American Literature: Performance Objectives and Classroom Activities.

ERIC Educational Resources Information Center

Ascher, Hope; And Others

This guide is a sampler of ideas and activities based on 22 minimum objectives in speech, reading, writing, and research that have been identified for American literature study. Many of the activities involve an integration of several skills that are cross-referenced to other skills in the margins of the guide. A separate section on research…

34 CFR 200.20 - Making adequate yearly progress.

Code of Federal Regulations, 2014 CFR

2014-07-01

... adequate yearly progress. A school or LEA makes AYP if it complies with paragraph (c) and with either paragraph (a) or (b) of this section separately in reading/language arts and in mathematics. (a)(1) A school... school or LEA, respectively, meets or exceeds the State's other academic indicators under § 200.19. (2...

34 CFR 200.20 - Making adequate yearly progress.

Code of Federal Regulations, 2013 CFR

2013-07-01

... adequate yearly progress. A school or LEA makes AYP if it complies with paragraph (c) and with either paragraph (a) or (b) of this section separately in reading/language arts and in mathematics. (a)(1) A school... school or LEA, respectively, meets or exceeds the State's other academic indicators under § 200.19. (2...

34 CFR 200.20 - Making adequate yearly progress.

Code of Federal Regulations, 2012 CFR

2012-07-01

... adequate yearly progress. A school or LEA makes AYP if it complies with paragraph (c) and with either paragraph (a) or (b) of this section separately in reading/language arts and in mathematics. (a)(1) A school... school or LEA, respectively, meets or exceeds the State's other academic indicators under § 200.19. (2...

34 CFR 200.20 - Making adequate yearly progress.

Code of Federal Regulations, 2011 CFR

2011-07-01

... adequate yearly progress. A school or LEA makes AYP if it complies with paragraph (c) and with either paragraph (a) or (b) of this section separately in reading/language arts and in mathematics. (a)(1) A school... school or LEA, respectively, meets or exceeds the State's other academic indicators under § 200.19. (2...

Reading Motivation and Reading Comprehension in Chinese and English among Bilingual Students

ERIC Educational Resources Information Center

Lin, Dan; Wong, Ka Ki; McBride-Chang, Catherine

2012-01-01

One hundred four Hong Kong Chinese fifth graders completed a questionnaire on eight separate motivational subscales related to reading separately for Chinese as a first language (L1) and English as a foreign language (EFL) in addition to measures of both Chinese and English reading comprehension. Motivations related to self-efficacy, curiosity,…

Synchronized navigation of current and prior studies using image registration improves radiologist's efficiency.

PubMed

Forsberg, Daniel; Gupta, Amit; Mills, Christopher; MacAdam, Brett; Rosipko, Beverly; Bangert, Barbara A; Coffey, Michael D; Kosmas, Christos; Sunshine, Jeffrey L

2017-03-01

The purpose of this study was to investigate how the use of multi-modal rigid image registration integrated within a standard picture archiving and communication system affects the efficiency of a radiologist while performing routine interpretations of cases including prior examinations. Six radiologists were recruited to read a set of cases (either 16 neuroradiology or 14 musculoskeletal cases) during two crossover reading sessions. Each radiologist read each case twice, one time with synchronized navigation, which enables spatial synchronization across examinations from different study dates, and one time without. Efficiency was evaluated based upon time to read a case and amount of scrolling while browsing a case using Wilcoxon signed rank test. Significant improvements in efficiency were found considering either all radiologists simultaneously, the two sections separately and the majority of individual radiologists for time to read and for amount of scrolling. The relative improvement for each individual radiologist ranged from 4 to 32% for time to read and from 14 to 38% for amount of scrolling. Image registration providing synchronized navigation across examinations from different study dates provides a tool that enables radiologists to work more efficiently while reading cases with one or more prior examinations.

Do reading and spelling share a lexicon?

PubMed

Jones, Angela C; Rawson, Katherine A

2016-05-01

In the reading and spelling literature, an ongoing debate concerns whether reading and spelling share a single orthographic lexicon or rely upon independent lexica. Available evidence tends to support a single lexicon account over an independent lexica account, but evidence is mixed and open to alternative explanation. In the current work, we propose another, largely ignored account--separate-but-shared lexica--according to which reading and spelling have separate orthographic lexica, but information can be shared between them. We report three experiments designed to competitively evaluate these three theoretical accounts. In each experiment, participants learned new words via reading training and/or spelling training. The key manipulation concerned the amount of reading versus spelling practice a given item received. Following training, we assessed both response time and accuracy on final outcome measures of reading and spelling. According to the independent lexica account, final performance in one modality will not be influenced by the level of practice in the other modality. According to the single lexicon account, final performance will depend on the overall amount of practice regardless of modality. According to the separate-but-shared account, final performance will be influenced by the level of practice in both modalities but will benefit more from same-modality practice. Results support the separate-but-shared account, indicating that reading and spelling rely upon separate lexica, but information can be shared between them. Copyright © 2016 Elsevier Inc. All rights reserved.

Promoting National Book Strategies in Asia and the Pacific--Problems and Perspectives. Studies on Books and Reading No. 4.

ERIC Educational Resources Information Center

Hasan, Abul

Focusing on the present state of book development in the Asia-Pacific region, where countries are separated by vast distances, this report examines measures that might improve local book industries and meet the needs for endogenous literature. The various sections of the report discuss (1) the book situation and needs in the Asia-Pacific region;…

Reading Speed Does Not Benefit from Increased Line Spacing in AMD Patients

PubMed Central

CHUNG, SUSANA T. L.; JARVIS, SAMUEL H.; WOO, STANLEY Y.; HANSON, KARA; JOSE, RANDALL T.

2009-01-01

Purpose Crowding, the adverse spatial interaction due to the proximity of adjacent targets, has been suggested as an explanation for slow reading in peripheral vision. Previously, we showed that increased line spacing, which presumably reduces crowding between adjacent lines of text, improved reading speed in the normal periphery (Chung, Optom Vis Sci 2004;81:525–35). The purpose of this study was to examine whether or not individuals with age-related macular degeneration (AMD) would benefit from increased line spacing for reading. Methods Experiment 1: Eight subjects with AMD read aloud 100-word passages rendered at five line spacings: the standard single spacing, 1.5×, 2×, 3×, and 4× the standard spacing. Print sizes were 1× and 2× of the critical print size. Reading time and number of reading errors for each passage were measured to compute the reading speed. Experiment 2: Four subjects with AMD read aloud sequences of six 4-letter words, presented on a computer monitor using the rapid serial visual presentation (RSVP) paradigm. Target words were presented singly, or flanked above and below by two other words that changed in synchrony with the target word, at various vertical word separations. Print size was 2× the critical print size. Reading speed was calculated based on the RSVP exposure duration that yielded 80% of the words read correctly. Results Averaged across subjects, reading speeds for passages were virtually constant for the range of line spacings tested. For sequences of unrelated words, reading speeds were also virtually constant for the range of vertical word separations tested, except at the smallest (standard) separation at which reading speed was lower. Conclusions Contrary to the previous finding that reading speed improved in normal peripheral vision, increased line spacing in passages, or increased vertical separation between words in RSVP, did not lead to improved reading speed in people with AMD. PMID:18772718

Are Attitudes Toward Writing and Reading Separable Constructs? A Study With Primary Grade Children

PubMed Central

Graham, Steve; Berninger, Virginia; Abbott, Robert

2012-01-01

This study examined whether or not attitude towards writing is a unique and separable construct from attitude towards reading for young, beginning writers. Participants were 128 first-grade children (70 girls and 58 boys) and 113 third-grade students (57 girls and 56 boys). Each child was individually administered a 24 item attitude measure, which contained 12 items assessing attitude towards writing and 12 parallel items for reading. Students also wrote a narrative about a personal event in their life. A factor analysis of the 24 item attitude measure provided evidence that generally support the contention that writing and reading attitudes are separable constructs for young beginning writers, as it yielded three factors: a writing attitude factor with 9 items, a reading attitude factor with 9 parallel items, and an attitude about literacy interactions with others factor containing 4 items (2 items in writing and 2 parallel items in reading). Further validation that attitude towards writing is a separable construct from attitude towards reading was obtained at the third-grade level, where writing attitude made a unique and significant contribution, beyond the other two attitude measures, to the prediction of three measures of writing: quality, length, and longest correct word sequence. At the first-grade level, none of the 3 attitude measures predicted students’ writing performance. Finally, girls had more positive attitudes concerning reading and writing than boys. PMID:22736933

What effect does classroom separation have on twins' behavior, progress at school, and reading abilities?

PubMed

Tully, Lucy A; Moffitt, Terrie E; Caspi, Avshalom; Taylor, Alan; Kiernan, Helena; Andreou, Penny

2004-04-01

We investigated the effects of classroom separation on twins' behavior, progress at school, and reading abilities. This investigation was part of a longitudinal study of a nationally-representative sample of twins (the E-risk Study) who were assessed at the start of school (age 5) and followed up (age 7). We examined three groups of twins: pairs who were in the same class at both ages; pairs who were in separate classes at both ages; and pairs who were in the same class at age 5, but separated by age 7. When compared to those not separated, those separated early had significantly more teacher-rated internalizing problems and those separated later showed more internalizing problems and lower reading scores. Monozygotic (MZ) twins showed more problems as a result of separation than dizygotic (DZ) twins. No group differences emerged for externalizing problems, ADHD or prosocial behaviors. The implications of the findings for parents and teachers of twins, and for school practices about separating twins, are discussed.

Construct Demo Input Deck

DTIC Science & Technology

2010-06-01

information diffusion patterns when bridging agents span two otherwise separate groups ? and then how such a simulation would be simulated using ...All users may find it more useful to use the table of contents in order to read sections of interest and reference chain to other parts of the...expression evaluates to 0+20-1 = 19, which would be the end-value expected for a zero-indexed group of twenty agents. Similar calculation can be used to

SR-SCARLET 1: Peregrin

NASA Technical Reports Server (NTRS)

Tandon, Manoj; Zuppardo, Joseph C.; Johnson, James; Kilian, Mike; Schacht, Norman; Flowers, Diane; Zorn, Greg; Brown, Chad

1993-01-01

This report presents a reconnaissance aircraft with a lifting body configuration. The aircraft is capable of flying a distance of 6000 nmi at Mach 5 with a payload of 7500 pounds. The aircraft does not require a runway for takeoff for it is air launched from a carrier aircraft. Specifically this report addresses the areas of external aerodynamics, cost, thermal protection systems, propulsion, stability and control, and materials. Each area is represented by a separate section. This allows for selective reading.

Designing the Reading Curriculum.

ERIC Educational Resources Information Center

Ediger, Marlow

The design of the reading curriculum presents a vision of what will be stressed in reading instruction. A first ingredient to discuss in developing the reading curriculum emphasizes the degree to which different curriculum areas should be related in teaching and learning. Reading then could be taught as a separate subject matter area from the…

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

PubMed

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

2014-01-01

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

Introductory Course on Getting to Know Journals and on “Browsing” a Research Paper: First Steps to Proficiency in Scientific Communication

PubMed Central

Matarese, Valerie

2006-01-01

Aim To evaluate the effectiveness and appropriateness of a course that promotes familiarity with biomedical periodicals and teaches efficient reading skills. Methods A 16-hour course was designed to help inexperienced readers gain confidence navigating the contents of a research paper (instead of reading only abstracts), and make the first steps to critical appraisal. The course consisted of short lessons and small group work in which research papers were read and presented to the class. Participants learned a method called “browsing” that guides the first, superficial reading of a research paper and substitutes abstract reading. The course was administered to 15 hospital physicians and 40 graduate students of molecular medicine, in 4 separate sessions. Results At course entry, 45 of 55 participants normally read the abstract before consulting the body of a research paper. An end-of-course questionnaire, completed by 47 participants, revealed that only 3 would still read the abstract first, while 33 would perform browsing, 7 would scan figures and tables, and 4 would consult another section of a paper outside of their research interests; similar responses were given for a research paper within their fields. For 43 participants, the course was effective in developing reading skills. On a final comprehension test, participants had a median score of 69% correct responses (interquartile range, 56%-80%). Conclusion This introductory course on reading scientific articles is effective in overcoming abstract-only reading and in developing confidence with the research literature. Considering participants' subjective evaluation and test scores, the course contents are appropriate for both physicians and young researchers. PMID:17042069

Time Variation of the Distance Separating Bomb and Dive Bomber Subsequent to Bomb Release

NASA Technical Reports Server (NTRS)

Mathews, Charles W.

1952-01-01

A study has been made of the variation of the distance separating bomb and aircraft with time after release as applied to dive-bombing operations, Separation distances determined from this study are presented in terms of two variables only, dive angle and maximum airplane accelerometer reading; the values of separation distance include the effects of delay in initiation of the pull-out and lag in attainment of the maximum normal acceleration.Contains analysis and calculations of the separation distances between bomb and dive bomber following bomb release, Separation distances as determined by the dive angle and the maximum airplane accelerometer reading are presented in a single chart.

Shades of Meaning: Using Color to Enhance Reading.

ERIC Educational Resources Information Center

Viau, Elizabeth Anne

1998-01-01

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

Sex Roles in Reading.

ERIC Educational Resources Information Center

Gunderson, Doris V.

Sex roles in two disparate areas, reading and literature, are treated separately in this paper. Sex-related factors listed which may attribute to the high incidence of boys experiencing reading difficulty were: (1) predominance of female teachers in the primary grades, (2) boys' lack of interest in basal readers, (3) adults considering reading a…

Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study

ERIC Educational Resources Information Center

Little, Callie W.; Hart, Sara A.; Quinn, Jamie M.; Tucker-Drob, Elliot M.; Taylor, Jeanette; Schatschneider, Christopher

2017-01-01

This study explores the co-development of two related but separate reading skills, reading fluency and reading comprehension, across Grades 1-4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1,784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping…

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

PubMed Central

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

2014-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Evaluation of two strategies for heart health promotion by direct mail in a low-income urban community.

PubMed

O'Loughlin, J; Paradis, G; Meshefedjian, G

1997-01-01

The objective of this study was to evaluate the reach of mass mailings of heart health education print materials in a low-income, urban community. Materials included a monthly newsletter and a self-help behavior change kit, both distributed to all 12,789 households in the study community. Recall, use, and self-reported impact of the materials were measured in a cross-sectional survey of a random sample of 345 adults conducted 2 weeks after distribution of the kit and 18 months after delivery of the first newsletter. Over one-third of the subjects (38.6%) recalled the newsletter and 27.9% had read one or more newsletters; 21.7% recalled the kit and 10.8% had read it. Few subjects had read both materials. Female gender and older age were independent correlates of having seen and read the newsletters. Older age, being widowed/separated/divorced, and infrequent physical activity were correlates of having seen and read the kit. Although the newsletter and kit formats might appeal to different segments of the population, mass mailings of heart health education print materials in a low-income urban community can reach large numbers of individuals. The cost effectiveness of repeated mailings of short, simple newsletters might be higher than a single mailing of a more complex behavior change kit.

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

Principles and Implementation of Reading Activities in Primary School English Class

ERIC Educational Resources Information Center

Jinxiu, Jing; Zhengping, Zeng

2016-01-01

Reading is an important skill in learning English. However, reading class is not emphasized in some primary schools in China, and there are various problems with the reading activities, which inadequately just focus on teaching of words, sentences separately from texts. This paper aims to bring out a whole system of principles in designing…

78 FR 33209 - Implementation of the Freedom of Information Act

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-04

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

An alternative section method for casting and posterior laser welding of metallic frameworks for an implant-supported prosthesis.

PubMed

de Aguiar, Fábio Afrânio; Tiossi, Rodrigo; Rodrigues, Renata Cristina Silveira; Mattos, Maria de Gloria Chiarello; Ribeiro, Ricardo Faria

2009-04-01

The aim of this study was to compare the accuracy of fit of three types of implant-supported frameworks cast in Ni-Cr alloy: specifically, a framework cast as one piece compared to frameworks cast separately in sections to the transverse or the diagonal axis, and later laser welded. Three sets of similar implant-supported frameworks were constructed. The first group of six 3-unit implant-supported frameworks were cast as one piece, the second group of six were sectioned in the transverse axis of the pontic region prior to casting, and the last group of six were sectioned in the diagonal axis of the pontic region prior to casting. The sectioned frameworks were positioned in the matrix (10 N.cm torque) and laser welded. To evaluate passive fit, readings were made with an optical microscope with both screws tightened and with only one-screw tightened. Data were submitted to ANOVA and Tukey-Kramer's test (p < 0.05). When both screws were tightened, no differences were found between the three groups (p > 0.05). In the single-screw-tightened test, with readings made opposite to the tightened side, the group cast as one piece (57.02 +/- 33.48 mum) was significantly different (p < 0.05) from the group sectioned diagonally (18.92 +/- 4.75 microm) but no different (p > 0.05) from the group transversally sectioned (31.42 +/- 20.68 microm). On the tightened side, no significant differences were found between the groups (p > 0.05). Results of this study showed that casting diagonally sectioned frameworks lowers misfit levels of prosthetic implant-supported frameworks and also improves the levels of passivity to the same frameworks when compared to structures cast as one piece.

Income Inequality and the Online Reading Gap: Teaching Our Way to Success With Online Research and Comprehension

ERIC Educational Resources Information Center

Leu, Donald J.; Forzani, Elena; Kennedy, Clint

2015-01-01

A recent study in "Reading Research Quarterly" provided evidence that an online reading achievement gap, based on income inequality, exists that is separate and independent from the well-known achievement gap in offline reading. This column briefly reviews the evidence and provides an initial set of instructional suggestions that may be…

The Efficacy of "Chunking" Reading Materials. Final Report.

ERIC Educational Resources Information Center

Carver, Ronald P.

In a series of three experiments involving 104 individuals, the effect of chunking sentences (the spatial separation of sentences into small groups of meaningfully related words) upon the reading rate and comprehension of mature readers was investigated. Passages and questions from a standardized reading test were displayed via an…

Contemporary Children and Basal Reading Series.

ERIC Educational Resources Information Center

Klebacher, Kathryn F.

Contemporary children must deal with many family problems that children 20 years ago never had to face, including divorce, parental separation, death, working mothers, and economic status. To determine how well current basal reading series reflect the changing American family, the stories of four basal reading series for grades four, five, and six…

The Relationship between Reading, Writing, and Spelling.

ERIC Educational Resources Information Center

Keegan, Jill

This paper asks whether there is a relationship between reading, writing, and spelling, whether these subjects should be taught together or separately. A review of the literature found that many theorists saw a strong relationship between just reading and writing, while others believed spelling belonged with these. The consensus of researchers was…

Single or Dual Representations for Reading and Spelling?

ERIC Educational Resources Information Center

Holmes, Virginia M.; Babauta, Mariko L.

2005-01-01

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

A Dramatic Approach to Reading Comprehension: Strategies and Activities for Classroom Teachers

ERIC Educational Resources Information Center

Kelner, Lenore Blank; Flynn, Rosalind M.

2006-01-01

Integration occurs when separate parts or elements are combined into a unified whole. This book focuses on classroom arts integration--equally incorporating skills in drama and reading comprehension into all lessons. Drama and reading comprehension share a multitude of authentic connections, including meaning making and interpretation. Each…

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

ERIC Educational Resources Information Center

Neuhaus, Graham F.; Post, Yolanda

2003-01-01

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

Understanding Student Attitudes toward Bible Reading: A Philippine Experience

ERIC Educational Resources Information Center

Baring, Rito V.

2008-01-01

Reflecting from the Philippine experience, this article explores an emerging picture that characterizes contemporary Bible reading attitudes of college students. Six new attitude factor definitions are developed following the development of the Bible Reading (BR) attitude scale for college students constructed by this author in a separate study.…

Math Disabilities and Reading Disabilities: Can They Be Separated?

ERIC Educational Resources Information Center

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

2009-01-01

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

Upper Elementary Students' Motivation to Read Fiction and Nonfiction

ERIC Educational Resources Information Center

Parsons, Allison Ward; Parsons, Seth A.; Malloy, Jacquelynn A.; Gambrell, Linda B.; Marinak, Barbara A.; Reutzel, D. Ray; Applegate, Mary D.; Applegate, Anthony J.; Fawson, Parker C.

2018-01-01

This research explores upper elementary students' motivation to read fiction and nonfiction. Using expectancy-value theory, the researchers developed separate surveys to measure motivation to read fiction and nonfiction. Researchers administered surveys to 1,104 upper elementary students (grades 3-6) in multiple locations across the United States…

Translating Advances in Reading Comprehension Research to Educational Practice

ERIC Educational Resources Information Center

McNamara, Danielle S.; Kendeou, Panayiota

2011-01-01

The authors review five major findings in reading comprehension and their implications for educational practice. First, research suggests that comprehension skills are separable from decoding processes and important at early ages, suggesting that comprehension skills should be targeted early, even before the child learns to read. Second, there is…

A Methodology for Reading Skill Improvement in Vocational Secondary Programs.

ERIC Educational Resources Information Center

Martin, Wanda; And Others

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

Reading for All in Africa: Building Communities Where Literacy Thrives.

ERIC Educational Resources Information Center

Arua, Arua E., Ed.

This collection of more than 40 papers was selected from more than 150 presentations at the 2nd Pan-African Conference on Reading sponsored by the Reading Association of Nigeria and the International Reading Association's International Development in Africa Committee. The collection is divided into seven sections. Under Section 1--Towards Building…

Reading achievement by learning disabled students in resource and regular classes.

PubMed

Goldman, R; Sapp, G L; Foster, A S

1998-02-01

K-TEA Comprehensive Reading scores of 34 elementary boys in either resource rooms or regular settings were compared. The boys were identified as learning disabled in reading. They were pretested at the beginning of the school year and posttested at the end. Treatment was one year of daily instruction in reading provided by six teachers in resource setting and six teachers in regular settings. K-TEA Reading Decoding and Reading Comprehension scores, separately compared in 2 x 2 repeated-measures analysis of variance, were not significantly different.

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

North, Michael J.

SchemaOnRead provides tools for implementing schema-on-read including a single function call (e.g., schemaOnRead("filename")) that reads text (TXT), comma separated value (CSV), raster image (BMP, PNG, GIF, TIFF, and JPG), R data (RDS), HDF5, NetCDF, spreadsheet (XLS, XLSX, ODS, and DIF), Weka Attribute-Relation File Format (ARFF), Epi Info (REC), Pajek network (PAJ), R network (NET), Hypertext Markup Language (HTML), SPSS (SAV), Systat (SYS), and Stata (DTA) files. It also recursively reads folders (e.g., schemaOnRead("folder")), returning a nested list of the contained elements.

Effects of Text Content and Beliefs on Informal Argument Evaluation

ERIC Educational Resources Information Center

Wolfe, Michael B.; Williams, Todd J.

2017-01-01

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

Students' Perceptions of Reading and Learning in Social Studies: A Multimethod Approach

ERIC Educational Resources Information Center

Beck, Jori S.; Buehl, Michelle M.; Taboada Barber, Ana

2015-01-01

This article conveys the findings from 2 separate, but related, investigations designed to uncover students' perceptions of reading and learning in middle school social studies as well as their engagement in this content area. Study 1 utilized semistructured interviews as an initial foray into understanding students' perceptions of reading and…

The New Literacies of Online Research and Comprehension: Rethinking the Reading Achievement Gap

ERIC Educational Resources Information Center

Leu, Donald J.; Forzani, Elena; Rhoads, Chris; Maykel, Cheryl; Kennedy, Clint; Timbrell, Nicole

2015-01-01

Is there an achievement gap for online reading ability based on income inequality that is separate from the achievement gap in traditional, offline reading? This possibility was examined between students in two pseudonymous school districts: West Town (economically advantaged) and East Town (economically challenged; N = 256). Performance-based…

Most Comprehension Tests Do Measure Reading Comprehension: A Response to McLean and Goldstein.

ERIC Educational Resources Information Center

Stenner, A. Jackson; And Others

1988-01-01

Rebuffs Leslie Maclean and Harvey Goldstein's claims that the National Assessment of Educational Progress (NAEP) Reading Proficiency Scale is unidimensional. Critics' confusion may stem from failing to separate what a test measures from a score's usefulness. The Lexile Reading Scale should be integrated with the NAEP scale. Includes eight…

Increasing Independent Reading Practice through Family Involvement and Motivational Strategies.

ERIC Educational Resources Information Center

Clark, Angela W.; McDonnell, Karen L.

This study describes a program designed to increase reading practice at home and at school. The targeted population consisted of elementary students from separate river communities located in the Midwest. Evidence for the existence of the problem included teacher observation of apathy to reading practice, student attitude surveys to gauge…

The Precursors of Double Dissociation between Reading and Spelling in a Transparent Orthography

ERIC Educational Resources Information Center

Torppa, Minna; Georgiou, George K.; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija

2017-01-01

Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this…

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

The Training of Morphological Decomposition in Word Processing and Its Effects on Literacy Skills.

PubMed

Bar-Kochva, Irit; Hasselhorn, Marcus

2017-01-01

This study set out to examine the effects of a morpheme-based training on reading and spelling in fifth and sixth graders ( N = 47), who present poor literacy skills and speak German as a second language. A computerized training, consisting of a visual lexical decision task (comprising 2,880 items, presented in 12 sessions), was designed to encourage fast morphological analysis in word processing. The children were divided between two groups: the one underwent a morpheme-based training, in which word-stems of inflections and derivations were presented for a limited duration, while their pre- and suffixes remained on screen until response. Another group received a control training consisting of the same task, except that the duration of presentation of a non-morphological unit was restricted. In a Word Disruption Task, participants read words under three conditions: morphological separation (with symbols separating between the words' morphemes), non-morphological separation (with symbols separating between non-morphological units of words), and no-separation (with symbols presented at the beginning and end of each word). The group receiving the morpheme-based program improved more than the control group in terms of word reading fluency in the morphological condition. The former group also presented similar word reading fluency after training in the morphological condition and in the no-separation condition, thereby suggesting that the morpheme-based training contributed to the integration of morphological decomposition into the process of word recognition. At the same time, both groups similarly improved in other measures of word reading fluency. With regard to spelling, the morpheme-based training group showed a larger improvement than the control group in spelling of trained items, and a unique improvement in spelling of untrained items (untrained word-stems integrated into trained pre- and suffixes). The results further suggest some contribution of the morpheme-based training to performance in a standardized spelling task. The morpheme-based training did not, however, show any unique effect on comprehension. These results suggest that the morpheme-based training is effective in enhancing some basic literacy skill in the population examined, i.e., morphological analysis in word processing and the access to orthographic representations in spelling, with no specific effects on reading fluency and comprehension.

The Training of Morphological Decomposition in Word Processing and Its Effects on Literacy Skills

PubMed Central

Bar-Kochva, Irit; Hasselhorn, Marcus

2017-01-01

This study set out to examine the effects of a morpheme-based training on reading and spelling in fifth and sixth graders (N = 47), who present poor literacy skills and speak German as a second language. A computerized training, consisting of a visual lexical decision task (comprising 2,880 items, presented in 12 sessions), was designed to encourage fast morphological analysis in word processing. The children were divided between two groups: the one underwent a morpheme-based training, in which word-stems of inflections and derivations were presented for a limited duration, while their pre- and suffixes remained on screen until response. Another group received a control training consisting of the same task, except that the duration of presentation of a non-morphological unit was restricted. In a Word Disruption Task, participants read words under three conditions: morphological separation (with symbols separating between the words’ morphemes), non-morphological separation (with symbols separating between non-morphological units of words), and no-separation (with symbols presented at the beginning and end of each word). The group receiving the morpheme-based program improved more than the control group in terms of word reading fluency in the morphological condition. The former group also presented similar word reading fluency after training in the morphological condition and in the no-separation condition, thereby suggesting that the morpheme-based training contributed to the integration of morphological decomposition into the process of word recognition. At the same time, both groups similarly improved in other measures of word reading fluency. With regard to spelling, the morpheme-based training group showed a larger improvement than the control group in spelling of trained items, and a unique improvement in spelling of untrained items (untrained word-stems integrated into trained pre- and suffixes). The results further suggest some contribution of the morpheme-based training to performance in a standardized spelling task. The morpheme-based training did not, however, show any unique effect on comprehension. These results suggest that the morpheme-based training is effective in enhancing some basic literacy skill in the population examined, i.e., morphological analysis in word processing and the access to orthographic representations in spelling, with no specific effects on reading fluency and comprehension. PMID:29163245

Report of Results Tutorial Reading Project, Indianapolis Public Schools, 1968-1969.

ERIC Educational Resources Information Center

Ellson, D. G.

The results of testing some 1,265 first-grade students who took part in the Tutorial Reading Project for the full 1968-69 school year in Indianapolis are reported. Subjects were selected from the lower third of the first grade, based on Metropolitan Reading Readiness Test scores and teachers' judgments. Separate pretesting and post-testing was…

Of Metaphors and Paradigms: Rejecting the "Commonsense" View of Reading.

ERIC Educational Resources Information Center

Weaver, Constance

For many years, methods of teaching reading have been based upon a mechanistic paradigm that something can be understood by reducing it to its most basic parts. This scientific paradigm has led to several misconceptions about reading: (1) that comprehension can be reduced to separately identifiable parts, (2) that meaning is contained within the…

Phonological Processing Deficits in Specific Reading Disability and Specific Language Impairment: Same or Different?

ERIC Educational Resources Information Center

McArthur, Genevieve; Castles, Anne

2013-01-01

The aim of this study was to determine if phonological processing deficits in specific reading disability (SRD) and specific language impairment (SLI) are the same or different. In four separate analyses, a different combination of reading and spoken language measures was used to divide 73 children into three subgroups: poor readers with average…

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

ERIC Educational Resources Information Center

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

2016-01-01

We investigated 7- to 10-year-old children's productive extension of semantic memory through self-generation of new factual knowledge derived through integration of separate yet related facts learned through instruction or through reading. In Experiment 1, an experimenter read the to-be-integrated facts. Children successfully learned and…

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

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

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

Separating homeologs by phasing in the tetraploid wheat transcriptome.

PubMed

Krasileva, Ksenia V; Buffalo, Vince; Bailey, Paul; Pearce, Stephen; Ayling, Sarah; Tabbita, Facundo; Soria, Marcelo; Wang, Shichen; Akhunov, Eduard; Uauy, Cristobal; Dubcovsky, Jorge

2013-06-25

The high level of identity among duplicated homoeologous genomes in tetraploid pasta wheat presents substantial challenges for de novo transcriptome assembly. To solve this problem, we develop a specialized bioinformatics workflow that optimizes transcriptome assembly and separation of merged homoeologs. To evaluate our strategy, we sequence and assemble the transcriptome of one of the diploid ancestors of pasta wheat, and compare both assemblies with a benchmark set of 13,472 full-length, non-redundant bread wheat cDNAs. A total of 489 million 100 bp paired-end reads from tetraploid wheat assemble in 140,118 contigs, including 96% of the benchmark cDNAs. We used a comparative genomics approach to annotate 66,633 open reading frames. The multiple k-mer assembly strategy increases the proportion of cDNAs assembled full-length in a single contig by 22% relative to the best single k-mer size. Homoeologs are separated using a post-assembly pipeline that includes polymorphism identification, phasing of SNPs, read sorting, and re-assembly of phased reads. Using a reference set of genes, we determine that 98.7% of SNPs analyzed are correctly separated by phasing. Our study shows that de novo transcriptome assembly of tetraploid wheat benefit from multiple k-mer assembly strategies more than diploid wheat. Our results also demonstrate that phasing approaches originally designed for heterozygous diploid organisms can be used to separate the close homoeologous genomes of tetraploid wheat. The predicted tetraploid wheat proteome and gene models provide a valuable tool for the wheat research community and for those interested in comparative genomic studies.

Separating homeologs by phasing in the tetraploid wheat transcriptome

PubMed Central

2013-01-01

Background The high level of identity among duplicated homoeologous genomes in tetraploid pasta wheat presents substantial challenges for de novo transcriptome assembly. To solve this problem, we develop a specialized bioinformatics workflow that optimizes transcriptome assembly and separation of merged homoeologs. To evaluate our strategy, we sequence and assemble the transcriptome of one of the diploid ancestors of pasta wheat, and compare both assemblies with a benchmark set of 13,472 full-length, non-redundant bread wheat cDNAs. Results A total of 489 million 100 bp paired-end reads from tetraploid wheat assemble in 140,118 contigs, including 96% of the benchmark cDNAs. We used a comparative genomics approach to annotate 66,633 open reading frames. The multiple k-mer assembly strategy increases the proportion of cDNAs assembled full-length in a single contig by 22% relative to the best single k-mer size. Homoeologs are separated using a post-assembly pipeline that includes polymorphism identification, phasing of SNPs, read sorting, and re-assembly of phased reads. Using a reference set of genes, we determine that 98.7% of SNPs analyzed are correctly separated by phasing. Conclusions Our study shows that de novo transcriptome assembly of tetraploid wheat benefit from multiple k-mer assembly strategies more than diploid wheat. Our results also demonstrate that phasing approaches originally designed for heterozygous diploid organisms can be used to separate the close homoeologous genomes of tetraploid wheat. The predicted tetraploid wheat proteome and gene models provide a valuable tool for the wheat research community and for those interested in comparative genomic studies. PMID:23800085

Train the Trainer. Facilitator Guide Sample. Basic Blueprint Reading (Chapter One).

ERIC Educational Resources Information Center

Saint Louis Community Coll., MO.

This publication consists of three sections: facilitator's guide--train the trainer, facilitator's guide sample--Basic Blueprint Reading (Chapter 1), and participant's guide sample--basic blueprint reading (chapter 1). Section I addresses why the trainer should learn new classroom techniques; lecturing versus facilitating; learning styles…

RADAR: A novel fast-screening method for reading difficulties with special focus on dyslexia.

PubMed

Smyrnakis, Ioannis; Andreadakis, Vassilios; Selimis, Vassilios; Kalaitzakis, Michail; Bachourou, Theodora; Kaloutsakis, Georgios; Kymionis, George D; Smirnakis, Stelios; Aslanides, Ioannis M

2017-01-01

Dyslexia is a developmental learning disorder of single word reading accuracy and/or fluency, with compelling research directed towards understanding the contributions of the visual system. While dyslexia is not an oculomotor disease, readers with dyslexia have shown different eye movements than typically developing students during text reading. Readers with dyslexia exhibit longer and more frequent fixations, shorter saccade lengths, more backward refixations than typical readers. Furthermore, readers with dyslexia are known to have difficulty in reading long words, lower skipping rate of short words, and high gaze duration on many words. It is an open question whether it is possible to harness these distinctive oculomotor scanning patterns observed during reading in order to develop a screening tool that can reliably identify struggling readers, who may be candidates for dyslexia. Here, we introduce a novel, fast, objective, non-invasive method, named Rapid Assessment of Difficulties and Abnormalities in Reading (RADAR) that screens for features associated with the aberrant visual scanning of reading text seen in dyslexia. Eye tracking parameter measurements that are stable under retest and have high discriminative power, as indicated by their ROC (receiver operating characteristic) curves, were obtained during silent text reading. These parameters were combined to derive a total reading score (TRS) that can reliably separate readers with dyslexia from typical readers. We tested TRS in a group of school-age children ranging from 8.5 to 12.5 years of age. TRS achieved 94.2% correct classification of children tested. Specifically, 35 out of 37 control (specificity 94.6%) and 30 out of 32 readers with dyslexia (sensitivity 93.8%) were classified correctly using RADAR, under a circular validation condition (see section Results/Total Reading Score) where the individual evaluated was not included in the test construction group. In conclusion, RADAR is a novel, automated, fast and reliable way to identify children at high risk of dyslexia that is amenable to large-scale screening. Moreover, analysis of eye movement parameters obtained with RADAR during reading will likely be useful for implementing individualized treatment strategies and for monitoring objectively the success of chosen interventions. We envision that it will be possible to use RADAR as a sensitive, objective, and quantitative first pass screen to identify individuals with reading disorders that manifest with abnormal oculomotor reading strategies, like dyslexia.

RADAR: A novel fast-screening method for reading difficulties with special focus on dyslexia

PubMed Central

Smyrnakis, Ioannis; Andreadakis, Vassilios; Selimis, Vassilios; Kalaitzakis, Michail; Bachourou, Theodora; Kaloutsakis, Georgios; Kymionis, George D.; Smirnakis, Stelios; Aslanides, Ioannis M.

2017-01-01

Dyslexia is a developmental learning disorder of single word reading accuracy and/or fluency, with compelling research directed towards understanding the contributions of the visual system. While dyslexia is not an oculomotor disease, readers with dyslexia have shown different eye movements than typically developing students during text reading. Readers with dyslexia exhibit longer and more frequent fixations, shorter saccade lengths, more backward refixations than typical readers. Furthermore, readers with dyslexia are known to have difficulty in reading long words, lower skipping rate of short words, and high gaze duration on many words. It is an open question whether it is possible to harness these distinctive oculomotor scanning patterns observed during reading in order to develop a screening tool that can reliably identify struggling readers, who may be candidates for dyslexia. Here, we introduce a novel, fast, objective, non-invasive method, named Rapid Assessment of Difficulties and Abnormalities in Reading (RADAR) that screens for features associated with the aberrant visual scanning of reading text seen in dyslexia. Eye tracking parameter measurements that are stable under retest and have high discriminative power, as indicated by their ROC (receiver operating characteristic) curves, were obtained during silent text reading. These parameters were combined to derive a total reading score (TRS) that can reliably separate readers with dyslexia from typical readers. We tested TRS in a group of school-age children ranging from 8.5 to 12.5 years of age. TRS achieved 94.2% correct classification of children tested. Specifically, 35 out of 37 control (specificity 94.6%) and 30 out of 32 readers with dyslexia (sensitivity 93.8%) were classified correctly using RADAR, under a circular validation condition (see section Results/Total Reading Score) where the individual evaluated was not included in the test construction group. In conclusion, RADAR is a novel, automated, fast and reliable way to identify children at high risk of dyslexia that is amenable to large-scale screening. Moreover, analysis of eye movement parameters obtained with RADAR during reading will likely be useful for implementing individualized treatment strategies and for monitoring objectively the success of chosen interventions. We envision that it will be possible to use RADAR as a sensitive, objective, and quantitative first pass screen to identify individuals with reading disorders that manifest with abnormal oculomotor reading strategies, like dyslexia. PMID:28800632

Reading and the New Technologies. Proceedings of the Annual Course and Conference of the United Kingdom Reading Association (21st, Dundee, Scotland, July 23-27, 1984).

ERIC Educational Resources Information Center

Ewing, J. M., Ed.

Divided into three sections, this book presents a selection of papers arising from a conference that focused on the impact of recent technological advancements on the development and teaching of reading. An introduction by J. M. Ewing provides general insight on this topic. Identifying major concerns, the first section includes: "Reading and…

Helping Your Child to Read.

ERIC Educational Resources Information Center

Foust, Betty Jean

This booklet provides suggestions for parents in helping their children to learn how to read. The first section provides 34 suggestions and activities for parents to use with preschool children, such as reciting nursery rhymes, reading aloud, respecting the child's mood, and playing listening games. The second section offers 25 suggestions and…

Reliability of ultrasound grading traditional score and new global OMERACT-EULAR score system (GLOESS): results from an inter- and intra-reading exercise by rheumatologists.

PubMed

Ventura-Ríos, Lucio; Hernández-Díaz, Cristina; Ferrusquia-Toríz, Diana; Cruz-Arenas, Esteban; Rodríguez-Henríquez, Pedro; Alvarez Del Castillo, Ana Laura; Campaña-Parra, Alfredo; Canul, Efrén; Guerrero Yeo, Gerardo; Mendoza-Ruiz, Juan Jorge; Pérez Cristóbal, Mario; Sicsik, Sandra; Silva Luna, Karina

2017-12-01

This study aims to test the reliability of ultrasound to graduate synovitis in static and video images, evaluating separately grayscale and power Doppler (PD), and combined. Thirteen trained rheumatologist ultrasonographers participated in two separate rounds reading 42 images, 15 static and 27 videos, of the 7-joint count [wrist, 2nd and 3rd metacarpophalangeal (MCP), 2nd and 3rd interphalangeal (IPP), 2nd and 5th metatarsophalangeal (MTP) joints]. The images were from six patients with rheumatoid arthritis, performed by one ultrasonographer. Synovitis definition was according to OMERACT. Scoring system in grayscale, PD separately, and combined (GLOESS-Global OMERACT-EULAR Score System) were reviewed before exercise. Reliability intra- and inter-reading was calculated with Cohen's kappa weighted, according to Landis and Koch. Kappa values for inter-reading were good to excellent. The minor kappa was for GLOESS in static images, and the highest was for the same scoring in videos (k 0.59 and 0.85, respectively). Excellent values were obtained for static PD in 5th MTP joint and for PD video in 2nd MTP joint. Results for GLOESS in general were good to moderate. Poor agreement was observed in 3rd MCP and 3rd IPP in all kinds of images. Intra-reading agreement were greater in grayscale and GLOESS in static images than in videos (k 0.86 vs. 0.77 and k 0.86 vs. 0.71, respectively), but PD was greater in videos than in static images (k 1.0 vs. 0.79). The reliability of the synovitis scoring through static images and videos is in general good to moderate when using grayscale and PD separately or combined.

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"…

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

Successful treatment of diplopia with prism improves health-related quality of life.

PubMed

Hatt, Sarah R; Leske, David A; Liebermann, Laura; Holmes, Jonathan M

2014-06-01

To report change in strabismus-specific health-related quality of life (HRQOL) following treatment with prism. Retrospective cross-sectional study. Thirty-four patients with diplopia (median age 63, range 14-84 years) completed the Adult Strabismus-20 questionnaire (100-0, best to worst HRQOL) and a diplopia questionnaire in a clinical practice before prism and in prism correction. Before prism, diplopia was "sometimes" or worse for reading and/or straight-ahead distance. Prism treatment success was defined as diplopia rated "never" or "rarely" on the diplopia questionnaire for reading and straight-ahead distance. Failure was defined as worsening or no change in diplopia. For both successes and failures, mean Adult Strabismus-20 scores were compared before prism and in prism correction. Each of the 4 Adult Strabismus-20 domains (self-perception, interactions, reading function, and general function) was analyzed separately. Twenty-three of 34 (68%) were successes and 11 (32%) were failures. For successes, reading function improved from 57 ± 27 (SD) before prism to 69 ± 27 in-prism correction (difference 12 ± 20, 95% CI 3.2-20.8, P = .02) and general function improved from 66 ± 25 to 80 ± 18 (difference 14 ± 22, 95% CI 5.0-23.6, P = .003). Self-perception and interaction domains remained unchanged (P > .2). For failures there was no significant change in Adult Strabismus-20 score on any domain (P > .4). Successful correction of diplopia with prism is associated with improvement in strabismus-specific HRQOL, specifically reading function and general function. Copyright © 2014 Elsevier Inc. All rights reserved.

The Sky This Week - Naval Oceanography Portal

Science.gov Websites

section Advanced Search... Sections Home Time Earth Orientation Astronomy Meteorology Oceanography Ice You . Read More... The Sky This Week, 2018 April 17 - 24 Celebrate Dark-sky Week and Astronomy Day! Read More More... The Sky This Week, 2018 April 3 - 10 April is Astronomy Month...no fooling. Read More... The

Reading with Your Elementary Child: Tips for Parents--Grades 3-5.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Education, Raleigh.

This brochure is intended to help parents support their children in reading comprehension and fluency. The brochure is divided into seven main sections. The first section addresses preparation that good readers engage in before reading the materials, including: (1) previewing the text; (2) thinking about the topic; (3) setting a purpose for…

Effects of Direct Instruction Rewards Program Strategies to Teach Separation of Complex Words to Two High School Students with Disabilities

ERIC Educational Resources Information Center

Mullaney, Lauren; Baker, Megan; Rutherford, Katie; Neyman, Jennifer; McLaughlin, T. F.; Stookey, Susan

2014-01-01

The purpose of the study was to evaluate the effects of the Direct Instruction REWARDS® program on reading complex words of two fifteen-year-old boys in a reading resource room. Both participants had difficulty in reading and were diagnosed as learning disabled. During baseline, both participants had difficulty in syllabication. The results showed…

Reading and Writing Together: A Critical Component of English for Academic Purposes Teaching and Learning

ERIC Educational Resources Information Center

Grabe, William; Zhang, Cui

2013-01-01

"As Kroll (1993), among others, has pointed out, reading has traditionally been seen as a skill to be taught separately from writing, as well as something students are somehow expected to already know about when they reach the writing course, Teaching reading in a writing course may seem like an odd idea, if not an entirely unnecessary one. It may…

Exploring the Co-development of Reading Fluency and Reading Comprehension: A Twin Study

PubMed Central

Little, Callie W.; Hart, Sara A.; Quinn, Jamie M.; Tucker-Drob, Elliot M.; Taylor, Jeanette; Schatschneider, Chris

2016-01-01

The present study explores the co-development of two related but separate reading skills, reading fluency and reading comprehension, across grades 1–4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping genetic and environmental factors. Growth in both skills was influenced by highly overlapping shared environmental factors. Cross-lagged parameters indicated bidirectional effects, with stronger effects from fluency to comprehension change than from comprehension to fluency change. PMID:27859016

25 CFR 30.107 - What must a tribal governing body or school board include in its alternative definition of AYP?

Code of Federal Regulations, 2014 CFR

2014-04-01

... assessment system that includes, at a minimum, academic assessments in mathematics and reading or language arts; (5) Measure progress separately for reading or language arts and for mathematics; (6) Unless...

25 CFR 30.107 - What must a tribal governing body or school board include in its alternative definition of AYP?

Code of Federal Regulations, 2013 CFR

2013-04-01

... assessment system that includes, at a minimum, academic assessments in mathematics and reading or language arts; (5) Measure progress separately for reading or language arts and for mathematics; (6) Unless...

25 CFR 30.107 - What must a tribal governing body or school board include in its alternative definition of AYP?

Code of Federal Regulations, 2012 CFR

2012-04-01

... assessment system that includes, at a minimum, academic assessments in mathematics and reading or language arts; (5) Measure progress separately for reading or language arts and for mathematics; (6) Unless...

25 CFR 30.107 - What must a tribal governing body or school board include in its alternative definition of AYP?

Code of Federal Regulations, 2011 CFR

2011-04-01

... assessment system that includes, at a minimum, academic assessments in mathematics and reading or language arts; (5) Measure progress separately for reading or language arts and for mathematics; (6) Unless...

25 CFR 30.107 - What must a tribal governing body or school board include in its alternative definition of AYP?

Code of Federal Regulations, 2010 CFR

2010-04-01

... assessment system that includes, at a minimum, academic assessments in mathematics and reading or language arts; (5) Measure progress separately for reading or language arts and for mathematics; (6) Unless...

Reading Roundup: Rope a Good Book. Louisiana Summer Reading Program, 1995 Manual.

ERIC Educational Resources Information Center

White, Dorothy, J., Ed.

A manual for the Louisiana Summer Reading Program is presented in 14 sections with a western theme and illustrations. An evaluation form, a 1995 calendar, and a list of audiovisual materials with addresses and prices are also provided. Section 1 discusses promotion, publicity, and programs; and includes sample news releases; program ideas, and…

Go For the Gold...Read! Louisiana Summer Reading Program, 1996.

ERIC Educational Resources Information Center

White, Dorothy J., Ed.

A manual for the 1996 Louisiana Summer Reading Program is presented in five sections with an Olympic and sports-related theme and illustrations. An evaluation form, a 1996 monthly calendar, and clip art images are provided. The first section covers promotion and publicity, and contains facts about the Olympics, promotion ideas, and sample news…

Handbook of Reading Research.

ERIC Educational Resources Information Center

Pearson, P. David, Ed.; And Others

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

Tutor Handbook. Reading Effectiveness Program.

ERIC Educational Resources Information Center

Indiana State Dept. of Public Instruction, Indianapolis. Div. of Reading Effectiveness.

The five sections of this handbook contain reading tutor training materials, with each section listing behavioral learning objectives specific to a particular instructional situation. The first section defines the role of the tutor, sets forth general principles for successful tutoring, presents examples of interest inventories for elementary and…

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...

40 CFR 75.41 - Precision criteria.

Code of Federal Regulations, 2011 CFR

2011-07-01

... for the entire 30- to 90-day period. (9) The owner or operator shall provide two separate time series... time where the vertical axis represents the percentage difference between each paired hourly reading... monitoring system (or reference method) readings versus time where the vertical axis represents hourly...

40 CFR 75.41 - Precision criteria.

Code of Federal Regulations, 2014 CFR

2014-07-01

... for the entire 30- to 90-day period. (9) The owner or operator shall provide two separate time series... time where the vertical axis represents the percentage difference between each paired hourly reading... monitoring system (or reference method) readings versus time where the vertical axis represents hourly...

40 CFR 75.41 - Precision criteria.

Code of Federal Regulations, 2010 CFR

2010-07-01

... for the entire 30- to 90-day period. (9) The owner or operator shall provide two separate time series... time where the vertical axis represents the percentage difference between each paired hourly reading... monitoring system (or reference method) readings versus time where the vertical axis represents hourly...

40 CFR 75.41 - Precision criteria.

Code of Federal Regulations, 2013 CFR

2013-07-01

... for the entire 30- to 90-day period. (9) The owner or operator shall provide two separate time series... time where the vertical axis represents the percentage difference between each paired hourly reading... monitoring system (or reference method) readings versus time where the vertical axis represents hourly...

40 CFR 75.41 - Precision criteria.

Code of Federal Regulations, 2012 CFR

2012-07-01

... for the entire 30- to 90-day period. (9) The owner or operator shall provide two separate time series... time where the vertical axis represents the percentage difference between each paired hourly reading... monitoring system (or reference method) readings versus time where the vertical axis represents hourly...

Is the orthographic/phonological onset a single unit in reading aloud?

PubMed

Mousikou, Petroula; Coltheart, Max; Saunders, Steven; Yen, Lisa

2010-02-01

Two main theories of visual word recognition have been developed regarding the way orthographic units in printed words map onto phonological units in spoken words. One theory suggests that a string of single letters or letter clusters corresponds to a string of phonemes (Coltheart, 1978; Venezky, 1970), while the other suggests that a string of single letters or letter clusters corresponds to coarser phonological units, for example, onsets and rimes (Treiman & Chafetz, 1987). These theoretical assumptions were critical for the development of coding schemes in prominent computational models of word recognition and reading aloud. In a reading-aloud study, we tested whether the human reading system represents the orthographic/phonological onset of printed words and nonwords as single units or as separate letters/phonemes. Our results, which favored a letter and not an onset-coding scheme, were successfully simulated by the dual-route cascaded (DRC) model (Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001). A separate experiment was carried out to further adjudicate between 2 versions of the DRC model.

The Little Mermaid: an icon of woman's condition in patriarchy, and the human condition of castration.

PubMed

Tseëlon, E

1995-10-01

Hans Christian Andersen's story 'The Little Mermaid' is read as a creation myth and a metaphor for woman's condition in patriarchy, broadly conceptualised within a Lacanian framework. In the first part, the psychoanalytic concept of castration (broadly conceptualised as containing any existential severance which forms the basis for sexual difference and subjectivity) is utilised to argue that the myth is about a construction of (mostly female) subjectivity through a series of separations or splits: (1) birth, (2) growing up, (3) desire and (4) death. Birth and death are read as representing real separations. Growing up is read as structured around a symbolic castration of tongue and voice, while desire is read as structured around lack. In the second part the ideological implications of Disney's adaptation of the original for its symbolic status are explored. It is argued that by simplifying and externalising internal complex conflicts in the Andersen story, Disney's version reduces the myth to a fairy tale, and reproduces the ideology of romantic love.

Separable Roles for Attentional Control Sub-Systems in Reading Tasks: A Combined Behavioral and fMRI Study

PubMed Central

Ihnen, S.K.Z.; Petersen, Steven E.; Schlaggar, Bradley L.

2015-01-01

Attentional control is important both for learning to read and for performing difficult reading tasks. A previous study invoked 2 mechanisms to explain reaction time (RT) differences between reading tasks with variable attentional demands. The present study combined behavioral and neuroimaging measures to test the hypotheses that there are 2 mechanisms of interaction between attentional control and reading; that these mechanisms are dissociable both behaviorally and neuro-anatomically; and that the 2 mechanisms involve functionally separable control systems. First, RT evidence was found in support of the 2-mechanism model, corroborating the previous study. Next, 2 sets of brain regions were identified as showing functional magnetic resonance imaging blood oxygen level-dependent activity that maps onto the 2-mechanism distinction. One set included bilateral Cingulo-opercular regions and mostly right-lateralized Dorsal Attention regions (CO/DA+). This CO/DA+ region set showed response properties consistent with a role in reporting which processing pathway (phonological or lexical) was biased for a particular trial. A second set was composed primarily of left-lateralized Frontal-parietal (FP) regions. Its signal properties were consistent with a role in response checking. These results demonstrate how the subcomponents of attentional control interact with subcomponents of reading processes in healthy young adults. PMID:24275830

How Simple Is Reading in Arabic? A Cross-Sectional Investigation of Reading Comprehension from First to Sixth Grade

ERIC Educational Resources Information Center

Asadi, Ibrahim A.; Khateb, Asaid; Shany, Michal

2017-01-01

This study aimed to examine, from a cross-sectional perspective, the extent to which the simple view of reading (SVR) model can be adapted to the Arabic language. This was carried out by verifying, in both beginning and more skilled readers, whether the unique orthographical and morphological characteristics of Arabic contribute to reading…

How to Read Your Radiology Report

MedlinePlus

... Index A-Z How to Read Your Radiology Report Imaging studies such as magnetic resonance imaging (MRI), ... report. top of page Sections of the Radiology Report Type of exam The type of exam section ...

Predicting individual differences in reading comprehension: a twin study

PubMed Central

Cutting, Laurie; Deater-Deckard, Kirby; DeThorne, Laura S.; Justice, Laura M.; Schatschneider, Chris; Thompson, Lee A.; Petrill, Stephen A.

2010-01-01

We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension were assessed in a twin sample at age 9. Using latent factor models, we found that overlap among phonological decoding, word recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence for a genetic basis to the “Simple View” of reading. PMID:20814768

Reading speed benefits from increased vertical word spacing in normal peripheral vision.

PubMed

Chung, Susana T L

2004-07-01

Crowding, the adverse spatial interaction due to proximity of adjacent targets, has been suggested as an explanation for slow reading in peripheral vision. The purposes of this study were to (1) demonstrate that crowding exists at the word level and (2) examine whether or not reading speed in central and peripheral vision can be enhanced with increased vertical word spacing. Five normal observers read aloud sequences of six unrelated four-letter words presented on a computer monitor, one word at a time, using rapid serial visual presentation (RSVP). Reading speeds were calculated based on the RSVP exposure durations yielding 80% correct. Testing was conducted at the fovea and at 5 degrees and 10 degrees in the inferior visual field. Critical print size (CPS) for each observer and at each eccentricity was first determined by measuring reading speeds for four print sizes using unflanked words. We then presented words at 0.8x or 1.4x CPS, with each target word flanked by two other words, one above and one below the target word. Reading speeds were determined for vertical word spacings (baseline-to-baseline separation between two vertically separated words) ranging from 0.8x to 2x the standard single-spacing, as well as the unflanked condition. At the fovea, reading speed increased with vertical word spacing up to about 1.2x to 1.5x the standard spacing and remained constant and similar to the unflanked reading speed at larger vertical word spacings. In the periphery, reading speed also increased with vertical word spacing, but it remained below the unflanked reading speed for all spacings tested. At 2x the standard spacing, peripheral reading speed was still about 25% lower than the unflanked reading speed for both eccentricities and print sizes. Results from a control experiment showed that the greater reliance of peripheral reading speed on vertical word spacing was also found in the right visual field. Increased vertical word spacing, which presumably decreases the adverse effect of crowding between adjacent lines of text, benefits reading speed. This benefit is greater in peripheral than central vision.

Morphological Decomposition in Reading Hebrew Homographs

ERIC Educational Resources Information Center

Miller, Paul; Liran-Hazan, Batel; Vaknin, Vered

2016-01-01

The present work investigates whether and how morphological decomposition processes bias the reading of Hebrew heterophonic homographs, i.e., unique orthographic patterns that are associated with two separate phonological, semantic entities depicted by means of two morphological structures (linear and nonlinear). In order to reveal the nature of…

Instructional Implications of Inquiry in Reading Comprehension.

ERIC Educational Resources Information Center

Snow, David

A contract deliverable on the NIE Communication Skills Project, this report consists of three separate documents describing the instructional implications of the analytic and empirical work carried out for the "Classroom Instruction in Reading Comprehension" part of the project: (1) Guidelines for Phrasal Segmentation; (2) Parsing Tasks…

Reading and Writing in Multimodal Contexts: Exploring the Deictic Nature of Literacy

ERIC Educational Resources Information Center

Bailey, Margaret Denice

2012-01-01

This study examined the reading and writing processes that seventh-graders used in hypertext versus traditional print environments. Additionally, it considered the impact of incorporating technology and collaboration into pedagogical practice. Three separate literacy activities involved students in finding information, creating presentations, and…

Classroom Assessment of Reading Processes.

ERIC Educational Resources Information Center

Swearingen, Rebecca; Allen, Diane

For use by K-12 teachers or specialists, this book presents an informal classroom tool for assessing reading processes which is rooted in contemporary research and practice. The book features separate assessments for narrative and expository retelling, portfolio checklists to help analyze results, modeled "think-alouds," and an annotated…

Successful treatment of diplopia with prism improves health-related quality of life

PubMed Central

Hatt, Sarah R.; Leske, David A.; Liebermann, Laura; Holmes, Jonathan M.

2014-01-01

Purpose To report change in strabismus-specific health-related quality of life (HRQOL) following treatment with prism. Design Retrospective cross-sectional study Methods Thirty-four patients with diplopia (median age 63, range 14 to 84 years) completed the Adult Strabismus-20 questionnaire (100 to 0, best to worst HRQOL) and a diplopia questionnaire in a clinical practice before prism and in prism correction. Before prism, diplopia was “sometimes” or worse for reading and/or straight ahead distance. Prism treatment success was defined as diplopia rated “never” or “rarely” on the Diplopia Questionnaire for reading and straight ahead distance. Failure was defined as worsening or no change in diplopia. For both successes and failures, mean Adult Strabismus -20 scores were compared pre-prism and in prism correction. Each of the four Adult Strabismus -20 domains (Self-perception, Interactions, Reading function and General function) were analyzed separately. Results Twenty-three (68%) of 34 were successes and 11 (32%) were failures. For successes, Reading Function improved from 57 ± 27 (SD) before prism to 69 ± 27 in-prism correction (difference 12 ± 20, 95% CI 3.2 to 20.8, P=0.02) and General Function improved from 66 ± 25 to 80 ± 18 (difference 14 ± 22, 95% CI 5.0 to 23.6, P=0.003). Self-perception and Interaction domains remained unchanged (P>0.2). For failures there was no significant change in Adult Strabismus -20 score on any domain (P>0.4). Conclusions Successful correction of diplopia with prism is associated with improvement in strabismus-specific HRQOL, specifically reading function and general function. PMID:24561171

Stress and Reading Difficulties: Research, Assessment, Intervention.

ERIC Educational Resources Information Center

Gentile, Lance M.; McMillan, Merna M.

Focusing on the personality of the reading disabled child, this booklet is designed to encourage researchers to move past the circular debate concerning student reading difficulties and to help teachers improve the reading performance of students with disabling stress reactions to reading. The first section examines research related to emotional…

Target/error overlap in jargonaphasia: The case for a one-source model, lexical and non-lexical summation, and the special status of correct responses.

PubMed

Olson, Andrew; Halloran, Elizabeth; Romani, Cristina

2015-12-01

We present three jargonaphasic patients who made phonological errors in naming, repetition and reading. We analyse target/response overlap using statistical models to answer three questions: 1) Is there a single phonological source for errors or two sources, one for target-related errors and a separate source for abstruse errors? 2) Can correct responses be predicted by the same distribution used to predict errors or do they show a completion boost (CB)? 3) Is non-lexical and lexical information summed during reading and repetition? The answers were clear. 1) Abstruse errors did not require a separate distribution created by failure to access word forms. Abstruse and target-related errors were the endpoints of a single overlap distribution. 2) Correct responses required a special factor, e.g., a CB or lexical/phonological feedback, to preserve their integrity. 3) Reading and repetition required separate lexical and non-lexical contributions that were combined at output. Copyright © 2015 Elsevier Ltd. All rights reserved.

Cognitive Abilities Underlying Reading Accuracy, Fluency and Spelling Acquisition in Korean Hangul Learners from Grades 1 to 4: A Cross-Sectional Study.

PubMed

Park, Hyun-Rin; Uno, Akira

2015-08-01

The purpose of this cross-sectional study was to examine the cognitive abilities that predict reading and spelling performance in Korean children in Grades 1 to 4, depending on expertise and reading experience. As a result, visual cognition, phonological awareness, naming speed and receptive vocabulary significantly predicted reading accuracy in children in Grades 1 and 2, whereas visual cognition, phonological awareness and rapid naming speed did not predict reading accuracy in children in higher grades. For reading, fluency, phonological awareness, rapid naming speed and receptive vocabulary were crucial abilities in children in Grades 1 to 3, whereas phonological awareness was not a significant predictor in children in Grade 4. In spelling, reading ability and receptive vocabulary were the most important abilities for accurate Hangul spelling. The results suggested that the degree of cognitive abilities required for reading and spelling changed depending on expertise and reading experience. Copyright © 2015 John Wiley & Sons, Ltd.

29 CFR 70.4 - Public reading rooms.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 29 Labor 1 2012-07-01 2012-07-01 false Public reading rooms. 70.4 Section 70.4 Labor Office of the Secretary of Labor PRODUCTION OR DISCLOSURE OF INFORMATION OR MATERIALS General § 70.4 Public reading rooms. (a) To the extent required by 5 U.S.C. 552(a)(2), each component within the Department will make the materials listed in this section...

29 CFR 70.4 - Public reading rooms.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 29 Labor 1 2014-07-01 2013-07-01 true Public reading rooms. 70.4 Section 70.4 Labor Office of the Secretary of Labor PRODUCTION OR DISCLOSURE OF INFORMATION OR MATERIALS General § 70.4 Public reading rooms. (a) To the extent required by 5 U.S.C. 552(a)(2), each component within the Department will make the materials listed in this section...

29 CFR 70.4 - Public reading rooms.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 29 Labor 1 2013-07-01 2013-07-01 false Public reading rooms. 70.4 Section 70.4 Labor Office of the Secretary of Labor PRODUCTION OR DISCLOSURE OF INFORMATION OR MATERIALS General § 70.4 Public reading rooms. (a) To the extent required by 5 U.S.C. 552(a)(2), each component within the Department will make the materials listed in this section...

Principals Make a Difference: The Role They Play in Quality Reading Programs. OSSC Bulletin, Vol. 22, No. 10.

ERIC Educational Resources Information Center

Scofield, Sandra

Practical ways principals can modify and monitor their school's reading programs are suggested in this report that also presents reading theory and research results. The bulk of the report focuses on the elementary school and is divided into a short section on theory and a longer section on practice. Suggestions are given about establishing…

Use of a pressure sensing sheath: comparison with standard means of blood pressure monitoring in catheterization procedures

PubMed Central

Purdy, Phillip D; South, Charles; Klucznik, Richard P; Liu, Kenneth C; Novakovic, Robin L; Puri, Ajit S; Pride, G Lee; Aagaard-Kienitz, Beverly; Ray, Abishek; Elliott, Alan C

2017-01-01

Purpose Monitoring of blood pressure (BP) during procedures is variable, depending on multiple factors. Common methods include sphygmomanometer (BP cuff), separate radial artery catheterization, and side port monitoring of an indwelling sheath. Each means of monitoring has disadvantages, including time consumption, added risk, and signal dampening due to multiple factors. We sought an alternative approach to monitoring during procedures in the catheterization laboratory. Methods A new technology involving a 330 µm fiberoptic sensor embedded in the wall of a sheath structure was tested against both radial artery catheter and sphygmomanometer readings obtained simultaneous with readings recorded from the pressure sensing system (PSS). Correlations and Bland–Altman analysis were used to determine whether use of the PSS could substitute for these standard techniques. Results The results indicated highly significant correlations in systolic, diastolic, and mean arterial pressures (MAP) when compared against radial artery catheterization (p<0.0001), and MAP means differed by <4%. Bland–Altman analysis of the data suggested that the sheath measurements can replace a separate radial artery catheter. While less striking, significant correlations were seen when PSS readings were compared against BP cuff readings. Conclusions The PSS has competitive functionality to that seen with a dedicated radial artery catheter for BP monitoring and is available immediately on sheath insertion without the added risk of radial catheterization. The sensor is structurally separated from the primary sheath lumen and readings are unaffected by device introduction through the primary lumen. Time delays and potential complications from radial artery catheterization are avoided. PMID:27422970

34 CFR 200.13 - Adequate yearly progress in general.

Code of Federal Regulations, 2011 CFR

2011-07-01

...) Measures progress separately for reading/language arts and for mathematics; (6) Is the same for all public... mathematics; and (ii) The proficient and advanced scores of students with disabilities based on the modified... assessed in reading/language arts and in mathematics. (3) A State's or LEA's number of proficient and...

34 CFR 200.13 - Adequate yearly progress in general.

Code of Federal Regulations, 2012 CFR

2012-07-01

...) Measures progress separately for reading/language arts and for mathematics; (6) Is the same for all public... mathematics; and (ii) The proficient and advanced scores of students with disabilities based on the modified... assessed in reading/language arts and in mathematics. (3) A State's or LEA's number of proficient and...

34 CFR 200.13 - Adequate yearly progress in general.

Code of Federal Regulations, 2013 CFR

2013-07-01

...) Measures progress separately for reading/language arts and for mathematics; (6) Is the same for all public... mathematics; and (ii) The proficient and advanced scores of students with disabilities based on the modified... assessed in reading/language arts and in mathematics. (3) A State's or LEA's number of proficient and...

34 CFR 200.13 - Adequate yearly progress in general.

Code of Federal Regulations, 2014 CFR

2014-07-01

...) Measures progress separately for reading/language arts and for mathematics; (6) Is the same for all public... mathematics; and (ii) The proficient and advanced scores of students with disabilities based on the modified... assessed in reading/language arts and in mathematics. (3) A State's or LEA's number of proficient and...

Summer School for Retainees, 1982. Evaluation Design.

ERIC Educational Resources Information Center

Austin Independent School District, TX. Office of Research and Evaluation.

The evaluation design for the Austin Independent School District 1982 summer school program for elementary retainees is described. The evaluation is meant to focus on short-term skill mastery in reading and mathematics and the long-term achievement growth of the participants. Separate reading objectives and materials in Spanish and English…

British Register of Reading Research. No. 2.

ERIC Educational Resources Information Center

Goodacre, Elizabeth J., Comp.; Bentley, Diana, Comp.

Separate listings of both ongoing and completed reading research in Great Britain between 1974 and 1977--including relevant language studies and research on spelling--are arranged alphabetically by researcher, reporting the research title, the institution at which the research was conducted, the years started and completed, and the type of…

One Student's Many Voices: Reading, Writing, and Responding with Bakhtin.

ERIC Educational Resources Information Center

Welch, Nancy

1993-01-01

Presents an approach to the reading and responding to students' written texts that moves beyond the separation of experience and writing. Envisions personal and public authority, content and form, people and texts, as inseparable. Utilizes Mikhail Bakhtin's theory of dialogism in forming such an approach. (HB)

Measuring Strategic Processing when Students Read Multiple Texts

ERIC Educational Resources Information Center

Braten, Ivar; Stromso, Helge I.

2011-01-01

This study explored the dimensionality of multiple-text comprehension strategies in a sample of 216 Norwegian education undergraduates who read seven separate texts on a science topic and immediately afterwards responded to a self-report inventory focusing on strategic multiple-text processing in that specific task context. Two dimensions were…

Genetic and Environmental Influences on Vocabulary and Reading Development

ERIC Educational Resources Information Center

Olson, Richard K.; Keenan, Janice M.; Byrne, Brian; Samuelsson, Stefan; Coventry, William L.; Corley, Robin; Wadsworth, Sally J.; Willcutt, Erik G.; DeFries, John C.; Pennington, Bruce F.; Hulslander, Jacqueline

2011-01-01

Genetic and environmental relations between vocabulary and reading skills were explored longitudinally from preschool through Grades 2 and 4. At preschool there were strong shared-environment and weak genetic influences on both vocabulary and print knowledge but substantial differences in their source. Separation of etiology for vocabulary and…

Children's Inferential Comprehension of Pragmatic Causal Relations in Reading.

ERIC Educational Resources Information Center

Morgan, Argiro Louchis

A study investigated the separate and combined effects of the syntactic organization of the sentence, the contextual framework in which a message is embedded, and the readers' past experiences on children's inferential reading comprehension of pragmatic cause/effect statements. The subjects, 144 fourth grade students, were asked to specify the…

34 CFR 200.13 - Adequate yearly progress in general.

Code of Federal Regulations, 2010 CFR

2010-07-01

...) Measures progress separately for reading/language arts and for mathematics; (6) Is the same for all public... mathematics; and (ii) The proficient and advanced scores of students with disabilities based on the modified... assessed in reading/language arts and in mathematics. (3) A State's or LEA's number of proficient and...

Combining Cooperative Learning with Reading Aloud by Teachers

ERIC Educational Resources Information Center

Jacobs, George; Hannah, Dan

2004-01-01

This article begins with a section that describes cooperative learning and explains eight cooperative learning principles. The second section discusses the interface between cooperative learning and language pedagogy. Next is a section about the why and how of reading aloud by teachers. The heart of the article resides in the last and longest…

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…

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

Code of Federal Regulations, 2011 CFR

2011-04-01

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

22 CFR 303.5 - Public reading room.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 22 Foreign Relations 2 2011-04-01 2009-04-01 true Public reading room. 303.5 Section 303.5 Foreign... Public reading room. (a) The Peace Corps will maintain a public reading room at its headquarters at 1111... records will be made available in the public reading room: (1) All final public opinions, including...

22 CFR 303.5 - Public reading room.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 22 Foreign Relations 2 2010-04-01 2010-04-01 true Public reading room. 303.5 Section 303.5 Foreign... Public reading room. (a) The Peace Corps will maintain a public reading room at its headquarters at 1111... records will be made available in the public reading room: (1) All final public opinions, including...

College and Adult Reading XIV: The Fourteenth Yearbook of the North Central Reading Association.

ERIC Educational Resources Information Center

Fisher, Kay E., Ed.; Fisher, Joseph A., Ed.

Containing selections from the 1987 and 1988 annual meetings of the North Central Reading Association, this yearbook includes sections on research; reviews of research; professional issues; and program descriptions. Papers include: "The Effects of a Secondary Reading Methods Course on Undergraduate Students' Awareness of Reading Skills"…

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

Code of Federal Regulations, 2010 CFR

2010-04-01

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

Language and Learning to Read: What Teachers Should Know about Language.

ERIC Educational Resources Information Center

Hodges, Richard E., Ed.; Rudorf, E. Hugh, Ed.

Written by teachers, linguists, psychologists, and reading specialists, this book elucidates the relationship between reading and language, and explains why reading should be regarded as a language-based process. The book is divided into eight sections, each of which includes an introduction and sources for further reading. The essays for each…

Correlation of near-infrared spectroscopy and transcranial magnetic stimulation of the motor cortex in overt reading and musical tasks.

PubMed

Lo, Y L; Zhang, H H; Wang, C C; Chin, Z Y; Fook-Chong, S; Gabriel, C; Guan, C T

2009-01-01

In overt reading and singing tasks, actual vocalization of words in a rhythmic fashion is performed. During execution of these tasks, the role of underlying vascular processes in relation to cortical excitability changes in a spatial manner is uncertain. Our objective was to investigate cortical excitability changes during reading and singing with transcranial magnetic stimulation (TMS), as well as vascular changes with nearinfrared spectroscopy (NIRS). Findings with TMS and NIRS were correlated. TMS and NIRS recordings were performed in 5 normal subjects while they performed reading and singing tasks separately. TMS was applied over the left motor cortex at 9 positions 2.5 cm apart. NIRS recordings were made over these identical positions. Although both TMS and NIRS showed significant mean cortical excitability and hemodynamic changes from baseline during vocalization tasks, there was no significant spatial correlation of these changes evaluated with the 2 techniques over the left motor cortex. Our findings suggest that increased left-sided cortical excitability from overt vocalization tasks in the corresponding "hand area" were the result of "functional connectivity," rather than an underlying "vascular overflow mechanism" from the adjacent speech processing or face/mouth areas. Our findings also imply that functional neurophysiological and vascular methods may evaluate separate underlying processes, although subjects performed identical vocalization tasks. Future research combining similar methodologies should embrace this aspect and harness their separate capabilities.

Is a Separate Block of Time for Oral English Language Development in Programs for English Learners Needed?

ERIC Educational Resources Information Center

Saunders, William M.; Foorman, Barbara R.; Carlson, Coleen D.

2006-01-01

The issue of whether to separate English language development (ELD) into a separate instructional block or whether to integrate it with reading/language arts instruction is an unanswered question with theoretical and practical implications. We addressed this question by observing instruction across the year in 85 kindergarten classrooms that…

How To Tutor Students with Reading Comprehension Problems.

ERIC Educational Resources Information Center

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

2002-01-01

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

Reading(s).

ERIC Educational Resources Information Center

Summerfield, Geoffrey; Summerfield, Judith

Developed for college English courses, this book presents selections of poetry, short stories, and commentary intended to invite different ways of reading and interpreting literature. An introduction provides an overview of the book's content, as well as a discussion of how to read. The first section, "Entering a Language," considers the…

In the eye of the beholder: Evaluative context modulates mind-wandering.

PubMed

Forrin, Noah D; Risko, Evan F; Smilek, Daniel

2018-04-01

We present novel evidence that mind-wandering rates during a reading task are influenced by experimental context. In Experiment 1, participants read a series of passages and we measured their frequency of mind-wandering and their subjective evaluations of passage difficulty/interest. Section length was manipulated, such that some passages were presented in short sections and others were presented in long sections. Importantly, participants were randomly assigned to complete either a within-subject version of the experiment (in which they read some short-section passages and some long-section passages) or a between-subjects design (in which they only read either short-section or long-section passages). We found that the within-subject design yielded significant effects of section length on mind-wandering and on subjective passage evaluations, whereas the between-subjects design yielded null effects. This pattern of results was replicated in Experiment 2. These results provide compelling evidence that mind-wandering rates can be influenced by the experimental design. We conclude that mind-wandering is not only driven by the objective demands of the task, but also by subjective evaluations of those task properties, which are influenced by the context in which the task is evaluated (i.e., the "evaluative context"). Copyright © 2018. Published by Elsevier B.V.

32 CFR 518.9 - Reading room.

Code of Federal Regulations, 2014 CFR

2014-07-01

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

32 CFR 518.9 - Reading room.

Code of Federal Regulations, 2012 CFR

2012-07-01

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

32 CFR 518.9 - Reading room.

Code of Federal Regulations, 2013 CFR

2013-07-01

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

Theoretical Models and Processes of Reading. Third Edition.

ERIC Educational Resources Information Center

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

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

Perceptions of scientific research literature and strategies for reading papers depend on academic career stage.

PubMed

Hubbard, Katharine E; Dunbar, Sonja D

2017-01-01

Reading primary research literature is an essential skill for all scientists and students on science degree programmes, however little is known about how researchers at different career stages interact with and interpret scientific papers. To explore this, we conducted a survey of 260 undergraduate students and researchers in Biological Sciences at a research intensive UK university. Responses to Likert scale questions demonstrated increases in confidence and skill with reading the literature between individuals at each career stage, including between postdoctoral researchers and faculty academics. The survey indicated that individuals at different career stages valued different sections of scientific papers, and skill in reading the results section develops slowly over the course of an academic career. Inexperienced readers found the methods and results sections of research papers the most difficult to read, and undervalued the importance of the results section and critical interpretation of data. These data highlight a need for structured support with reading scientific literature at multiple career stages, and for senior academics to be aware that junior colleagues may prioritise their reading differently. We propose a model for the development of literature processing skills, and consider the need for training strategies to help inexperienced readers engage with primary literature, and therefore develop important skills that underpin scientific careers. We also encourage researchers to be mindful of language used when writing papers, and to be more inclusive of diverse audiences when disseminating their work.

Perceptions of scientific research literature and strategies for reading papers depend on academic career stage

PubMed Central

Dunbar, Sonja D.

2017-01-01

Reading primary research literature is an essential skill for all scientists and students on science degree programmes, however little is known about how researchers at different career stages interact with and interpret scientific papers. To explore this, we conducted a survey of 260 undergraduate students and researchers in Biological Sciences at a research intensive UK university. Responses to Likert scale questions demonstrated increases in confidence and skill with reading the literature between individuals at each career stage, including between postdoctoral researchers and faculty academics. The survey indicated that individuals at different career stages valued different sections of scientific papers, and skill in reading the results section develops slowly over the course of an academic career. Inexperienced readers found the methods and results sections of research papers the most difficult to read, and undervalued the importance of the results section and critical interpretation of data. These data highlight a need for structured support with reading scientific literature at multiple career stages, and for senior academics to be aware that junior colleagues may prioritise their reading differently. We propose a model for the development of literature processing skills, and consider the need for training strategies to help inexperienced readers engage with primary literature, and therefore develop important skills that underpin scientific careers. We also encourage researchers to be mindful of language used when writing papers, and to be more inclusive of diverse audiences when disseminating their work. PMID:29284031

Study the left prefrontal cortex activity of Chinese children with dyslexia in phonological processing by NIRS

NASA Astrophysics Data System (ADS)

Zhang, Zhili; Li, Ting; Zheng, Yi; Luo, Qingming; Song, Ranran; Gong, Hui

2006-02-01

Developmental dyslexia, a kind of prevalent psychological disease, represents that dyslexic children have unexpected difficulties in phonological processing and recognition test of Chinese characters. Some functional imaging technologies, such as fMRI and PET, have been used to study the brain activities of the children with dyslexia whose first language is English. In this paper, a portable, 16-channel, continuous-wave (CW) NIRS instrument was used to monitor the concentration changes of each hemoglobin species when Chinese children did the task of phonological processing and recognition test. The NIRS recorded the hemodynamic changes in the left prefrontal cortex of the children. 20 dyslexia-reading children (10~12 years old) and 20 normal-reading children took part in the phonological processing of Chinese characters including the phonological awareness section and the phonological decoding section. During the phonological awareness section, the changed concentration of deoxy-hemoglobin in dyslexia-reading children were significantly higher (p<0.05) than normal-reading children in the left ventrolateral prefrontal cortex (VLPFC). While in the phonological decoding section, both normal and dyslexic reading children had more activity in the left VLPFC, but only normal-reading children had activity in the left middorsal prefrontal cortex. In conclusion, both dyslexic and normal-reading children have activity in the left prefrontal cortex, but the degree and the areas of the prefrontal cortex activity are different between them when they did phonological processing.

Community Collaboration for Inquiry Success

ERIC Educational Resources Information Center

Fuller, Cherry; Kearley, Donna; Byerly, Gayla; Ramin, Lilly

2014-01-01

Synergy may be defined as the collaboration between two or more parties to produce a combined effect greater than the sum of their separate parts. That is exactly what happened in Denton, Texas, when all types of librarians collaborated on a community reading initiative. In 2007 Denton Reads--a One Book, One Community organization--was formed with…

Integrating Literacy and Math: Strategies for K-6 Teachers

ERIC Educational Resources Information Center

Fogelberg, Ellen; Skalinder, Carole; Satz, Patti; Hiller, Barbara; Bernstein, Lisa; Vitantonio, Sandra

2008-01-01

Many K-6 teachers and students still think of mathematics as a totally separate subject from literacy. Yet incorporating math content into the language arts block helps students gain skills for reading many kinds of texts. Bringing reading, writing, and talking into the math classroom supports the development of conceptual knowledge and problem…

Beyond Separate Subjects: Integrative Learning at the Middle Level.

ERIC Educational Resources Information Center

Siu-Runyan, Yvonne, Ed.; Faircloth, Victoria, Ed.

Using reading and writing to learn, inquire, construct, and examine ideas across the curriculum is central to an integrated curriculum. Too many middle school students do not view writing as a communication process that permeates the curriculum, nor reading as an active, constructivist process whereby various perspectives can be examined and…

A Deeper Understanding of Metacomprehension in Reading: Development of a New Multidimensional Tool

ERIC Educational Resources Information Center

Soto, Christian; Gutierrez de Blume, Antonio P.; Asún, Rodrigo; Jacovina, Matthew; Vásquez, Claudio

2018-01-01

The purpose of this research endeavor was to develop and validate a new measurement tool predicated on previous research to assess learners' metacomprehension during reading. In two separate studies with Chilean undergraduate students (N = 923), we demonstrate the versatility and utility of our proposed Metacomprehension Inventory (MI). In Study…

Use of Phonological Codes for Chinese Characters: Evidence from Processing of Parafoveal Preview when Reading Sentences

ERIC Educational Resources Information Center

Tsai, Jie-Li; Lee, Chia-Ying; Tzeng, Ovid J. L.; Hung, Daisy L.; Yen, Nai-Shing

2004-01-01

The role of phonological coding for character identification was examined with the benefit of processing parafoveal characters in eye fixations while reading Chinese sentences. In Experiment 1, the orthogonal manipulation of phonological and orthographic similarity can separate two types of phonological benefits for homophonic previews, according…

The Integration of Psycholinguistic and Discourse Processing Theories of Reading Comprehension.

ERIC Educational Resources Information Center

Beebe, Mona J.

To assess the compatibility of miscue analysis and recall analysis as independent elements in a theory of reading comprehension, a study was performed that operationalized each theory and separated its components into measurable units to allow empirical testing. A cueing strategy model was estimated, but the discourse processing model was broken…

Graduate Programs and Faculty in Reading. Third Edition.

ERIC Educational Resources Information Center

Seifert, Mary, Comp.

More than 300 graduate reading programs in the United States and Canada are listed in this book. The programs are arranged alphabetically by state, with Canadian institutions listed separately. The programs within each state or province are then arranged alphabetically by institution. Each listing provides the name and address of the program…

Teaching Reading Strategies to English Language Learners.

ERIC Educational Resources Information Center

Jenks, Christopher J.

This paper discusses the importance of teaching English language learners (ELLs) three reading strategies to help facilitate a productive literacy environment, suggesting that students must be taught specific reading strategies in which purpose, comprehension, and memorization are facilitated. The first section presents a pre-reading strategy,…

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

Interface and phase transition between Moore-Read and Halperin 331 fractional quantum Hall states: Realization of chiral Majorana fermion

NASA Astrophysics Data System (ADS)

Yang, Kun

2017-12-01

We consider an interface separating the Moore-Read state and Halperin 331 state in a half-filled Landau level, which can be realized in a double quantum well system with varying interwell tunneling and/or interaction strengths. In the presence of electron tunneling and strong Coulomb interactions across the interface, we find that all charge modes localize and the only propagating mode left is a chiral Majorana fermion mode. Methods to probe this neutral mode are proposed. A quantum phase transition between the Moore-Read and Halperin 331 states is described by a network of such Majorana fermion modes. In addition to a direct transition, they may also be separated by a phase in which the Majorana fermions are delocalized, realizing an incompressible state which exhibits quantum Hall charge transport and bulk heat conduction.

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

NextGen Avionics Roadmap Version 2.0

DTIC Science & Technology

2011-09-30

Avoid system (e.g. self -separation system) to be specifically authorized and delegated authority by the air traffic service provider in...provide any traffic flow management services within self -separation airspace. Aircraft must meet equi- page requirements to enter self -separation... traffic management systems and aircraft avionics systems. Aviation stakeholders will also benefit from reading this document because it provides a

Use of a pressure sensing sheath: comparison with standard means of blood pressure monitoring in catheterization procedures.

PubMed

Purdy, Phillip D; South, Charles; Klucznik, Richard P; Liu, Kenneth C; Novakovic, Robin L; Puri, Ajit S; Pride, G Lee; Aagaard-Kienitz, Beverly; Ray, Abishek; Elliott, Alan C

2017-08-01

Monitoring of blood pressure (BP) during procedures is variable, depending on multiple factors. Common methods include sphygmomanometer (BP cuff), separate radial artery catheterization, and side port monitoring of an indwelling sheath. Each means of monitoring has disadvantages, including time consumption, added risk, and signal dampening due to multiple factors. We sought an alternative approach to monitoring during procedures in the catheterization laboratory. A new technology involving a 330 µm fiberoptic sensor embedded in the wall of a sheath structure was tested against both radial artery catheter and sphygmomanometer readings obtained simultaneous with readings recorded from the pressure sensing system (PSS). Correlations and Bland-Altman analysis were used to determine whether use of the PSS could substitute for these standard techniques. The results indicated highly significant correlations in systolic, diastolic, and mean arterial pressures (MAP) when compared against radial artery catheterization (p<0.0001), and MAP means differed by <4%. Bland-Altman analysis of the data suggested that the sheath measurements can replace a separate radial artery catheter. While less striking, significant correlations were seen when PSS readings were compared against BP cuff readings. The PSS has competitive functionality to that seen with a dedicated radial artery catheter for BP monitoring and is available immediately on sheath insertion without the added risk of radial catheterization. The sensor is structurally separated from the primary sheath lumen and readings are unaffected by device introduction through the primary lumen. Time delays and potential complications from radial artery catheterization are avoided. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Lights, Camera, Read! Arizona Reading Program Manual.

ERIC Educational Resources Information Center

Arizona State Dept. of Library, Archives and Public Records, Phoenix.

This document is the manual for the Arizona Reading Program (ARP) 2003 entitled "Lights, Camera, Read!" This theme spotlights books that were made into movies, and allows readers to appreciate favorite novels and stories that have progressed to the movie screen. The manual consists of eight sections. The Introduction includes welcome…

22 CFR 303.5 - Public reading room.

Code of Federal Regulations, 2014 CFR

2014-04-01

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

Using Complexity Metrics to Assess Silent Reading Fluency: A Cross-Sectional Study Comparing Oral and Silent Reading

ERIC Educational Resources Information Center

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

2014-01-01

Reading typically undergoes a qualitative shift around Grade 4, becoming more fluent and silent, but there is no established measure for fluency in children's silent reading. The present study presents a measure of self-paced reading in children, examining the use of complexity measures for time-series analyses recently established with…

The Collaboration to Improve Reading in the Content Areas (The CIRCA Project). Reading Education Report No. 65.

ERIC Educational Resources Information Center

Armbruster, Bonnie B.; And Others

The Collaboration to Improve Reading in the Content Areas (CIRCA) project, a collaborative effort between the Center for the Study of Reading and the Chicago Public Schools, is described in this paper. Noting that the project was designed to translate research about content area reading into practice, the first section briefly discusses the…

Classroom Practice in Reading.

ERIC Educational Resources Information Center

Earle, Richard A., Ed.

Each of the five sections in this book deals with one of the five major components in a diagnostic/prescriptive model of classroom reading instruction: instructional purpose, evaluation, materials, methods, and classroom management. Articles in the "Instructional Purpose" section discuss the affective component of instruction and the relationship…

40 CFR 1400.13 - Read-only database.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 32 2010-07-01 2010-07-01 false Read-only database. 1400.13 Section 1400.13 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY AND DEPARTMENT OF JUSTICE ACCIDENTAL RELEASE PREVENTION REQUIREMENTS; RISK MANAGEMENT PROGRAMS UNDER THE CLEAN AIR ACT SECTION 112(r)(7...

Investigating Occipito-Temporal Contributions to Reading with TMS

ERIC Educational Resources Information Center

Duncan, Keith J.; Pattamadilok, Chotiga; Devlin, Joseph T.

2010-01-01

The debate regarding the role of ventral occipito-temporal cortex (vOTC) in visual word recognition arises, in part, from difficulty delineating the functional contributions of vOTC as separate from other areas of the reading network. Here, we investigated the feasibility of using TMS to interfere with vOTC processing in order to explore its…

Separate Reading Exams Await Would-Be Elementary Teachers

ERIC Educational Resources Information Center

Sawchuk, Stephen

2012-01-01

A handful of states are gradually adopting licensing tests that measure aspiring elementary teachers' ability to master aspects of what's arguably their most important task: teaching students to read. In the most recent example of what appears to be a slow but steady push, Wisconsin became the latest state to adopt a rigorous, stand-alone test of…

The Effects of Technology on the Sight-Reading Achievement of Beginning Choir Students

ERIC Educational Resources Information Center

Petty, Colleen; Henry, Michele L.

2014-01-01

The ultimate goal for many choral directors is to develop independent musicians within the ensemble. The ability to sing a series of pitches and rhythms at first sight is widely understood to be a fundamental building block of independent musicianship. Yet sight-reading is not simply a holistic skill. There are separate components of…

Readability of the Patient Education Section of the AOFAS Website.

PubMed

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

2009-04-01

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

Liberty Centennial Student Campaign Manual.

ERIC Educational Resources Information Center

Statue of Liberty-Ellis Island Foundation, New York, NY.

Background readings and project ideas to involve elementary and secondary school students in fundraising for the restoration of the Statue of Liberty are provided. Materials can be divided into two sections. The first section, background readings, contains President Ronald Reagan's opening remarks at the ceremony introducing the Statue of…

Audiovisual Media and Libraries. Selected Readings.

ERIC Educational Resources Information Center

Prostano, Emanuel T.

The readings in this collection for students of library science provide an overview of what has been the neglected half of library science: the audiovisual media. The volume begins with a section dealing with some philosophical considerations and an overview of technological considerations. Following sections cover traditional audiovisual media…

75 FR 46844 - Excise Taxes on Prohibited Tax Shelter Transactions and Related Disclosure Requirements...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-04

... continues to read in part as follows: Authority: 26 U.S.C. 7805 * * * 0 Par. 2. Section 53.4965-2 is amended... * * * 0 Par. 7. Section 54.6011-1 is amended by revising paragraph (c)(2) to read as follows: Sec. 54.6011... shelter transactions to which tax-exempt entities are parties; sections 6033(a)(2) and 6011(g), relating...

Relationships Between Oral Reading Rates for Letters, Words, and Simple Text, and the Development of Reading Ability.

ERIC Educational Resources Information Center

Biemiller, Andrew

The development of oral reading speed in the early elementary years and an examination of some underlying abilities that may be involved in individual differences in reading speed and ability are the concerns of this study. Cross-sectional and longitudinal data relating the time required to read orally 50 unrelated letters, 50 unrelated words, and…

45 CFR 1602.5 - Public reading room.

Code of Federal Regulations, 2010 CFR

2010-10-01

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

45 CFR 1602.5 - Public reading room.

Code of Federal Regulations, 2011 CFR

2011-10-01

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

32 CFR 701.6 - Reading rooms.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 32 National Defense 5 2011-07-01 2011-07-01 false Reading rooms. 701.6 Section 701.6 National... Reading rooms. The FOIA requires that (a)(2) records created on or after 1 November 1996, be made available electronically (starting 1 November 1997) as well as in hard copy, in the FOIA reading room for...

College and Adult Reading X: The Tenth Yearbook of the North Central Reading Association.

ERIC Educational Resources Information Center

Fisher, Joseph A., Ed.

Including sections on research, programs, and professional problems and issues, this yearbook contains presentations given at the 1978 and 1979 meetings of the North Central Reading Association. Papers include: "The Effects of Anxiety on Reading Comprehension" (David Wark and others); "Some Effects of Anxiety on University Students" (J. Michael…

28 CFR 16.2 - Public reading rooms.

Code of Federal Regulations, 2012 CFR

2012-07-01

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

45 CFR 1602.5 - Public reading room.

Code of Federal Regulations, 2014 CFR

2014-10-01

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

45 CFR 1602.5 - Public reading room.

Code of Federal Regulations, 2013 CFR

2013-10-01

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

40 CFR 1601.12 - Public reading room.

Code of Federal Regulations, 2013 CFR

2013-07-01

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

40 CFR 1601.12 - Public reading room.

Code of Federal Regulations, 2011 CFR

2011-07-01

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

4 CFR 81.8 - Public reading facility.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 4 Accounts 1 2014-01-01 2013-01-01 true Public reading facility. 81.8 Section 81.8 Accounts GOVERNMENT ACCOUNTABILITY OFFICE RECORDS PUBLIC AVAILABILITY OF GOVERNMENT ACCOUNTABILITY OFFICE RECORDS § 81.8 Public reading facility. GAO maintains a public reading facility in the Law Library at the Government Accountability Office Building, 441 G...

5 CFR 9800.5 - Public reading room.

Code of Federal Regulations, 2013 CFR

2013-01-01

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

28 CFR 16.2 - Public reading rooms.

Code of Federal Regulations, 2013 CFR

2013-07-01

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

40 CFR 1601.12 - Public reading room.

Code of Federal Regulations, 2010 CFR

2010-07-01

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

5 CFR 9800.5 - Public reading room.

Code of Federal Regulations, 2014 CFR

2014-01-01

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

40 CFR 1601.12 - Public reading room.

Code of Federal Regulations, 2014 CFR

2014-07-01

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

45 CFR 1602.5 - Public reading room.

Code of Federal Regulations, 2012 CFR

2012-10-01

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

4 CFR 81.8 - Public reading facility.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 4 Accounts 1 2013-01-01 2013-01-01 false Public reading facility. 81.8 Section 81.8 Accounts GOVERNMENT ACCOUNTABILITY OFFICE RECORDS PUBLIC AVAILABILITY OF GOVERNMENT ACCOUNTABILITY OFFICE RECORDS § 81.8 Public reading facility. GAO maintains a public reading facility in the Law Library at the Government Accountability Office Building, 441 G...

28 CFR 16.2 - Public reading rooms.

Code of Federal Regulations, 2014 CFR

2014-07-01

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

4 CFR 81.8 - Public reading facility.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 4 Accounts 1 2012-01-01 2012-01-01 false Public reading facility. 81.8 Section 81.8 Accounts GOVERNMENT ACCOUNTABILITY OFFICE RECORDS PUBLIC AVAILABILITY OF GOVERNMENT ACCOUNTABILITY OFFICE RECORDS § 81.8 Public reading facility. GAO maintains a public reading facility in the Law Library at the Government Accountability Office Building, 441 G...

40 CFR 1601.12 - Public reading room.

Code of Federal Regulations, 2012 CFR

2012-07-01

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

28 CFR 16.2 - Public reading rooms.

Code of Federal Regulations, 2011 CFR

2011-07-01

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

Reading and TV; Proceedings of the Spring 1972 Rutgers University Reading Conference.

ERIC Educational Resources Information Center

Shew, Phillip, Ed.; Muscara, Sandra, Ed.

The perspectives of this document, which explores the relationships between television and reading instruction, are both theoretical and practical. Articles in the first section establish a frame of reference for evaluating the use of television in reading instruction, focusing particularly on the relationships among media and their import for…

Learning to Read: Should We Keep Things Simple?

ERIC Educational Resources Information Center

Reading Research Quarterly, 2015

2015-01-01

The simple view of reading describes reading comprehension as the product of decoding and listening comprehension and the relative contribution of each to reading comprehension across development. We present a cross-sectional analysis of first, second, and third graders (N = 123-125 in each grade) to assess the adequacy of the basic model.…

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.

THE GUIDANCE OF EXCEPTIONAL CHILDREN, A BOOK OF READINGS.

ERIC Educational Resources Information Center

GOWAN, JOHN CURTIS, ED.; DEMOS, GEORGE D., ED.

A COMPILATION OF 62 READINGS, THE BOOK CONSIDERS THE GUIDANCE OF EXCEPTIONAL CHILDREN. AN OVERVIEW SECTION PRESENTS PAPERS DEALING WITH SELF-CONCEPT, VOCATIONAL REHABILITATION, BEHAVIOR MODIFICATION, AND THE GUIDANCE COUNSELOR. INCLUDED IN A SECTION ON GIFTED CHILDREN ARE ARTICLES ABOUT CAREER REQUIREMENTS OF GIFTED CHILDREN AND PARENTS,…

Managing Your Reading Program--A Total System.

ERIC Educational Resources Information Center

Hales, Carma M.; Jones, Maurine E.

This guide provides specific information on designing and implementing a reading program. The guide is divided into the following six parts: (1) "Planning for Instruction," including sections on setting ideal goals, establishing a "reality base," and organizing a work flow; (2) "Content Organization," including sections on the structure of…

Have a Bearable Summer-Read: An Activity Guide.

ERIC Educational Resources Information Center

Jackson, Mary, Ed.

Designed to help librarians plan a summer reading program around the theme of bears called "have a bearable summer," this activity guide presents many activities and organizational suggestions. The first section of the guide deals with publicity and public relations, while the second section covers story time activities. The third…

IFLA General Conference, 1992. Division of Education and Research: Editors of Library Journals (RT); Section on Research in Reading; Section on Women's Interest in Librarianship; Section on Education and Training; Continuing Professional Education (RT); Section on Library Theory and Research. Papers.

ERIC Educational Resources Information Center

International Federation of Library Associations and Institutions, London (England).

The following 19 papers were delivered at the 1992 annual meeting of the International Federation of Library Associations and Institutions for the Division of Education and Research: (1) "Across the Frontiers: Impact of Foreign Journals in Library Science in India: A Citation Analysis" (M. A. Gopinath); (2) "Children and Reading in…

34 CFR 5.10 - Public reading room.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 1 2011-07-01 2011-07-01 false Public reading room. 5.10 Section 5.10 Education Office... Available to the Public § 5.10 Public reading room. (a) General. Pursuant to 5 U.S.C. 552(a)(2), the Department maintains a public reading room containing agency records that the FOIA requires to be made...

39 CFR 3004.12 - Reading room.

Code of Federal Regulations, 2011 CFR

2011-07-01

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

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

Code of Federal Regulations, 2012 CFR

2012-01-01

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

18 CFR 1301.2 - Public reading rooms.

Code of Federal Regulations, 2012 CFR

2012-04-01

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

32 CFR 806.11 - FOIA reading rooms.

Code of Federal Regulations, 2013 CFR

2013-07-01

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

32 CFR 806.11 - FOIA reading rooms.

Code of Federal Regulations, 2011 CFR

2011-07-01

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

39 CFR 3004.12 - Reading room.

Code of Federal Regulations, 2014 CFR

2014-07-01

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

22 CFR 171.3 - Public reading room.

Code of Federal Regulations, 2013 CFR

2013-04-01

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

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

Code of Federal Regulations, 2011 CFR

2011-01-01

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

32 CFR 806.11 - FOIA reading rooms.

Code of Federal Regulations, 2012 CFR

2012-07-01

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

39 CFR 3004.12 - Reading room.

Code of Federal Regulations, 2012 CFR

2012-07-01

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

1 CFR 304.2 - Public reading room.

Code of Federal Regulations, 2012 CFR

2012-01-01

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

18 CFR 1301.2 - Public reading rooms.

Code of Federal Regulations, 2013 CFR

2013-04-01

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

22 CFR 171.3 - Public reading room.

Code of Federal Regulations, 2012 CFR

2012-04-01

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

22 CFR 171.3 - Public reading room.

Code of Federal Regulations, 2011 CFR

2011-04-01

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

18 CFR 1301.2 - Public reading rooms.

Code of Federal Regulations, 2014 CFR

2014-04-01

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

39 CFR 3004.12 - Reading room.

Code of Federal Regulations, 2013 CFR

2013-07-01

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

1 CFR 304.2 - Public reading room.

Code of Federal Regulations, 2013 CFR

2013-01-01

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

22 CFR 171.3 - Public reading room.

Code of Federal Regulations, 2010 CFR

2010-04-01

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

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

Code of Federal Regulations, 2013 CFR

2013-01-01

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

32 CFR 806.11 - FOIA reading rooms.

Code of Federal Regulations, 2014 CFR

2014-07-01

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

22 CFR 171.3 - Public reading room.

Code of Federal Regulations, 2014 CFR

2014-04-01

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

18 CFR 1301.2 - Public reading rooms.

Code of Federal Regulations, 2011 CFR

2011-04-01

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

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

Code of Federal Regulations, 2014 CFR

2014-01-01

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

1 CFR 304.2 - Public reading room.

Code of Federal Regulations, 2014 CFR

2014-01-01

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

Why University Students Don't Read: What Professors Can Do to Increase Compliance

ERIC Educational Resources Information Center

Hoeft, Mary E.

2012-01-01

This article reports findings from two studies assessing reading compliance among first semester freshmen at a small Midwestern two-year liberal arts university. The first study assessed reading compliance of students enrolled in two sections of First Year Seminar, finding that 46% of students reported that they read assignments, yet only 55% of…

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.

An Integrated System for Wildlife Sensing

DTIC Science & Technology

2014-08-14

design requirement. “Sensor Controller” software. A custom Sensor Controller application was developed for the Android device in order to collect...and log readings from that device’s sensors. “Camera Controller” software. A custom Camera Controller application was developed for the Android device...into 2 separate Android applications (Figure 4). The Sensor Controller logs readings periodically from the Android device’s organic sensors, and

Why and How Mathematicians Read Proofs: An Exploratory Study

ERIC Educational Resources Information Center

Weber, Keith; Mejia-Ramos, Juan Pablo

2011-01-01

In this paper, we report a study in which nine research mathematicians were interviewed with regard to the goals guiding their reading of published proofs and the type of reasoning they use to reach these goals. Using the data from this study as well as data from a separate study (Weber, "Journal for Research in Mathematics Education" 39:431-459,…

Preschool Children's Exposure to Story Grammar Elements during Parent-Child Book Reading

ERIC Educational Resources Information Center

Breit-Smith, Allison; van Kleeck, Anne; Prendeville, Jo-Anne; Pan, Wei

2017-01-01

Twenty-three preschool-age children, 3;6 (years; months) to 4;1, were videotaped separately with their mothers and fathers while each mother and father read a different unfamiliar storybook to them. The text from the unfamiliar storybooks was parsed and coded into story grammar elements and all parental extratextual utterances were transcribed and…

Method for compression of binary data

DOEpatents

Berlin, Gary J.

1996-01-01

The disclosed method for compression of a series of data bytes, based on LZSS-based compression methods, provides faster decompression of the stored data. The method involves the creation of a flag bit buffer in a random access memory device for temporary storage of flag bits generated during normal LZSS-based compression. The flag bit buffer stores the flag bits separately from their corresponding pointers and uncompressed data bytes until all input data has been read. Then, the flag bits are appended to the compressed output stream of data. Decompression can be performed much faster because bit manipulation is only required when reading the flag bits and not when reading uncompressed data bytes and pointers. Uncompressed data is read using byte length instructions and pointers are read using word instructions, thus reducing the time required for decompression.

Services of Libraries and Reading in Mali.

ERIC Educational Resources Information Center

Diakite, Fatogoma

This paper discusses the status of library services and reading in Mali. Following an introductory section that provides miscellaneous data about Mali, the first section of the paper describes the development of libraries in Mali before the colonial period, during the colonial period, and during the independence period up to 1977. The libraries of…

Readings in Child Development: Causes of Behavior.

ERIC Educational Resources Information Center

Rosenblith, Judy F., Ed.; And Others

This volume is intended for use in college courses that combine educational psychology with child and adolescent psychology or human development. Section I, an introductory chapter presents selective groups of readings in the field of child developmental theory. Sections II through X each deal with one of the explanations of behavior that have…

Teaching Both Sides of the Brain: Book II: Reading.

ERIC Educational Resources Information Center

Dombrower, Jule; And Others

Part of a program to increase the academic growth of preschool and primary grade students through the utilization of brain hemisphere research, this volume contains lessons designed to improve basic reading skills. Material is divided into two sections. Section 1 contains 17 activities to develop letter and word recognition. In activities 1-12,…

34 CFR 5.10 - Public reading room.

Code of Federal Regulations, 2014 CFR

2014-07-01

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

22 CFR 303.5 - Public reading room.

Code of Federal Regulations, 2012 CFR

2012-04-01

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

22 CFR 303.5 - Public reading room.

Code of Federal Regulations, 2013 CFR

2013-04-01

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

34 CFR 5.10 - Public reading room.

Code of Federal Regulations, 2013 CFR

2013-07-01

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

34 CFR 5.10 - Public reading room.

Code of Federal Regulations, 2012 CFR

2012-07-01

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

"...Separated by a Common Language": Reflections on Reading Tony Harland and Stephen Rowland

ERIC Educational Resources Information Center

Harland, Janice

2011-01-01

When the author writes, her intention is to inform readers and to invite debate and discussion (or at least individual reflection) that continues after the work has been read and put aside. As a scientist with an interest in education, the author now feels able to submit some writings to a non-science educational journal, such as "Teaching in…

The Development and Preliminary Evaluation of an Instrument to Measure the Vocational Interests of Low-Reading High School Students.

ERIC Educational Resources Information Center

Lokan, Janice J.

A Vocational Interest Inventory was developed for vocational high school students with low reading level, short test-attention span, low IQ, and impoverished educational and family background. The VII, of which there are separate versions for boys and girls, consists of items representing job tasks, for each of which the respondent indicates his…

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

ERIC Educational Resources Information Center

Casavantes, Edward Joseph

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

The Primacy of Bilinguals and Trilinguals College Students' Views on Reading and Language Learning

ERIC Educational Resources Information Center

Alsheikh, Negmeldin

2018-01-01

This study aimed at understanding the essence of reading and language learning by bilinguals and trilinguals college students. The study is based on data from two separate yet related studies that were completed. The study used interviews as a qualitative means to glean the views of Arab bilinguals (n=10) and African trilinguals (n=3). The study…

Examining the Inseparability of Content Knowledge from LSP Reading Ability: An Approach Combining Bifactor-Multidimensional Item Response Theory and Structural Equation Modeling

ERIC Educational Resources Information Center

Cai, Yuyang; Kunnan, Antony John

2018-01-01

This study examined the separability of domain-general and domain-specific content knowledge from Language for Specific Purposes (LSP) reading ability. A pool of 1,491 nursing students in China participated by responding to a nursing English test and a nursing knowledge test. Primary data analysis involved four steps: (a) conducting a…

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

ERIC Educational Resources Information Center

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

2009-01-01

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

Development and validation of a reading-related assessment battery in Malay for the purpose of dyslexia assessment.

PubMed

Lee, Lay Wah

2008-06-01

Malay is an alphabetic language with transparent orthography. A Malay reading-related assessment battery which was conceptualised based on the International Dyslexia Association definition of dyslexia was developed and validated for the purpose of dyslexia assessment. The battery consisted of ten tests: Letter Naming, Word Reading, Non-word Reading, Spelling, Passage Reading, Reading Comprehension, Listening Comprehension, Elision, Rapid Letter Naming and Digit Span. Content validity was established by expert judgment. Concurrent validity was obtained using the schools' language tests as criterion. Evidence of predictive and construct validity was obtained through regression analyses and factor analyses. Phonological awareness was the most significant predictor of word-level literacy skills in Malay, with rapid naming making independent secondary contributions. Decoding and listening comprehension made separate contributions to reading comprehension, with decoding as the more prominent predictor. Factor analysis revealed four factors: phonological decoding, phonological naming, comprehension and verbal short-term memory. In conclusion, despite differences in orthography, there are striking similarities in the theoretical constructs of reading-related tasks in Malay and in English.

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

75 FR 34619 - Technical Amendments

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-18

... follows: Authority: 12 U.S.C. 1752(5), 1755, 1756, 1757, 1758, 1759, 1761A, 1761B, 1766, 1767, 1782, 1784... for Part 712 continues to read as follows: Authority: 12 U.S.C. 1756, 1757(5)(D) and (7)(I), 1766... read as follows: Authority: 12 U.S.C. 1756, 1766. Sec. 742.4 [Amended] 0 41. Section 742.4 section...

Influence of the Visual Attention Span on Child Reading Performance: A Cross-Sectional Study

ERIC Educational Resources Information Center

Bosse, Marie-Line; Valdois, Sylviane

2009-01-01

The visual attention (VA) span deficit hypothesis was found successfully to account for variability in developmental dyslexia (Bosse, Tainturier & Valdois, 2007). We conducted a cross-sectional study on 417 typically developing children from first, third and fifth grades examining the role of VA span on the development of reading skills. A battery…

IFLA Section of Libraries for the Blind. Expert Meeting, 1984. Papers.

ERIC Educational Resources Information Center

International Federation of Library Associations, The Hague (Netherlands).

Papers on library services and developments in reading materials for the blind, which were presented at the 1984 Expert Meeting of the IFLA Section of Libraries for the Blind include: (1) "Teaching Map Concepts to the Blind" (R. B. Horsfall and B. Cox, Canada); (2) "Optical Character Recognition 'Reading' for Computerized Braille Production"…

Libro de Lectura. Nivel A. (Reading Book. Level A.).

ERIC Educational Resources Information Center

Yeats, Alid; And Others

This is the first in a series of four reading books written in Spanish and designed for use in elementary bilingual education programs. The stories are divided into two main sections, Estudios Sociales (Social Studies) and La Naturaleza (Nature). The five stories in the first section deal with such topics as the home, school, and cleaning. The…

Libro de Lectura. Nivel B. (Reading Book. Level B.).

ERIC Educational Resources Information Center

Yeats, Alid; And Others

This is the second in a series of four reading books written in Spanish and designed for use in elementary bilingual education programs. The stories are divided into two main sections, Estudios Sociales (Social Studies), and La Comunidad (The Community). The stories in the first section have to do with activities in the home, particularly chores…

36 CFR 703.7 - Public Reading Facility.

Code of Federal Regulations, 2011 CFR

2011-07-01

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

36 CFR 703.7 - Public Reading Facility.

Code of Federal Regulations, 2010 CFR

2010-07-01

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

Reading/Writing Connections: A Case Analysis.

ERIC Educational Resources Information Center

Braun, Carl

An addition to the "wholeness of language" debate, this document is divided into two sections. The first reviews theories regarding the reading writing relationship, suggesting that an awareness of the interdependencies and commonalities among various forms of communication may provide insights leading to students learning to read like…

Teacher's Directory of Reading Skill Aids and Materials.

ERIC Educational Resources Information Center

Dechant, Emerald

Intended to help reading teachers match pupil needs and deficiencies with specific instructional materials, this volume contains more than 2,000 print and audiovisual instructional materials for reading instruction. Citations, which include objectives, grade level, publisher, and format, are grouped into the following sections: (1) developing the…

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

ERIC Educational Resources Information Center

Matthew, Kathy, Ed.

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

36 CFR 703.7 - Public Reading Facility.

Code of Federal Regulations, 2012 CFR

2012-07-01

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

36 CFR 703.7 - Public Reading Facility.

Code of Federal Regulations, 2014 CFR

2014-07-01

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

46 CFR 148.51 - Temperature readings.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 46 Shipping 5 2014-10-01 2014-10-01 false Temperature readings. 148.51 Section 148.51 Shipping... MATERIALS THAT REQUIRE SPECIAL HANDLING Minimum Transportation Requirements § 148.51 Temperature readings. When Subpart D of this part sets a temperature limit for loading or transporting a material, apply the...

46 CFR 148.51 - Temperature readings.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 46 Shipping 5 2011-10-01 2011-10-01 false Temperature readings. 148.51 Section 148.51 Shipping... MATERIALS THAT REQUIRE SPECIAL HANDLING Minimum Transportation Requirements § 148.51 Temperature readings. When Subpart D of this part sets a temperature limit for loading or transporting a material, apply the...

46 CFR 148.51 - Temperature readings.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 46 Shipping 5 2013-10-01 2013-10-01 false Temperature readings. 148.51 Section 148.51 Shipping... MATERIALS THAT REQUIRE SPECIAL HANDLING Minimum Transportation Requirements § 148.51 Temperature readings. When Subpart D of this part sets a temperature limit for loading or transporting a material, apply the...

46 CFR 148.51 - Temperature readings.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 46 Shipping 5 2012-10-01 2012-10-01 false Temperature readings. 148.51 Section 148.51 Shipping... MATERIALS THAT REQUIRE SPECIAL HANDLING Minimum Transportation Requirements § 148.51 Temperature readings. When Subpart D of this part sets a temperature limit for loading or transporting a material, apply the...

Method for compression of binary data

DOEpatents

Berlin, G.J.

1996-03-26

The disclosed method for compression of a series of data bytes, based on LZSS-based compression methods, provides faster decompression of the stored data. The method involves the creation of a flag bit buffer in a random access memory device for temporary storage of flag bits generated during normal LZSS-based compression. The flag bit buffer stores the flag bits separately from their corresponding pointers and uncompressed data bytes until all input data has been read. Then, the flag bits are appended to the compressed output stream of data. Decompression can be performed much faster because bit manipulation is only required when reading the flag bits and not when reading uncompressed data bytes and pointers. Uncompressed data is read using byte length instructions and pointers are read using word instructions, thus reducing the time required for decompression. 5 figs.

The Development of Reading and Spelling Abilities in the First 3 Years of Learning Arabic

ERIC Educational Resources Information Center

Mohamed, Wessam; Elbert, Thomas; Landerl, Karin

2011-01-01

In a cross-sectional study, we investigated the development of fluent reading and spelling in the first 3 years of learning Arabic. The goals of our study were to: (1) validate suitable measures for fluent reading and spelling in the first 3 years of learning Arabic; (2) trace the developmental course of the relationship between fluent reading and…

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

ERIC Educational Resources Information Center

Winkeljohann, Rosemary, Comp.

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

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

ERIC Educational Resources Information Center

Winkeljohann, Rosemary, Comp.

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

Neural organization of ventral white matter tracts parallels the initial steps of reading development: A DTI tractography study.

PubMed

Vanderauwera, Jolijn; De Vos, Astrid; Forkel, Stephanie J; Catani, Marco; Wouters, Jan; Vandermosten, Maaike; Ghesquière, Pol

2018-05-18

Insight in the developmental trajectory of the neuroanatomical reading correlates is important to understand related cognitive processes and disorders. In adults, a dual pathway model has been suggested encompassing a dorsal phonological and a ventral orthographic white matter system. This dichotomy seems not present in pre-readers, and the specific role of ventral white matter in reading remains unclear. Therefore, the present longitudinal study investigated the relation between ventral white matter and cognitive processes underlying reading in children with a broad range of reading skills (n = 61). Ventral pathways of the reading network were manually traced using diffusion tractography: the inferior fronto-occipital fasciculus (IFOF), inferior longitudinal fasciculus (ILF) and uncinate fasciculus (UF). Pathways were examined pre-reading (5-6 years) and after two years of reading acquisition (7-8 years). Dimension reduction for the cognitive measures resulted in one component for pre-reading cognitive measures and a separate phonological and orthographic component for the early reading measures. Regression analyses revealed a relation between the pre-reading cognitive component and bilateral IFOF and left ILF. Interestingly, exclusively the left IFOF was related to the orthographic component, whereas none of the pathways was related to the phonological component. Hence, the left IFOF seems to serve as the lexical reading route, already in the earliest reading stages. Copyright © 2018 Elsevier Inc. All rights reserved.

GED Test Preparation: Practical Reading. Nutrition, Health, Recipes.

ERIC Educational Resources Information Center

Goodman, Deborah

These instructional materials provide reading materials, recipes, and exercises to help students prepare for the practical reading section of the General Educational Development (GED) Tests. The passages can also help students learn and practice some important life skills in the areas of nutrition and food safety. Basic skill improvement is in…

75 FR 23841 - Notice of Intent To Rule on Request To Release Airport Property at the Reading Regional Airport...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-04

...The FAA proposes to rule and invite public comment on the release of land at the Reading Regional Airport, Reading, Pennsylvania under the provisions of Section 47125(a) of Title 49 United States Code (U.S.C.).

39 CFR 265.5 - Public reading rooms.

Code of Federal Regulations, 2011 CFR

2011-07-01

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

39 CFR 265.5 - Public reading rooms.

Code of Federal Regulations, 2010 CFR

2010-07-01

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

39 CFR 265.5 - Public reading rooms.

Code of Federal Regulations, 2014 CFR

2014-07-01

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

39 CFR 265.5 - Public reading rooms.

Code of Federal Regulations, 2012 CFR

2012-07-01

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

39 CFR 265.5 - Public reading rooms.

Code of Federal Regulations, 2013 CFR

2013-07-01

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

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

ERIC Educational Resources Information Center

Matthew, Kathy, Ed.

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

College and Adult Reading VIII: The Eighth Yearbook of the North Central Reading Association.

ERIC Educational Resources Information Center

Fisher, Joseph A., Ed.

Drawn from the presentations at the eighteenth and nineteenth annual conferences of the North Central Reading Association, this yearbook includes sections on programs and centers; materials and techniques; evaluation; and professional growth and issues. Papers include: "Successfully Effecting Change on Personality Variables through Academic Skills…

18 CFR 367.9020 - Account 902, Meter reading expenses.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 18 Conservation of Power and Water Resources 1 2010-04-01 2010-04-01 false Account 902, Meter reading expenses. 367.9020 Section 367.9020 Conservation of Power and Water Resources FEDERAL ENERGY... GAS ACT Operation and Maintenance Expense Chart of Accounts § 367.9020 Account 902, Meter reading...

40 CFR 1400.13 - Read-only database.

Code of Federal Regulations, 2012 CFR

2012-07-01

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

40 CFR 1400.13 - Read-only database.

Code of Federal Regulations, 2014 CFR

2014-07-01

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

40 CFR 1400.13 - Read-only database.

Code of Federal Regulations, 2011 CFR

2011-07-01

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

40 CFR 1400.13 - Read-only database.

Code of Federal Regulations, 2013 CFR

2013-07-01

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

22 CFR 171.4 - Electronic reading room.

Code of Federal Regulations, 2012 CFR

2012-04-01

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

22 CFR 171.4 - Electronic reading room.

Code of Federal Regulations, 2014 CFR

2014-04-01

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

22 CFR 171.4 - Electronic reading room.

Code of Federal Regulations, 2011 CFR

2011-04-01

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

22 CFR 171.4 - Electronic reading room.

Code of Federal Regulations, 2013 CFR

2013-04-01

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

22 CFR 171.4 - Electronic reading room.

Code of Federal Regulations, 2010 CFR

2010-04-01

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

Corrective Strategies in Reading for At-Risk Community College Students.

ERIC Educational Resources Information Center

Yevoli, Carole

Focusing on corrective strategies for improving reading skills of at-risk community college students, this document reviews the history of such strategies, highlights current efforts, and assesses future needs. The first section traces the history of remedial reading programs at community colleges, beginning with small individualized sections…

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

ERIC Educational Resources Information Center

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

2000-01-01

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

Guides for Teaching Secondary Students to Read in Subject Areas.

ERIC Educational Resources Information Center

Johnson, Lory Nels, Ed.

This booklet is intended to help secondary school teachers with content area reading instruction. Sections of the book contain step-by-step guidelines for successful reading experiences in business education, driver education, English, home economics, mathematics, music, science, and social studies. The booklet also contains a glossary of reading…

Perspectives: Readings on Contemporary American Government.

ERIC Educational Resources Information Center

Close Up Foundation, Arlington, VA.

This document is composed of readings and activities concerning the government of the United States. The main topics addressed are: the Constitution, the Presidency, the Congress, the Judiciary, the bureaucracy, interest groups, the media, and the people. Each section begins with an introductory reading, followed by essays from prominent citizens…

Parents in Reading: Parents' Booklet.

ERIC Educational Resources Information Center

Truby, Roy

Intended for parents, this booklet offers advice and suggestions for developing a child's self-expression and providing a supportive environment for reading experiences at home. Various sections of the book discuss the following: (1) giving love and warmth to your child, (2) reading with your child, (3) listening to your child, (4) talking with…

18 CFR 367.9020 - Account 902, Meter reading expenses.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 18 Conservation of Power and Water Resources 1 2011-04-01 2011-04-01 false Account 902, Meter reading expenses. 367.9020 Section 367.9020 Conservation of Power and Water Resources FEDERAL ENERGY... expenses. (a) This account must include the cost of labor, materials used and expenses incurred in reading...

18 CFR 367.9020 - Account 902, Meter reading expenses.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 18 Conservation of Power and Water Resources 1 2012-04-01 2012-04-01 false Account 902, Meter reading expenses. 367.9020 Section 367.9020 Conservation of Power and Water Resources FEDERAL ENERGY... expenses. (a) This account must include the cost of labor, materials used and expenses incurred in reading...

18 CFR 367.9020 - Account 902, Meter reading expenses.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 18 Conservation of Power and Water Resources 1 2014-04-01 2014-04-01 false Account 902, Meter reading expenses. 367.9020 Section 367.9020 Conservation of Power and Water Resources FEDERAL ENERGY... expenses. (a) This account must include the cost of labor, materials used and expenses incurred in reading...

18 CFR 367.9020 - Account 902, Meter reading expenses.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 18 Conservation of Power and Water Resources 1 2013-04-01 2013-04-01 false Account 902, Meter reading expenses. 367.9020 Section 367.9020 Conservation of Power and Water Resources FEDERAL ENERGY... expenses. (a) This account must include the cost of labor, materials used and expenses incurred in reading...

Integrating an MR head into a peak detection channel

NASA Astrophysics Data System (ADS)

Curland, Nathan; Machelski, Russell J.

1994-03-01

Integrating a magnetoresistive (MR) head into a peak detection channel requires the engineer to deal with basic differences between MR and thin film heads. These differences result from nonlinear sensor response, separate write and read elements, and having an active element at the air bearing surface (ABS). A simple model for flux superposition can adequately address nonlinear effects and be used for equalization design. Timing budgets can be developed which demonstrate the dominance of media noise for present day systems. Single threshold qualification can handle most current system requirements. Separate read/write elements mean that more attention needs to be paid to offtrack equalization design and head dimensional tolerancing. An active element at the ABS requires better control of the head-disc potential and leakage currents.

Going beyond the lesson: Self-generating new factual knowledge in the classroom

PubMed Central

Esposito, Alena G.; Bauer, Patricia J.

2016-01-01

For children to build a knowledge base, they must integrate and extend knowledge acquired across separate episodes of new learning. Children’s performance was assessed in a task requiring them to self-generate new factual knowledge from the integration of novel facts presented through separate lessons in the classroom. Whether self-generation performance predicted academic outcomes in reading comprehension and mathematics was also examined. The 278 participating children were in grades K-3 (mean age 7.7 years; range 5.5–10.3 years). Children self-generated new factual knowledge through integration in the classroom; age-related increases were observed. Self-generation performance predicted both reading comprehension and mathematics academic outcomes, even when controlling for caregiver education. PMID:27728784

The Temporal Effects of Divorces and Separations on Children’s Academic Achievement and Problem Behavior

PubMed Central

Arkes, Jeremy

2014-01-01

This paper provides an examination of the effects of the divorce and separation process on children’s academic achievement over time. By using child fixed effects and establishing a baseline period that is 4-or-more years prior to a family disruption, I can examine how children are affected in different periods relative to the disruption and whether any negative effects subside, persist, or escalate as time passes from the disruption. With a sample of 7-14 year olds, I find: children are affected at least 2-4 years before the disruption; reading test scores are most affected; and for Reading Comprehension, the negative effects persist and even escalate as time passes from the disruption. PMID:25580066

Read-only high accuracy volume holographic optical correlator

NASA Astrophysics Data System (ADS)

Zhao, Tian; Li, Jingming; Cao, Liangcai; He, Qingsheng; Jin, Guofan

2011-10-01

A read-only volume holographic correlator (VHC) is proposed. After the recording of all of the correlation database pages by angular multiplexing, a stand-alone read-only high accuracy VHC will be separated from the VHC recording facilities which include the high-power laser and the angular multiplexing system. The stand-alone VHC has its own low power readout laser and very compact and simple structure. Since there are two lasers that are employed for recording and readout, respectively, the optical alignment tolerance of the laser illumination on the SLM is very sensitive. The twodimensional angular tolerance is analyzed based on the theoretical model of the volume holographic correlator. The experimental demonstration of the proposed read-only VHC is introduced and discussed.

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.

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

ERIC Educational Resources Information Center

Rock, Donald A.

2007-01-01

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

Readings on English as a Second Language.

ERIC Educational Resources Information Center

Croft, Kenneth, Ed.

This collection of readings on the topic of teaching English as a second language (ESL) has a twofold purpose: to enlarge the ESL teacher's awareness of the field and to assist in the professional growth of the new teacher or teacher-trainee. Each of the book's nine sections deal with one area of ESL instruction. Section 1, "Trends and Practices,"…

The Impact of Electronic Mind Maps on Students' Reading Comprehension

ERIC Educational Resources Information Center

Mohaidat, Mohammad Mahmoud Talal

2018-01-01

This study aimed to investigate the impact of the electronic mind map (IMindMap) on the development of reading comprehension among the ninth grade students in Jordan. The sample of the study consisted of two ninth grade sections from two public schools in Irbid First Directorate during the academic 2016-2017. Each section consisted of (30)…

Intermediate SCDC Spanish Curricula Units. Language Arts, Unit 1, Kits 1-4, Teacher's Guide.

ERIC Educational Resources Information Center

Spanish Curricula Development Center, Miami Beach, FL.

Reflecting the theme "our community", this unit consists of Kits 1-4 which are organized in three sections: reading, language analysis, and creative expression. The reading section includes two readers which contain three poems and five stories dealing with a grandmother's efforts to help support the family, a female pilot who successfully lands a…

Sequencing of real-world samples using a microfabricated hybrid device having unconstrained straight separation channels.

PubMed

Liu, Shaorong; Elkin, Christopher; Kapur, Hitesh

2003-11-01

We describe a microfabricated hybrid device that consists of a microfabricated chip containing multiple twin-T injectors attached to an array of capillaries that serve as the separation channels. A new fabrication process was employed to create two differently sized round channels in a chip. Twin-T injectors were formed by the smaller round channels that match the bore of the separation capillaries and separation capillaries were incorporated to the injectors through the larger round channels that match the outer diameter of the capillaries. This allows for a minimum dead volume and provides a robust chip/capillary interface. This hybrid design takes full advantage, such as sample stacking and purification and uniform signal intensity profile, of the unique chip injection scheme for DNA sequencing while employing long straight capillaries for the separations. In essence, the separation channel length is optimized for both speed and resolution since it is unconstrained by chip size. To demonstrate the reliability and practicality of this hybrid device, we sequenced over 1000 real-world samples from Human Chromosome 5 and Ciona intestinalis, prepared at Joint Genome Institute. We achieved average Phred20 read of 675 bases in about 70 min with a success rate of 91%. For the similar type of samples on MegaBACE 1000, the average Phred20 read is about 550-600 bases in 120 min separation time with a success rate of about 80-90%.

Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students

PubMed Central

Tighe, Elizabeth L.; Schatschneider, Christopher

2016-01-01

This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension. A three-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and accounted for 79% of the reading comprehension variance. The results indicated that the constructs contributed jointly to reading comprehension; however, vocabulary knowledge was the only potentially unique predictor (p = 0.052), accounting for an additional 5.6% of the variance. This study demonstrates the feasibility of applying a latent variable modeling approach to examine individual differences in the reading comprehension skills of ABE students. Further, this study replicates the findings of Tighe and Schatschneider (2015) on the importance of differentiating among dimensions of morphological awareness in this population. PMID:26869981

Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students.

PubMed

Tighe, Elizabeth L; Schatschneider, Christopher

2016-01-01

This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension. A three-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and accounted for 79% of the reading comprehension variance. The results indicated that the constructs contributed jointly to reading comprehension; however, vocabulary knowledge was the only potentially unique predictor (p = 0.052), accounting for an additional 5.6% of the variance. This study demonstrates the feasibility of applying a latent variable modeling approach to examine individual differences in the reading comprehension skills of ABE students. Further, this study replicates the findings of Tighe and Schatschneider (2015) on the importance of differentiating among dimensions of morphological awareness in this population.

The d-Prime directive: Assessing costs and benefits in recognition by dissociating mixed-list false alarm rates.

PubMed

Forrin, Noah D; Groot, Brianna; MacLeod, Colin M

2016-07-01

It can be difficult to judge the effectiveness of encoding techniques in a within-subject design. Consider the production effect-the finding that words read aloud are better remembered than words read silently. In the absence of a baseline, a within-subject production effect in a mixed study list could reflect a benefit of reading aloud, a cost of reading silently, or both. To help interpret within-subject data, memory researchers have compared within-subject and between-subjects designs, with the between-subjects (i.e., pure list) conditions serving as baselines against which the within-subject (i.e., mixed-list) conditions are compared. In the present article, the authors highlight a shortcoming of using this comparison to assess costs and benefits in recognition. Unlike between-subjects experiments where separate false alarm rates are obtained for each condition, the typical within-subject experiment yields a collapsed false alarm rate, which, the authors argue, can potentially bias calculations of memory discrimination (d'). Across 3 experiments that used production as the encoding manipulation, they used a typical mixed-list versus pure-list design (Experiment 1) and then made modifications to this design (Experiments 2 and 3) that yielded separate mixed-list false alarm rates. The results of the latter 2 experiments demonstrated that words that are read aloud in a mixed list have an overall memorial benefit over words that are read aloud in a pure list-both in terms of increased hits and reduced false alarms. The authors frame these results in terms of the distinctiveness heuristic. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Learning-related skills and academic achievement in academically at-risk first graders

PubMed Central

Cerda, Carissa A.; Im, Myung Hee; Hughes, Jan N.

2015-01-01

Using an academically at-risk, ethnically diverse sample of 744 first-grade children, this study tested a multi-method (i.e., child performance measures, teacher ratings, and peer ratings) measurement model of learning-related skills (i.e., effortful control [EC], behavioral self-regulation [BSR], and social competence [SC]), and their shared and unique contributions to children's reading and math achievement, above the effect of demographic variables. The hypothesized correlated factor measurement model demonstrated relatively good fit, with BSR and SC correlated highly with one another and moderately with EC. When entered in separate regression equations, EC and BSR each predicted children's reading and math achievement; SC only predicted reading achievement. When considered simultaneously, neither EC, BSR, nor SC contributed independently to reading achievement; however, EC had a direct effect on math achievement and an indirect effect on reading achievement via both BSR and SC. Implications for research and early intervention efforts are discussed. PMID:25908886

Analysis of read-out heating rate effects on the glow peaks of TLD-100 using WinGCF software

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

Bauk, Sabar, E-mail: sabar@usm.my; Hussin, Siti Fatimah; Alam, Md. Shah

This study was done to analyze the effects of the read-out heating rate on the LiF:Mg,Ti (TLD-100) thermoluminescent dosimeters (TLD) glow peaks using WinGCF computer software. The TLDs were exposed to X-ray photons with a potential difference of 72 kVp and 200 mAs in air and were read-out using a Harshaw 3500 TLD reader. The TLDs were read-out using four read-out heating rates at 10, 7, 4 and 1 °C s{sup −1}. It was observed that lowering the heating rate could separate more glow peaks. The activation energy for peak 5 was found to be lower than that for peakmore » 4. The peak maximum temperature and the integral value of the main peak decreased as the heating rate decreases.« less

Facing History and Ourselves: Holocaust and Human Behavior. Bibliography and Filmography.

ERIC Educational Resources Information Center

Drew, Margaret A.; Rivo, Sharon P.

Intended to provide a wide range of reading for students and teachers, including a variety of both literary and historical perspectives, the bibliography section of this listing of Holocaust literature and films is organized into six categories: (1) children's books and the Holocaust: an overview; (2) suggested reading: general reading, history,…

The Family Literacy Reading Project.

ERIC Educational Resources Information Center

Cason, Ann; Shoufler, Ann

This report describes a summer project using children's literature as a teaching tool in the literacy section of the Family Literacy Reading Project. The idea for the project arose in response to a need for other resources for the English-as-a-Second-Language program and to students' desire to read to their children and grandchildren as one…

A Study of Inference in Standardized Reading Test Items and Its Relationship to Difficulty.

ERIC Educational Resources Information Center

Marzano, Robert J.

To study the relationship between inferences made on standardized reading tests and item difficulty, 50 items on the reading comprehension section of the Metropolitan Achievement Test were analyzed independently in this study by two raters using four general categories of inferences: (1) reference inferences, (2) between proposition inferences,…

32 CFR 724.812 - Responsibilities of the Reading Room.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 32 National Defense 5 2011-07-01 2011-07-01 false Responsibilities of the Reading Room. 724.812 Section 724.812 National Defense Department of Defense (Continued) DEPARTMENT OF THE NAVY PERSONNEL NAVAL DISCHARGE REVIEW BOARD Procedures of Naval Discharge Review Board § 724.812 Responsibilities of the Reading Room. (a) Copies of decisional...

32 CFR 724.812 - Responsibilities of the Reading Room.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 32 National Defense 5 2013-07-01 2013-07-01 false Responsibilities of the Reading Room. 724.812 Section 724.812 National Defense Department of Defense (Continued) DEPARTMENT OF THE NAVY PERSONNEL NAVAL DISCHARGE REVIEW BOARD Procedures of Naval Discharge Review Board § 724.812 Responsibilities of the Reading Room. (a) Copies of decisional...

21 CFR 886.5820 - Closed-circuit television reading system.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 21 Food and Drugs 8 2014-04-01 2014-04-01 false Closed-circuit television reading system. 886.5820 Section 886.5820 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICAL DEVICES OPHTHALMIC DEVICES Therapeutic Devices § 886.5820 Closed-circuit television reading system. (a) Identification. A...

21 CFR 886.5820 - Closed-circuit television reading system.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 21 Food and Drugs 8 2012-04-01 2012-04-01 false Closed-circuit television reading system. 886.5820 Section 886.5820 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICAL DEVICES OPHTHALMIC DEVICES Therapeutic Devices § 886.5820 Closed-circuit television reading system. (a) Identification. A...

21 CFR 886.5820 - Closed-circuit television reading system.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 21 Food and Drugs 8 2013-04-01 2013-04-01 false Closed-circuit television reading system. 886.5820 Section 886.5820 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICAL DEVICES OPHTHALMIC DEVICES Therapeutic Devices § 886.5820 Closed-circuit television reading system. (a) Identification. A...

DRAWS: Development of Reading and Writing in Social Studies. Teacher's Guide.

ERIC Educational Resources Information Center

Garrahy, Dennis J.

The teacher's guide outlines seven individual social studies units designed to help low achieving students develop reading and writing skills. Following a preface on reading and writing in the content area, material is divided into seven sections which cover the program units on religion, "isms," education, energy, technology, revolution, and…

RIF (Reading Is Fun-damental) in New Mexico.

ERIC Educational Resources Information Center

New Mexico State Library, Santa Fe.

The New Mexico State Library and the State Planning Office cosponsored a meeting to introduce Reading Is Fundamental to a wide cross-section of the state in September 1973. This meeting led to the establishment of numerous Reading Is Fundamental projects throughout the state in the summer of 1974. The planning, organization, execution, and results…

76 FR 61295 - Proposed Flood Elevation Determinations

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-04

..., in the same column, in the ninth entry ``Tributary 11'' should read ``West Mud Creek Tributary 11... ``Tributary B'' should read ``West Mud Creek Tributary B''. 12. On the same page, in the same section, in the same table, in the same column, in the eleventh entry ``Tributary M-1'' should read ``West Mud Creek...

13 CFR 107.40 - How to read this part 107.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false How to read this part 107. 107.40 Section 107.40 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION SMALL BUSINESS INVESTMENT COMPANIES Introduction to Part 107 § 107.40 How to read this part 107. (a) Center Headings. All references...

Reading, Writing, and the Study of Literature.

ERIC Educational Resources Information Center

Biddle, Arthur W., Ed.; Fulwiler, Toby, Ed.

Approaching literary study from two distinct yet interlocking perspectives (by looking at the major genres of literature and by examining the forms in which students of literature are expected to write about the literature they read), this book has two main sections. Following the Prelude, which treats the relationships between reading and writing…

Social Change in Urban America.

ERIC Educational Resources Information Center

Birnbaum, Max; Mogey, John

This work includes introductory material on the community with emphasis on the inner city, prefaces to each group of readings, the readings themselves, and bibliographies. The book presents readings on topics that are central to an understanding of social change in the inner city. The first section, on the city as community and as bureaucracy,…

svviz: a read viewer for validating structural variants.

PubMed

Spies, Noah; Zook, Justin M; Salit, Marc; Sidow, Arend

2015-12-15

Visualizing read alignments is the most effective way to validate candidate structural variants (SVs) with existing data. We present svviz, a sequencing read visualizer for SVs that sorts and displays only reads relevant to a candidate SV. svviz works by searching input bam(s) for potentially relevant reads, realigning them against the inferred sequence of the putative variant allele as well as the reference allele and identifying reads that match one allele better than the other. Separate views of the two alleles are then displayed in a scrollable web browser view, enabling a more intuitive visualization of each allele, compared with the single reference genome-based view common to most current read browsers. The browser view facilitates examining the evidence for or against a putative variant, estimating zygosity, visualizing affected genomic annotations and manual refinement of breakpoints. svviz supports data from most modern sequencing platforms. svviz is implemented in python and freely available from http://svviz.github.io/. Published by Oxford University Press 2015. This work is written by US Government employees and is in the public domain in the US.

A Dominance Analysis Approach to Determining Predictor Importance in Third, Seventh, and Tenth Grade Reading Comprehension Skills

PubMed Central

Tighe, Elizabeth; Schatschneider, Christopher

2015-01-01

The purpose of the present study was to investigate and rank order by importance the contributions of various cognitive predictors to reading comprehension in third, seventh, and tenth graders. An exploratory factor analysis revealed that for third grade, the best fit was a four-factor solution including Fluency, Verbal Reasoning, Nonverbal Reasoning, and Working Memory factors. For seventh and tenth grade, three-factor solutions with Fluency, Reasoning, and Working Memory factors were the best fit. The three and four-factor models were used in separate dominance analyses for each grade to rank order the factors by predictive importance to reading comprehension. Results indicated that Fluency and Verbal Reasoning were the most important predictors of third grade reading comprehension. For seventh grade, Fluency and Reasoning were the most important predictors. By tenth grade, Reasoning was the most important predictor of reading comprehension. Working Memory was the least predictive of reading comprehension across all grade levels. These results suggest that inferential reasoning skills become an important contributor to reading comprehension at increasing grade levels. PMID:26346315

Development of the Focal Plane Detection System for the Future Gas-Filled Separator at the Cyclotron Institute

NASA Astrophysics Data System (ADS)

Bertelsen, Erin; Mayorov, Dmitriy; Folden, Charles ``Cody'', III

2015-10-01

A focal plane detection system is being developed for use with the gas-filled separator previously known as SASSYER (Small Angle Separator System at Yale for Evaporation Residues) that will be installed at the Cyclotron Institute at Texas A&M University. This system will be used to study heavy (Z >= 90) elements and features two 60×40 strip double-sided silicon detectors (DSSDs) and accompanying multiplexing read-out electronics. The DSSDs cover an area of 120×40 mm2 and are read-out by fourteen 16-channel multiplexers (Mesytec MUX-16) that perform the function of a preamplifier, shaper, and leading-edge discriminator in one unit. The multiplexers are controlled by four ``MUX drivers,'' each of which serves as a signal bus for multiple MUX-16 boards. The system allows a single 16-channel ADC to read the combined 200 strips of both DSSDs. A four peak source composed of 148Gd, 239Pu, 241Am, and 244Cm was used to characterize the performance of the system, with a preliminary energy resolution of ~ 60 keV measured for the 241Am alphas. This contribution will discuss the work performed in assembly of the test setup, optimization and performance check of the multiplexers, and the preliminary energy and position data collected with the α-source. Present address: Los Alamos National Laboratory, Los Alamos, NM 87545.

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

ERIC Educational Resources Information Center

Liu, Ou Lydia

2011-01-01

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

Textbooks and Reading Materials. Volume Two: Outcomes of the Regional Seminar. Report of a Regional Seminar on Textbooks and Reading Materials (Wellington, New Zealand, October 4-12, 1983).

ERIC Educational Resources Information Center

New Zealand Dept. of Education, Wellington.

For the second of two volumes dealing with the effective use of instructional materials to teach reading, this booklet describes the participants and outcomes of a regional seminar on the use of reading instruction materials and textbooks held in New Zealand. The first section of the booklet provides an overview of the seminar, including…

76 FR 17781 - Guidance Under Section 1502; Amendment of Matching Rule for Certain Gains on Member Stock...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-31

... for part 1 continues to read in part as follows: Authority: 26 U.S.C. 7805. * * * 0 Par. 2. Section 1.1502-13 is amended by revising paragraphs (c)(6)(ii)(C)(2) and (c)(6)(ii)(D)(1) to read as follows: Sec. 1.1502-13 Intercompany transactions. * * * * * (c) * * * (6) * * * (ii) * * * (C) * * * (2) Effect...

What Role Does Schema Play in Preparing Minority Postbaccalaureate Students for the Reading Comprehension Section of the Medical College Admissions Test (MCAT)?

ERIC Educational Resources Information Center

Paul, Gina; Verhulst, Steve

2007-01-01

Problem: Minority students often score lower than majority students on the Medical College Admissions Test (MCAT) Verbal Reasoning section. Method: To determine what role schema plays in reading comprehension in 64 adult minority students, the Treatment group viewed a slide presentation regarding a topic that both groups would be tested on in a…

How Do Different Cognitive and Linguistic Variables Contribute to Reading in Arabic? A Cross-Sectional Study from First to Sixth Grade

ERIC Educational Resources Information Center

Asadi, Ibrahim A.; Khateb, Asaid; Ibrahim, Raphiq; Taha, Haitham

2017-01-01

The contribution of linguistic and cognitive variables to reading processes might vary depending on the particularities of the languages studied. This view is thought to be particularly true for Arabic which is a diglossic language and has particular orthographic and morpho-syntactic systems. This cross-sectional study examined the contribution of…

Reading Emotions from Body Movement: A Generalized Impairment in Schizophrenia.

PubMed

Vaskinn, Anja; Sundet, Kjetil; Østefjells, Tiril; Nymo, Katharina; Melle, Ingrid; Ueland, Torill

2015-01-01

Body language reading is a social cognitive process with importance for successful maneuvering of social situations. In this study, we investigated body language reading as assessed with human point-light displays in participants with a diagnosis of schizophrenia (n = 84) compared to healthy control participants (n = 84), aiming to answer three questions: (1) whether persons with a diagnosis of schizophrenia have poorer body language reading abilities than healthy persons; (2) whether some emotions are easier to read from body language than others, and if this is the same for individuals with schizophrenia and healthy individuals, and (3) whether there are sex differences in body language reading in participants with schizophrenia and healthy participants. A fourth research aim concerned associations of body language reading with symptoms and functioning in participants with schizophrenia. Scores on the body language reading measure was first standardized using a separate sample of healthy control participants (n = 101). Further results showed that persons with schizophrenia had impaired body language reading ability compared to healthy persons. A significant effect of emotion indicated that some emotions (happiness, neutral) were easier to recognize and this was so for both individuals with schizophrenia and healthy individuals. There were no sex differences for either diagnostic group. Body language reading ability was not associated with symptoms or functioning. In conclusion; schizophrenia was characterized by a global impairment in body language reading that was present for all emotions and across sex.

Executive Function, Self-Regulated Learning, and Reading Comprehension: A Training Study.

PubMed

Cirino, Paul T; Miciak, Jeremy; Gerst, Elyssa; Barnes, Marcia A; Vaughn, Sharon; Child, Amanda; Huston-Warren, Emily

The goal of this study was to evaluate the extent to which training that emphasizes the process of executive function (EF) and self-regulated learning (SRL) would result in increased reading comprehension; we also evaluated interrelationships of EF, SRL, and reading. We report an experiment ( N = 75 fourth graders) that contrasted two researcher-implemented conditions (text-based reading [TB] and text-based reading plus executive function [TB+EF]) to a control. We also evaluated relationships among measures of SRL, EF, and reading. Both the TB and TB+EF groups outperformed the control group for proximal text comprehension (where the topic was similar to that covered in training) and background knowledge related to it, but the two researcher-led groups performed similarly. There were no significant differences for less proximal text, and again similar performance for both TB and TB+EF. Correlations among measures were weak in general, although the pattern was similar to that found in the extant literature. The findings speak to the difficulty in separating these components from those of strong instruction more generally. The relationships of these constructs to reading comprehension will likely be enhanced by more sensitive measurement of EF and reading comprehension, particularly where tied to active treatment components.

Helping Young Children Cope with Separation: A Bibliotherapeutic Approach.

ERIC Educational Resources Information Center

Bernstein, Joanne E.

Adults who wish to help children come to terms with loss from death, divorce, and other separations have a good ally in books. While not a complete cure, bibliotherapy can help children cope with loss by engaging the emotions and freeing them for conscious and productive use. Numerous books have appeared for children to read, enjoy, and use in…

The Dynamics of Integration and Separation: ERP, MEG, and Neural Network Studies of Immediate Repetition Effects

ERIC Educational Resources Information Center

Huber, David E.; Tian, Xing; Curran, Tim; O'Reilly, Randall C.; Woroch, Brion

2008-01-01

This article presents data and theory concerning the fundamental question of how the brain achieves a balance between integrating and separating perceptual information over time. This theory was tested in the domain of word reading by examining brain responses to briefly presented words that were either new or immediate repetitions. Critically,…

A taxometric investigation of developmental dyslexia subtypes.

PubMed

O'Brien, Beth A; Wolf, Maryanne; Lovett, Maureen W

2012-02-01

Long-standing issues with the conceptualization, identification and subtyping of developmental dyslexia persist. This study takes an alternative approach to examine the heterogeneity of developmental dyslexia using taxometric classification techniques. These methods were used with a large sample of 671 children ages 6-8 who were diagnosed with severe reading disorders. Latent characteristics of the sample are assessed in regard to posited subtypes with phonological deficits and naming speed deficits, thus extending prior work by addressing whether these deficits embody separate classes of individuals. Findings support separate taxa of dyslexia with and without phonological deficits. Different latent structure for naming speed deficits was found depending on the definitional criterion used to define dyslexia. Non-phonologically based forms of dyslexia showed particular difficulty with naming speed and reading fluency. Copyright © 2012 John Wiley & Sons, Ltd.

DNA Sequencing Using capillary Electrophoresis

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

Dr. Barry Karger

2011-05-09

The overall goal of this program was to develop capillary electrophoresis as the tool to be used to sequence for the first time the Human Genome. Our program was part of the Human Genome Project. In this work, we were highly successful and the replaceable polymer we developed, linear polyacrylamide, was used by the DOE sequencing lab in California to sequence a significant portion of the human genome using the MegaBase multiple capillary array electrophoresis instrument. In this final report, we summarize our efforts and success. We began our work by separating by capillary electrophoresis double strand oligonucleotides using cross-linkedmore » polyacrylamide gels in fused silica capillaries. This work showed the potential of the methodology. However, preparation of such cross-linked gel capillaries was difficult with poor reproducibility, and even more important, the columns were not very stable. We improved stability by using non-cross linked linear polyacrylamide. Here, the entangled linear chains could move when osmotic pressure (e.g. sample injection) was imposed on the polymer matrix. This relaxation of the polymer dissipated the stress in the column. Our next advance was to use significantly lower concentrations of the linear polyacrylamide that the polymer could be automatically blown out after each run and replaced with fresh linear polymer solution. In this way, a new column was available for each analytical run. Finally, while testing many linear polymers, we selected linear polyacrylamide as the best matrix as it was the most hydrophilic polymer available. Under our DOE program, we demonstrated initially the success of the linear polyacrylamide to separate double strand DNA. We note that the method is used even today to assay purity of double stranded DNA fragments. Our focus, of course, was on the separation of single stranded DNA for sequencing purposes. In one paper, we demonstrated the success of our approach in sequencing up to 500 bases. Other application papers of sequencing up to this level were also published in the mid 1990's. A major interest of the sequencing community has always been read length. The longer the sequence read per run the more efficient the process as well as the ability to read repeat sequences. We therefore devoted a great deal of time to studying the factors influencing read length in capillary electrophoresis, including polymer type and molecule weight, capillary column temperature, applied electric field, etc. In our initial optimization, we were able to demonstrate, for the first time, the sequencing of over 1000 bases with 90% accuracy. The run required 80 minutes for separation. Sequencing of 1000 bases per column was next demonstrated on a multiple capillary instrument. Our studies revealed that linear polyacrylamide produced the longest read lengths because the hydrophilic single strand DNA had minimal interaction with the very hydrophilic linear polyacrylamide. Any interaction of the DNA with the polymer would lead to broader peaks and lower read length. Another important parameter was the molecular weight of the linear chains. High molecular weight (> 1 MDA) was important to allow the long single strand DNA to reptate through the entangled polymer matrix. In an important paper, we showed an inverse emulsion method to prepare reproducibility linear polyacrylamide polymer with an average MWT of 9MDa. This approach was used in the polymer for sequencing the human genome. Another critical factor in the successful use of capillary electrophoresis for sequencing was the sample preparation method. In the Sanger sequencing reaction, high concentration of salts and dideoxynucleotide remained. Since the sample was introduced to the capillary column by electrokinetic injection, these salt ions would be favorably injected into the column over the sequencing fragments, thus reducing the signal for longer fragments and hence reading read length. In two papers, we examined the role of individual components from the sequencing reaction and then developed a protocol to reduce the deleterious salts. We demonstrated a robust method for achieving long read length DNA sequencing. Continuing our advances, we next demonstrated the achievement of over 1000 bases in less than one hour with a base calling accuracy of between 98 and 99%. In this work, we implemented energy transfer dyes which allowed for cleaner differentiation of the 4 dye labeled terminal nucleotides. In addition, we developed improved base calling software to help read sequencing when the separation was only minimal as occurs at long read lengths. Another critical parameter we studied was column temperature. We demonstrated that read lengths improved as the column temperature was increased from room temperature to 60 C or 70 C. The higher temperature relaxed the DNA chains under the influence of the high electric field.« less

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

PubMed

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

2016-07-01

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

Separating the influences of prereading skills on early word and nonword reading.

PubMed

Shapiro, Laura R; Carroll, Julia M; Solity, Jonathan E

2013-10-01

The essential first step for a beginning reader is to learn to match printed forms to phonological representations. For a new word, this is an effortful process where each grapheme must be translated individually (serial decoding). The role of phonological awareness in developing a decoding strategy is well known. We examined whether beginning readers recruit different skills depending on the nature of the words being read (familiar words vs. nonwords). Print knowledge, phoneme and rhyme awareness, rapid automatized naming (RAN), phonological short-term memory (STM), nonverbal reasoning, vocabulary, auditory skills, and visual attention were measured in 392 prereaders 4 and 5 years of age. Word and nonword reading were measured 9 months later. We used structural equation modeling to examine the skills-reading relationship and modeled correlations between our two reading outcomes and among all prereading skills. We found that a broad range of skills were associated with reading outcomes: early print knowledge, phonological STM, phoneme awareness and RAN. Whereas all of these skills were directly predictive of nonword reading, early print knowledge was the only direct predictor of word reading. Our findings suggest that beginning readers draw most heavily on their existing print knowledge to read familiar words. Copyright © 2013 Elsevier Inc. All rights reserved.

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

PubMed Central

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

2016-01-01

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

32 CFR 286.8 - Indexes.

Code of Federal Regulations, 2010 CFR

2010-07-01

... PROGRAM DOD FREEDOM OF INFORMATION ACT PROGRAM REGULATION FOIA Reading Rooms § 286.8 Indexes. (a) “(a)(2... published by Section 552(a)(1) of the FOIA, shall be made available in DoD Component FOIA reading rooms, and... available in FOIA Reading Rooms, “(a)(1)” materials shall, when feasible, be made available to the public in...

36 CFR 1250.12 - What types of records are available in NARA's FOIA Reading Room?

Code of Federal Regulations, 2010 CFR

2010-07-01

... available in NARA's FOIA Reading Room? 1250.12 Section 1250.12 Parks, Forests, and Public Property NATIONAL... records are available in NARA's FOIA Reading Room? (a) NARA makes available for public inspection and... manuals and instructions to staff that affect members of the public; (4) Copies of records requested 3 or...

36 CFR 1250.12 - What types of records are available in NARA's FOIA Reading Room?

Code of Federal Regulations, 2011 CFR

2011-07-01

... available in NARA's FOIA Reading Room? 1250.12 Section 1250.12 Parks, Forests, and Public Property NATIONAL... records are available in NARA's FOIA Reading Room? (a) NARA makes available for public inspection and... manuals and instructions to staff that affect members of the public; (4) Copies of records requested 3 or...

29 CFR 70.4 - Public reading rooms.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 29 Labor 1 2010-07-01 2010-07-01 true Public reading rooms. 70.4 Section 70.4 Labor Office of the Secretary of Labor PRODUCTION OR DISCLOSURE OF INFORMATION OR MATERIALS General § 70.4 Public reading rooms... manuals and instructions to staff that affect a member of the public except to the extent that such...

32 CFR 286.8 - Indexes.

Code of Federal Regulations, 2011 CFR

2011-07-01

... PROGRAM DOD FREEDOM OF INFORMATION ACT PROGRAM REGULATION FOIA Reading Rooms § 286.8 Indexes. (a) “(a)(2... published by Section 552(a)(1) of the FOIA, shall be made available in DoD Component FOIA reading rooms, and... available in FOIA Reading Rooms, “(a)(1)” materials shall, when feasible, be made available to the public in...

29 CFR 70.4 - Public reading rooms.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 29 Labor 1 2011-07-01 2011-07-01 false Public reading rooms. 70.4 Section 70.4 Labor Office of the Secretary of Labor PRODUCTION OR DISCLOSURE OF INFORMATION OR MATERIALS General § 70.4 Public reading rooms... manuals and instructions to staff that affect a member of the public except to the extent that such...

Relationships between Event-Related Potentials and Behavioral and Scholastic Measures of Reading Ability: A Large-Scale, Cross-Sectional Study

ERIC Educational Resources Information Center

Khalifian, Negin; Stites, Mallory C.; Laszlo, Sarah

2016-01-01

In the cognitive, computational, neuropsychological, and educational literatures, it is established that children approach text in unique ways, and that even adult readers can differ in the strategies they bring to reading. In the developmental event-related potential (ERP) literature, however, children with differing degrees of reading ability…

19 CFR 103.1 - Public reading rooms.

Code of Federal Regulations, 2012 CFR

2012-04-01

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

19 CFR 103.1 - Public reading rooms.

Code of Federal Regulations, 2011 CFR

2011-04-01

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

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

Code of Federal Regulations, 2011 CFR

2011-01-01

... 4 Accounts 1 2011-01-01 2011-01-01 false Publicly available documents and electronic reading room. 201.3 Section 201.3 Accounts RECOVERY ACCOUNTABILITY AND TRANSPARENCY BOARD PUBLIC INFORMATION AND REQUESTS § 201.3 Publicly available documents and electronic reading room. (a) Many Board records are available electronically at the Board's Web sit...

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

Code of Federal Regulations, 2012 CFR

2012-01-01

... 4 Accounts 1 2012-01-01 2012-01-01 false Publicly available documents and electronic reading room. 201.3 Section 201.3 Accounts RECOVERY ACCOUNTABILITY AND TRANSPARENCY BOARD PUBLIC INFORMATION AND REQUESTS § 201.3 Publicly available documents and electronic reading room. (a) Many Board records are available electronically at the Board's Web sit...

33 CFR 52.81 - Reading room and index.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 33 Navigation and Navigable Waters 1 2014-07-01 2014-07-01 false Reading room and index. 52.81 Section 52.81 Navigation and Navigable Waters COAST GUARD, DEPARTMENT OF HOMELAND SECURITY PERSONNEL BOARD FOR CORRECTION OF MILITARY RECORDS OF THE COAST GUARD Public Access to Decisions § 52.81 Reading room and index. After deleting only so much...

25 CFR 517.2 - Public reading room.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 2 2013-04-01 2013-04-01 false Public reading room. 517.2 Section 517.2 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR GENERAL PROVISIONS FREEDOM OF INFORMATION ACT PROCEDURES § 517.2 Public reading room. Records that are required to be maintained by the Commission shall be available for public inspection and...

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

Code of Federal Regulations, 2012 CFR

2012-01-01

... 5 Administrative Personnel 3 2012-01-01 2012-01-01 false Public reading room facility and Web site. 2604.201 Section 2604.201 Administrative Personnel OFFICE OF GOVERNMENT ETHICS ORGANIZATION AND PROCEDURES FREEDOM OF INFORMATION ACT RULES AND SCHEDULE OF FEES FOR THE PRODUCTION OF PUBLIC FINANCIAL DISCLOSURE REPORTS FOIA Public Reading Room...

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

Code of Federal Regulations, 2014 CFR

2014-01-01

... 5 Administrative Personnel 3 2014-01-01 2014-01-01 false Public reading room facility and Web site. 2604.201 Section 2604.201 Administrative Personnel OFFICE OF GOVERNMENT ETHICS ORGANIZATION AND PROCEDURES FREEDOM OF INFORMATION ACT RULES AND SCHEDULE OF FEES FOR THE PRODUCTION OF PUBLIC FINANCIAL DISCLOSURE REPORTS FOIA Public Reading Room...

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

Code of Federal Regulations, 2013 CFR

2013-01-01

... 4 Accounts 1 2013-01-01 2013-01-01 false Publicly available documents and electronic reading room. 201.3 Section 201.3 Accounts RECOVERY ACCOUNTABILITY AND TRANSPARENCY BOARD PUBLIC INFORMATION AND REQUESTS § 201.3 Publicly available documents and electronic reading room. (a) Many Board records are available electronically at the Board's Web sit...

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

Code of Federal Regulations, 2013 CFR

2013-01-01

... 5 Administrative Personnel 3 2013-01-01 2013-01-01 false Public reading room facility and Web site. 2604.201 Section 2604.201 Administrative Personnel OFFICE OF GOVERNMENT ETHICS ORGANIZATION AND PROCEDURES FREEDOM OF INFORMATION ACT RULES AND SCHEDULE OF FEES FOR THE PRODUCTION OF PUBLIC FINANCIAL DISCLOSURE REPORTS FOIA Public Reading Room...

33 CFR 52.81 - Reading room and index.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 33 Navigation and Navigable Waters 1 2010-07-01 2010-07-01 false Reading room and index. 52.81 Section 52.81 Navigation and Navigable Waters COAST GUARD, DEPARTMENT OF HOMELAND SECURITY PERSONNEL BOARD FOR CORRECTION OF MILITARY RECORDS OF THE COAST GUARD Public Access to Decisions § 52.81 Reading room and index. After deleting only so much...

25 CFR 517.2 - Public reading room.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 2 2011-04-01 2011-04-01 false Public reading room. 517.2 Section 517.2 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR GENERAL PROVISIONS FREEDOM OF INFORMATION ACT PROCEDURES § 517.2 Public reading room. Records that are required to be maintained by the Commission shall be available for public inspection and...

19 CFR 103.1 - Public reading rooms.

Code of Federal Regulations, 2013 CFR

2013-04-01

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

33 CFR 52.81 - Reading room and index.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 33 Navigation and Navigable Waters 1 2013-07-01 2013-07-01 false Reading room and index. 52.81 Section 52.81 Navigation and Navigable Waters COAST GUARD, DEPARTMENT OF HOMELAND SECURITY PERSONNEL BOARD FOR CORRECTION OF MILITARY RECORDS OF THE COAST GUARD Public Access to Decisions § 52.81 Reading room and index. After deleting only so much...

33 CFR 52.81 - Reading room and index.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 33 Navigation and Navigable Waters 1 2011-07-01 2011-07-01 false Reading room and index. 52.81 Section 52.81 Navigation and Navigable Waters COAST GUARD, DEPARTMENT OF HOMELAND SECURITY PERSONNEL BOARD FOR CORRECTION OF MILITARY RECORDS OF THE COAST GUARD Public Access to Decisions § 52.81 Reading room and index. After deleting only so much...

25 CFR 517.2 - Public reading room.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 2 2014-04-01 2014-04-01 false Public reading room. 517.2 Section 517.2 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR GENERAL PROVISIONS FREEDOM OF INFORMATION ACT PROCEDURES § 517.2 Public reading room. Records that are required to be maintained by the Commission shall be available for public inspection and...

25 CFR 517.2 - Public reading room.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 2 2012-04-01 2012-04-01 false Public reading room. 517.2 Section 517.2 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR GENERAL PROVISIONS FREEDOM OF INFORMATION ACT PROCEDURES § 517.2 Public reading room. Records that are required to be maintained by the Commission shall be available for public inspection and...

25 CFR 517.2 - Public reading room.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 2 2010-04-01 2010-04-01 false Public reading room. 517.2 Section 517.2 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR GENERAL PROVISIONS FREEDOM OF INFORMATION ACT PROCEDURES § 517.2 Public reading room. Records that are required to be maintained by the Commission shall be available for public inspection and...

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

Code of Federal Regulations, 2014 CFR

2014-01-01

... 4 Accounts 1 2014-01-01 2013-01-01 true Publicly available documents and electronic reading room. 201.3 Section 201.3 Accounts RECOVERY ACCOUNTABILITY AND TRANSPARENCY BOARD PUBLIC INFORMATION AND REQUESTS § 201.3 Publicly available documents and electronic reading room. (a) Many Board records are available electronically at the Board's Web site...

33 CFR 52.81 - Reading room and index.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 33 Navigation and Navigable Waters 1 2012-07-01 2012-07-01 false Reading room and index. 52.81 Section 52.81 Navigation and Navigable Waters COAST GUARD, DEPARTMENT OF HOMELAND SECURITY PERSONNEL BOARD FOR CORRECTION OF MILITARY RECORDS OF THE COAST GUARD Public Access to Decisions § 52.81 Reading room and index. After deleting only so much...

19 CFR 103.1 - Public reading rooms.

Code of Federal Regulations, 2014 CFR

2014-04-01

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

Born To Read: How To Nurture a Baby's Love of Learning.

ERIC Educational Resources Information Center

Fiore, Carole, Comp.

Library and health care professionals team up in the Born to Read partnerships in Florida to empower at-risk expectant and new parents to take an active role in the health and education of their children. Designed for Born to Read workshop participants, this manual contains the following sections: (1) General Information, including workshop…

A Review of Emergent Literacy with Implications for Research and Practice in Reading. Technical Report No. 379.

ERIC Educational Resources Information Center

Mason, Jana M.; Allen, JoBeth

Defining emergent as the process of becoming and literacy as the interrelatedness of reading and writing in young children's development, this paper reviews emergent literacy research and relates it to beginning reading and writing instruction. The first section of the paper describes the social and linguistic contexts for literacy, reviewing…

10 CFR 1703.103 - Requests for board records available through the public reading room.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 10 Energy 4 2010-01-01 2010-01-01 false Requests for board records available through the public reading room. 1703.103 Section 1703.103 Energy DEFENSE NUCLEAR FACILITIES SAFETY BOARD PUBLIC INFORMATION AND REQUESTS § 1703.103 Requests for board records available through the public reading room. (a) A...

10 CFR 1703.103 - Requests for board records available through the public reading room.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 10 Energy 4 2014-01-01 2014-01-01 false Requests for board records available through the public reading room. 1703.103 Section 1703.103 Energy DEFENSE NUCLEAR FACILITIES SAFETY BOARD PUBLIC INFORMATION AND REQUESTS § 1703.103 Requests for board records available through the public reading room. (a) A...

10 CFR 1703.103 - Requests for board records available through the public reading room.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 10 Energy 4 2012-01-01 2012-01-01 false Requests for board records available through the public reading room. 1703.103 Section 1703.103 Energy DEFENSE NUCLEAR FACILITIES SAFETY BOARD PUBLIC INFORMATION AND REQUESTS § 1703.103 Requests for board records available through the public reading room. (a) A...

10 CFR 1703.103 - Requests for board records available through the public reading room.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 10 Energy 4 2013-01-01 2013-01-01 false Requests for board records available through the public reading room. 1703.103 Section 1703.103 Energy DEFENSE NUCLEAR FACILITIES SAFETY BOARD PUBLIC INFORMATION AND REQUESTS § 1703.103 Requests for board records available through the public reading room. (a) A...

The Relation of Decoding and Fluency Skills to Skilled Reading. Research Review Series 1979-80. Volume 5.

ERIC Educational Resources Information Center

Taylor, Maravene Beth

The author reviews literature on fluency of decoding, sentence awareness or comprehension, and comprehension of larger than sentence texts, in relation to reading comprehension problems in learning disabled children. Initial sections look at the relation of decoding and fluency skills to skilled reading and differences between good and poor…

A Closer Look at Chinese EFL Learners' Test-Wiseness Strategies in Reading Test

ERIC Educational Resources Information Center

Haiyan, Miao; Rilong, Liu

2016-01-01

This paper reports on an investigation into the relationship of test-takers' use of test-wiseness strategies to Chinese EFL learners' reading test performance. A test-wiseness questionnaire was administered immediately after the final achievement test to probe into how learners thought while completing the reading section of the test. It was found…

10 CFR 1303.103 - Public reading area.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 10 Energy 4 2014-01-01 2014-01-01 false Public reading area. 1303.103 Section 1303.103 Energy NUCLEAR WASTE TECHNICAL REVIEW BOARD PUBLIC INFORMATION AND REQUESTS § 1303.103 Public reading area. (a) A... policy adopted by the Board. (3) Board reports to the U.S. Congress and the U.S. Secretary of Energy. (4...

10 CFR 1303.103 - Public reading area.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 10 Energy 4 2011-01-01 2011-01-01 false Public reading area. 1303.103 Section 1303.103 Energy NUCLEAR WASTE TECHNICAL REVIEW BOARD PUBLIC INFORMATION AND REQUESTS § 1303.103 Public reading area. (a) A... policy adopted by the Board. (3) Board reports to the U.S. Congress and the U.S. Secretary of Energy. (4...

10 CFR 1303.103 - Public reading area.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 10 Energy 4 2012-01-01 2012-01-01 false Public reading area. 1303.103 Section 1303.103 Energy NUCLEAR WASTE TECHNICAL REVIEW BOARD PUBLIC INFORMATION AND REQUESTS § 1303.103 Public reading area. (a) A... policy adopted by the Board. (3) Board reports to the U.S. Congress and the U.S. Secretary of Energy. (4...

10 CFR 1303.103 - Public reading area.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 10 Energy 4 2013-01-01 2013-01-01 false Public reading area. 1303.103 Section 1303.103 Energy NUCLEAR WASTE TECHNICAL REVIEW BOARD PUBLIC INFORMATION AND REQUESTS § 1303.103 Public reading area. (a) A... policy adopted by the Board. (3) Board reports to the U.S. Congress and the U.S. Secretary of Energy. (4...

Using Research to Promote Literacy and Reading in Libraries: Guidelines for Librarians. IFLA Professional Report No. 125

ERIC Educational Resources Information Center

Farmer, Lesley; Stricevic, Ivanka

2011-01-01

The International Federation of Library Associations and Institutions (IFLA) Literacy and Reading Section is trying to help librarians address the question: "How can librarians effectively promote literacy and reading?" This guide is IFLA's second publication aimed specifically at librarians and related organizations who want to find ways to…

Children's Caravan: A Reading Activities Idea Book for Use with Children. A Fun with Reading Book.

ERIC Educational Resources Information Center

Kimball, Judith A.

Intended for elementary school teachers and librarians, this book was designed to help in the development of reading programs for young children. Five sections are included: (1) planning ahead, which includes getting organized, making decorations, collecting "junque" (craft materials and other items needed for craft activities); (2) conducting…

Restructuring To Promote Learning in America's Schools. Selected Readings, Volume II for Video Conferences 5-9.

ERIC Educational Resources Information Center

Pink, William T., Ed.; And Others

This second volume of selected readings is designed to accompany Video Conferences 5-9 in the series "Restructuring to Promote Learning in America's Schools." The readings in this volume explore several key issues in school restructuring. Four sections include: (1) Schools as Learning Communities; (2) Many Roads to Fundamental Reform:…

Reading First Implementation Evaluation: Final Report

ERIC Educational Resources Information Center

Moss, Marc; Fountain, Alyssa Rulf; Boulay, Beth; Horst, Megan; Rodger, Chris; Brown-Lyons, Melanie

2008-01-01

The "No Child Left Behind Act of 2001" (PL 107-110) established the Reading First (RF) Program (Title I, Part B, Subpart 1), a major Federal initiative designed to help ensure that all children can read at or above grade level by the end of third-grade. The legislation (Section 1205 of the Elementary and Secondary Education Act) requires…

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

Code of Federal Regulations, 2014 CFR

2014-04-01

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

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

Code of Federal Regulations, 2011 CFR

2011-04-01

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

Effects of Quizzing Methodology on Student Outcomes: Reading Compliance, Retention, and Perceptions

ERIC Educational Resources Information Center

Dowling, Carey Bernini

2017-01-01

This study set out to replicate and extend research on students' reading compliance and examine the impact of daily quizzing methodology on students' reading compliance and retention. 98 students in two sections of Abnormal Psychology participated (mean age = 21.5, SD = 3.35; 72.4% Caucasian). Using a multiple baseline quasi-experimental design…

49 CFR 210.31 - Operation standards (stationary locomotives at 30 meters).

Code of Federal Regulations, 2011 CFR

2011-10-01

... prescribed in paragraph (a)(2) of this section, the A-weighted sound level reading in decibels shall be... A-weighted sound level reading in decibels that is observed during the 30-second period of time... test; (3) Date of test; and (4) The A-weighted sound level reading in decibels obtained during the...

13 CFR 108.40 - How to read this part 108.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false How to read this part 108. 108.40 Section 108.40 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION NEW MARKETS VENTURE CAPITAL (âNMVCâ) PROGRAM Introduction to Part 108 § 108.40 How to read this part 108. (a) Center headings. All...

Explaining Individual Differences in Reading: Theory and Evidence. New Directions in Communication Disorders Research

ERIC Educational Resources Information Center

Brady, Susan A., Ed.; Braze, David, Ed.; Fowler, Carol A., Ed.

2011-01-01

Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory. The chapters are organized in four sections. The…

Architectural Coatings: National Volatile Organic Compounds Emission Standards

EPA Pesticide Factsheets

Read about the section 183(e) rule for volatile organic compounds for architectural coatings. Read the rule summary and history, find the code of federal regulations test, and additional documents, including compliance information.

MBMC: An Effective Markov Chain Approach for Binning Metagenomic Reads from Environmental Shotgun Sequencing Projects.

PubMed

Wang, Ying; Hu, Haiyan; Li, Xiaoman

2016-08-01

Metagenomics is a next-generation omics field currently impacting postgenomic life sciences and medicine. Binning metagenomic reads is essential for the understanding of microbial function, compositions, and interactions in given environments. Despite the existence of dozens of computational methods for metagenomic read binning, it is still very challenging to bin reads. This is especially true for reads from unknown species, from species with similar abundance, and/or from low-abundance species in environmental samples. In this study, we developed a novel taxonomy-dependent and alignment-free approach called MBMC (Metagenomic Binning by Markov Chains). Different from all existing methods, MBMC bins reads by measuring the similarity of reads to the trained Markov chains for different taxa instead of directly comparing reads with known genomic sequences. By testing on more than 24 simulated and experimental datasets with species of similar abundance, species of low abundance, and/or unknown species, we report here that MBMC reliably grouped reads from different species into separate bins. Compared with four existing approaches, we demonstrated that the performance of MBMC was comparable with existing approaches when binning reads from sequenced species, and superior to existing approaches when binning reads from unknown species. MBMC is a pivotal tool for binning metagenomic reads in the current era of Big Data and postgenomic integrative biology. The MBMC software can be freely downloaded at http://hulab.ucf.edu/research/projects/metagenomics/MBMC.html .

77 FR 9844 - Allocation and Apportionment of Interest Expense; Correction

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-21

... [Corrected] 0 Par. 2. Section 1.861-9T is amended by revising paragraph (l) to read as follows: Sec. 1.861-9T... applicability date of paragraphs (e)(2), (e)(3), and (h)(4) expires on January 13, 2015. Sec. 1.861-11T [Corrected] 0 Par. 3. Section 1.861-11T is amended by revising paragraph (i) to read as follows: Sec. 1.861...

'Co-operation and Communism cannot work side by side': Organized Consumers and the Early Cold War in Britain.

PubMed

Gurney, Peter

2018-04-02

This article contributes to a better understanding of labour anti-communism in Britain through an exploration of the evolution of ideas and attitudes within the co-operative movement during the early Cold War. It demonstrates that the period witnessed an increasingly rigid separation of co-operation from communism and argues that this separation made it harder for activists within the co-operative movement to imagine a total or utopian alternative to capitalism. Drawing particularly on a close reading of the co-operative press as well as other sources, the study is divided into three main parts. The first section discusses sympathy among co-operators for the achievements of the Soviet Union, which increased during the war against fascism. The article then moves on to consider the continuing dialogue between British co-operators and their counterparts in European communist states and how international tensions shaped co-operators' views. The final major section explores the hardening of attitude towards communism after Marshall Aid was declared in June 1947, and underlines the role played by figures such as A. V. Alexander and Jack Bailey who worked with the Information Research Department at the Foreign Office to spread anti-communism within the movement. The conclusion reflects, more speculatively, on what implications this shift may have had for the medium and long-term decline of co-operation and the hegemony of capitalist consumerism post-war.

Why System Safety Professionals Should Read Accident Reports

NASA Technical Reports Server (NTRS)

Holloway, C. M.; Johnson, C. W.

2006-01-01

System safety professionals, both researchers and practitioners, who regularly read accident reports reap important benefits. These benefits include an improved ability to separate myths from reality, including both myths about specific accidents and ones concerning accidents in general; an increased understanding of the consequences of unlikely events, which can help inform future designs; a greater recognition of the limits of mathematical models; and guidance on potentially relevant research directions that may contribute to safety improvements in future systems.

EFL Students' Perceptions about a Web-Based English Reading Comprehension Course (Percepciones de estudiantes de inglés como lengua extranjera acerca de un curso de comprensión lectora apoyado en la red)

ERIC Educational Resources Information Center

Gómez Flórez, Érica; Pineda, Jorge Eduardo; Marín García, Natalia

2012-01-01

Web-based distance education is an innovative modality of instruction in Colombia. It is characterized by the separation of the teacher and learners, the use of technological tools and the students' autonomy development. This paper reports the findings of a case study that explores students' perceptions about an English reading comprehension…

F-76 Lubricity Improver Additive Evaluation

DTIC Science & Technology

2013-09-16

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

Passageless Comprehension on the "Nelson-Denny Reading Test": Well above Chance for University Students

ERIC Educational Resources Information Center

Coleman, Chris; Lindstrom, Jennifer; Nelson, Jason; Lindstrom, William; Gregg, K. Noel

2010-01-01

The comprehension section of the "Nelson-Denny Reading Test" (NDRT) is widely used to assess the reading comprehension skills of adolescents and adults in the United States. In this study, the authors explored the content validity of the NDRT Comprehension Test (Forms G and H) by asking university students (with and without at-risk…

12 CFR 505.2 - Public Reading Room.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 12 Banks and Banking 6 2013-01-01 2012-01-01 true Public Reading Room. 505.2 Section 505.2 Banks and Banking OFFICE OF THRIFT SUPERVISION, DEPARTMENT OF THE TREASURY FREEDOM OF INFORMATION ACT § 505.2 Public Reading Room. OTS will make materials available for review on an ad hoc basis when necessary. Contact the FOIA Office, Office of Thrift...

12 CFR 505.2 - Public Reading Room.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 12 Banks and Banking 6 2012-01-01 2012-01-01 false Public Reading Room. 505.2 Section 505.2 Banks and Banking OFFICE OF THRIFT SUPERVISION, DEPARTMENT OF THE TREASURY FREEDOM OF INFORMATION ACT § 505.2 Public Reading Room. OTS will make materials available for review on an ad hoc basis when necessary. Contact the FOIA Office, Office of Thrift...

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

Code of Federal Regulations, 2013 CFR

2013-10-01

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

12 CFR 505.2 - Public Reading Room.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 12 Banks and Banking 5 2010-01-01 2010-01-01 false Public Reading Room. 505.2 Section 505.2 Banks and Banking OFFICE OF THRIFT SUPERVISION, DEPARTMENT OF THE TREASURY FREEDOM OF INFORMATION ACT § 505.2 Public Reading Room. OTS will make materials available for review on an ad hoc basis when necessary. Contact the FOIA Office, Office of Thrift...

12 CFR 505.2 - Public Reading Room.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 12 Banks and Banking 6 2014-01-01 2012-01-01 true Public Reading Room. 505.2 Section 505.2 Banks and Banking OFFICE OF THRIFT SUPERVISION, DEPARTMENT OF THE TREASURY FREEDOM OF INFORMATION ACT § 505.2 Public Reading Room. OTS will make materials available for review on an ad hoc basis when necessary. Contact the FOIA Office, Office of Thrift...

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

Code of Federal Regulations, 2012 CFR

2012-10-01

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

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

Code of Federal Regulations, 2014 CFR

2014-10-01

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

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

Code of Federal Regulations, 2011 CFR

2011-10-01

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

12 CFR 505.2 - Public Reading Room.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 12 Banks and Banking 5 2011-01-01 2011-01-01 false Public Reading Room. 505.2 Section 505.2 Banks and Banking OFFICE OF THRIFT SUPERVISION, DEPARTMENT OF THE TREASURY FREEDOM OF INFORMATION ACT § 505.2 Public Reading Room. OTS will make materials available for review on an ad hoc basis when necessary. Contact the FOIA Office, Office of Thrift...

Reading Difficulties and Attention-Deficit/Hyperactivity Behaviours: Evidence of an Early Association in a Nonclinical Sample

ERIC Educational Resources Information Center

Luoni, Chiara; Balottin, Umberto; Zaccagnino, Maria; Brembilla, Laura; Livetti, Giulia; Termine, Cristiano

2015-01-01

Attention-deficit/hyperactivity disorder (ADHD) often co-occurs with reading disability. A cross-sectional study in an Italian-speaking, nonclinical sample was conducted in an attempt to document the existence of an early association between reading difficulties (RD) and ADHD behaviours. We recruited a sample of 369 children in their first year at…

43 CFR 2.5 - Does DOI maintain an index of its reading room materials?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 43 Public Lands: Interior 1 2010-10-01 2010-10-01 false Does DOI maintain an index of its reading room materials? 2.5 Section 2.5 Public Lands: Interior Office of the Secretary of the Interior RECORDS... a FOIA Request § 2.5 Does DOI maintain an index of its reading room materials? Each bureau will...

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

DTIC Science & Technology

2015-01-01

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

Archimedes and the Magdeburg Hemispheres

ERIC Educational Resources Information Center

Hayn, Carl H.

1975-01-01

Weights suspended from a lever arm separate evacuated hemispheres allowing estimation of atmospheric pressure to within five percent of the barometric reading. An illustration and a reference to von Guericke's demonstration are provided. (GH)

Comparative evaluation of physicians' pulmonary nodule detection with reduced slice thickness at CT screening

NASA Astrophysics Data System (ADS)

Sinsuat, Marodina; Shimamura, Ichiro; Saita, Shinsuke; Kubo, Mitsuru; Kawata, Yoshiki; Niki, Noboru; Ohmatsu, Hironobu; Kakinuma, Ryutaro; Eguchi, Kenji; Kaneko, Masahiro; Tominaga, Keigo; Moriyama, Noriyuki

2008-03-01

With thin and thick section Multi-slice CT images at lung cancer screening, we have statistically and quantitatively shown and evaluated the diagnostic capabilities of these slice thicknesses on physicians' pulmonary nodule diagnosis. To comparatively evaluate the 2 mm and 10 mm slice thicknesses, MSCT images of 360 people were read by six physicians. The reading criteria consisted of nodule for further examination (NFE), nodule for no further examination (NNFE) and no abnormality (NA) case. For reading results evaluation; firstly, cross-tabulation was carried out to roughly analyze the diagnoses based on whole lung field and each lung lobes. Secondly, from semi-automated extraction result of the nodule, detailed quantitative analysis was carried out to determine the diagnostic capabilities of two slice thicknesses. Finally, using the reading results of 2 mm thick image as the gold standard, the diagnostic capabilities were analyzed through the features and locations of pulmonary nodules. The study revealed that both slice thicknesses can depict lung cancer. Thin section may not be effective to diagnose nodules of <=3 mm in size and nodules of <= 5mm in size for thick section. Though thick section is less tiring for reading physicians, it is not good at depicting nodules located at the border of lung upper lobe and which have a pixel size distance of <=5 from the chest wall. The information presented may serve as a useful reference to determine in which particular pulmonary nodule condition the two slice thicknesses can be effectively used for early detection of lung cancer.

Processing and Representation of Ambiguous Words in Chinese Reading: Evidence from Eye Movements.

PubMed

Shen, Wei; Li, Xingshan

2016-01-01

In the current study, we used eye tracking to investigate whether senses of polysemous words and meanings of homonymous words are represented and processed similarly or differently in Chinese reading. Readers read sentences containing target words which was either homonymous words or polysemous words. The contexts of text preceding the target words were manipulated to bias the participants toward reading the ambiguous words according to their dominant, subordinate, or neutral meanings. Similarly, disambiguating regions following the target words were also manipulated to favor either the dominant or subordinate meanings of ambiguous words. The results showed that there were similar eye movement patterns when Chinese participants read sentences containing homonymous and polysemous words. The study also found that participants took longer to read the target word and the disambiguating text following it when the prior context and disambiguating regions favored divergent meanings rather than the same meaning. These results suggested that homonymy and polysemy are represented similarly in the mental lexicon when a particular meaning (sense) is fully specified by disambiguating information. Furthermore, multiple meanings (senses) are represented as separate entries in the mental lexicon.

Silent Reading Fluency and Comprehension in Bilingual Children

PubMed Central

O'Brien, Beth A.; Wallot, Sebastian

2016-01-01

This paper focuses on reading fluency by bilingual primary school students, and the relation of text fluency to their reading comprehension. Group differences were examined in a cross-sectional design across the age range when fluency is posed to shift from word-level to text-level. One hundred five bilingual children from primary grades 3, 4, and 5 were assessed for English word reading and decoding fluency, phonological awareness, rapid symbol naming, and oral language proficiency with standardized measures. These skills were correlated with their silent reading fluency on a self-paced story reading task. Text fluency was quantified using non-linear analytic methods: recurrence quantification and fractal analyses. Findings indicate that more fluent text reading appeared by grade 4, similar to monolingual findings, and that different aspects of fluency characterized passage reading performance at different grade levels. Text fluency and oral language proficiency emerged as significant predictors of reading comprehension. PMID:27630590

Direct-reading design charts for 75S-T6 aluminum-alloy flat compression panels having longitudinal extruded Z-section stiffeners

NASA Technical Reports Server (NTRS)

Hickman, William A; Dow, Norris F

1951-01-01

Direct-reading design charts are presented for 75S-T6 aluminum-alloy flat compression panels having longitudinal extruded Z-section stiffeners. These charts, which cover a wide range of proportions, make possible the direct determination of the stress and all panel dimensions required to carry a given intensity of loading with a given skin thickness and effective length of panel.

Executive Function, Self-Regulated Learning, and Reading Comprehension: A Training Study

PubMed Central

Cirino, Paul T.; Miciak, Jeremy; Gerst, Elyssa; Barnes, Marcia A.; Vaughn, Sharon; Child, Amanda; Huston-Warren, Emily

2016-01-01

The goal of this study was to evaluate the extent to which training that emphasizes the process of executive function (EF) and self-regulated learning (SRL) would result in increased reading comprehension; we also evaluated interrelationships of EF, SRL, and reading. We report an experiment (N = 75 fourth graders) that contrasted two researcher-implemented conditions (text-based reading [TB] and text-based reading plus executive function [TB+EF]) to a control. We also evaluated relationships among measures of SRL, EF, and reading. Both the TB and TB+EF groups outperformed the control group for proximal text comprehension (where the topic was similar to that covered in training) and background knowledge related to it, but the two researcher-led groups performed similarly. There were no significant differences for less proximal text, and again similar performance for both TB and TB+EF. Correlations among measures were weak in general, although the pattern was similar to that found in the extant literature. The findings speak to the difficulty in separating these components from those of strong instruction more generally. The relationships of these constructs to reading comprehension will likely be enhanced by more sensitive measurement of EF and reading comprehension, particularly where tied to active treatment components. PMID:26746314

Effect of lexical proficiency on reading strategies used for shallow and deep orthographies.

PubMed

Jeon, Hyeon-Ae

2012-12-05

The aim of the present study was to explore how different levels of proficiency in deep orthography (DO) influence the reading strategies used for sentences containing both shallow orthographies and DO, and to examine the neural correlates involved. High-proficiency participants, who depend on rapid and direct semantic retrieval by the lexical route, activated the anterior cingulate cortex, middle frontal, and fusiform gyri. Low-proficiency participants, who rely on the sublexical route, activated inferior parietal lobule and inferior frontal gyrus. These findings suggest that level of proficiency in DO modulates the selection of specific reading strategies, and that the neural pathways underlying these strategies are separately laid out in the cortical areas.

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

PubMed

Robidoux, Serje; Rauwerda, Derek; Besner, Derek

2014-05-01

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

Do morphemes matter when reading compound words with transposed letters? Evidence from eye-tracking and event-related potentials

DOE PAGES

Stites, Mallory C.; Federmeier, Kara D.; Christianson, Kiel

2016-08-06

We investigate the online processing consequences of encountering compound words with transposed letters (TLs), in order to determine if cross-morpheme TLs are more disruptive to reading than those within a single morpheme, as would be predicted by accounts of obligatory morpho-orthopgrahic decomposition. Two measures of online processing, eye movements and event-related potentials (ERPs), were collected in separate experiments. Participants read sentences containing correctly spelled compound words (cupcake), or compounds with TLs occurring either across morphemes (cucpake) or within one morpheme (cupacke). Results showed that between- and within-morpheme transpositions produced equal processing costs in both measures, in the form of longermore » reading times (Experiment 1) and a late posterior positivity (Experiment 2) that did not differ between conditions. Our findings converge to suggest that within- and between-morpheme TLs are equally disruptive to recognition, providing evidence against obligatory morpho-orthographic processing and in favour of whole-word access of English compound words during sentence reading.« less

Do Morphemes Matter when Reading Compound Words with Transposed Letters? Evidence from Eye-Tracking and Event-Related Potentials

PubMed Central

Stites, Mallory C.; Federmeier, Kara D.; Christianson, Kiel

2017-01-01

The current study investigates the online processing consequences of encountering compound words with transposed letters (TLs), to determine if TLs that cross morpheme boundaries are more disruptive to reading than those within a single morpheme, as would be predicted by accounts of obligatory morpho-orthopgrahic decomposition. Two measures of online processing, eye movements and event-related potentials (ERPs), were collected in separate experiments. Participants read sentences containing correctly spelled compound words (cupcake), or compounds with TLs occurring either across morpheme boundaries (cucpake) or within one morpheme (cupacke). Results showed that between- and within-morpheme transpositions produced equal processing costs in both measures, in the form of longer reading times (Experiment 1) and a late posterior positivity (Experiment 2) that did not differ between conditions. Findings converge to suggest that within- and between-morpheme TLs are equally disruptive to recognition, providing evidence against obligatory morpho-orthographic processing and in favor of whole-word access of English compound words during sentence reading. PMID:28791313

Do morphemes matter when reading compound words with transposed letters? Evidence from eye-tracking and event-related potentials

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

Stites, Mallory C.; Federmeier, Kara D.; Christianson, Kiel

We investigate the online processing consequences of encountering compound words with transposed letters (TLs), in order to determine if cross-morpheme TLs are more disruptive to reading than those within a single morpheme, as would be predicted by accounts of obligatory morpho-orthopgrahic decomposition. Two measures of online processing, eye movements and event-related potentials (ERPs), were collected in separate experiments. Participants read sentences containing correctly spelled compound words (cupcake), or compounds with TLs occurring either across morphemes (cucpake) or within one morpheme (cupacke). Results showed that between- and within-morpheme transpositions produced equal processing costs in both measures, in the form of longermore » reading times (Experiment 1) and a late posterior positivity (Experiment 2) that did not differ between conditions. Our findings converge to suggest that within- and between-morpheme TLs are equally disruptive to recognition, providing evidence against obligatory morpho-orthographic processing and in favour of whole-word access of English compound words during sentence reading.« less

Delivering phonological and phonics training within whole-class teaching.

PubMed

Shapiro, Laura R; Solity, Jonathan

2008-12-01

Early, intensive phonological awareness and phonics training is widely held to be beneficial for children with poor phonological awareness. However, most studies have delivered this training separately from children's normal whole-class reading lessons. We examined whether integrating this training into whole class, mixed-ability reading lessons could impact on children with poor phonological awareness, whilst also benefiting normally developing readers. Teachers delivered the training within a broad reading programme to whole classes of children from Reception to the end of Year 1 (N=251). A comparison group of children received standard teaching methods (N=213). Children's literacy was assessed at the beginning of Reception, and then at the end of each year until 1 year post-intervention. The strategy significantly impacted on reading performance for normally developing readers and those with poor phonological awareness, vastly reducing the incidence of reading difficulties from 20% in comparison schools to 5% in intervention schools. Phonological and phonics training is highly effective for children with poor phonological awareness, even when incorporated into whole-class teaching.

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

PubMed Central

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

2013-01-01

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

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

PubMed

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

2013-11-01

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

Auxiliary Library Explorer (ALEX) Development

DTIC Science & Technology

2016-02-01

non-empty cells. This is a laborious manual task and could probably have been avoided by using Java code to read the data directly from Excel. In fact...it might be even easier to leave the data as a comma separated variables (CSV) file and read the data in with Java , although this could create other...This is first implemented using the MakeFullDatabaseapp Java project, which performs an SQL query on the DSpace data to return a list of items for which

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

Code of Federal Regulations, 2012 CFR

2012-04-01

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

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

Code of Federal Regulations, 2013 CFR

2013-04-01

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

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.

Flow Visualization on a Small Scale.

DTIC Science & Technology

1988-03-01

1150 22.43 26 A good tunnel must have very uniform flow across the test section. The uniformity was checked using a seven tube pitot static rake ...calibration. il Figure 7. The Pitot Static Rake 27 To map the entire 15 x 24 inch cross section 84 individual readings and 12 rake locations were required... rake readings was taken, the micromanometer was reattached to the permanent pitot static probe to ensure calibration of the tunnel to .02 inches of

Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic.

PubMed

Schiff, Rachel; Saiegh-Haddad, Elinor

2018-01-01

This study addressed the development of and the relationship between foundational metalinguistic skills and word reading skills in Arabic. It compared Arabic-speaking children's phonological awareness (PA), morphological awareness, and voweled and unvoweled word reading skills in spoken and standard language varieties separately in children across five grade levels from childhood to adolescence. Second, it investigated whether skills developed in the spoken variety of Arabic predict reading in the standard variety. Results indicate that although individual differences between students in PA are eliminated toward the end of elementary school in both spoken and standard language varieties, gaps in morphological awareness and in reading skills persisted through junior and high school years. The results also show that the gap in reading accuracy and fluency between Spoken Arabic (SpA) and Standard Arabic (StA) was evident in both voweled and unvoweled words. Finally, regression analyses showed that morphological awareness in SpA contributed to reading fluency in StA, i.e., children's early morphological awareness in SpA explained variance in children's gains in reading fluency in StA. These findings have important theoretical and practical contributions for Arabic reading theory in general and they extend the previous work regarding the cross-linguistic relevance of foundational metalinguistic skills in the first acquired language to reading in a second language, as in societal bilingualism contexts, or a second language variety, as in diglossic contexts.

Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic

PubMed Central

Schiff, Rachel; Saiegh-Haddad, Elinor

2018-01-01

This study addressed the development of and the relationship between foundational metalinguistic skills and word reading skills in Arabic. It compared Arabic-speaking children’s phonological awareness (PA), morphological awareness, and voweled and unvoweled word reading skills in spoken and standard language varieties separately in children across five grade levels from childhood to adolescence. Second, it investigated whether skills developed in the spoken variety of Arabic predict reading in the standard variety. Results indicate that although individual differences between students in PA are eliminated toward the end of elementary school in both spoken and standard language varieties, gaps in morphological awareness and in reading skills persisted through junior and high school years. The results also show that the gap in reading accuracy and fluency between Spoken Arabic (SpA) and Standard Arabic (StA) was evident in both voweled and unvoweled words. Finally, regression analyses showed that morphological awareness in SpA contributed to reading fluency in StA, i.e., children’s early morphological awareness in SpA explained variance in children’s gains in reading fluency in StA. These findings have important theoretical and practical contributions for Arabic reading theory in general and they extend the previous work regarding the cross-linguistic relevance of foundational metalinguistic skills in the first acquired language to reading in a second language, as in societal bilingualism contexts, or a second language variety, as in diglossic contexts. PMID:29686633

Massive cortical reorganization in sighted Braille readers.

PubMed

Siuda-Krzywicka, Katarzyna; Bola, Łukasz; Paplińska, Małgorzata; Sumera, Ewa; Jednoróg, Katarzyna; Marchewka, Artur; Śliwińska, Magdalena W; Amedi, Amir; Szwed, Marcin

2016-03-15

The brain is capable of large-scale reorganization in blindness or after massive injury. Such reorganization crosses the division into separate sensory cortices (visual, somatosensory...). As its result, the visual cortex of the blind becomes active during tactile Braille reading. Although the possibility of such reorganization in the normal, adult brain has been raised, definitive evidence has been lacking. Here, we demonstrate such extensive reorganization in normal, sighted adults who learned Braille while their brain activity was investigated with fMRI and transcranial magnetic stimulation (TMS). Subjects showed enhanced activity for tactile reading in the visual cortex, including the visual word form area (VWFA) that was modulated by their Braille reading speed and strengthened resting-state connectivity between visual and somatosensory cortices. Moreover, TMS disruption of VWFA activity decreased their tactile reading accuracy. Our results indicate that large-scale reorganization is a viable mechanism recruited when learning complex skills.

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

Code of Federal Regulations, 2014 CFR

2014-10-01

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

L'Entrainement a la Comprehension Ecrite des Etudiants Etrangers de la Faculte des Sciences (Reading Comprehension Training for Foreign Students in the Science Faculty). Melanges Pedagogiques, 1977.

ERIC Educational Resources Information Center

Duda, R.; Regent, O.

The ability of foreign students to read non-scientific material efficiently is important for rapid social and cultural integration. This report describes the reading comprehension section of a French language course aimed at foreign students at the Nancy Science Faculty. Exercises are presented which cover morpho-syntactic, communicative and…

A CT and MRI scan to MCNP input conversion program.

PubMed

Van Riper, Kenneth A

2005-01-01

We describe a new program to read a sequence of tomographic scans and prepare the geometry and material sections of an MCNP input file. Image processing techniques include contrast controls and mapping of grey scales to colour. The user interface provides several tools with which the user can associate a range of image intensities to an MCNP material. Materials are loaded from a library. A separate material assignment can be made to a pixel intensity or range of intensities when that intensity dominates the image boundaries; this material is assigned to all pixels with that intensity contiguous with the boundary. Material fractions are computed in a user-specified voxel grid overlaying the scans. New materials are defined by mixing the library materials using the fractions. The geometry can be written as an MCNP lattice or as individual cells. A combination algorithm can be used to join neighbouring cells with the same material.

Vision/Visual Perception: An Annotated Bibliography.

ERIC Educational Resources Information Center

Weintraub, Sam, Comp.; Cowan, Robert J., Comp.

An update and modification of "Vision-Visual Discrimination" published in 1973, this annotated bibliography contains entries from the annual summaries of research in reading published by the International Reading Association (IRA) since then. The first large section, "Vision," is divided into two subgroups: (1) "Visually…

Teaching Reading in the Secondary School: A Bibliography.

ERIC Educational Resources Information Center

Narang, H. L.

This bibliography of articles, books, and ERIC documents related to reading in the secondary school is divided into eleven sections: general, art, business education, English, industrial arts and vocational education, foreign languages, health and physical education, mathematics, music, science, and social studies. (AA)

Chemistry of americium

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

Schulz, W.W.

1976-01-01

Essential features of the descriptive chemistry of americium are reviewed. Chapter titles are: discovery, atomic and nuclear properties, collateral reading, production and uses, chemistry in aqueous solution, metal, alloys, and compounds, and, recovery, separation, purification. Author and subject indexes are included. (JCB)

As-built design specification for PARCLS

NASA Technical Reports Server (NTRS)

Tompkins, M. A. (Principal Investigator)

1981-01-01

The PARCLS program, part of the CLASFYG package, reads a parameter file created by the CLASFYG program and a pure pixel ground truth file in order to create to classification file of three separate crop categories in universal format.

Executive functions in becoming writing readers and reading writers: note taking and report writing in third and fifth graders.

PubMed

Altemeier, Leah; Jones, Janine; Abbott, Robert D; Berninger, Virginia W

2006-01-01

Results are reported for a study of 2 separate processes of report writing-taking notes while reading source material and composing a report from those notes-and related individual differences in executive functions involved in integrating reading and writing during these writing activities. Third graders (n = 122) and 5th graders (n = 106; overall, 127 girls and 114 boys) completed two reading-writing tasks-read paragraph (mock science text)-write notes and use notes to generate written report, a reading comprehension test, a written expression test, four tests of executive functions (inhibition, verbal fluency, planning, switching attention), and a working memory test. For the read-take notes task, the same combination of variables was best (explained the most variance and each variable added unique variance) for 3rd graders and 5th graders: Wechsler Individual Achievement Test-Second Edition (WIAT-II) Reading Comprehension, Process Assessment of the Learner Test for Reading and Writing (PAL) Copy Task B, WIAT-II Written Expression, and Delis-Kaplan Executive Function System (D-KEFS) Inhibition. For the use notes to write report task, the best combinations of variables depended on grade level: For 3rd graders, WIAT-II Reading Comprehension, WIAT-II Written Expression, D-KEFS Verbal Fluency, and Tower of Hanoi; for 5th graders, WIAT-II Reading Comprehension, D-KEFS Verbal Fluency, WIAT-II Written Expression, and PAL Alphabet Task. These results add to prior research findings that executive functions contribute to the writing development of elementary-grade students and additionally support the hypothesis that executive functions play a role in developing reading-writing connections.

The PANDA Endcap Disc DIRC

NASA Astrophysics Data System (ADS)

Föhl, K.; Ali, A.; Belias, A.; Dzhygadlo, R.; Gerhardt, A.; Götzen, K.; Kalicy, G.; Krebs, M.; Lehmann, D.; Nerling, F.; Patsyuk, M.; Peters, K.; Schepers, G.; Schmitt, L.; Schwarz, C.; Schwiening, J.; Traxler, M.; Böhm, M.; Eyrich, W.; Lehmann, A.; Pfaffinger, M.; Uhlig, F.; Düren, M.; Etzelmüller, E.; Hayrapetyan, A.; Kreutzfeld, K.; Merle, O.; Rieke, J.; Schmidt, M.; Wasem, T.; Achenbach, P.; Cardinali, M.; Hoek, M.; Lauth, W.; Schlimme, S.; Sfienti, C.; Thiel, M.

2018-02-01

Positively identifying charged kaons in the PANDA forward endcap solid angle range can be achieved with the Endcap Disc DIRC, allowing kaon-pion separation from 1 up to 4 GeV/c with a separation power of at least 3 standard deviations. Design, performance, and components of this DIRC are given, including the recently introduced TOFPET-ASIC based read-out. Results of a prototype operated in a test beam at DESY in 2016 are shown.

Teaching students to read the primary literature using POGIL activities.

PubMed

Murray, Tracey Arnold

2014-01-01

The ability to read, interpret, and evaluate articles in the primary literature are important skills that science majors will use in graduate school and professional life. Because of this, it is important that students are not only exposed to the primary literature in undergraduate education, but also taught how to read and interpret these articles. To achieve this objective, POGIL activities were designed to use the primary literature in a majors biochemistry sequence. Data show that students were able to learn content from the literature without separate activities or lecture. Students also reported an increase in comfort and confidence in approaching the literature as a result of the activities. Copyright © 2013 The International Union of Biochemistry and Molecular Biology.

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

PubMed Central

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

2015-01-01

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

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

PubMed

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

2016-07-01

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

26 CFR 1.414(r)-10 - Separate application of section 129(d)(8). [Reserved

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 5 2010-04-01 2010-04-01 false Separate application of section 129(d)(8). [Reserved] 1.414(r)-10 Section 1.414(r)-10 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE.... § 1.414(r)-10 Separate application of section 129(d)(8). [Reserved] ...

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

PubMed

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

2014-01-01

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

Television and Reading: A Research Synthesis.

ERIC Educational Resources Information Center

Neuman, Susan B.

Drawing on communications, psychological, and educational studies, this paper examines television's influence on reading performance and school achievement. The first section of the paper reviews and synthesizes major studies dealing with the introduction of television in a community and with correlations between television use and school…

Reading Hamlet. The NCTE Chalkface Series.

ERIC Educational Resources Information Center

Mellor, Bronwyn

This book, for grades 9-12, contains a wealth of ideas and practical activities for studying Shakespeare's "Hamlet." The first section, "Revenge Tragedy," provides background materials to help prepare students to read "Hamlet," including a discussion of revenge tragedies, comparisons to other plays from the period,…

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

ERIC Educational Resources Information Center

National Museum of Natural History, Washington, DC.

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

Perspectives in Individualized Learning.

ERIC Educational Resources Information Center

Weisgerber, Robert A.

The readings presented here are an analysis of selected factors underlying the process of individualized learning. The book is organized topically and moves from theoretical considerations toward an analysis of important educational components. The readings come from a cross section of experts representing the areas of learning theory, individual…

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.

Separation of Powers Restoration and Second Amendment Protection Act of 2013

THOMAS, 113th Congress

Sen. Paul, Rand [R-KY

2013-01-23

Senate - 01/28/2013 Read the second time. Placed on Senate Legislative Calendar under General Orders. Calendar No. 4. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Are Individual Differences in Reading Speed Related to Extrafoveal Visual Acuity and Crowding?

PubMed Central

Frömer, Romy; Dimigen, Olaf; Niefind, Florian; Krause, Niels; Kliegl, Reinhold; Sommer, Werner

2015-01-01

Readers differ considerably in their speed of self-paced reading. One factor known to influence fixation durations in reading is the preprocessing of words in parafoveal vision. Here we investigated whether individual differences in reading speed or the amount of information extracted from upcoming words (the preview benefit) can be explained by basic differences in extrafoveal vision—i.e., the ability to recognize peripheral letters with or without the presence of flanking letters. Forty participants were given an adaptive test to determine their eccentricity thresholds for the identification of letters presented either in isolation (extrafoveal acuity) or flanked by other letters (crowded letter recognition). In a separate eye-tracking experiment, the same participants read lists of words from left to right, while the preview of the upcoming words was manipulated with the gaze-contingent moving window technique. Relationships between dependent measures were analyzed on the observational level and with linear mixed models. We obtained highly reliable estimates both for extrafoveal letter identification (acuity and crowding) and measures of reading speed (overall reading speed, size of preview benefit). Reading speed was higher in participants with larger uncrowded windows. However, the strength of this relationship was moderate and it was only observed if other sources of variance in reading speed (e.g., the occurrence of regressive saccades) were eliminated. Moreover, the size of the preview benefit—an important factor in normal reading—was larger in participants with better extrafoveal acuity. Together, these results indicate a significant albeit moderate contribution of extrafoveal vision to individual differences in reading speed. PMID:25789812

Extended length microchannels for high density high throughput electrophoresis systems

DOEpatents

Davidson, James C.; Balch, Joseph W.

2000-01-01

High throughput electrophoresis systems which provide extended well-to-read distances on smaller substrates, thus compacting the overall systems. The electrophoresis systems utilize a high density array of microchannels for electrophoresis analysis with extended read lengths. The microchannel geometry can be used individually or in conjunction to increase the effective length of a separation channel while minimally impacting the packing density of channels. One embodiment uses sinusoidal microchannels, while another embodiment uses plural microchannels interconnected by a via. The extended channel systems can be applied to virtually any type of channel confined chromatography.

33 CFR 154.824 - Inerting, enriching, and diluting systems.

Code of Federal Regulations, 2010 CFR

2010-07-01

... this section; (2) When hydrocarbon analyzers are used, the lower hydrocarbon concentration reading... (i) or (k)(1) of this section; and (3) When hydrocarbon analyzers are used, the higher hydrocarbon... section. (f) Each oxygen or hydrocarbon analyzer required by this section must: (1) Be installed in...

26 CFR 1.414(r)-8 - Separate application of section 410(b).

Code of Federal Regulations, 2012 CFR

2012-04-01

... 26 Internal Revenue 5 2012-04-01 2011-04-01 true Separate application of section 410(b). 1.414(r)-8 Section 1.414(r)-8 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY.... § 1.414(r)-8 Separate application of section 410(b). (a) General rule. If an employer is treated as...

26 CFR 1.414(r)-8 - Separate application of section 410(b).

Code of Federal Regulations, 2014 CFR

2014-04-01

... 26 Internal Revenue 5 2014-04-01 2014-04-01 false Separate application of section 410(b). 1.414(r)-8 Section 1.414(r)-8 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY.... § 1.414(r)-8 Separate application of section 410(b). (a) General rule. If an employer is treated as...

26 CFR 1.414(r)-10 - Separate application of section 129(d)(8). [Reserved

Code of Federal Regulations, 2013 CFR

2013-04-01

... 26 Internal Revenue 5 2013-04-01 2013-04-01 false Separate application of section 129(d)(8). [Reserved] 1.414(r)-10 Section 1.414(r)-10 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE... Plans, Etc. § 1.414(r)-10 Separate application of section 129(d)(8). [Reserved] ...

26 CFR 1.414(r)-10 - Separate application of section 129(d)(8). [Reserved

Code of Federal Regulations, 2012 CFR

2012-04-01

... 26 Internal Revenue 5 2012-04-01 2011-04-01 true Separate application of section 129(d)(8). [Reserved] 1.414(r)-10 Section 1.414(r)-10 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE... Plans, Etc. § 1.414(r)-10 Separate application of section 129(d)(8). [Reserved] ...

26 CFR 1.414(r)-10 - Separate application of section 129(d)(8). [Reserved

Code of Federal Regulations, 2011 CFR

2011-04-01

... 26 Internal Revenue 5 2011-04-01 2011-04-01 false Separate application of section 129(d)(8). [Reserved] 1.414(r)-10 Section 1.414(r)-10 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE... Plans, Etc. § 1.414(r)-10 Separate application of section 129(d)(8). [Reserved] ...

26 CFR 1.414(r)-8 - Separate application of section 410(b).

Code of Federal Regulations, 2011 CFR

2011-04-01

... 26 Internal Revenue 5 2011-04-01 2011-04-01 false Separate application of section 410(b). 1.414(r)-8 Section 1.414(r)-8 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY.... § 1.414(r)-8 Separate application of section 410(b). (a) General rule. If an employer is treated as...

26 CFR 1.414(r)-10 - Separate application of section 129(d)(8). [Reserved

Code of Federal Regulations, 2014 CFR

2014-04-01

... 26 Internal Revenue 5 2014-04-01 2014-04-01 false Separate application of section 129(d)(8). [Reserved] 1.414(r)-10 Section 1.414(r)-10 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE... Plans, Etc. § 1.414(r)-10 Separate application of section 129(d)(8). [Reserved] ...

26 CFR 1.414(r)-8 - Separate application of section 410(b).

Code of Federal Regulations, 2013 CFR

2013-04-01

... 26 Internal Revenue 5 2013-04-01 2013-04-01 false Separate application of section 410(b). 1.414(r)-8 Section 1.414(r)-8 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY.... § 1.414(r)-8 Separate application of section 410(b). (a) General rule. If an employer is treated as...

Meraculous: De Novo Genome Assembly with Short Paired-End Reads

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

Chapman, Jarrod A.; Ho, Isaac; Sunkara, Sirisha

2011-08-18

We describe a new algorithm, meraculous, for whole genome assembly of deep paired-end short reads, and apply it to the assembly of a dataset of paired 75-bp Illumina reads derived from the 15.4 megabase genome of the haploid yeast Pichia stipitis. More than 95% of the genome is recovered, with no errors; half the assembled sequence is in contigs longer than 101 kilobases and in scaffolds longer than 269 kilobases. Incorporating fosmid ends recovers entire chromosomes. Meraculous relies on an efficient and conservative traversal of the subgraph of the k-mer (deBruijn) graph of oligonucleotides with unique high quality extensions inmore » the dataset, avoiding an explicit error correction step as used in other short-read assemblers. A novel memory-efficient hashing scheme is introduced. The resulting contigs are ordered and oriented using paired reads separated by ~280 bp or ~3.2 kbp, and many gaps between contigs can be closed using paired-end placements. Practical issues with the dataset are described, and prospects for assembling larger genomes are discussed.« less

Lexical Predictability During Natural Reading: Effects of Surprisal and Entropy Reduction.

PubMed

Lowder, Matthew W; Choi, Wonil; Ferreira, Fernanda; Henderson, John M

2018-06-01

What are the effects of word-by-word predictability on sentence processing times during the natural reading of a text? Although information complexity metrics such as surprisal and entropy reduction have been useful in addressing this question, these metrics tend to be estimated using computational language models, which require some degree of commitment to a particular theory of language processing. Taking a different approach, this study implemented a large-scale cumulative cloze task to collect word-by-word predictability data for 40 passages and compute surprisal and entropy reduction values in a theory-neutral manner. A separate group of participants read the same texts while their eye movements were recorded. Results showed that increases in surprisal and entropy reduction were both associated with increases in reading times. Furthermore, these effects did not depend on the global difficulty of the text. The findings suggest that surprisal and entropy reduction independently contribute to variation in reading times, as these metrics seem to capture different aspects of lexical predictability. Copyright © 2018 Cognitive Science Society, Inc.

Reading in the brain of children and adults: a meta-analysis of 40 functional magnetic resonance imaging studies.

PubMed

Martin, Anna; Schurz, Matthias; Kronbichler, Martin; Richlan, Fabio

2015-05-01

We used quantitative, coordinate-based meta-analysis to objectively synthesize age-related commonalities and differences in brain activation patterns reported in 40 functional magnetic resonance imaging (fMRI) studies of reading in children and adults. Twenty fMRI studies with adults (age means: 23-34 years) were matched to 20 studies with children (age means: 7-12 years). The separate meta-analyses of these two sets showed a pattern of reading-related brain activation common to children and adults in left ventral occipito-temporal (OT), inferior frontal, and posterior parietal regions. The direct statistical comparison between the two meta-analytic maps of children and adults revealed higher convergence in studies with children in left superior temporal and bilateral supplementary motor regions. In contrast, higher convergence in studies with adults was identified in bilateral posterior OT/cerebellar and left dorsal precentral regions. The results are discussed in relation to current neuroanatomical models of reading and tentative functional interpretations of reading-related activation clusters in children and adults are provided. © 2015 Wiley Periodicals, Inc.

The effects of kinetic structure and micrograph content on achievement in reading micrographs by college biology students

NASA Astrophysics Data System (ADS)

Johnson, Virginia Abbott; Lockard, J. David

The effects of kinetic structure and micrograph content on student achievement of reading micrograph skills were examined. The purpose of the study was to determine which form of kinetic structure, high or low, and/or micrograph content, unified or varied, was most effective and if there were any interactive effects. Randomly assigned to four treatment groups, 100 introductory college biology students attended three audiovisual presentations and practice sessions on reading light, transmission electron, and scanning electron micrographs. The micrograph skills test, administered at two points in time, assessed knowledge acquisition and retention. The test measured general concept skills and actual reading micrograph skills separately. All significant tests were considered with an = 0.05. High kinetic structure was found to be more effective than low kinetic structure in developing general concepts about micrographs. This finding supports Anderson's kinetic theory research. High kinetic structure instruction does not affect actual reading micrograph skills, but micrograph content does. Unified micrograph content practice sessions were more effective than varied micrograph content practice sessions. More attention should be given to the visual components of perceptual learning tasks.

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

PubMed

Connell, Louise; Lynott, Dermot

2014-04-01

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

40 CFR 60.144a - Test methods and procedures.

Code of Federal Regulations, 2010 CFR

2010-07-01

... replaced with the following instructions for recording observations and reducing data: (i) Section 2.4... follows: (1) For devices that monitor and record the exhaust ventilation rate, compare velocity readings recorded by the monitoring device against the velocity readings obtained by Method 2. Take Method 2...

40 CFR 60.144a - Test methods and procedures.

Code of Federal Regulations, 2011 CFR

2011-07-01

... replaced with the following instructions for recording observations and reducing data: (i) Section 2.4... follows: (1) For devices that monitor and record the exhaust ventilation rate, compare velocity readings recorded by the monitoring device against the velocity readings obtained by Method 2. Take Method 2...

45 CFR 612.2 - Public reading room.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 3 2012-10-01 2012-10-01 false Public reading room. 612.2 Section 612.2 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION AVAILABILITY OF... available for public inspection and copying and has computers and printers available for public use in...

45 CFR 612.2 - Public reading room.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 3 2011-10-01 2011-10-01 false Public reading room. 612.2 Section 612.2 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION AVAILABILITY OF... available for public inspection and copying and has computers and printers available for public use in...

45 CFR 612.2 - Public reading room.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 3 2014-10-01 2014-10-01 false Public reading room. 612.2 Section 612.2 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION AVAILABILITY OF... available for public inspection and copying and has computers and printers available for public use in...

45 CFR 612.2 - Public reading room.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 45 Public Welfare 3 2013-10-01 2013-10-01 false Public reading room. 612.2 Section 612.2 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION AVAILABILITY OF... available for public inspection and copying and has computers and printers available for public use in...

45 CFR 612.2 - Public reading room.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 3 2010-10-01 2010-10-01 false Public reading room. 612.2 Section 612.2 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION AVAILABILITY OF... available for public inspection and copying and has computers and printers available for public use in...

Language and Culture: A Book of Readings.

ERIC Educational Resources Information Center

Glenn, Robert B., Ed.; And Others

These readings on language and culture are divided into sections on: "Principles of Language,""Culture and Language,""Structure of the English Language,""Ancestry and History of English,""Aspects of American English,""Americans and the Other World,""Language and Literature," and "Aspects of Applied Linguistics." Contributing authors include Noam…

18 CFR 1301.2 - Public reading rooms.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 18 Conservation of Power and Water Resources 2 2010-04-01 2010-04-01 false Public reading rooms. 1301.2 Section 1301.2 Conservation of Power and Water Resources TENNESSEE VALLEY AUTHORITY PROCEDURES... 400 W. Summit Hill Drive, Knoxville, Tennessee 37902-1499, and 1101 Market Street, Chattanooga...

28 CFR 16.2 - Public reading rooms.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 28 Judicial Administration 1 2010-07-01 2010-07-01 false Public reading rooms. 16.2 Section 16.2 Judicial Administration DEPARTMENT OF JUSTICE PRODUCTION OR DISCLOSURE OF MATERIAL OR INFORMATION... Relations Service—in Suite 2000, 600 E Street, NW., Washington, DC; (4) Drug Enforcement Administration—in...

Testing The Scale-up Approach To Introductory Astronomy

NASA Astrophysics Data System (ADS)

Kregenow, Julia M.; Keller, L.; Rogers, M.; Romero, D.

2008-09-01

Ithaca College physics department has begun transforming our general education astronomy courses into hands-on, active-learning courses from the previous lecture-based format. We are using the SCALE-UP model (Student Centered Activities for Large Enrollment University Programs) pioneered at North Carolina State University. Expanding on the successes of Studio Physics (developed at RPI), which exchanges traditionally separate lecture/recitation/ laboratory sessions for one dynamic, active-learning environment for approximately 40 students, SCALE-UP extends this model to accommodate 100+ students by using large round tables creating naturally smaller groups of students. Classes meet three times per week with each class blending lecture, hands-on activities, group problem solving, and the use of student polling devices. We are testing whether this mode of teaching astronomy will lead to a better understanding of astronomy and the nature of science. Applying this approach in both the SCALE-UP classroom (90 students) and a traditional lecture classroom (45 students) in spring 2008, we report on our early results and lessons learned after one semester. We also discuss some of our lingering implementation questions and issues, such as: whether to use the same or different instructor in two parallel sections, requiring textbook reading, reading quizzes, on-line homework and activities, how much math to include, development of hands-on activities, and culling the typically overpacked intro astronomy syllabus.

34 CFR 300.306 - Determination of eligibility.

Code of Federal Regulations, 2011 CFR

2011-07-01

... for that determination is— (i) Lack of appropriate instruction in reading, including the essential components of reading instruction (as defined in section 1208(3) of the ESEA); (ii) Lack of appropriate instruction in math; or (iii) Limited English proficiency; and (2) If the child does not otherwise meet the...

Impact of Academic and Nonacademic Support Structures on Third Grade Reading Achievement

ERIC Educational Resources Information Center

Peugeot, Megan A.

2017-01-01

Through a Whole Child lens a cross-sectional quantitative research design evaluated the impact of academic and nonacademic support structures on student reading achievement per the third grade Ohio Achievement Assessment (OAA). Two demographically similar public school districts within geographical proximity in Ohio were involved utilizing…

Teaching Basic Reading Skills in Secondary Schools.

ERIC Educational Resources Information Center

Carnine, Linda

1980-01-01

This document presents diagnostic and prescriptive techniques that will enable teachers to enhance secondary school students' learning through reading in content areas. Three terms used in the document are defined in Section I: "vocabulary skills" include word attack skills, sight word skills, and word meanings; "comprehension skills" are literal,…