirty-five children with difficulty reading hiragana were selected from among 367 first-grade elementary school students using a reading aloud test and were then divided into intervention (n=15) and control (n=20) groups. The intervention comprised 5 minutes of decoding training each day for a period of 3 weeks using an original program on a personal computer. Reading time and number of reading errors in the reading aloud test were compared between the groups. The intervention group showed a significant shortening of reading time (F(1,33)=5.40, p<0.05, two-way ANOVA) compared to the control group. However, no significant difference in the number of errors was observed between the two groups. Ten children in the control group who wished to participate in the decoding training were included in an additional study;as a result, improvement of the number of reading errors was observed (t= 2.863, p< 0.05, paired t test), but there was no improvement in reading time. Decoding training was found to be effective for improving both reading time and reading errors in children with difficulty reading hiragana.

The regulatory element READ1 epistatically influences reading and language, with both deleterious and protective alleles

PubMed Central

Powers, Natalie R; Eicher, John D; Miller, Laura L; Kong, Yong; Smith, Shelley D; Pennington, Bruce F; Willcutt, Erik G; Olson, Richard K; Ring, Susan M; Gruen, Jeffrey R

2016-01-01

Background Reading disability (RD) and language impairment (LI) are heritable learning disabilities that obstruct acquisition and use of written and spoken language, respectively. We previously reported that two risk haplotypes, each in strong linkage disequilibrium (LD) with an allele of READ1, a polymorphic compound short tandem repeat within intron 2 of risk gene DCDC2, are associated with RD and LI. Additionally, we showed a non-additive genetic interaction between READ1 and KIAHap, a previously reported risk haplotype in risk gene KIAA0319, and that READ1 binds the transcriptional regulator ETV6. Objective To examine the hypothesis that READ1 is a transcriptional regulator of KIAA0319. Methods We characterised associations between READ1 alleles and RD and LI in a large European cohort, and also assessed interactions between READ1 and KIAHap and their effect on performance on measures of reading, language and IQ. We also used family-based data to characterise the genetic interaction, and chromatin conformation capture (3C) to investigate the possibility of a physical interaction between READ1 and KIAHap. Results and conclusions READ1 and KIAHap show interdependence—READ1 risk alleles synergise with KIAHap, whereas READ1 protective alleles act epistatically to negate the effects of KIAHap. The family data suggest that these variants interact in trans genetically, while the 3C results show that a region of DCDC2 containing READ1 interacts physically with the region upstream of KIAA0319. These data support a model in which READ1 regulates KIAA0319 expression through KIAHap and in which the additive effects of READ1 and KIAHap alleles are responsible for the trans genetic interaction. PMID:26660103

Comparison of paragraph comprehension test scores with reading versus listening-reading and multiple-choice versus nominal recall administration techniques: justification for the bypass approach.

PubMed

Weinberg, W A; McLean, A; Snider, R L; Rintelmann, J W; Brumback, R A

1989-12-01

Eight groups of learning disabled children (N = 100), categorized by the clinical Lexical Paradigm as good readers or poor readers, were individually administered the Gilmore Oral Reading Test, Form D, by one of four input/retrieval methods: (1) the standardized method of administration in which the child reads each paragraph aloud and then answers five questions relating to the paragraph [read/recall method]; (2) the child reads each paragraph aloud and then for each question selects the correct answer from among three choices read by the examiner [read/choice method]; (3) the examiner reads each paragraph aloud and reads each of the five questions to the child to answer [listen/recall method]; and (4) the examiner reads each paragraph aloud and then for each question reads three multiple-choice answers from which the child selects the correct answer [listen/choice method]. The major difference in scores was between the groups tested by the recall versus the orally read multiple-choice methods. This study indicated that poor readers who listened to the material and were tested by orally read multiple-choice format could perform as well as good readers. The performance of good readers was not affected by listening or by the method of testing. The multiple-choice testing improved the performance of poor readers independent of the input method. This supports the arguments made previously that a "bypass approach" to education of poor readers in which testing is accomplished using an orally read multiple-choice format can enhance the child's school performance on reading-related tasks. Using a listening while reading input method may further enhance performance.

Does the Relation between Rapid Automatized Naming and Reading Depend on Age or on Reading Level? A Behavioral and ERP Study

PubMed Central

Cohen, Marjolaine; Mahé, G.; Laganaro, Marina; Zesiger, Pascal

2018-01-01

Reading predictors evolve through age: phonological awareness is the best predictor of reading abilities at the beginning of reading acquisition while Rapid Automatized Naming (RAN) becomes the best reading predictor in more experienced readers (around 9–10 years old). Those developmental changes in the relationship between RAN and reading have so far been explained in term of participants' age. However, it should be noted that in the previous experiments age always co-vary with participants reading level. It is thus not clear whether RAN-reading relationship is developmental in nature or related to the reading system itself. This study investigates whether the behavioral changes in the relationship between RAN and reading and their electrophysiological correlates are related to the chronological age or to the reading level of the participants. Thirty two French-speaking children aged 7–10 years took part to the experiment: they were divided into groups contrasted on age but with similar reading levels and the other way round. Participants performed two reading tasks and four RAN tasks. EEG/ERP was recorded during discrete letter and picture RAN. Behavioral results revealed that alphanumeric RAN is more sensitive to age variations than reading level differences. The inverse profile was revealed for picture RAN, which discriminate poor and good readers among typically developed children within the same age-group. ERPs of both letter and picture RAN differed across age groups whereas only for the picture RAN ERPs differed across reading levels. Taken together, these results suggest that picture RAN is a particularly good indicator of reading level variance independently of age. PMID:29520226

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

PubMed Central

Calhoon, Mary Beth; Petscher, Yaacov

2015-01-01

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

Reading comprehension in Parkinson's disease.

PubMed

Murray, Laura L; Rutledge, Stefanie

2014-05-01

Although individuals with Parkinson's disease (PD) self-report reading problems and experience difficulties in cognitive-linguistic functions that support discourse-level reading, prior research has primarily focused on sentence-level processing and auditory comprehension. Accordingly, the authors investigated the presence and nature of reading comprehension in PD, hypothesizing that (a) individuals with PD would display impaired accuracy and/or speed on reading comprehension tests and (b) reading performances would be correlated with cognitive test results. Eleven adults with PD and 9 age- and education-matched control participants completed tests that evaluated reading comprehension; general language and cognitive abilities; and aspects of attention, memory, and executive functioning. The PD group obtained significantly lower scores on several, but not all, reading comprehension, language, and cognitive measures. Memory, language, and disease severity were significantly correlated with reading comprehension for the PD group. Individuals in the early stages of PD without dementia or broad cognitive deficits can display reading comprehension difficulties, particularly for high- versus basic-level reading tasks. These reading difficulties are most closely related to memory, high-level language, and PD symptom severity status. The findings warrant additional research to delineate further the types and nature of reading comprehension impairments experienced by individuals with PD.

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).

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.

Relationship between reading and long-term storage and retrieval (Glr) in college students.

PubMed

Avitia, Maria Jesus; Kaufman, Alan S; Bray, Melissa; Kaufman, James C

2017-09-21

The purpose of this study was to (a) identify the relationship between specific types of reading ability, different forms of learning, and long-term memory and retrieval (Glr); and then (b) to determine the degree to which self-assessed reading ability and a Glr measure could predict objective reading ability. College students were administered three different reading assessments from the Kaufman Test of Educational Achievement, Second Edition (KTEA-II): word reading, reading comprehension, and nonsense word decoding. They were also given two pairs of Glr subtests that consisted of immediate and delayed versions from the Kaufman Assessment Battery for Children, Second Edition (KABC-II). One set was embedded within context, whereas the other was not. Results showed that although overall reading ability and reading comprehension correlated the highest with Glr measures that were embedded in context, word reading, and nonsense word decoding were correlated the highest with delayed measures of Glr. Second, the self-assessment accounted for 23% of the variability in overall reading ability. Not only do these results show the strength of the relationship between Glr and reading, but also the ability to use these measures along with self-assessment to screen for reading disabilities.

Layers of reading intervention in kindergarten through third grade: changes in teaching and student outcomes.

PubMed

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

2005-01-01

In this study, students and their teachers participated in a layered approach to reading intervention in kindergarten through third grade that included professional development for teachers in scientifically based reading instruction, ongoing measurement of reading progress, and additional small-group or individual instruction for students whose progress was insufficient to maintain grade-level reading achievement. Reading outcomes were compared with historical control groups of students in the same schools. The findings revealed overall improvements in reading, improved reading for students who began the study in high-risk categories, and decreases in the incidence of reading disability at the end of third grade. Implications for scaling up are discussed.

Overlapping neural circuitry for narrative comprehension and proficient reading in children and adolescents.

PubMed

Horowitz-Kraus, Tzipi; Vannest, Jennifer J; Holland, Scott K

2013-11-01

Narrative comprehension is a perinatal linguistic ability which is more intuitive than reading activity. Whether there are specific shared brain regions for narrative comprehension and reading that are tuned to reading proficiency, even before reading is acquired, is the question of the current study. We acquired fMRI data during a narrative comprehension task at two age points, when children are age 5-7 (K-2nd grade) and later when the same children were age 11 (5th-7th grade). We then examined correlations between this fMRI data and reading and reading comprehension scores from the same children at age 11. We found that greater frontal and supramarginal gyrus (BA 40) activation in narrative comprehension at the age of 5-7 years old was associated with better word reading and reading comprehension scores at the age of 11. A shift towards temporal and occipital activation was found when correlating their narrative comprehension functional data at age 11, with reading scores at the same age point. We suggest that increased reliance on executive functions and auditory-visual networks when listening to stories before reading is acquired, facilitates reading proficiency in older age and may be a biomarker for future reading ability. Children, who rely on use of imagination/visualization as well as auditory processing for narrative comprehension when they reach age 11, also show greater reading abilities. Understanding concordant neural pathways supporting auditory narrative and reading comprehension might be guide for development of effective tools for reading intervention programs. Published by Elsevier Ltd.

Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students with Reading Disabilities? A Meta-Analysis

ERIC Educational Resources Information Center

Wood, Sarah G.; Moxley, Jerad H.; Tighe, Elizabeth L.; Wagner, Richard K.

2018-01-01

Text-to-speech and related read-aloud tools are being widely implemented in an attempt to assist students' reading comprehension skills. Read-aloud software, including text-to-speech, is used to translate written text into spoken text, enabling one to listen to written text while reading along. It is not clear how effective text-to-speech is at…

A Randomized Experiment of a Mixed-Methods Literacy Intervention for Struggling Readers in Grades 4-6: Effects on Word Reading Efficiency, Reading Comprehension and Vocabulary, and Oral Reading Fluency

ERIC Educational Resources Information Center

Kim, James S.; Samson, Jennifer F.; Fitzgerald, Robert; Hartry, Ardice

2010-01-01

The purpose of this study was (1) to examine the causal effects of READ 180, a mixed-methods literacy intervention, on measures of word reading efficiency, reading comprehension and vocabulary, and oral reading fluency and (2) to examine whether print exposure among children in the experimental condition explained variance in posttest reading…

Middle School Students' Perceptions of Their Interests in Reading as Defined by Engagement and Social Interaction When Using Sustained Silent Reading, SSR, and Peer Interests Reading Strategies, PIRS

ERIC Educational Resources Information Center

Ware, Regina J.

2012-01-01

Alarming statistics report that middle school students are not reading as much as they should be reading. This study is an examination of two interventions that were incorporated into the regular curriculum to determine if these two reading interventions would encourage this researcher's students to read more. The "Nation's Report Card"…

A Study into the Impact of the Reading Education Assistance Dogs Scheme on Reading Engagement and Motivation to Read among Early Years Foundation-Stage Children

ERIC Educational Resources Information Center

Noble, Olivia; Holt, Nicole

2018-01-01

This research explores the impact of the Reading Education Assistance Dogs (READ) scheme on reading engagement and motivation among Early Years Foundation-Stage children using a case study approach at a primary school in the English Midlands. There is a notable lack of UK-based research into the READ scheme, which offers a potential alternative…

32 CFR 518.9 - Reading room.

Code of Federal Regulations, 2011 CFR

2011-07-01

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

32 CFR 518.9 - Reading room.

Code of Federal Regulations, 2010 CFR

2010-07-01

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

Academic Responding during Instruction and Reading Outcomes for Kindergarten Students At-Risk for Reading Difficulties

ERIC Educational Resources Information Center

Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie

2014-01-01

The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in…

The Influence of Personality Characteristics on Children's Intrinsic Reading Motivation

ERIC Educational Resources Information Center

Medford, Emma; McGeown, Sarah P.

2012-01-01

Research suggests that children's motivation to read is influenced by their level of reading skill and reading self-concept. However, it is possible that characteristics unrelated to reading, such as underlying personality characteristics, may also influence children's motivation to read. The current study examined the extent to which children's…

Student Academic Reading Preferences: A Study of Online Reading Habits and Inclinations

ERIC Educational Resources Information Center

Podolsky, Tim; Soiferman, Karen

2014-01-01

The purpose of this study was to explore student preferences regarding reading print materials or online reading materials for academic purposes, as well as to examine how students adapt traditional reading strategies such as underlining, highlighting, and taking marginal notes when reading electronic texts. A total of 61 participants (32…

The Effects of Practice with Prescribed Reading Glasses on Students with Low Vision.

ERIC Educational Resources Information Center

Smith, Janice K.; Erin, Jane N.

2002-01-01

A study investigated effects of regular instruction and practice with prescription reading glasses with three adolescents with low vision. Two students demonstrated no advantage in reading large print and one student experienced a decreased reading rate using standard print and reading glasses. Students preferred reading standard print with…

The Effect of Independent Reading on STAAR Reading Scores of Fourth Grade Students

ERIC Educational Resources Information Center

Ibarra, Sylvia

2016-01-01

Independent Reading (IR) is a reading intervention that many schools implement to help students develop essential reading skills and improve academic achievement on various standardized assessments. However, recent IR studies have yielded mixed findings on the effectiveness of IR as a reading intervention to help struggling students increase…

On the Effects of Motivation on Reading Performance Growth in Secondary School

ERIC Educational Resources Information Center

Retelsdorf, Jan; Koller, Olaf; Moller, Jens

2011-01-01

This research aimed at identifying unique effects of reading motivation on reading performance when controlling for cognitive skills, familial, and demographic background. We drew upon a longitudinal sample of N = 1508 secondary school students from 5th to 8th grade. Two types of intrinsic reading motivation (reading enjoyment, reading for…

The Science of Reading and Its Educational Implications

ERIC Educational Resources Information Center

Seidenberg, Mark S.

2013-01-01

Research in cognitive science and neuroscience has made enormous progress toward understanding skilled reading, the acquisition of reading skill, the brain bases of reading, the causes of developmental reading impairments and how such impairments can be treated. My question is: if the science is so good, why do so many people read so poorly? I…

Fluency Gains in Struggling College Readers from Wide Reading and Repeated Readings

ERIC Educational Resources Information Center

Ari, Omer

2015-01-01

Effects of wide reading and repeated readings were examined on struggling college readers' silent reading rate and reading comprehension relative to a vocabulary study control condition. Randomly assigned to a condition, community college students (N = 30) completed 25-min sessions individually in class three times a week for three weeks.…

Reading Research in 1984: Comprehension, Computers, Communication. Fifth Yearbook of the American Reading Forum.

ERIC Educational Resources Information Center

McNinch, George H., Ed.; And Others

Conference presentations of research on reading comprehension, reading instruction, computer applications in reading instruction, and reading theory are compiled in this yearbook. Titles and authors of some of the articles are as follows: "A Rationale for Teaching Children with Limited English Proficiency" (M. Zintz); "Preliminary Development of a…

Influence of Reading Attitude on Reading Achievement: A Test of the Temporal-Interaction Model

ERIC Educational Resources Information Center

Martinez, Rebecca S.; Aricak, O. Tolga; Jewell, Jeremy

2008-01-01

Despite widespread efforts to prevent reading problems and an abundance of research about best practices in remediating reading skills deficits, reading continues to be exceptionally difficult for many students. Researchers have become interested in investigating the degree to which affective factors such as reading attitude relates to reading…

Educational Innovation: Reading Meaning and Sense

ERIC Educational Resources Information Center

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

2017-01-01

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

Prediction and Stability of Reading Problems in Middle Childhood

ERIC Educational Resources Information Center

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

2015-01-01

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

Reading Activities of American Adults.

ERIC Educational Resources Information Center

Sharon, Amiel T.

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

Second Language Reading: Reading, Language, and Metacognition.

ERIC Educational Resources Information Center

Carrell, Patricia L.

A study investigated the role of metacognitive skills and the conception of reading in the reading comprehension of adult native speakers of Spanish and English. The study differed from others in its examination of reading conceptions and comprehension in both the first and second languages. Results suggest that both first language reading ability…

Computational Text Analysis: A More Comprehensive Approach to Determine Readability of Reading Materials

ERIC Educational Resources Information Center

Aziz, Anealka; Fook, Chan Yuen; Alsree, Zubaida

2010-01-01

Reading materials are considered having high readability if readers are interested to read the materials, understand the content of the materials and able to read the materials fluently. In contrast, reading materials with low readability discourage readers from reading the materials, create difficulties for readers to understand the content of…

Pondering the Ubiquity of Reading: What Can We Learn?

ERIC Educational Resources Information Center

Commeyras, Michelle

2001-01-01

Describes the author's teaching practice of sending her preservice reading teachers (and herself) on a reading odyssey that results in the creation of a personal anthology. Includes guidelines for the odyssey and the anthology. Discusses five books the author read on her reading odyssey and discusses the ways in which reading was ubiquitous in…

Houghton Mifflin Reading[c]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2008

2008-01-01

The "Houghton Mifflin Reading"[c] system is a reading program for instruction in grades K-6. It uses Big Books (authentic literature), anthologies, Read Alouds, and audio compact discs to provide step-by-step instruction in reading. According to the developer's website, "Houghton Mifflin Reading"[c] was developed based on the findings of the…

Oral Reading Fluency and Prosody: A Preliminary Analysis of the Greek Language

ERIC Educational Resources Information Center

Sarris, Menelaos; Dimakos, Ioannis C.

2015-01-01

This article presents results from an initial investigation of Greek oral reading fluency and prosody. Although currently held perspectives consider reading the product of reading decoding and reading comprehension, there is enough evidence (both Greek and foreign) to suggest that other variables may affect reading, as well. Such variables include…

How Does Speed and Accuracy in Reading Relate to Reading Comprehension in Arabic?

ERIC Educational Resources Information Center

Abu-Leil, Aula Khateeb; Share, David L.; Ibrahim, Raphiq

2014-01-01

The purpose of this study was to investigate the potential contribution of decoding efficiency to the development of reading comprehension among skilled adult native Arabic speakers. In addition, we tried to investigate the influence of Arabic vowels on reading accuracy, reading speed, and therefore to reading comprehension. Seventy-five Arabic…

Reading Recovery[R]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2008

2008-01-01

"Reading Recovery"[R] is a short-term tutoring intervention intended to serve the lowest-achieving (bottom 20%) first-grade students. The goals of "Reading Recovery"[R] are to promote literacy skills, reduce the number of first-grade students who are struggling to read, and prevent long-term reading difficulties. "Reading Recovery"[R] supplements…

The Effectiveness of Language! in Raising Reading Scores in One Middle School

ERIC Educational Resources Information Center

Carmichel-Hall, Cathy

2010-01-01

This study sought to determine the effectiveness of the "Language!" reading curriculum and a school district-developed grade-level reading curriculum in raising student reading scores on Tennessee state-mandated tests and to determine if student attitudes toward academic and recreational reading differ based on reading curriculum. The…

Exploring Students' Reading Profiles to Guide a Reading Intervention Programme

ERIC Educational Resources Information Center

Boakye, Naomi A. N. Y.

2017-01-01

There have been a number of studies on reading interventions to improve students' reading proficiency, yet the majority of these interventions are undertaken with the assumption that students' reading challenges are obvious and generic in nature. The interventions do not take into consideration the diversity in students' reading backgrounds and…

Adapting Self-Selected Reading Practices for College-Level Developmental Reading Courses

ERIC Educational Resources Information Center

Flink, Patrick J.

2017-01-01

Reading comprehension and fluency issues are the most significant challenges facing adult, developmental reading students in community colleges. While a great deal of focus has been on improving developmental reading instruction, there is a lack of attention, and research, on how to best improve students' actual reading. Self-selected reading…

"Read the Text, as if!"The Reading Retention Strategy

ERIC Educational Resources Information Center

Divoll, Kent; Browning, Sandra

2013-01-01

Students do not always read what is expected in college courses (Berry, Cook, Hill, & Stevens, 2010; Phillips & Phillips, 2007; Sikorski et al., 2002) or they read to cram for an exam or quiz (Clump, Bauer, & Bradley, 2004). The Reading Retention Strategy (RRS) is designed to motivate students to read and assist students in…

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…

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…

Parents Using Explicit Reading Instruction with Their Children At-Risk for Reading Difficulties

ERIC Educational Resources Information Center

McConnell, Bethany M.; Kubina, Rick

2016-01-01

Kindergarten students at-risk for reading difficulties were selected for participation in a parent implemented reading program. Each parent provided instruction to his or her child using the reading program "Teach Your Child to Read in 100 Easy Lessons" ("TYCTR"; Engelmann, Haddox, & Bruner, 1983). Parents were expected to…

Cognitive Development and Reading: The Relation of Reading-Specific Multiple Classification Skill to Reading Comprehension in Elementary School Children.

ERIC Educational Resources Information Center

Cartwright, Kelly B.

2002-01-01

A reading-specific multiple classification task was designed that required children to classify printed words along phonological and semantic dimensions simultaneously. Reading-specific multiple classification skill made a unique contribution to children's reading comprehension over contributions made by age, domain-general multiple classification…

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,…

Accelerated Reader[TM]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

"Accelerated Reader"[TM] is a guided reading intervention used to supplement regular reading instruction in K-12 classrooms. Its aim is to improve students' reading skills through reading practice and quizzes on the books students read. The "Accelerated Reader"[TM] program calls for students to select and read a book and then…

Early Prediction of Reading Comprehension within the Simple View Framework

ERIC Educational Resources Information Center

Catts, Hugh W.; Herrera, Sarah; Nielsen, Diane Corcoran; Bridges, Mindy Sittner

2015-01-01

The simple view of reading proposes that reading comprehension is the product of word reading and language comprehension. In this study, we used the simple view framework to examine the early prediction of reading comprehension abilities. Using multiple measures for all constructs, we assessed word reading precursors (i.e., letter knowledge,…

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

ERIC Educational Resources Information Center

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

2009-01-01

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

Shared Book Reading. What Works Clearinghouse Intervention Report. Updated April 2015

ERIC Educational Resources Information Center

What Works Clearinghouse, 2015

2015-01-01

"Shared book reading" (also known as "interactive shared book reading") encompasses practices that adults can use when reading with children, which are intended to enhance young children's language and literacy skills. During "shared book reading," an adult reads a book to an individual child or a group of children…

Big Class Size Challenges: Teaching Reading in Primary Classes in Kampala, Uganda's Central Municipality

ERIC Educational Resources Information Center

Kewaza, Samuel; Welch, Myrtle I.

2013-01-01

Research on reading has established that reading is a pivotal discipline and early literacy development dictates later reading success. Therefore, the purpose of this study is to investigate challenges encountered with reading pedagogy, teaching materials, and teachers' attitudes towards teaching reading in crowded primary classes in Kampala,…

Rx for Teachers of Literature: The Rewards of Rigorous Reading.

ERIC Educational Resources Information Center

Marcus, Fred

1968-01-01

All literature teachers agree that students should read with perception, enjoy reading, and continue reading after classes have ended. Because perception promotes the pleasure that leads to continued reading, the basic step toward improved reading is to increase perception. The "index-card" system, which focuses attention on textual explication,…

Slow Reading: Reading along "Lectio" Lines

ERIC Educational Resources Information Center

Badley, K. Jo-Ann; Badley, Ken

2011-01-01

The medieval monastic movement preserved and developed reading practices--lectio--from ancient Greek pedagogy as a slow, mindful approach to reading for formation. This ancient way of reading, now better known as lectio divina, challenges the fast, pragmatic reading so characteristic of our time. We propose that the present moment may be ripe for…

Read-Aloud Accommodations, Expository Text, and Adolescents with Learning Disabilities

ERIC Educational Resources Information Center

Meyer, Nancy K.; Bouck, Emily C.

2017-01-01

Adolescents with learning disabilities in reading have difficulties with reading and understanding difficult gradelevel curricular material. One frequently used method of support is using read-aloud accommodations, which can be live read-alouds or text-to-speech (TTS) read-alouds. A single case alternating treatment design was used to examine the…

Military Reading Assessment: What Theory Tells Us.

ERIC Educational Resources Information Center

Oxford-Carpenter, Rebecca L.; Schultz-Shiner, Linda J.

This paper addresses practical Army problems in reading assessment from a theory base reflecting the most recent research on reading comprehension. Military and occupational research shows that reading proficiency is related to job performance. Reading assessment is a key issue in the Army due to changes in the reading ability levels of the Army…

When Reading Gets Ruff: Canine-Assisted Reading Programs

ERIC Educational Resources Information Center

Lane, Holly B.; Zavada, Shannon D. W.

2013-01-01

Canine-assisted reading programs show promise as an innovative method for engaging reluctant readers and motivating them to practice. In such programs, specially trained dogs visit classrooms and libraries, and children read to them. Children who struggle with reading may be motivated to read more because they find dogs to be calming and…

The Relationship between Good Readers' Attention, Reading Fluency and Reading Comprehension

ERIC Educational Resources Information Center

Yildiz, Mustafa; Çetinkaya, Ezgi

2017-01-01

This study aimed to examine the relationship between fourth-graders' reading fluency, reading comprehension and attention. It was conducted using the relational screening model and included 132 fourth-graders with grade level adequate reading skills. The study results showed that good readers' attention had significant effects on reading speed,…

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

ERIC Educational Resources Information Center

Wilkinson, Ian; And Others

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

The Potency of "READS" to Inform Students' Reading Ability

ERIC Educational Resources Information Center

Mohamed, Abdul Rashid; Eng, Lin Siew; Mohamed Ismail, Shaik Abdul Malik

2012-01-01

This paper shares an initiative conducted in Malaysia in terms of knowledge to gauge students' Reading Age and to inform teachers of their students' reading progress and learning. Ensuring teachers understand the needs of students' reading ability and preparing students to read and comprehend texts are the two most fundamental parallel tasks in…

READ 180. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2009

2009-01-01

"READ 180" is a reading program designed for students in elementary through high school whose reading achievement is below the proficient level. The goal of "READ 180" is to address gaps in students' skills through the use of a computer program, literature, and direct instruction in reading skills. The software component of the…

Increasing Reading Fluency Performance of Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Hanway Kalis, Tara M.

2012-01-01

Reading fluency has been identified as one of the essential skills students must develop in order to learn to read. Fluency is also a critical factor in reading comprehension (National Reading Panel [NRP], 2000). Many students, however, lack the ability to read age-appropriate materials fluently, including students with emotional and behavioral…

A Randomized Evaluation of the Success for All Middle School Reading Program

ERIC Educational Resources Information Center

Chamberlain, Anne; Daniels, Cecelia; Madden, Nancy A.; Slavin, Robert E.

2007-01-01

This article describes a randomized evaluation of The Reading Edge, a reading program for middle school students. The Reading Edge was designed to integrate findings of research on cooperative learning and metacognitive reading strategies into a replicable reading instructional package that could be implemented effectively in Title I middle…

Literacy: International, National, State, and Local. Yearbook of the American Reading Forum, Volume XI.

ERIC Educational Resources Information Center

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

This book contains papers which consider literacy issues at all levels from preschool to reading and the aging. The book includes discussions of cultural literacy, computer literacy, the reading/writing connection, adult basic literacy, measurement of reading and writing, special reading programs, and reading research. The following papers are…

Improving Reading Rates and Comprehension through Timed Repeated Reading

ERIC Educational Resources Information Center

Chang, Anna C-S.; Millett, Sonia

2013-01-01

Thirteen English as a foreign language students read 26 passages during a 13-week period. Each passage was read five times, and students answered comprehension questions after the first and the fifth reading. Another 13 students read the same number of passages but without repetition and only answered the comprehension questions once. All students…

Reading to a Different DRUM: The Directed Reading Using Music Strategy.

ERIC Educational Resources Information Center

Marchionda, Denise B.

The Directed Reading Using Music Strategy (DRUMS) is a type of reading strategy that can lead to the teaching of reflective thinking skills, increased reading comprehension and vocabulary, along with increased motivation for learning. Research indicates that contemporary song lyrics aid reading comprehension and can be used as motivational text. A…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

The Impact of Reading Material's Lexical Accessibility on Text Fading Effects in Children's Reading Performance

ERIC Educational Resources Information Center

Nagler, Telse; Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven

2014-01-01

The "acceleration phenomenon" (AP) is defined by improvements in reading speed and reading comprehension, induced by an artificial text fading procedure corresponding to the previously determined fastest individual reading rate. Recent results, however, indicated that fading that is slower than the self-paced reading rate can produce…

Increasing Reading Compliance and Metacognitive Strategies in Border Students

ERIC Educational Resources Information Center

Culver, Tiffany F.

2016-01-01

In an effort to increase reading compliance and active reading strategies, quizzes and reading guides were given to 100 participants in four psychology courses. Each participant was given four weeks of reading quizzes and four weeks of reading guides. Participants consisted of students (freshman through senior level) from two colleges along the…

Treatment for Alexia With Agraphia Following Left Ventral Occipito-Temporal Damage: Strengthening Orthographic Representations Common to Reading and Spelling

PubMed Central

Rising, Kindle; Rapcsak, Steven Z.; Beeson, Pélagie M.

2015-01-01

Purpose Damage to left ventral occipito-temporal cortex can give rise to written language impairment characterized by pure alexia/letter-by-letter (LBL) reading, as well as surface alexia and agraphia. The purpose of this study was to examine the therapeutic effects of a combined treatment approach to address concurrent LBL reading with surface alexia/agraphia. Method Simultaneous treatment to address slow reading and errorful spelling was administered to 3 individuals with reading and spelling impairments after left ventral occipito-temporal damage due to posterior cerebral artery stroke. Single-word reading/spelling accuracy, reading latencies, and text reading were monitored as outcome measures for the combined effects of multiple oral re-reading treatment and interactive spelling treatment. Results After treatment, participants demonstrated faster and more accurate single-word reading and improved text-reading rates. Spelling accuracy also improved, particularly for untrained irregular words, demonstrating generalization of the trained interactive spelling strategy. Conclusion This case series characterizes concomitant LBL with surface alexia/agraphia and demonstrates a successful treatment approach to address both the reading and spelling impairment. PMID:26110814

Eye Movement Patterns in Natural Reading: A Comparison of Monolingual and Bilingual Reading of a Novel

PubMed Central

Cop, Uschi; Drieghe, Denis; Duyck, Wouter

2015-01-01

Introduction and Method This paper presents a corpus of sentence level eye movement parameters for unbalanced bilingual first language (L1) and second-language (L2) reading and monolingual reading of a complete novel (56 000 words). We present important sentence-level basic eye movement parameters of both bilingual and monolingual natural reading extracted from this large data corpus. Results and Conclusion Bilingual L2 reading patterns show longer sentence reading times (20%), more fixations (21%), shorter saccades (12%) and less word skipping (4.6%), than L1 reading patterns. Regression rates are the same for L1 and L2 reading. These results could indicate, analogous to a previous simulation with the E-Z reader model in the literature, that it is primarily the speeding up of lexical access that drives both L1 and L2 reading development. Bilingual L1 reading does not differ in any major way from monolingual reading. This contrasts with predictions made by the weaker links account, which predicts a bilingual disadvantage in language processing caused by divided exposure between languages. PMID:26287379

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.

Treatment for Alexia With Agraphia Following Left Ventral Occipito-Temporal Damage: Strengthening Orthographic Representations Common to Reading and Spelling.

PubMed

Kim, Esther S; Rising, Kindle; Rapcsak, Steven Z; Beeson, Pélagie M

2015-10-01

Damage to left ventral occipito-temporal cortex can give rise to written language impairment characterized by pure alexia/letter-by-letter (LBL) reading, as well as surface alexia and agraphia. The purpose of this study was to examine the therapeutic effects of a combined treatment approach to address concurrent LBL reading with surface alexia/agraphia. Simultaneous treatment to address slow reading and errorful spelling was administered to 3 individuals with reading and spelling impairments after left ventral occipito-temporal damage due to posterior cerebral artery stroke. Single-word reading/spelling accuracy, reading latencies, and text reading were monitored as outcome measures for the combined effects of multiple oral re-reading treatment and interactive spelling treatment. After treatment, participants demonstrated faster and more accurate single-word reading and improved text-reading rates. Spelling accuracy also improved, particularly for untrained irregular words, demonstrating generalization of the trained interactive spelling strategy. This case series characterizes concomitant LBL with surface alexia/agraphia and demonstrates a successful treatment approach to address both the reading and spelling impairment.

A Longitudinal Examination of the Persistence of Late Emerging Reading Disabilities.

PubMed

Etmanskie, Jill M; Partanen, Marita; Siegel, Linda S

2016-01-01

There are some children who encounter unexpected reading difficulties in the fourth grade. This phenomenon has been described as late emerging reading disabilities (LERD). Using Grade 4 as a starting point, this study examined the reading development of 964 children between kindergarten and Grade 7. The results showed that 72.0% of children had typical reading performance in Grade 4, whereas there was 0.7% with poor word reading, 12.6% with poor reading comprehension, 2.5% with poor word reading and comprehension, and 12.2% with borderline performance. We also showed that there were similar proportions of children who had early versus late emerging reading difficulties; however, most of the late emerging poor readers recovered by Grade 7. Furthermore, our study showed that poor comprehenders showed poorer performance than typical readers on word reading, pseudoword decoding, and spelling between Grade 1 and Grade 7 and poorer performance on a working memory task in kindergarten. Overall, this study showed that most children recover from late emerging reading problems and that working memory may be an early indicator for reading comprehension difficulties. © Hammill Institute on Disabilities 2014.

Early Identification of Reading Comprehension Difficulties.

PubMed

Catts, Hugh W; Nielsen, Diane Corcoran; Bridges, Mindy Sittner; Liu, Yi-Syuan

2016-09-01

Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension difficulties in third grade. A total of 366 children were administered a battery of screening measures at the beginning of kindergarten and progress monitoring probes across the school year. A subset of children also received a 26-week Tier 2 language intervention. Participants' achievement in word reading was assessed at the end of second grade, and their performance in reading comprehension was measured as the end of third grade. Results showed that measures of language ability in kindergarten significantly added to the prediction of reading comprehension difficulties over and above kindergarten word reading predictors and direct measures of word reading in second grade. Response to language intervention also proved to be a unique predictor of reading comprehension outcomes. Findings are discussed in terms of their relevance for the early identification of reading disabilities. © Hammill Institute on Disabilities 2014.

4. VIEW RECONSTRUCTED TOWER, LOOKING NNE. Philadelphia & Reading ...

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

4. VIEW RECONSTRUCTED TOWER, LOOKING NNE. - Philadelphia & Reading Railroad, Pedestrian Suspension Bridge, Foot of Sixth Street at Schuylkill River (formerly spanned Philadelphia & Reading main line at Reading Depot), Reading, Berks County, PA

LOOKING WEST, BETWEEN READING DEPOT BRIDGE AND SKEW ARCH BRIDGE ...

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

LOOKING WEST, BETWEEN READING DEPOT BRIDGE AND SKEW ARCH BRIDGE (HAER No. PA-116). - Philadelphia & Reading Railroad, Reading Depot Bridge, North Sixth Street at Woodward Street, Reading, Berks County, PA

1. 3/4 VIEW, LOOKING NE. Philadelphia & Reading Railroad, ...

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

1. 3/4 VIEW, LOOKING NE. - Philadelphia & Reading Railroad, Pedestrian Suspension Bridge, Foot of Sixth Street at Schuylkill River (formerly spanned Philadelphia & Reading main line at Reading Depot), Reading, Berks County, PA

Reading Comprehension Deficits in Adolescents: Addressing Underlying Language Abilities.

PubMed

Nippold, Marilyn A

2017-04-20

The purpose of this article is to discuss reading comprehension deficits in adolescents in relation to their word reading skills and lexical and syntactic development. Although reading comprehension strategies (e.g., "Find the main idea") are often recommended, it is argued that before these can be effective, students' underlying language deficits should be addressed. Data from a longitudinal study are analyzed to determine the relationship between reading comprehension, word reading, and lexical and syntactic development in adolescents. The findings indicate that poor reading comprehension in adolescents is predicted by concurrent deficits in word reading ability, lexical development, and syntactic development. When poor comprehension is accompanied by deficits in word reading ability and/or lexical and syntactic development, intervention should target the underlying areas of deficiency. Studies designed to improve reading comprehension in adolescents are needed.

Reading Comprehension Deficits in Adolescents: Addressing Underlying Language Abilities

PubMed Central

2017-01-01

Purpose The purpose of this article is to discuss reading comprehension deficits in adolescents in relation to their word reading skills and lexical and syntactic development. Although reading comprehension strategies (e.g., “Find the main idea”) are often recommended, it is argued that before these can be effective, students' underlying language deficits should be addressed. Method Data from a longitudinal study are analyzed to determine the relationship between reading comprehension, word reading, and lexical and syntactic development in adolescents. Results The findings indicate that poor reading comprehension in adolescents is predicted by concurrent deficits in word reading ability, lexical development, and syntactic development. Conclusion When poor comprehension is accompanied by deficits in word reading ability and/or lexical and syntactic development, intervention should target the underlying areas of deficiency. Studies designed to improve reading comprehension in adolescents are needed. PMID:28384784

Vision Problems and Reduced Reading Outcomes in Queensland Schoolchildren.

PubMed

Hopkins, Shelley; Sampson, Geoff P; Hendicott, Peter L; Wood, Joanne M

2017-03-01

To assess the relationship between vision and reading outcomes in Indigenous and non-Indigenous schoolchildren to determine whether vision problems are associated with lower reading outcomes in these populations. Vision testing and reading assessments were performed on 508 Indigenous and non-Indigenous schoolchildren in Queensland, Australia divided into two age groups: Grades 1 and 2 (6-7 years of age) and Grades 6 and 7 (12-13 years of age). Vision parameters measured included cycloplegic refraction, near point of convergence, heterophoria, fusional vergence range, rapid automatized naming, and visual motor integration. The following vision conditions were then classified based on the vision findings: uncorrected hyperopia, convergence insufficiency, reduced rapid automatized naming, and delayed visual motor integration. Reading accuracy and reading comprehension were measured with the Neale reading test. The effect of uncorrected hyperopia, convergence insufficiency, reduced rapid automatized naming, and delayed visual motor integration on reading accuracy and reading comprehension were investigated with ANCOVAs. The ANCOVAs explained a significant proportion of variance in both reading accuracy and reading comprehension scores in both age groups, with 40% of the variation in reading accuracy and 33% of the variation in reading comprehension explained in the younger age group, and 27% and 10% of the variation in reading accuracy and reading comprehension, respectively, in the older age group. The vision parameters of visual motor integration and rapid automatized naming were significant predictors in all ANCOVAs (P < .01). The direction of the relationship was such that reduced reading results were explained by reduced visual motor integration and rapid automatized naming results. Both reduced rapid automatized naming and visual motor integration were associated with poorer reading outcomes in Indigenous and non-Indigenous children. This is an important finding given the recent emphasis placed on Indigenous children's reading skills and the fact that reduced rapid automatized naming and visual motor integration skills are more common in this group.

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

Physiological patterns during practice of the Transcendental Meditation technique compared with patterns while reading Sanskrit and a modern language.

PubMed

Travis, F; Olson, T; Egenes, T; Gupta, H K

2001-07-01

This study tested the prediction that reading Vedic Sanskrit texts, without knowledge of their meaning, produces a distinct physiological state. We measured EEG, breath rate, heart rate, and skin conductance during: (1) 15-min Transcendental Meditation (TM) practice; (2) 15-min reading verses of the Bhagavad Gita in Sanskrit; and (3) 15-min reading the same verses translated in German, Spanish, or French. The two reading conditions were randomly counterbalanced, and subjects filled out experience forms between each block to reduce carryover effects. Skin conductance levels significantly decreased during both reading Sanskrit and TM practice, and increased slightly during reading a modern language. Alpha power and coherence were significantly higher when reading Sanskrit and during TM practice, compared to reading modern languages. Similar physiological patterns when reading Sanskrit and during practice of the TM technique suggests that the state gained during TM practice may be integrated with active mental processes by reading Sanskrit.

Reading interventions with behavioral and social skill outcomes: a synthesis of research.

PubMed

Roberts, Garrett J; Solis, Michael; Ciullo, Stephen; McKenna, John W; Vaughn, Sharon

2015-01-01

Research findings have suggested that reading deficits and problem behaviors are positively related. This synthesis investigated how reading interventions impact behavioral/social skill outcomes by reviewing studies that included (a) a reading intervention without behavioral/social skill components, (b) behavioral/social skill dependent variables, and (c) students in Grades K-12. Fifteen articles were evaluated by the type of reading intervention, associations between positive reading effects and behavioral/social skill outcomes, and The What Works Clearinghouse (WWC) determinants of study ratings. Findings suggested that reading interventions tended to have positive reading outcomes, while behavioral/social skill outcomes were small or negative. Research did not suggest an association between improved reading and behavioral performance, regardless of the WWC study determinants rating. Implications include reading instruction may not be sufficient to improve behavioral and social skill outcomes. Additional research is warranted to investigate the long-term impact of reading on behavioral and social skill outcomes. © The Author(s) 2014.

Can verbal working memory training improve reading?

PubMed

Banales, Erin; Kohnen, Saskia; McArthur, Genevieve

2015-01-01

The aim of the current study was to determine whether poor verbal working memory is associated with poor word reading accuracy because the former causes the latter, or the latter causes the former. To this end, we tested whether (a) verbal working memory training improves poor verbal working memory or poor word reading accuracy, and whether (b) reading training improves poor reading accuracy or verbal working memory in a case series of four children with poor word reading accuracy and verbal working memory. Each child completed 8 weeks of verbal working memory training and 8 weeks of reading training. Verbal working memory training improved verbal working memory in two of the four children, but did not improve their reading accuracy. Similarly, reading training improved word reading accuracy in all children, but did not improve their verbal working memory. These results suggest that the causal links between verbal working memory and reading accuracy may not be as direct as has been assumed.

Effects of reading goals on reading comprehension, reading rate, and allocation of working memory in children and adolescents with spina bifida meningomyelocele

PubMed Central

ENGLISH, LIANNE; BARNES, MARCIA A.; FLETCHER, JACK M.; DENNIS, MAUREEN; RAGHUBAR, KIMBERLY P.

2011-01-01

Spina bifida meningomyelocele (SBM) is a neurodevelopmental disorder associated with intact word decoding and deficient text and discourse comprehension. This study investigated the ability to adjust reading in accordance with specified reading goals in 79 children and adolescents with SBM (9–19 years of age) and 39 controls (8–17 years of age). Both groups demonstrated slower reading times and enhanced comprehension when reading to study or to come up with a title than when reading for specific information or for entertainment. For both groups, verbal working memory contributed to comprehension performance in those reading conditions hypothesized to require more cognitive effort. Despite their sensitivity to the goals of reading, the group with SBM answered fewer comprehension questions correctly across all reading goal conditions. The results are discussed in relation to the hypothesized cognitive underpinnings of comprehension deficits in SBM and to current models of text comprehension. PMID:20338082

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.

Intensive Instruction in Reading Components: A Comparison of Instructional Focus in Two Early Reading Programs

ERIC Educational Resources Information Center

Cantrell, Susan Chambers; Powers, Sherry W.; Roth, Nathan P.

2013-01-01

Examined in this study was instruction in two reading intervention programs, Reading Recovery and Reading Mastery, in the context of a statewide early reading initiative's first year of implementation. Through observations of 15 teachers, investigated in this study was the instructional focus of the intervention lessons and the extent to which…

Effects of Reading Strategy Instruction on Attitude toward Strategies and Performance in Reading Texts of Different Difficulty Levels

ERIC Educational Resources Information Center

Shorkaee, Hossein Zabihi; Talebi, Seyed Hassan

2018-01-01

This study investigated the effects of Reading Strategy Instruction (RSI) on reading performance and attitude toward reading strategies while reading texts of different difficulty levels. Fifty-five university students studying Political and Basic Sciences took part in this study. After homogenizing the participants, 24 students were in the…

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…

Parent Assisted Reading Using a Paired Reading Model

ERIC Educational Resources Information Center

Howell, Angela

2006-01-01

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

Does Johnny's Reading Teacher Love to Read? How Teachers' Personal Reading Habits Affect Instructional Practices

ERIC Educational Resources Information Center

McKool, Sharon S.; Gespass, Suzanne

2009-01-01

This article investigates the relationship between teachers' personal reading habits and their instructional practices. Teachers responded to a questionnaire that revealed their attitudes toward reading, the amount of time they spent reading per day and the kind of literacy practices that they used in their classrooms. Results indicate: (1) while…

The Relationship between FL Reading Strategies and FL Reading Proficiency: A Study on Turkish EFL Learners

ERIC Educational Resources Information Center

Gönen, Ipek Kuru

2015-01-01

Reading in FL possesses certain challenges for FL readers such as difficulty in inferring underlying messages in texts and dealing with unfamiliar cultural load. All these challenges may be associated with FL learners' reading proficiency and their use of FL reading strategies especially while reading academic materials. This study aims at…

The Reading Habits of Developmental College Students at Different Levels of Reading Proficiency.

ERIC Educational Resources Information Center

Sheorey, Ravi; Mokhtari, Kouider

1994-01-01

Examines differences in reading habits of developmental college students with varying levels of reading proficiency. Finds that subjects spent an unusually low amount of time on academic reading and even less time on nonacademic reading. Finds no significant differences between high- and low-proficient readers with regard to amount of time spent…

Two Wheels are Better than One: The Importance of Capturing the Home Literacy Environment in Large-Scale Assessments of Reading

ERIC Educational Resources Information Center

Dowd, Amy Jo; Pisani, Lauren

2013-01-01

Children's reading skill development is influenced by availability of reading materials, reading habits and opportunity to read. Save the Children's Literacy Boost data have replicated this finding across numerous developing contexts. Meanwhile international large-scale reading assessments do not capture detail on current home literacy. The…

Transcending the Curricular Barrier between Fitness and Reading with FitLit

ERIC Educational Resources Information Center

Opitz, Michael F.

2011-01-01

The author discusses how FitLit, children's literature that spotlights the multiple aspects of health and well-being, offers a vehicle for integrating reading and fitness into existing classroom routines such as guided reading, read-alouds, independent reading, and reading and writing workshop. Sample FitLit titles are provided as well as a…

Reading While Black: Exploring the Voices of African American Struggling Readers

ERIC Educational Resources Information Center

York, Tinaya

2013-01-01

Early adolescent Black struggling readers do not believe being Black affects their reading. While race is not a factor that affects reading achievement for these young adolescent struggling readers when it comes to reading, their voices do highlight that there are racialized contexts in which reading and learning how to read occur. Their early…

An Analysis of the Critical Reading Levels of Pre-Service Turkish and Literature Teachers

ERIC Educational Resources Information Center

Maltepe, Sadet

2016-01-01

Problem Statement: Critical reading refers to individuals' thinking about what they read, assessing what they have read, and using their own judgment about what they have read. In order to teach critical reading skills to students, a teacher is expected to have knowledge about text selection, use of appropriate methods, preparation of functional…

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…

How Fast Can We Read in the Mind? Developmental Trajectories of Silent Reading Fluency

ERIC Educational Resources Information Center

Ciuffo, Massimo; Myers, Jane; Ingrassia, Massimo; Milanese, Antonio; Venuti, Maria; Alquino, Ausilia; Baradello, Alice; Stella, Giacomo; Gagliano, Antonella

2017-01-01

The silent reading fluency is not an observable behaviour and, therefore, its evaluation is perceived as more challenging and less reliable than oral reading fluency. The present research is aimed to measure the silent reading speed in a sample of proficient students, assessed by an original silent reading fluency task, based on behavioural…

Using the Think-Aloud Technique for Determining Different Reading Strategies Used by Iranian EFL Learners

ERIC Educational Resources Information Center

Bakhshalinezhad, Ladan; Nikou, Farahnaz Reymani; Bonyadi, Alireza

2015-01-01

This study explored the reading strategies used by advanced and intermediate Persian EFL learners in both English and Persian reading comprehension texts. Based on the aims of the study reading comprehension texts were administered to the learners and their reading strategies in both English and Persian reading comprehension texts were examined…

Brain Connectivity in Non-Reading Impaired Children and Children Diagnosed with Developmental Dyslexia

ERIC Educational Resources Information Center

Odegard, Timothy N.; Farris, Emily A.; Ring, Jeremiah; McColl, Roderick; Black, Jeffrey

2009-01-01

Diffusion Tensor Imaging (DTI) was used to investigate the relationship between white matter and reading abilities in reading impaired and non-reading impaired children. Seventeen children (7 non-reading impaired, 10 reading impaired) participated in this study. DTI was performed with 2 mm isotropic resolution to cover the entire brain along 30…

The Impact of Guided Reading Instruction on Elementary Students' Reading Fluency and Accuracy

ERIC Educational Resources Information Center

Teets, Agnes Jean

2017-01-01

This study examined the impact of Guided Reading instruction on elementary students' ability to read with fluency and accuracy. A one-way analysis of covariance with pre and posttest design was performed and applied to determine the impact of Guided Reading instruction on elementary students' reading fluency and accuracy. The sample of subjects…

EXPERIMENTAL DEVELOPMENT OF VARIABILITY IN READING RATE IN GRADES FOUR, FIVE AND SIX.

ERIC Educational Resources Information Center

HARRIS, THEODORE L.; AND OTHERS

METHODS OF TESTING, EVALUATING, AND TEACHING READING IN THE FOURTH, FIFTH AND SIXTH GRADES ARE DESCRIBED. CONSTRUCTION AND DESIGN OF EXPERIMENTAL TESTS OF VARIABILITY IN READING SPEED ARE DISCUSSED. DESIGN WAS BASED ON THE RATIONALE THAT A MEANINGFUL READING-TIME SCORE DIRECTLY RELATED TO THE SUBJECT'S PURPOSE FOR READING. WHILE READING SPEED MAY…

A Study of Students' Reading Interests in a Second Language

ERIC Educational Resources Information Center

Khairuddin, Zurina

2013-01-01

Reading interests is important in enhancing students' success in school and out of it. Hence, students need to have high reading interests. The purpose of this study was to identify students' reading interests in reading second language materials and to examine the differences in students' reading interests based on genders. This study was carried…

Child-Centered Reading Intervention: See, Talk, Dictate, Read, Write!

ERIC Educational Resources Information Center

Bastug, Muhammet; Demirtas, Gonca

2016-01-01

Poor reading achievement of children in elementary schools has been one of the major concerns in education. The aim of this study is to examine the effectiveness of a child-centered reading intervention in eliminating the reading problems of a student with poor reading achievement. The research was conducted with a student having difficulty in…

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…

E-Readers and the Effects on Students' Reading Motivation, Attitude, and Comprehension

ERIC Educational Resources Information Center

Long, Deanna

2014-01-01

The purpose of this study was to determine if the use of E-readers during guided reading instruction would affect students' reading motivation, attitude toward reading, and reading comprehension. The study utilized on a quasi-experimental mixed methods research design that involved 35 fifth grade students in two fifth grade reading classes. For 10…

Associations between Inattention, Hyperactivity and Pre-Reading Skills before and after Formal Reading Instruction Begins

ERIC Educational Resources Information Center

Dittman, Cassandra K.

2016-01-01

Concurrent associations between teacher ratings of inattention, hyperactivity and pre-reading skills were examined in 64 pre-schoolers who had not commenced formal reading instruction and 136 school entrants who were in the first weeks of reading instruction. Both samples of children completed measures of pre-reading skills, namely phonological…

Reading-Specific Flexibility Moderates the Relation between Reading Strategy Use and Reading Comprehension during the Elementary Years

ERIC Educational Resources Information Center

Gnaedinger, Emily K.; Hund, Alycia M.; Hesson-McInnis, Matthew S.

2016-01-01

The goal was to test whether cognitive flexibility moderates the relation between reading strategy use and reading comprehension during the elementary years. Seventy-five second- through fifth-grade students completed a think aloud task and a metacognitive questionnaire to measure reading strategies, two card-sorting tasks to measure general and…

"You Don't Read a Science Book, You Study It": An Exploration of Cultural Concepts of Reading.

ERIC Educational Resources Information Center

Anderson, Jim; Gunderson, Lee

2001-01-01

Discusses how the differing views held by teachers and immigrant parents and their children affect early reading instruction, secondary content reading, and reading involving technology. Demonstrates that immigrant students and their parents hold different beliefs about reading and schooling than those held by many teachers. Concludes it is…

Creative Reading: What It Is, How To Do It, and Why.

ERIC Educational Resources Information Center

Padgett, Ron

This book aims to enlarge the possibilities of reading by suggesting ways to make reading more imaginative and by encouraging a new attitude toward the act of reading. The book discusses the mystery of learning to read, the physiology and psychology of reading, the ongoing contests between various methods of instruction. It guides readers through…

Book Clubs in Developmental Reading: Building Reading Comprehension, Fostering Reading Enjoyment, and Engaging Students

ERIC Educational Resources Information Center

Maldonado, Michele

2012-01-01

The use of book clubs in college developmental reading classes is an effective way to encourage reluctant readers to build and strengthen reading skills, foster reading enjoyment, and engage students. In addition, book clubs build a sense of community within the classroom as the students converse and share their interpretations of the reading…

Kids & Family Reading Report™. 5th Edition

ERIC Educational Resources Information Center

Scholastic Inc., 2015

2015-01-01

This report presents the 5th Edition of Scholastic's biannual study of children's and parents' attitudes and behaviors about reading. The latest research touches on reading aloud to children of all ages, the impact of reading independently for fun at school and at home, the importance of frequent reading, and the books children want most to read.…

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…

"To Read or Not to Read": Responses to the New NEA Study

ERIC Educational Resources Information Center

Bauerlein, Mark; Munson, Lynne; Prehoda, Lauren; Stotsky, Sandra; Greene, Jay P.; O'Connor, Erin

2008-01-01

Americans are reading less; comprehension is eroding. And where reading intersects with academic achievement and participation in civic matters and cultural activities, the results are dire. Thus concludes the new National Endowment for the Arts study, "To Read or Not To Read: A Question of National Consequence". A divergent group of experts…

An Investigation of Chinese University EFL Learner's Foreign Language Reading Anxiety, Reading Strategy Use and Reading Comprehension Performance

ERIC Educational Resources Information Center

Lu, Zhongshe; Liu, Meihua

2015-01-01

The present study explored the interrelations between foreign language (FL) reading anxiety, FL reading strategy use and their interactive effect on FL reading comprehension performance at the tertiary level in China. Analyses of the survey data collected from 1702 university students yielded the following results: (a) Both Foreign Language…

Does mClass Reading 3D Predict Student Reading Proficiency on High-Stakes Assessments?

ERIC Educational Resources Information Center

Bowles, Amy S.

2015-01-01

This quantitative, correlational study investigated the relationship between the North Carolina End of Grade Assessment of Reading Comprehension (NCEOG) and mClass Reading 3D assessment in a North Carolina elementary school. It especially examined the degree to which mClass Reading 3D measures predict scores on the reading comprehension portion of…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

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…

Effects of Varying Text Difficulty Levels on Second Language (L2) Reading Attitudes and Reading Comprehension

ERIC Educational Resources Information Center

Chiang, Min-Hsun

2016-01-01

This study investigated the effects of varying text difficulty on L2 reading attitudes and reading comprehension. To provide the optimal challenge for L2 reading, comprehensible input hypothesis postulates that choosing text slightly harder than the learner's current level will enhance reading comprehension. Fifty-four freshmen from one university…

Cross-Language Transfer in English Immersion Programs in Germany: Reading Comprehension and Reading Fluency

ERIC Educational Resources Information Center

Gebauer, Sandra Kristina; Zaunbauer, Anna C. M.; Moller, Jens

2013-01-01

Cross-language effects on reading skills are of particular interest in the context of foreign language immersion programs. Although there is an extensive literature on cross-language effects on reading in general, research focusing on immersion students and including different dimensions of reading acquisition such as reading fluency and reading…

Invent the Future--READ! 2000 Texas Reading Club Manual.

ERIC Educational Resources Information Center

Bass, Martha; Davis, Robin Works; Harris, Marlive; Marcum, Paul

The Texas Reading Club is designed to encourage youth to read for pleasure and to promote library usage.A statewide theme is selected each year that emphasizes ways in which reading expands young minds and encourages children to use their imaginations. The year 2000's theme, "Invent the future! READ!," emphasizes ways in which reading…

Assessment of Reading Comprehension, Panel 5; Conference on Studies in Reading (Washington, D.C., August 1974).

ERIC Educational Resources Information Center

Smith, Marshall S., Ed.

The aim of the panel on reading comprehension, sponsored by the National Institute of Education Conference on Studies in Reading, was to determine the influence of intellectual factors, general experiences with the world, knowledge specific to the particular reading task, and general decoding skills to successful reading performance. In addition,…

Examining the Effectiveness of Pre-Reading Strategies on Saudi EFL College Students' Reading Comprehension

ERIC Educational Resources Information Center

Al Rasheed, Hana S. S.

2014-01-01

Reading comprehension is a key issue in learning English as a foreign language, and it is critical that teachers utilize pre-reading strategies in reading classes in order to help students enhance their comprehension. The present study investigates the effectiveness of two pre-reading strategies on EFL students' performance in reading…

Exploring Intrinsic and Extrinsic Reading Motivation among Very Good and Very Poor Readers

ERIC Educational Resources Information Center

McGeown, Sarah P.; Norgate, Roger; Warhurst, Amy

2012-01-01

Background: Research examining the relationship between reading skill and reading motivation has typically been carried out among children with a wide range of reading abilities. There is less research focusing on children who excel in reading or who are attaining very low reading scores. Purpose: To examine whether there were differences between…

Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing

ERIC Educational Resources Information Center

Graham, Steve; Liu, Xinghua; Bartlett, Brendan; Ng, Clarence; Harris, Karen R.; Aitken, Angelique; Barkel, Ashley; Kavanaugh, Colin; Talukdar, Joy

2018-01-01

This meta-analysis examined if students' writing performance is improved by reading interventions in studies (k = 54 experiments; 5,018 students) where students were taught how to read and studies (k = 36 investigations; 3,060 students) where students' interaction with words or text was increased through reading or observing others read. Studies…

A Kindergartner's Emergent Strategy Use during Wordless Picture Book Reading

ERIC Educational Resources Information Center

Lysaker, Judith; Hopper, Elizabeth

2015-01-01

Decades of research in emergent reading demonstrate that children don't come to print reading as if it were a completely new activity. Emergent reading practices such as wordless book reading are often seen as precursors to the meaning making that comes later during print reading. Yet often, the specific strategies noted in children's emergent…

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…

The Association of Attitude to Reading and Reading Achievement among a Representative Sample of Nine Year Olds in Ireland

ERIC Educational Resources Information Center

Fives, Allyn

2016-01-01

This study explored the association between reading self-belief and reading achievement among a representative sample of nine year old children in the Republic of Ireland. Results from analysis of variance and simple effects analysis showed a positive linear association between reading achievement and "attitude to reading." The…

The Effects of Meta-Cognitive Instruction on Students' Reading Comprehension in Computerized Reading Contexts: A Quantitative Meta-Analysis

ERIC Educational Resources Information Center

Lan, Yi-Chin; Lo, Yu-Ling; Hsu, Ying-Shao

2014-01-01

Comprehension is the essence of reading. Finding appropriate and effective reading strategies to support students' reading comprehension has always been a critical issue for educators. This article presents findings from a meta-analysis of 17 studies of metacognitive strategy instruction on students' reading comprehension in computerized…

Contributions of Print Exposure to First and Second Grade Oral Language and Reading in Chile

ERIC Educational Resources Information Center

Strasser, Katherine; Vergara, Daniela; del Río, M. Francisca

2017-01-01

This study examines the contribution of print exposure to oral language (expressive vocabulary and listening comprehension) and reading (word reading and reading comprehension) in first and second grade in Chile, and tests whether the contribution of print exposure to reading comprehension is mediated by language and word reading skills.…

[Application of the Salzburg reading desk in accommodation and presbyopic research].

PubMed

Dexl, A K

2011-08-01

The determination of reading acuity is still the most important clinical examination, whenever the potential benefits of "presbyopic surgery" are compared. Reading distance--the by far most critical parameter in testing reading acuity--seems to be quite variable for every patient tested, whenever patients are allowed to freely choose a subjectively convenient reading distance. Therefore, measuring reading acuity with a fixed reading distance does not allow conclusions to be drawn on the "every-day reading ability" of individual patients. Since 2004, the Eye Clinic of Salzburg University has been continuously working on the development of a standardised device that enables clinicians and researchers to systematically evaluate every patient's individual reading performance under standardised conditions. © Georg Thieme Verlag KG Stuttgart · New York.

Evidence-Based Reading Instruction for Individuals with Autism Spectrum Disorders

PubMed Central

Whalon, Kelly J.; Al Otaiba, Stephanie; Delano, Monica E.

2009-01-01

Legislation mandates that all children, including children with autism spectrum disorders (ASD) be taught to read in ways that are consistent with reading research, and target the five components of evidence-based reading instruction: phonemic awareness, phonics, reading fluency, vocabulary and comprehension strategies. The purpose of this review is to synthesize the literature on reading instruction for children with ASD that encompasses one or more of the five components of reading. The review yielded 11 studies with 61 participants ages 4 to 17. Results indicate that children with ASD can benefit from reading instruction consistent with reading research. Research in this area is still preliminary, and more research is needed to guide practice. Possible directions for future research are provided. PMID:20161582

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.

[Effects of reading difficulties on scholastic self-evaluation and mental health in elementary school children].

PubMed

Yamashita, Toshiya; Hayashi, Takashi

2014-05-01

We aimed to examine the effects of reading difficulties on scholastic self-evaluation and mental health in elementary school students. Following guidelines for diagnosing reading disorders in elementary school students, we administered reading test batteries consisting of single sounds, single words, and single sentences to 41 fifth-grade elementary school students in Japan. The students' levels of scholastic self-evaluation, self-esteem, and depressive symptoms were assessed using self-rating questionnaires. By evaluating students' reading speed and the number of reading errors they made, we found that six students (14.6%) had reading difficulties (RD group) as per the guidelines for diagnosing reading disorders. The scholastic self-evaluation scores of this RD group were significantly lower than that of the non-RD group. No significant differences were found between the groups on self-esteem or depressive symptoms scores, which we considered to be indicators of mental health, Speed in reading single sounds and single words, and the number of reading errors in reading single sounds had significant negative correlations with scholastic self-evaluation scores. We found that reading difficulties might result in decreased scholastic self-evaluation in elementary school students; however, reading difficulties did not directly influence self-esteem or depression.

Reading Comprehension: A Computerized Intervention with Primary-age Poor Readers.

PubMed

Horne, Joanna Kathryn

2017-05-01

The current study investigates the effectiveness of a computerized reading comprehension programme on the reading accuracy, reading comprehension and reading rate of primary-age poor readers. There is little published literature relating to computerized reading interventions in UK primary schools, and no previous studies have investigated the Comprehension Booster programme. Thirty-eight children (26 boys and 12 girls; aged 6:7 to 11:0) from two schools in East Yorkshire, UK, took part. Half of the participants (the intervention group) undertook the Comprehension Booster programme for a 6-week period, whilst the other half (the control group) continued with their usual teaching. Significant effects of the intervention were found, with increases in reading accuracy and reading comprehension for the intervention group. It is concluded that computerized reading programmes can be effective in improving reading skills, and these are particularly useful for pupils with reading difficulties in disadvantaged areas, where resources are limited and family support in reading is lower. However, such programmes are not a replacement for good teaching, and regular monitoring of children with reading difficulties is required. Further research is necessary to compare the programme used here to other conventional and computerized intervention programmes, using a larger sample. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

Involvement of the right hemisphere in reading comprehension: a DTI study

PubMed Central

Horowitz-Kraus, Tzipi; Wang, Yingying; Plante, Elena; Holland, Scott K.

2014-01-01

The Simple View of reading emphasizes the critical role of two factors in normal reading skills: word recognition and reading comprehension. The current study aims to identify the anatomical support for aspects of reading performance that fall within these two components. Fractional anisotropy (FA) values were obtained from Diffusion Tensor images in twenty-one typical adolescents and young adults using the Tract Based Spatial Statistics (TBSS) method. We focused on the Arcuate Fasciculus (AF) and Inferior Longitudinal Fasciculus (ILF) as fiber tracts that connect regions already implicated in the distributed cortical network for reading. Our results demonstrate dissociation between word-level and narrative-level reading skills: the FA values for both left and right ILF were correlated with measures of word reading, while only the left ILF correlated with reading comprehension scores. FA in the AF, however, correlated only with reading comprehension scores, bilaterally. Correlations with the right AF were particularly robust, emphasizing the contribution of the right hemisphere, especially the frontal lobe, to reading comprehension performance on the particular passage comprehension test used in this study. The anatomical dissociation between these reading skills is supported by the Simple View theory and may shed light on why these two skills dissociate in those with reading disorders. PMID:24909792

FMLRC: Hybrid long read error correction using an FM-index.

PubMed

Wang, Jeremy R; Holt, James; McMillan, Leonard; Jones, Corbin D

2018-02-09

Long read sequencing is changing the landscape of genomic research, especially de novo assembly. Despite the high error rate inherent to long read technologies, increased read lengths dramatically improve the continuity and accuracy of genome assemblies. However, the cost and throughput of these technologies limits their application to complex genomes. One solution is to decrease the cost and time to assemble novel genomes by leveraging "hybrid" assemblies that use long reads for scaffolding and short reads for accuracy. We describe a novel method leveraging a multi-string Burrows-Wheeler Transform with auxiliary FM-index to correct errors in long read sequences using a set of complementary short reads. We demonstrate that our method efficiently produces significantly more high quality corrected sequence than existing hybrid error-correction methods. We also show that our method produces more contiguous assemblies, in many cases, than existing state-of-the-art hybrid and long-read only de novo assembly methods. Our method accurately corrects long read sequence data using complementary short reads. We demonstrate higher total throughput of corrected long reads and a corresponding increase in contiguity of the resulting de novo assemblies. Improved throughput and computational efficiency than existing methods will help better economically utilize emerging long read sequencing technologies.

Surface developmental dyslexia is as prevalent as phonological dyslexia when appropriate control groups are employed.

PubMed

Wybrow, Dean P; Hanley, J Richard

2015-01-01

Previous investigations of the incidence of developmental surface and phonological dyslexia using reading-age-matched control groups have identified many more phonological dyslexics (poor nonword reading relative to irregular-word reading) than surface dyslexics (poor irregular-word reading relative to nonword reading). However, because the measures that have been used to estimate reading age include irregular-word reading ability, they appear inappropriate for assessing the incidence of surface dyslexia. The current study used a novel method for generating control groups whose reading ability was matched to that of the dyslexic sample. The incidence of surface dyslexia was assessed by comparing dyslexic performance with that of a control group who were matched with the dyslexics on a test of nonword reading. The incidence of phonological dyslexia was assessed with reference to a control group who were matched with the dyslexics at irregular-word reading. These control groups led to the identification of an approximately equal number of children with surface and phonological dyslexia. It appeared that selecting control participants who were matched with dyslexics for reading age led to the recruitment of individuals with relatively high nonword reading scores relative to their irregular-word reading scores compared with other types of control group. The theoretical implications of these findings are discussed.

Reading difficulties in Spanish adults with dyslexia.

PubMed

Suárez-Coalla, Paz; Cuetos, Fernando

2015-04-01

Recent studies show that dyslexia persists into adulthood, even in highly educated and well-read people. The main characteristic that adults with dyslexia present is a low speed when reading. In Spanish, a shallow orthographic system, no studies about adults with dyslexia are available; and it is possible that the consistency of the orthographic system favours the reading fluency. The aim of this study was to get an insight of the reading characteristics of Spanish adults with dyslexia and also to infer the reading strategies that they are using. For that purpose, a group of 30 dyslexics (M age = 32 years old) and an age-matched group of 30 adults without reading disabilities completed several phonological and reading tasks: phonological awareness tasks, rapid automatic naming, lexical decision, word and pseudoword reading, letter detection and text reading. The results showed that highly educated Spanish dyslexics performed significantly worse than the control group in the majority of the tasks. Specifically, they showed difficulties reading long pseudowords, indicating problems in automating the grapheme-phoneme rules, but they also seem to present difficulties reading words, which indicate problems with the lexical route. It seems that the Spanish dyslexic adults, as in deep orthographies, continue having difficulties in phonological awareness tasks, rapid naming and reading.

Reading and listening comprehension and their relation to inattention and hyperactivity.

PubMed

Cain, Kate; Bignell, Simon

2014-03-01

Children with diagnoses of attention-deficit/hyperactivity disorder (ADHD) frequently have reading problems. To date, it is not clear whether poor reading is associated with both inattention and hyperactivity and also whether poor reading comprehension is the result of poor word reading skills or more general language comprehension weaknesses. We report two studies to examine how reading and listening comprehension skills are related to inattention and hyperactivity/impulsivity. Separate groups of 7- to 11-year-olds participated in each study. In both studies, we used teacher ratings of inattention and hyperactivity/impulsivity to identify three groups at risk of ADHD: poor attention, high hyperactivity, poor attention and high hyperactivity, and also same-age controls. In Study 1, we explored how inattention and hyperactivity predicted reading after controlling for non-verbal IQ and vocabulary. In Study 2, we compared listening and reading comprehension in these groups. Poor attention was related to poor reading comprehension, although the relation was partially mediated by word reading skill (Study 1). Groups with high hyperactivity had weak listening comprehension relative to reading comprehension (Study 2). These results indicate that the reading comprehension problems of children with attention difficulties are related to poor word reading and that listening comprehension is particularly vulnerable in children at risk of ADHD. © 2013 The British Psychological Society.

Does Student Proficiency on Local Reading Assessment Measures Align with State Mandated Reading Proficiency Standards? An Investigation of the Relationship between the Developmental Reading Assessment, Reading Curriculum Based Measurement, and Maze, with the New York State English Language Arts Exam

ERIC Educational Resources Information Center

Weschler, Michael J.

2016-01-01

Data from three reading assessment tools--the Developmental Reading Assessment (DRA), Reading Curriculum Based Measurement (R-CBM), and Maze--were compiled from 61 fourth grade and 59 fifth grade students across Fall and Spring administrations in order to determine how proficiency on these measures was associated with proficiency on the New York…

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

PubMed Central

2017-01-01

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

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

PubMed

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

2017-06-01

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

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

NASA Astrophysics Data System (ADS)

McQuaid, Kelly Kathleen

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

Discourse level reading comprehension interventions following acquired brain injury: a systematic review.

PubMed

Watter, Kerrin; Copley, Anna; Finch, Emma

2017-02-01

Purpose Reading comprehension can change following acquired brain injury (ABI), impacting independence and participation. This review aims to identify and evaluate the interventions used for rehabilitation of discourse level reading in adults with ABI. Methods A systematic review was conducted of published journal articles. Methodological quality of studies was reviewed using formal and informal rating scales. Inclusion criteria involved adults with non-progressive ABI who experienced discourse level reading deficits related to aphasia or cognitive-communication disorders. Results A total of 23 studies were identified; these included randomized controlled trials, cohort and case studies. Six different types of reading interventions were found, overall results of these interventions were mixed. Reading deficits were reportedly related to language (aphasia) and/or cognitive deficits, with assessment processes varying. Questions arose regarding comparability of assessment methods and diagnostic issues across the studies. Conclusions Interventions for discourse level reading comprehension can make positive changes to reading function. However, no intervention was identified as a gold standard. A trend toward strategy-based reading was found, with these offering a potential for (comparatively) cost-effective lower-dosage reading treatments with positive-trend results. Cognitive and language features should be considered for assessment and intervention planning for discourse reading in ABI. Implications for Rehabilitation Six different types of discourse reading comprehension interventions for people with ABI were identified, with mixed evidence for each intervention. Clinicians need to consider both the linguistic and cognitive features of reading for assessment and intervention planning for discourse level reading. There is a research trend toward strategy-based reading interventions, which use a lower treatment dosage.

Donor attention to reading materials.

PubMed

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

2015-11-01

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

Accuracy of student performance while reading leveled books rated at their instructional level by a reading inventory.

PubMed

Burns, Matthew K; Pulles, Sandra M; Maki, Kathrin E; Kanive, Rebecca; Hodgson, Jennifer; Helman, Lori A; McComas, Jennifer J; Preast, June L

2015-12-01

Identifying a student's instructional level is necessary to ensure that students are appropriately challenged in reading. Informal reading inventories (IRIs) purport to assess the highest reading level at which a student can accurately decode and comprehend text. However, the use of IRIs in determining a student's instructional level has been questioned because of a lack of research. The current study examined the percentage of words read correctly with 64 second- and third-grade students while reading from texts at their instructional level as determined by an IRI. Students read for 1 min from three leveled texts that corresponded to their instructional level as measured by an IRI, and the percentage of words read correctly was recorded. The percentage read correctly correlated across the three books from r=.47 to r=.68 and instructional level categories correlated from tau=.59 to tau=.65. Percent agreement calculations showed that the categorical scores (frustration, instructional, and independent) for the three readings agreed approximately 67% to 70% of the time, which resulted in a kappa estimate of less than .50. Kappa coefficients of .70 are considered strong indicators of agreement. Moreover, more than half of the students with the lowest reading skills read at a frustration level when attempting to read books rated at their instructional level by an IRI. The current study questions how reliably and accurately IRIs identify students' instructional level for reading. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Reading comprehension difficulties in children with rolandic epilepsy.

PubMed

Currie, Nicola K; Lew, Adina R; Palmer, Tom M; Basu, Helen; De Goede, Christian; Iyer, Anand; Cain, Kate

2018-03-01

Difficulties in reading comprehension can arise from either word reading or listening comprehension difficulties, or a combination of the two. We sought to determine whether children with rolandic epilepsy had poor reading comprehension relative to typically developing comparison children, and whether such difficulties were associated with word reading and/or general language comprehension difficulties. In this cross-sectional study, children with rolandic epilepsy (n=25; 16 males, 9 females; mean age 9y 1mo, SD 1y 7mo) and a comparison group (n=39; 25 males, 14 females; mean age 9y 1mo, SD 1y 3mo) completed assessments of reading comprehension, listening comprehension, word/non-word reading, speech articulation, and Non-verbal IQ. Reading comprehension and word reading were worse in children with rolandic epilepsy (F 1,61 =6.89, p=0.011, ηp2=0.10 and F 1,61 =6.84, p=0.011, ηp2=0.10 respectively), with listening comprehension being marginal (F 1,61 =3.81, p=0.055, ηp2=0.06). Word reading and listening comprehension made large and independent contributions to reading comprehension, explaining 70% of the variance. Children with rolandic epilepsy may be at risk of reading comprehension difficulties. Thorough assessment of individual children is required to ascertain whether the difficulties lie with decoding text, or with general comprehension skills, or both. Children with rolandic epilepsy may be at risk of poor reading comprehension. This was related to poor word reading, poor listening comprehension, or both. Reading comprehension interventions should be tailored to the profile of difficulties. © 2017 Mac Keith Press.

Is Computer-Aided Instruction an Effective Tier-One Intervention for Kindergarten Students at Risk for Reading Failure in an Applied Setting?

ERIC Educational Resources Information Center

Kreskey, Donna DeVaughn; Truscott, Stephen D.

2016-01-01

This study investigated the use of computer-aided instruction (CAI) as an intervention for kindergarten students at risk for reading failure. Headsprout Early Reading (Headsprout 2005), a type of CAI, provides internet-based, reading instruction incorporating the critical components of reading instruction cited by the National Reading Panel (NRP…

Determining the Variables That Affect the Reading Motivation of Educational Faculty Students

ERIC Educational Resources Information Center

Savaskan, Vafa; Özdemir, Atilla

2017-01-01

Reading motivation has a significant contribution to acquire the necessary reading skills, and it has an indisputable effect on continuing to read. When the importance of the role model effect of school teachers in acquiring reading skills is considered, it is expected that reading motivation of the students will be high whose teachers also have a…

Florida Center for Reading Research (FCRR) Reading Assessment (FRA): Kindergarten to Grade 2. Technical Manual

ERIC Educational Resources Information Center

Foorman, Barbara R.; Petscher, Yaacov; Schatschneider, Chris

2015-01-01

The grades K-2 Florida Center for Reading Research (FCRR) Reading Assessment (FRA) consists of computer-adaptive alphabetic and oral language screening tasks that provide a Probability of Literacy Success (PLS) linked to grade-level performance (i.e., the 40th percentile) on the word reading (in kindergarten) or reading comprehension (in grades…

The Role of Reading Time Complexity and Reading Speed in Text Comprehension

ERIC Educational Resources Information Center

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

2014-01-01

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…

The Modality Effect on Reading Literacy: Perspectives from Students' Online Reading Habits, Cognitive and Metacognitive Strategies, and Web Navigation Skills across Regions

ERIC Educational Resources Information Center

Wu, Jiun Yu; Peng, Ya-Chun

2017-01-01

This study tested the effects of the modality of reading formats (electronic vs. print), online reading habits (engagement in different online reading activities), use of cognitive strategies, metacognitive knowledge, and navigation skills on printed and electronic reading literacy across regions. Participants were 31,784 fifteen-year-old students…

Validity of CBM Measures of Oral Reading Fluency and Reading Comprehension on High-Stakes Reading Assessments in Grades 7 and 8

ERIC Educational Resources Information Center

Baker, Doris Luft; Biancarosa, Gina; Park, Bitnara Jasmine; Bousselot, Tracy; Smith, Jean-Louise; Baker, Scott K.; Kame'enui, Edward J.; Alonzo, Julie; Tindal, Gerald

2015-01-01

We examined the criterion validity and diagnostic efficiency of oral reading fluency (ORF), word reading accuracy, and reading comprehension (RC) for students in Grades 7 and 8 taking into account form effects of ORF, time of assessment, and individual differences, including student designations of limited English proficiency and special education…

Textual Practitioners: A Comparison of Hypertext Theory and Phenomenology of Reading

ERIC Educational Resources Information Center

Carusi, Annamaria

2006-01-01

The article is an exploration of online reading from the perspective of theories of reading and interpretation based on literary theory and the phenomenology of reading literary text. One of its aims is to show that such theories can make a contribution to our understanding of reading and to our design of online reading spaces. The precursor of…

A Comparison of Reading Rates, Comprehension, and Stamina in Oral and Silent Reading of Fourth-Grade Students

ERIC Educational Resources Information Center

Trainin, Guy; Hiebert, Elfrieda H.; Wilson, Kathleen M.

2015-01-01

This study examined the relationships between silent and oral reading fluency and comprehension. Findings indicated that fourth grade students had consistent levels of comprehension in both reading modes. Students of all reading levels showed a similar pattern across the segments of a text set in both oral and silent reading--a gradual increase in…

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

ERIC Educational Resources Information Center

Lilienthal, Linda K.

2008-01-01

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

The Effect of Four Different Approaches to Parent-Child Reading on Young Chinese Children's Reading

ERIC Educational Resources Information Center

Yang, Feng

2016-01-01

Forty families with four- to five-year-old Chinese children were chosen as experiment participants and equally divided into four groups for an eight-week parent-child reading experiment in different reading modes. (1) Groups A, B, and C read one of three kinds of Chinese-English audio bilingual picture books respectively: touch reading books,…

The Influence of Translation on Reading Amount, Proficiency, and Speed in Extensive Reading

ERIC Educational Resources Information Center

Sakurai, Nobuko

2015-01-01

This study attempted to examine the influence of a decrease in translation on the number of words read, reading comprehension, and reading rate in an extensive reading (ER) program. The participants were 70 first-year university students who experienced ER both in and outside the classroom for 15 weeks. The results of regression analyses confirmed…

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…

Forging Ahead in Reading. Proceedings of the 12th Annual Convention of the International Reading Association, Volume 12, Part 1.

ERIC Educational Resources Information Center

Figurel, J. Allen, Ed.

This book contains the featured addresses of the International Reading Association convention held in Seattle, Washington. Also included are sections on instruction in reading, curriculum and organization, teacher education, special interest areas, and research on the psychology and sociology of reading, the pedagogy of reading, linguistics in its…

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…

Fluent Reading as the Improvement of Stimulus Control: Additive Effects of Performance-Based Interventions to Repeated Reading on Students' Reading and Error Rates

ERIC Educational Resources Information Center

Chafouleas, Sandra M.; Martens, Brian K.; Dobson, Robin L.; Weinstein, Kristen S.; Gardner, Kate B.

2004-01-01

The impact of adding performance-based interventions to a skill-based intervention on oral reading fluency was examined with 3 elementary students identified as having difficulty with reading. Two performance-based interventions were combined with the skill-based intervention Repeated Reading (RR) to create the three instructional packages…

Lexical-Semantic Reading in a Shallow Orthography: Evidence from a Girl with Williams Syndrome

ERIC Educational Resources Information Center

Barca, Laura; Bello, Arianna; Volterra, Virginia; Burani, Cristina

2010-01-01

The reading skills of a girl with Williams Syndrome are assessed by a timed word-naming task. To test the efficiency of lexical and nonlexical reading, we considered four marker effects: Lexicality (better reading of words than nonwords), frequency (better reading of high than low frequency words), length (better reading of short than long words),…

The Role and Qualifications of the Reading Coach in the United States

ERIC Educational Resources Information Center

International Reading Association (NJ1), 2004

2004-01-01

The rapid proliferation of reading coaches is one of the responses to increased attention to reading achievement and the achievement gap in the United States. In recent years, reading has been the focus of both state and federal reading initiatives. With the changing roles have come a variety of new titles, such as reading coach and literacy…

The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats

ERIC Educational Resources Information Center

Solheim, Oddny Judith

2011-01-01

It has been hypothesized that students with low self-efficacy will struggle with complex reading tasks in assessment situations. In this study we examined whether perceived reading self-efficacy and reading task value uniquely predicted reading comprehension scores in two different item formats in a sample of fifth-grade students. Results showed…

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…

Teachers' Role in Fostering Reading Skill: Effective and Successful Reading

ERIC Educational Resources Information Center

Jose, G. Rexlin; Raja, B. William Dharma

2011-01-01

Reading bestows enjoyment and enlightenment. It unlocks the unknown. It is a complex cognitive activity that is indispensable for the kind of knowledge society. So the students of today's world must know how to learn from reading and to enter the present literate society. One who reads can lead others to light. People who read can be free because…

Some Differences between Third Graders Who Read Up to Expectancy and Those Who Read Below Expectancy.

ERIC Educational Resources Information Center

Starkey, Roberta; Starkey, John

A study was conducted to determine some differences between third grade children who were reading up to expected levels and those who were reading below expectancy as determined by the Spache formula. Subjects were 210 students reading at or above expectancy and 147 students reading below expectancy. In private interviews, each student was asked a…

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…

WWC Quick Review of the Report "Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

The study, "Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students," examined the effects of four supplemental reading comprehension curricula: (1) Project CRISS (CReating Independence through Student-owned Strategies), (2) ReadAbout, (3) Read for Real, and (4) Reading for…

An Investigation of Basic and Borderline Proficient Students' Comprehension Reading Achievement Using the Read 180 Computerized Instructional Program

ERIC Educational Resources Information Center

Piper, Deborah L.

2013-01-01

The purpose of this study was to see if students made gains in reading achievement in the area of reading comprehension by having used a computerized reading instructional program entitled "READ 180RTM." The researcher included a qualitative component to gather teacher and parent perceptions of the use of this program. The theoretical…

Florida Center for Reading Research (FCRR) Reading Assessment (FRA): Grades 3 through 12. Technical Manual

ERIC Educational Resources Information Center

Foorman, Barbara R.; Petscher, Yaacov; Schatschneider, Chris

2015-01-01

The Florida Center for Reading Research (FCRR) Reading Assessment (FRA) consists of computer-adaptive reading comprehension and oral language screening tasks that provide measures to track growth over time, as well as a Probability of Literacy Success (PLS) linked to grade-level performance (i.e., the 50th percentile) on the reading comprehension…

Wechsler Individual Achievement Test-Third Edition Oral Language and Reading Measures Effects on Reading Comprehension in a Referred Sample

ERIC Educational Resources Information Center

Parkin, Jason R.

2018-01-01

Oral language and word reading skills have important effects on reading comprehension. The Wechsler Individual Achievement Test-Third Edition (WIAT-III) measures both skill sets, but little is known about their specific effects on reading comprehension within this battery. Path analysis was used to evaluate the collective effects of reading and…

A Case Study Exploring the Reading Engagement of Middle Grades English Learners

ERIC Educational Resources Information Center

Protacio, Maria Selena

2017-01-01

This study investigates the reading engagement of four middle school English learners in their English or English as a Second Language classroom. Students with high levels of reading engagement are those who (a) are motivated to read, (b) use strategies when reading, (c) use reading as a way to construct meaning from texts, and (d) participate in…

The Influence of Orthographic Consistency on Reading Development: Word Recognition in English and German Children.

ERIC Educational Resources Information Center

Wimmer, Heinz; Goswami, Usha

1994-01-01

Groups of seven- to nine-year olds learning to read in English and German were given three types of reading tasks. Whereas reading time and error rates in numeral and number word reading were very similar across the two orthographies, the German children showed a big advantage in reading the nonsense words, suggesting adoption of different…

The Effects of Conditioned Reinforcement for Reading on Reading Comprehension for 5th Graders

ERIC Educational Resources Information Center

Cumiskey Moore, Colleen

2017-01-01

In three experiments, I tested the effects of the conditioned reinforcement for reading (R+Reading) on reading comprehension with 5th graders. In Experiment 1, I conducted a series of statistical analyses with data from 18 participants for one year. I administered 4 pre/post measurements for reading repertoires which included: 1) state-wide…

Oral Reading Miscues and Their Relation to Silent Reading Comprehension in Children with and without Learning Disabilities

ERIC Educational Resources Information Center

Dennis, Minyi Shih; Bryant, Brian R.; Calhoon, Mary Beth

2016-01-01

Oral reading fluency (ORF) has been widely used as a measure of students' overall reading competency. However, accuracy, or words correct per minute (wcpm), derived from ORF testing may not reveal all aspects of a student's reading abilities. The present study investigated the oral reading miscue patterns of students with and without learning…

EFL Learners' Use of Online Metacognitive Reading Strategies and Its Relation to Their Self-Efficacy in Reading

ERIC Educational Resources Information Center

Ahmadian, Moussa; Pasand, Parastou Gholami

2017-01-01

This study explores Iranian EFL learners' online reading metacognitive strategy use and its relation to their self-efficacy in reading comprehension. It further examines the effect of gender in this respect. To these ends, the Online Survey of Reading Strategies (OSORS) and reading selfefficacy questionnaire were adopted and administered to 63…

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…

A Longitudinal Study of the Role of Reading Motivation in Primary Students' Reading Comprehension: Implications for a Less Simple View of Reading

ERIC Educational Resources Information Center

Cartwright, Kelly B.; Marshall, Timothy R.; Wray, Erica

2016-01-01

Although substantial research indicates motivation contributes significant variance to reading comprehension in upper elementary students, research with students in primary grades has focused, instead, on the relation of motivation to word reading. Assessment of reading motivation in 68 first and second graders indicated word and nonword reading…

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

ERIC Educational Resources Information Center

Dalton, Russell W.

2009-01-01

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

Reading Fluency and Students with Reading Disabilities: How Fast Is Fast Enough to Promote Reading Comprehension?

ERIC Educational Resources Information Center

O'Connor, Rollanda E.

2018-01-01

The goal of improving reading rate and fluency is to positively impact reading comprehension; however, it is unclear how fast students with learning disabilities (LD) need to read to reap this benefit. The purpose of this research was to identify the point of diminishing return for students who were dysfluent readers. Participants included 337…

The Effect of Speed Reading Instruction on Japanese High School Students' English Reading Comprehension and Vocabulary Development

ERIC Educational Resources Information Center

Underwood, Paul; Myskow, Gordon; Hattori, Takahiko

2012-01-01

This study investigated the effects of a six-month course in speed reading in three areas of reading proficiency development: 1) general reading comprehension, 2) knowledge of high-frequency vocabulary, and 3) reading-rate and accuracy. The participants (N = 105) were Japanese students studying English as a foreign language in Grade 10 at a…

The Influence of Teachers' Schema in Teaching Reading on Students' Understanding

ERIC Educational Resources Information Center

Basmalah, Putri

2013-01-01

This paper tells about teachers' schema in teaching reading. Based on some articles that the writer given, there are teachers who success in teaching reading and who are failed. The one of the cause why they are failed is because they did not apply the complete activities (pre-reading activities, while-reading and post-reading) in teaching…

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

ERIC Educational Resources Information Center

Kasemsap, Bharani; Lee, Hugo Yu-Hsiu

2015-01-01

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

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

ERIC Educational Resources Information Center

Sparks, Richard; Patton, Jon

2016-01-01

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

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…

Enhancing the Lives of Aged in a Retirement Center through a Program of Reading.

ERIC Educational Resources Information Center

Wilson, Molly M.

Readarama, a weekly reading group, was conducted in a retirement center in Athens, Georgia. Participants in the voluntary group were retired women who were lifelong readers and who continued to enjoy reading as a hobby. Because of differences in reading interests and in time available for reading, members read independently during the week;…

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;…

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

ERIC Educational Resources Information Center

Ishiwa, Koto; Sanjose, Vicente; Otero, Jose

2013-01-01

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

Word Reading Efficiency, Text Reading Fluency, and Reading Comprehension among Chinese Learners of English

ERIC Educational Resources Information Center

Jiang, Xiangying; Sawaki, Yasuyo; Sabatini, John

2012-01-01

This study examined the relationship among word reading efficiency, text reading fluency, and reading comprehension for adult English as a Foreign Language (EFL) learners. Data from 185 adult Chinese EFL learners preparing to take the Test-of-English-as-a-Foreign-Language[TM] (TOEFL[R]) were analyzed in this study. The participants completed a…

E-Reading Comprehension versus Conventional Reading Comprehension of Junior High Students

ERIC Educational Resources Information Center

Stevens, Brian

2014-01-01

Technology is an increasing part in the lives of junior high students, but little is known about how this technology affects their reading. Reading comprehension from e-books is compared to reading comprehension from conventional print books with junior high students. The problem is that students may be reading from a medium that is less than the…

Parents' Reading History as an Indicator of Risk for Reading Difficulties

ERIC Educational Resources Information Center

Giménez, A.; Ortiz, A.; López-Zamora, M.; Sánchez, A.; Luque, J. L.

2017-01-01

Children from families whose members have reading impairments are found to be poorer performers, take less advantage of instruction, and require more time to reach the reading level of children whose relatives are good readers. As a family's reading history may not be available, a self-report of reading abilities is used to identify children's…

Looking Ahead with Hope: Reviving the Reading Maturity Construct as Social Science for Adolescent and Adult Readers

ERIC Educational Resources Information Center

Thomas, Matt

2013-01-01

"Reading maturity" is a construct that looks broadly at reading development encompassing not only basic reading skills but reading habits, attitudes, and dispositions. It has a rich history and this article calls for a need to make reading maturity a necessary part of the literacy curriculum. It offers a working description and reviews…

Measuring the Effects of Reading Assistance Dogs on Reading Ability and Attitudes in Elementary Schoolchildren

ERIC Educational Resources Information Center

Lenihan, Dawn; McCobb, Emily; Diurba, Amanda; Linder, Deborah; Freeman, Lisa

2016-01-01

Reading assistance dogs can be incorporated into reading programs to increase a child's desire and ability to read. However, more data is needed to demonstrate the effectiveness of such programs. A 5-week reading assistance dog program was implemented to assess feasibility and effectiveness. Participants included 18 children entering the 2nd grade…

Effectiveness of Corrective Reading on Reading Comprehension and Fluency in At-Risk Students

ERIC Educational Resources Information Center

Weaver, Barbara Jean Alexander

2012-01-01

One of the greatest predictors and characteristics of a high school dropout has been poor reading skills. Students with low achievement levels in reading by the end of third grade are at greater risk of becoming a dropout. The study sought to determine whether the Corrective Reading Program impacted reading comprehension and fluency skills of…

Sustained Silent Reading in Middle School and Its Impact on Students' Attitudes and Achievement

ERIC Educational Resources Information Center

Morgan, Margaret Peggy S.

2013-01-01

Sustained Silent Reading (SSR) is a period of time given to students to read self-selected materials during their school day. This study examines the effect of participation in a SSR program on reading attitudes and reading achievement of students as measured by the Adolescent Motivation to Read Profile (AMRP) and the Northwest Evaluation…

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…

Cultivating Students' Reading Literacy Using Digital Lexile-Based Reading in a Chinese Primary School

ERIC Educational Resources Information Center

Norte, Patricia; Negreiros, Joao; Correia, Ana

2017-01-01

This Macau study investigates the unwillingness of primary 5 Chinese native students to read in English on a Lexile® Framework based digital reading platform provided by their school, with visible negative consequences on their English reading literacy, and whether or not it is possible for teachers to help improve students' reading literacy by…

The Effect of a Read Aloud Accommodation on Test Scores of Students with and without a Learning Disability in Reading.

ERIC Educational Resources Information Center

Meloy, Linda L.; Deville, Craig; Frisbie, David A.

2002-01-01

A study examined the effect of a read aloud testing accommodation on 260 middle school students with and without learning disabilities in reading. Students with learning disabilities in reading, as well as those without, exhibited statistically significant gains with the read aloud test administration. Interaction effects were not significant.…

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

ERIC Educational Resources Information Center

Kim, Young-Suk Grace

2017-01-01

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

Prologue: Reading Comprehension Is Not a Single Ability.

PubMed

Catts, Hugh W; Kamhi, Alan G

2017-04-20

In this initial article of the clinical forum on reading comprehension, we argue that reading comprehension is not a single ability that can be assessed by one or more general reading measures or taught by a small set of strategies or approaches. We present evidence for a multidimensional view of reading comprehension that demonstrates how it varies as a function of reader ability, text, and task. The implications of this view for instruction of reading comprehension are considered. Reading comprehension is best conceptualized with a multidimensional model. The multidimensionality of reading comprehension means that instruction will be more effective when tailored to student performance with specific texts and tasks.

Motivating students to read the textbook before class

NASA Astrophysics Data System (ADS)

Pepper, Rachel E.

2016-11-01

Many faculty in STEM courses assign textbook reading in advance of lecture, yet evidence shows few students actually read the textbook. Those students that do read often do so only after the material has been presented in class. Preparing for class by reading the textbook beforehand improves student learning and is particularly critical for classes that employ active engagement strategies. Here I present strategies I have used to successfully motivate my students to read the textbook before class in physics classes ranging from introductory algebra-based physics to advanced courses for physics majors. In the introductory course, I used pre-class reading quizzes, a common strategy that has been shown effective in previous studies, but one that is somewhat time-consuming to implement. In my more advanced courses I used reading reflections, which required considerably less time. While it was typical for less than 25% of students to read the textbook before I implemented reading quizzes or reflections, after implementing these strategies 70-90% of students reported reading the textbook before class most of the time. Students also report finding both the readings themselves and the quizzes and reflections valuable for their learning.

The unique role of executive function skills in predicting Hong Kong kindergarteners' reading comprehension.

PubMed

Liu, Yingyi; Sun, Huilin; Lin, Dan; Li, Hong; Yeung, Susanna Siu-Sze; Wong, Terry Tin-Yau

2018-01-15

Word reading and linguistic comprehension skills are two crucial components in reading comprehension, according to the Simple View of Reading (SVR). Some researchers have posited that a third component should be involved in reading and understanding texts, namely executive function (EF) skills. This study was novel in two ways. Not only did we tested EF skills as a predictor of reading comprehension in a non-alphabetic language (i.e., Chinese) to extend the theoretical model of SVR, we also examined reading comprehension further in kindergarten children (age 5) in Hong Kong, in the attempt to reveal possible early precursors of reading comprehension. A group of 170 K3 kindergarteners was recruited in Hong Kong. Children's word reading was assessed. Their linguistic comprehension was assessed with phonological awareness, verbal short-term memory, and vocabulary knowledge. Using a structured observation task, Head-Toes-Knees-Shoulders (HTKS), we measured their composite scores for EF skills. Head-Toes-Knees-Shoulders performance predicted unique variance in children's Chinese reading comprehension concurrently beyond word reading and a set of linguistic comprehension skills. The results highlight the important role of EF skills in beginning readers' reading comprehension. © 2018 The British Psychological Society.

Identifying children with specific reading disabilities from listening and reading discrepancy scores.

PubMed

Spring, C; French, L

1990-01-01

A method of identifying children with specific reading disabilities by identifying discrepancies between their reading and listening comprehension scores was validated with disabled and nondisabled readers in Grades 4, 5, and 6. The method is based on a modification of the reading comprehension subtest of the Peabody Individual Achievement Test (Dunn & Markwardt, 1970). In this modification, even-numbered sentences are read by subjects, and odd-numbered sentences are read by the test administrator as subjects listen. The features of this test that reduce demands on working memory, thereby making it suitable for the detection of a discrepancy between reading and listening comprehension in readers with disabilities, are discussed. A significant group-by-modality interaction was obtained. Children with reading disabilities scored significantly lower on reading than on listening comprehension, while nondisabled readers scored slightly higher, but not significantly so, on reading than on listening comprehension. The appropriateness of this method as a substitute for the traditional method, which is based on the detection of a discrepancy between intelligence and reading and which has recently been proscribed in certain school districts, is discussed. Issues concerning the listening comprehension skills of disabled readers are also discussed.

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

PubMed

Law, Caroline; Cupples, Linda

2017-03-01

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

Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension.

PubMed

Duncan, Lynne G; McGeown, Sarah P; Griffiths, Yvonne M; Stothard, Susan E; Dobai, Anna

2016-05-01

This study investigates the concurrent predictors of adolescent reading comprehension (literal, inferential) for fiction and non-fiction texts. Predictors were examined from the cognitive (word identification, reading fluency), psychological (gender), and ecological (print exposure) domains. Print exposure to traditional and digital texts was surveyed using a diary method of reading habits. A cross-sectional sample of 312 students in early (11-13 years) or middle adolescence (14-15 years) participated from a range of SES backgrounds. Word identification emerged as a strong predictor of reading comprehension across adolescence and text genres. Gender effects favouring female students were evident for reading frequency but not for reading skill itself. Reading habits also differed, and comprehension advantages were observed among females for fiction and males for non-fiction. Age effects emerged for reading frequency, which was lower in middle adolescence. Although more time was spent on digital than on traditional texts, traditional extended text reading was the only reading habit to predict inference-making in comprehension and to distinguish skilled from less skilled comprehenders. The theoretical and educational implications of these results are discussed. © 2015 The British Psychological Society.

Metacognitive Reading and Study Strategies and Academic Achievement of University Students With and Without a History of Reading Difficulties.

PubMed

Bergey, Bradley W; Deacon, S Hélène; Parrila, Rauno K

2017-01-01

University students who report a history of reading difficulties have been demonstrated to have poorer word reading and reading comprehension skills than their peers; yet, without a diagnosed learning disability, these students do not have access to the same support services, potentially placing them at academic risk. This study provides a comprehensive investigation of first-year academic achievement for students with a history of reading difficulties (n = 244) compared to students with no such history (n = 603). We also examine reported use of metacognitive reading and study strategies and their relations with GPA. Results indicate that students with a history of reading difficulties earn lower GPA and successfully complete fewer credits compared to students with no history of reading difficulty. These patterns varied somewhat by faculty of study. Students with a history of reading difficulties also reported lower scores across multiple metacognitive reading and study strategy scales, yet these scores were not associated with their academic performance. Together, these results demonstrate the importance of identifying students with a history of reading difficulties and that commonly used study strategy inventories have limited value in predicting their academic success. © Hammill Institute on Disabilities 2015.

Paragraph-reading comprehension ability in Mandarin-speaking children with cochlear implants.

PubMed

Wu, Che-Ming; Lee, Li-Ang; Chao, Wei-Chieh; Tsou, Yung-Ting; Chen, Yen-An

2015-06-01

1) To investigate different aspects of paragraph reading in Mandarin-speaking students with cochlear implants (CIs) and the factors associated with unfavorable outcomes, and 2) to understand the replaceability of a paragraph-reading test with a sentence-reading test. Cross-sectional, case-controlled study. Fifty-three students with CIs (aged 11.0 ± 1.4 years) and 53 grade- and gender-matched children with normal hearing (NH) participated in the study. A paragraph-reading comprehension test was conducted. Sentence and word reading, speech perception, language skills, and child/family characteristics were examined. An unfavorable paragraph-reading outcome was defined as a score lower than one standard deviation below the NH mean. The CI subjects had significantly worse paragraph-reading comprehension than did the NH controls (P = 0.017, d = 0.54). Their performance in grades 5 to 6 was not significantly higher than of those with NH in grades 2 to 4. The CI children's abilities to understand semantics (P = 0.012) and syntax (P = 0.020) significantly fell behind the NH controls in grades 2 to 4, and the lag continued in grades 5 to 6 (P = 0.039, P = 0.002, respectively). Grade and sentence reading were independently associated with unfavorable paragraph-reading outcomes (R(2)  = 0.453). The optimal sensitivity and specificity of the sentence-reading test in identifying unfavorable paragraph-reading outcomes were 90.9% and 90.0%, respectively (area under the curve = 0.923). Specialists should pay attention to CI students' development of different reading skills. Paragraph-reading tests enable a multidimensional evaluation of reading competence. Use of sentence-reading tests is suggested only as a tool for preliminary screening for basic reading capacities. 3b. © 2014 The American Laryngological, Rhinological and Otological Society, Inc.

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.

Fluency and reading comprehension in students with reading difficulties.

PubMed

Nascimento, Tânia Augusto; Carvalho, Carolina Alves Ferreira de; Kida, Adriana de Souza Batista; Avila, Clara Regina Brandão de

2011-12-01

To characterize the performance of students with reading difficulties in decoding and reading comprehension tasks as well as to investigate the possible correlations between them. Sixty students (29 girls) from 3rd to 5th grades of public Elementary Schools were evaluated. Thirty students (Research Group - RG), ten from each grade, were nominated by their teachers as presenting evidences of learning disabilities. The other thirty students were indicated as good readers, and were matched by gender, age and grade to the RG, composing the Comparison Group (CG). All subjects were assessed regarding the parameters of reading fluency (rate and accuracy in words, pseudowords and text reading) and reading comprehension (reading level, number and type of ideas identified, and correct responses on multiple choice questions). The RG presented significantly lower scores than the CG in fluency and reading comprehension. Different patterns of positive and negative correlations, from weak to excellent, among the decoding and comprehension parameters were found in both groups. In the RG, low values of reading rate and accuracy were observed, which were correlated to low scores in comprehension and improvement in decoding, but not in comprehension, with grade increase. In CG, correlation was found between different fluency parameters, but none of them was correlated to the reading comprehension variables. Students with reading and writing difficulties show lower values of reading fluency and comprehension than good readers. Fluency and comprehension are correlated in the group with difficulties, showing that deficits in decoding influence reading comprehension, which does not improve with age increase.

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

Added value of double reading in diagnostic radiology,a systematic review.

PubMed

Geijer, Håkan; Geijer, Mats

2018-06-01

Double reading in diagnostic radiology can find discrepancies in the original report, but a systematic program of double reading is resource consuming. There are conflicting opinions on the value of double reading. The purpose of the current study was to perform a systematic review on the value of double reading. A systematic review was performed to find studies calculating the rate of misses and overcalls with the aim of establishing the added value of double reading by human observers. The literature search resulted in 1610 hits. After abstract and full-text reading, 46 articles were selected for analysis. The rate of discrepancy varied from 0.4 to 22% depending on study setting. Double reading by a sub-specialist, in general, led to high rates of changed reports. The systematic review found rather low discrepancy rates. The benefit of double reading must be balanced by the considerable number of working hours a systematic double-reading scheme requires. A more profitable scheme might be to use systematic double reading for selected, high-risk examination types. A second conclusion is that there seems to be a value of sub-specialisation for increased report quality. A consequent implementation of this would have far-reaching organisational effects. • In double reading, two or more radiologists read the same images. • A systematic literature review was performed. • The discrepancy rates varied from 0.4 to 22% in various studies. • Double reading by sub-specialists found high discrepancy rates.

Training Secondary Reading Specialists.

ERIC Educational Resources Information Center

Burmeister, Lou E.

In an effort to clarify and elaborate on the International Reading Association's recommendations for professional preparation of secondary reading teachers and secondary reading consultants, competency objectives are presented in performance-based behavioral terms for secondary reading teachers and consultants. The objectives are stated in an…

Reading Recovery.

ERIC Educational Resources Information Center

Jones, Joanna R., Ed.

1992-01-01

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

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 Contribution of the Left Mid-fusiform Cortical Thickness to Chinese and English Reading in a Large Chinese Sample

PubMed Central

Zhang, Mingxia; Li, Jin; Chen, Chuansheng; Mei, Leilei; Xue, Gui; Lu, Zhonglin; Chen, Chunhui; He, Qinghua; Wei, Miao; Dong, Qi

2012-01-01

Previous functional neuroimaging studies have shown that the left mid-fusiform cortex plays a critical role in reading. However, there is very limited research relating this region’s anatomical structure to reading performance either in native or second language. Using structural MRI and three reading tasks (Chinese characters, English words, and alphabetic pseudowords) and a non-reading task (visual-auditory learning), this study investigated the contributions of the left mid-fusiform cortical thickness to reading in a large sample of 226 Chinese subjects. Results showed that cortical thickness in the left mid-fusiform gyrus was positively correlated with performance on all three reading tasks but not with the performance on the non-reading task. Our findings provide structural evidence for the left mid-fusiform cortex as the “gateway” region for reading Chinese and English. The absence of the association between the left mid-fusiform cortical thickness and non-reading performance implied the specific role of this area in reading skills, not in general language skills. PMID:23022094

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.

Rapid naming, reading and comprehension in students with learning difficulties.

PubMed

Silva, Cláudia da; Cunha, Vera Lúcia Orlandi; Pinheiro, Fábio Henrique; Capellini, Simone Aparecida

2012-01-01

To compare and correlate the performance of students with learning difficulties in rapid naming, reading and comprehension. Participants were 32 students from 4th grade of elementary school of both genders, with ages between 11 years and 4 months and 12 years and 7 months. The first and second oral reading of a text selected based on the indication of 4th grade teachers were conducted, as well as the first and second reading comprehension task composed by four questions presented right after the reading, to which students should answered orally, and the rapid naming task from the Test of Cognitive-Linguistic Performance, individual version. Differences were found between the first and the second comprehension scores, and between rapid naming, first and second reading. There was a strong correlation between comprehension and reading, suggesting that the performance in the first reading significantly influenced the performance in the second reading, which also occurred for comprehension. The delay in the activities of naming, reading and comprehension in the first evaluation provoked failures in the phoneme-grapheme conversion that may be enough to cause learning difficulties in reading.

SchemaOnRead: A Package for Schema-on-Read in R

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

North, Michael J.

Schema-on-read is an agile approach to data storage and retrieval that defers investments in data organization until production queries need to be run by working with data directly in native form. Schema-on-read functions have been implemented in a wide range of analytical systems, most notably Hadoop. SchemaOnRead is a CRAN package that uses R’s flexible data representations to provide transparent and convenient support for the schema-on-read paradigm in R. The schema-on- read tools within the package include a single function call that recursively reads folders with text, comma separated value, raster image, R data, HDF5, NetCDF, spreadsheet, Weka, Epi Info,more » Pajek network, R network, HTML, SPSS, Systat, and Stata files. The provided tools can be used as-is or easily adapted to implement customized schema-on-read tool chains in R. This paper’s contribution is that it introduces and describes SchemaOnRead, the first R package specifically focused on providing explicit schema-on-read support in R.« less

Readers in Adult Basic Education.

PubMed

Barnes, Adrienne E; Kim, Young-Suk; Tighe, Elizabeth L; Vorstius, Christian

The present study explored the reading skills of a sample of 48 adults enrolled in a basic education program in northern Florida, United States. Previous research has reported on reading component skills for students in adult education settings, but little is known about eye movement patterns or their relation to reading skills for this population. In this study, reading component skills including decoding, language comprehension, and reading fluency are reported, as are eye movement variables for connected-text oral reading. Eye movement comparisons between individuals with higher and lower oral reading fluency revealed within- and between-subject effects for word frequency and word length as well as group and word frequency interactions. Bivariate correlations indicated strong relations between component skills of reading, eye movement measures, and both the Test of Adult Basic Education ( Reading subtest) and the Woodcock-Johnson III Diagnostic Reading Battery Passage Comprehension assessments. Regression analyses revealed the utility of decoding, language comprehension, and lexical activation time for predicting achievement on both the Woodcock Johnson III Passage Comprehension and the Test of Adult Basic Education Reading Comprehension.

Riddle appreciation and reading comprehension in Cantonese-speaking children.

PubMed

Tang, Ivy N Y; To, Carol K S; Weekes, Brendan S

2013-10-01

Inference-making skills are necessary for reading comprehension. Training in riddle appreciation is an effective way to improve reading comprehension among English-speaking children. However, it is not clear whether these methods generalize to other writing systems. The goal of the present study was to investigate the relationship between inference-making skills, as measured by riddle appreciation ability, and reading comprehension performance in typically developing Cantonese-speaking children in the 4th grade. Forty Cantonese-speaking children between the ages of 9;1 (years;months) and 11;0 were given tests of riddle appreciation ability and reading comprehension. Chinese character reading and auditory comprehension abilities were also assessed using tests that had been standardized in Hong Kong. Regression analyses revealed that riddle appreciation ability explained a significant amount of variance in reading comprehension after variance due to character reading skills and auditory comprehension skills were first considered. Orthographic, lexical, morphological, and syntactic riddles were also significantly correlated with reading comprehension. Riddle appreciation ability predicts reading comprehension in Cantonese-speaking 4th-grade children. Therefore, training Cantonese speakers in riddle appreciation should improve their reading comprehension.

Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At-Risk for Reading Difficulties?

ERIC Educational Resources Information Center

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

2012-01-01

The purpose of this study was to examine the amount of time spent actively engaged in reading sounds, words, and connected text for students at-risk for reading difficulties in the first formal grade of reading instruction, kindergarten. Observational data of 109 kindergarten students at high-risk for later reading difficulties were collected…

Using Young Adult Literature To Promote Recreational Reading in a Senior Basic English Class.

ERIC Educational Resources Information Center

Burden, Mitzi K.

Students in a senior (grade 12) basic English class were not motivated to read books unless required to do so by their teacher; they did little or no reading for pleasure. To increase recreational reading and instill a love of reading in the 17 subjects, a practicum, in the form of a reading program lasting about 2 months, developed strategies…

IDENTIFYING AND MEETING THE INDIVIDUAL NEEDS OF CHILDREN IN READING, STATE-WIDE READING WORKSHOP (LINCOLN, NEBRASKA, MARCH 31 - APRIL 1, 1967). FINAL REPORT.

ERIC Educational Resources Information Center

CAREFOOT, JUDITH

DURING EACH OF THE FOUR SESSIONS REPORTED, A READING EXPERT SPOKE ON ONE OF THE FOLLOWING TOPICS--(1) REMEDIAL READING, (2) THE MID-CONTINENTAL REGIONAL EDUCATIONAL LABORATORY READING PROGRAM AND MEETING INDIVIDUAL NEEDS, (3) READING AS REASONING, AND (4) THE CONTROVERSY OVER INSTRUCTIONAL TECHNIQUES. THE PARTICIPANTS DISCUSSED EACH TOPIC…

Effects of a Computer-Based Early Reading Program on the Early Reading and Oral Language Skills of At-Risk Preschool Children

ERIC Educational Resources Information Center

Huffstetter, Mary; King, James R.; Onwuegbuzie, Anthony J.; Schneider, Jenifer J.; Powell-Smith, Kelly A.

2010-01-01

This study examined the effects of a computer-based early reading program (Headsprout Early Reading) on the oral language and early reading skills of at-risk preschool children. In a pretest-posttest control group design, 62 children were randomly assigned to receive supplemental instruction with Headsprout Early Reading (experimental group) or…

From Expressive Reading to Rapid Reading: The Rise in Reading Rate During the Efficiency Movement (1910-1925)

ERIC Educational Resources Information Center

Taylor, Laura A.

2015-01-01

Reading rate, a component of reading not closely attended to by educators and researchers prior to the 20th century, quickly became the subject of considerable research shortly after the turn of the century. This article uses historical content analysis to examine primary source documents from that period (1910-1925) to explore why reading rate…

Home Book Reading and Reading Achievement in EU Countries: The Progress in International Reading Literacy Study 2011 (PIRLS)

ERIC Educational Resources Information Center

Araújo, Luisa; Costa, Patricia

2015-01-01

Home shared book reading during the preschool years is a strong predictor of students' reading achievement in primary school, and, according to Sénéchal (2012), it can benefit more children from low socioeconomic status (SES) backgrounds. This study examines the association between frequency of book reading before the start of compulsory education…

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.…

The Effects of Homogeneous versus Heterogeneous Reading-Style Grouping on EFL Students' Non-Preferred Reading Style and Reading Comprehension

ERIC Educational Resources Information Center

El-Koumy, Abdel Salam Abdel Khalek

2009-01-01

The purpose of this study was to investigate the effects of homogeneous versus heterogeneous reading-style grouping on EFL students' non-preferred reading style and reading comprehension. The study used a pretest-posttest experimental design. The original subjects of the study (N=86) were Egyptian English major senior students during the 2005/2006…

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

ERIC Educational Resources Information Center

Coiro, Julie; Dobler, Elizabeth

2007-01-01

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

Learning to Read Against All Odds: Using Precision Reading to Enhance Literacy in Students with Cognitive Impairments, Extreme Academic Deficits, and Severe Social, Emotional, and Psychiatric Problems

ERIC Educational Resources Information Center

Freeze, Rick; Cook, Paula

2005-01-01

The purpose of this study was to assess the efficacy and practicality of precision reading, a constructive reading intervention, with students with cognitive impairments, extreme academic deficits in reading, and severe social, emotional, and psychiatric problems. As precision reading had shown promise with students with low achievement, learning…

Reading Magic: Why Reading Aloud to Our Children Will Change Their Lives Forever.

ERIC Educational Resources Information Center

Fox, Mem

Based on the view that the benefits of reading aloud are not widely recognized or sufficiently promoted, this book explains why reading aloud to young children has a strong emotional and intellectual impact on their ability to read and learn. The book begins with the recollection of how the author became aware of the effects of reading aloud on…

JAN transistor and diode characterization test program, JANTX diode 1N5623

NASA Technical Reports Server (NTRS)

Takeda, H.

1977-01-01

A statistical summary of the electrical characterization of diodes and transistors is presented. Each parameter is presented with test conditions, mean, standard deviation, lowest reading, 10% point (where 10% of all readings are equal to or less than the indicated reading), 90% point (where 90% of all readings are equal to or less than indicated reading) and the highest reading.

The Impact of Explicit, Self-Regulatory Reading Comprehension Strategy Instruction on the Reading-Specific Self-Efficacy, Attributions, and Affect of Students with Reading Disabilities

ERIC Educational Resources Information Center

Nelson, Jason M.; Manset-Williamson, Genevieve

2006-01-01

We compared a reading intervention that consisted of explicit, self-regulatory strategy instruction to a strategy intervention that was less explicit to determine the impact on the reading-specific self-efficacy, attributions, and affect of students with reading disabilities (RD). Participants included 20 students with RD who were entering grades…

Variance in Broad Reading Accounted for by Measures of Reading Speed Embedded within Maze and Comprehension Rate Measures

ERIC Educational Resources Information Center

Hale, Andrea D.; Skinner, Christopher H.; Wilhoit, Brian; Ciancio, Dennis; Morrow, Jennifer A.

2012-01-01

Maze and reading comprehension rate measures are calculated by using measures of reading speed and measures of accuracy (i.e., correctly selected words or answers). In sixth- and seventh-grade samples, we found that the measures of reading speed embedded within our Maze measures accounted for 50% and 39% of broad reading score (BRS) variance,…

Cats, Comics, and Knausgård: Promoting Student Reading at a U.K. Academic Library with a Leisure Reading Collection

ERIC Educational Resources Information Center

Hurst, Susan; Marsh, Dominic; Brown, Dean; Forbes, Shona

2017-01-01

This case study describes the creation of a leisure reading collection in the Clifford Whitworth library at the University of Salford. It briefly surveys existing literature on leisure reading collections and looks at the growing interest among U.K. academic libraries in recreational reading. It considers the reasons for promoting reading as a…

Investigating the Effects of a Read-Aloud Alteration on the Third-Grade Reading Criterion-Referenced Competency Test (CRT) for Students with Disabilities

ERIC Educational Resources Information Center

Fincher, Melissa L.

2013-01-01

The purpose of this study was to examine the effects of a controversial test administration alteration, the read-aloud alteration, in which text (passages and questions) is read aloud to the student on a reading comprehension test. For students whose disabilities impair their skill in decoding text and reading fluently, accessing text to…

Relating Adolescents' Second Language Reading Attitudes, Self Efficacy for Reading, and Reading Ability in a Non-Supportive ESL Setting

ERIC Educational Resources Information Center

Sani, Azlina Murad; Zain, Zaizati

2011-01-01

The aim of this study was to investigate the relationships among second language reading attitudes, reading self-efficacy, and reading ability, as well as gender differences across the variables among adolescents in a setting that does not foster English as second language (ESL). Two hundred sixteen-year olds completed a translated version of the…

Response to the Critiques of the Sakurai (2015) Article, "The Influence of Translation on Reading Amount, Proficiency, and Speed in Extensive Reading"

ERIC Educational Resources Information Center

Sakurai, Nobuko

2016-01-01

The paper "The influence of translation on reading amount, proficiency, and speed in extensive reading" (Sakurai, 2015) outlined the first six years of the official English education system and policy in Japan. It then discussed the efficacy of extensive reading (ER) followed by a distinction between reading and translation. Previous…

Literature Response Blogs and Summer Literacy: Exploring Summer Reading Setback and Reading Motivation of 3rd Grade Developing Readers

ERIC Educational Resources Information Center

Galdo, JoAnne Donnelly

2013-01-01

This study investigated the impact of Web 2.0-based literature response blogs on summer reading loss and student reading motivation. There is limited empirical research that connects summer reading and the use of social media as a means of maintaining reading levels of elementary aged students during out-of-school time. This study attempted to…