Procedures for Scaling the 1990 Edition of the Nevada Proficiency Examinations in Reading and Mathematics.

ERIC Educational Resources Information Center

Klein, Thomas W.

Steps involved in the item analysis and scaling of the 1990 edition of Forms A and B of the Nevada High School Proficiency Examinations (NHSPEs) are described. Pilot tests of Forms A and B of the 47-item reading and 45-item mathematics tests were each administered to random samples of more than 600 eleventh-grade students. A computer program was…

An Examination of Test-Retest, Alternate Form Reliability, and Generalizability Theory Study of the easyCBM Reading Assessments: Grade 1. Technical Report #1216

ERIC Educational Resources Information Center

Anderson, Daniel; Park, Jasmine, Bitnara; Lai, Cheng-Fei; Alonzo, Julie; Tindal, Gerald

2012-01-01

This technical report is one in a series of five describing the reliability (test/retest/and alternate form) and G-Theory/D-Study research on the easy CBM reading measures, grades 1-5. Data were gathered in the spring 2011 from a convenience sample of students nested within classrooms at a medium-sized school district in the Pacific Northwest. Due…

Psychophysiological Correlates of Reading Dysfunction in Junior College Students with a Long History of Reading Problems.

ERIC Educational Resources Information Center

Reichurdt, Konrad W.; Wilson, John A. R.

This study was undertaken to measure emotional expression as mediated by the automatic nervous system during reading and during other tasks related to school work. Subjects for this research were eight normal readers, reading above the 46th percentile on the Davis Reading Test Form 1-A, used as a control group and sixteen abnormal readers drawn…

The Schema Strategies in Reading Comprehension Tasks of Fourth-Grade Students with Reading Difficulties

ERIC Educational Resources Information Center

Gutkind, Rebeka Chaia

2012-01-01

This mixed method study investigated the schema strategy uses of fourth-grade boys with reading challenges; specifically, their ability to understand text based on two components within schema theory: tuning and restructuring. Based on the reading comprehension scores from the Iowa Test of Basic Skills (Form 2010), four comparison groups were…

Does Humor Have an Effect on the Performance of College Freshmen in Improving Scores on the Nelson Denny Reading Post Test?

ERIC Educational Resources Information Center

Schiller, Maryann F.

A study was conducted to investigate the effects of humor on the performance of college freshmen on the Nelson Denny Reading Post Test. The subjects, 36 college freshmen from two developmental reading improvement classes, were randomly assigned to experimental A or B or control sample groups. Students had previously taken forms F and C of the test…

An Examination of Test-Retest, Alternate Form Reliability, and Generalizability Theory Study of the easyCBM Reading Assessments: Grade 2. Technical Report #1217

ERIC Educational Resources Information Center

Anderson, Daniel; Lai, Cheg-Fei; Park, Bitnara Jasmine; Alonzo, Julie; Tindal, Gerald

2012-01-01

This technical report is one in a series of five describing the reliability (test/retest an alternate form) and G-Theory/D-Study on the easyCBM reading measures, grades 1-5. Data were gathered in the spring of 2011 from the convenience sample of students nested within classrooms at a medium-sized school district in the Pacific Northwest. Due to…

An Examination of Test-Retest, Alternate Form Reliability, and Generalizability Theory Study of the easyCBM Reading Assessments: Grade 5. Technical Report #1220

ERIC Educational Resources Information Center

Lai, Cheng-Fei; Park, Bitnara Jasmine; Anderson, Daniel; Alonzo, Julie; Tindal, Gerald

2012-01-01

This technical report is one in a series of five describing the reliability (test/retest and alternate form) and G-Theory/D-Study research on the easyCBM reading measures, grades 1-5. Data were gathered in the spring of 2011 from a convenience sample of students nested within classrooms at a medium-sized school district in the Pacific Northwest.…

An Examination of Test-Retest, Alternate Form Reliability, and Generalizability Theory Study of the easyCBM Passage Reading Fluency Assessments: Grade 4. Technical Report #1219

ERIC Educational Resources Information Center

Park, Bitnara Jasmine; Anderson, Daniel; Alonzo, Julie; Lai, Cheng-Fei; Tindal, Gerald

2012-01-01

This technical report is one in a series of five describing the reliability (test/retest and alternate form) and G-Theory/D-Study research on the easyCBM reading measures, grades 1-5. Data were gathered in the spring of 2011 from a convenience sample of students nested within classrooms at a medium-sized school district in the Pacific Northwest.…

Effects of Reciprocal Teaching Strategies on Reading Comprehension

ERIC Educational Resources Information Center

Choo, Tan Ooi Leng; Eng, Tan Kok; Ahmad, Norlida

2011-01-01

Reading Comprehension is one of the four components tested by the "MUET" (Malaysian University English Test) for Sixth-Form students in Malaysia, and school teachers are charged with the task of helping these students improve. This article discusses how "reciprocal teaching strategies" could help low-proficiency Sixth-Form…

A SUGGESTED METHOD FOR PRE-SCHOOL IDENTIFICATION OF POTENTIAL READING DISABILITY.

ERIC Educational Resources Information Center

NEWTON, KENNETH R.; AND OTHERS

THE RELATIONSHIPS BETWEEN PREREADING MEASURES OF VISUAL-MOTOR-PERCEPTUAL SKILLS AND READING ACHIEVEMENT WERE STUDIED. SUBJECTS WERE 172 FIRST GRADERS. PRETESTS AND POST-TESTS FOR WORD RECOGNITION, MOTOR COORDINATION, AND VISUAL PERCEPTION WERE ADMINISTERED. FOURTEEN VARIABLES WERE TESTED. RESULTS INDICATED THAT FORM-COPYING WAS MORE EFFECTIVE THAN…

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

PubMed

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

1989-12-01

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

An Examination of Test-Retest, Alternate Form Reliability, and Generalizability Theory Study of the easyCBM Word and Passage Reading Fluency Assessments: Grade 3. Technical Report #1218

ERIC Educational Resources Information Center

Park, Bitnara Jasmine; Anderson, Daniel; Alonzo, Julie; Lai, Cheng-Fei; Tindal, Gerald

2012-01-01

This technical report is one in a series of five describing the reliability (test/retest and alternate form) and G-Theory/D-Study research on the easyCBM reading measures, grades 1-5. Data were gathered in the spring of 2011 from a convenience sample of students nested within classrooms at a medium-sized school district in the Pacific Northwest.…

Adult Learners: Relationships of Reading, MCAT, and USMLE Step 1 Test Results for Medical Students.

ERIC Educational Resources Information Center

Haught, Patricia A.; Walls, Richard T.

This study examined the possible relationship between scores on the Nelson-Denny Reading Test (current forms G and H) and performance on the Medical College Admissions Test (MCAT) and the United States Medical Licensing Examination (USMLE) Step 1 examination scores. Participants were 730 medical students at a mid-Atlantic university, and for 572…

An Internal Construct Validation Study of the "Iowa Tests of Basic Skills" (Level 12, Form G) Reading Comprehension Test Items.

ERIC Educational Resources Information Center

Perkins, Kyle; Duncan, Ann

An assessment analysis was performed to determine whether sets of items designed to measure three different subskills of reading comprehension of the Iowa Tests of Basic Skills (ITBSs) did, in fact, distinguish among these subskills. The three major skills objectives were: (1) facts; (2) generalizations; and (3) inferences. Data from…

Nevada High School Proficiency Examination: Reading. Form E Released, Part 1 [and] Part 2.

ERIC Educational Resources Information Center

Nevada State Dept. of Education, Carson City.

This document presents a sample test form for high school reading and comprehension proficiency. The first section of the exam consists of 27 questions taken from 7 selections, which included 4 literature and poetry selections and the following nonfiction titles: Procedures for Answering a Call, Just the Facts, Garlic, and Pot Roast with…

Reading Proficiency and Adaptability in Orthographic Processing: An Examination of the Effect of Type of Orthography Read on Brain Activity in Regular and Dyslexic Readers

PubMed Central

Bar-Kochva, Irit; Breznitz, Zvia

2014-01-01

Regular readers were found to adjust the routine of reading to the demands of processing imposed by different orthographies. Dyslexic readers may lack such adaptability in reading. This hypothesis was tested among readers of Hebrew, as Hebrew has two forms of script differing in phonological transparency. Event-related potentials were recorded from 24 regular and 24 dyslexic readers while they carried out a lexical decision task in these two forms of script. The two forms of script elicited distinct amplitudes and latencies at ∼165 ms after target onset, and these effects were larger in regular than in dyslexic readers. These early effects appeared not to be merely a result of the visual difference between the two forms of script (the presence of diacritics). The next effect of form of script was obtained on amplitudes elicited at latencies associated with orthographic-lexical processing and the categorization of stimuli, and these appeared earlier in regular readers (∼340 ms) than in dyslexic readers (∼400 ms). The behavioral measures showed inferior reading skills of dyslexic readers compared to regular readers in reading of both forms of script. Taken together, the results suggest that although dyslexic readers are not indifferent to the type of orthography read, they fail to adjust the routine of reading to the demands of processing imposed by both a transparent and an opaque orthography. PMID:24465844

A psychometric analysis of the reading the mind in the eyes test: toward a brief form for research and applied settings

PubMed Central

Olderbak, Sally; Wilhelm, Oliver; Olaru, Gabriel; Geiger, Mattis; Brenneman, Meghan W.; Roberts, Richard D.

2015-01-01

The Reading the Mind in the Eyes Test is a popular measure of individual differences in Theory of Mind that is often applied in the assessment of particular clinical populations (primarily, individuals on the autism spectrum). However, little is known about the test's psychometric properties, including factor structure, internal consistency, and convergent validity evidence. We present a psychometric analysis of the test followed by an evaluation of other empirically proposed and statistically identified structures. We identified, and cross-validated in a second sample, an adequate short-form solution that is homogeneous with adequate internal consistency, and is moderately related to Cognitive Empathy, Emotion Perception, and strongly related to Vocabulary. We recommend the use of this short-form solution in normal adults as a more precise measure over the original version. Future revisions of the test should seek to reduce the test's reliance on one's vocabulary and evaluate the short-form structure in clinical populations. PMID:26500578

Curriculum-Based Measurement of Oral Reading: Passage Equivalence and Probe-Set Development

ERIC Educational Resources Information Center

Christ, Theodore J.; Ardoin, Scott P.

2009-01-01

Curriculum-based measurement of reading (CBM-R) is used to estimate oral reading fluency. Unlike many traditional published tests, CBM-R materials are often comprised of 20 to 30 alternate forms/passages. Historically, CBM-R assessment materials were sampled from curricular materials. Recent research has documented the potentially deleterious…

An Independent Evaluation of the Technical Features of the Basic Reading Inventory

ERIC Educational Resources Information Center

Bieber, Gregg; Hulac, David M.; Schweinle, William

2015-01-01

The present study investigated some psychometric properties of the Basic Reading Inventory (BRI), a widely used informal reading inventory. The BRI and Dynamic Indicators of Basic Early Literacy Skills (DIBELS) probes were administered to 149 third, fourth, and fifth graders. Test--retest and alternate forms reliability analyses indicated adequate…

Reading and Readability Affect on E-Learning Success in a Fortune 100 Company: A Correlational Study

ERIC Educational Resources Information Center

Finnegan, Denis Michael Thomas

2010-01-01

The purpose of this quantitative correlational study was to examine the relationship between employees' reading skills, E-learning readability, student learning, and student satisfaction. The Tests of Adult Basic Education (TABE) form 10 Level A instrument evaluated student-reading skills. The Flesch-Kincaid Grade Level Index course assessed…

What do parents learn by reading a DPT vaccine information form?

PubMed Central

Gold, Ronald; Bjornson, Gordean L

1994-01-01

Objective: Information forms are commonly used to inform parents about childhood vaccination. This study assessed the knowledge of mothers about pertussis and pertussis vaccine before and after reading a form about diphtheria-pertussis-tetanus (dpt) vaccine. Design: A test was administered to mothers before and after the first vaccination of their infant. By random allocation, one-half of the mothers received the form (study group) in addition to the routine counselling by a public health nurse given to the others (control group). Setting: Public health immunization clinics in suburban Vancouver, British Columbia. Subjects: One hundred and fifty-one mothers who were scheduled to bring their infant for the first dpt immunization were recruited, of whom 145 (96%) completed the study. Interventions: A test consisting of 20 true/false questions was administered by telephone two weeks before and two weeks after the first dpt vaccination. Additional data about sources of vaccine information, maternal education, number of children and maternal age were obtained. Outcome Measures: Mean scores and mean change in scores on test. Results: The mean changes in scores between tests 1 and 2 in study and control groups were +22.2% and +6.9%, respectively, on the disease-related questions (P<0.001) and +14.6% and +10.7%, respectively, on the vaccine-related questions (P=0.16). The forms were considered to be very useful by the mothers and clearly enabled them to score higher on a test of their knowledge of pertussis and pertussis vaccine. Conclusions: Reading a dpt vaccine form enabled mothers to improve their knowledge of pertussis and pertussis vaccine. PMID:22451768

Manual for Administrators and Teachers. New York State Preliminary Competency Test on Reading: Form C.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

The Regents Competency Program has two basic purposes: (1) to assure the early identification of students who need help in developing reading, writing, and mathematics skills and (2) to assure that students have acquired adequate competency in these skills before receiving a high school diploma. The New York State Preliminary Competency Test in…

Reading of kana (phonetic symbols for syllables) in Japanese children with spastic diplegia and periventricular leukomalacia.

PubMed

Yokochi, K

2000-01-01

In 31 Japanese children with spastic diplegia and periventricular leukomalacia (PVL), the age at which they could read Hiragana (phonetic symbols for syllables) and psychometric data were examined. Reading of Hiragana was achieved between 2 and 8 years of age in all subjects except one. Four children could read Hiragana at 2 to 3 years of age, an age which is considered early among Japanese children. Performance IQs of the Wechsler Scale were lower than Verbal IQs in 18 of 19 children who were administered this test, and DQs of the cognitive adaptive (C-A) area of the K-form developmental test (a popular test in Japan) were lower than those of the language social area in all 12 children taking this test. Among eight children having performance IQs or DQs of C-A less than 50, seven acquired reading ability of Hiragana at 8 years of age or below. A visuoperceptual disorder manifested by diplegic children with PVL does not affect the acquisition of Kana-reading ability.

Examining an Alternative to Score Equating: A Randomly Equivalent Forms Approach. Research Report. ETS RR-08-14

ERIC Educational Resources Information Center

Liao, Chi-Wen; Livingston, Samuel A.

2008-01-01

Randomly equivalent forms (REF) of tests in listening and reading for nonnative speakers of English were created by stratified random assignment of items to forms, stratifying on item content and predicted difficulty. The study included 50 replications of the procedure for each test. Each replication generated 2 REFs. The equivalence of those 2…

Nutrition and Learning: The Breakfast Role.

ERIC Educational Resources Information Center

Stein, Annette; And Others

A pilot study examined the effects of improved breakfast nutrition on students' academic achievement. Participants were 142 intermediate school children who usually ate breakfast in school. All children were given the Gates-MacGinitie Reading Tests, Form 1, Levels A-D, and were ranked according to their total reading scores. The experimental and…

On the influence of re-reading on mind wandering.

PubMed

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

2016-12-01

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

Analogical Processes in Children's Understanding of Spatial Representations

ERIC Educational Resources Information Center

Yuan, Lei; Uttal, David; Gentner, Dedre

2017-01-01

We propose that map reading can be construed as a form of analogical mapping. We tested 2 predictions that follow from this claim: First, young children's patterns of performance in map reading tasks should parallel those found in analogical mapping tasks; and, second, children will benefit from guided alignment instructions that help them see the…

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

PubMed

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

2002-10-01

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

Design of a reading test for low-vision image warping

NASA Astrophysics Data System (ADS)

Loshin, David S.; Wensveen, Janice; Juday, Richard D.; Barton, R. Shane

1993-08-01

NASA and the University of Houston College of Optometry are examining the efficacy of image warping as a possible prosthesis for at least two forms of low vision -- maculopathy and retinitis pigmentosa. Before incurring the expense of reducing the concept to practice, one would wish to have confidence that a worthwhile improvement in visual function would result. NASA's Programmable Remapper (PR) can warp an input image onto arbitrary geometric coordinate systems at full video rate, and it has recently been upgraded to accept computer- generated video text. We have integrated the Remapper with an SRI eye tracker to simulate visual malfunction in normal observers. A reading performance test has been developed to determine if the proposed warpings yield an increase in visual function; i.e., reading speed. We describe the preliminary experimental results of this reading test with a simulated central field defect with and without remapped images.

Design of a reading test for low vision image warping

NASA Technical Reports Server (NTRS)

Loshin, David S.; Wensveen, Janice; Juday, Richard D.; Barton, R. S.

1993-01-01

NASA and the University of Houston College of Optometry are examining the efficacy of image warping as a possible prosthesis for at least two forms of low vision - maculopathy and retinitis pigmentosa. Before incurring the expense of reducing the concept to practice, one would wish to have confidence that a worthwhile improvement in visual function would result. NASA's Programmable Remapper (PR) can warp an input image onto arbitrary geometric coordinate systems at full video rate, and it has recently been upgraded to accept computer-generated video text. We have integrated the Remapper with an SRI eye tracker to simulate visual malfunction in normal observers. A reading performance test has been developed to determine if the proposed warpings yield an increase in visual function; i.e., reading speed. We will describe the preliminary experimental results of this reading test with a simulated central field defect with and without remapped images.

Impact of family language and testing language on reading performance in a bilingual educational context.

PubMed

Elosua Oliden, Paula; Mujika Lizaso, Josu

2014-01-01

When different languages co-exist in one area, or when one person speaks more than one language, the impact of language on psychological and educational assessment processes can be considerable. The aim of this work was to study the impact of testing language in a community with two official languages: Spanish and Basque. By taking the PISA 2009 Reading Comprehension Test as a basis for analysis, four linguistic groups were defined according to the language spoken at home and the test language. Psychometric equivalence between test forms and differences in results among the four language groups were analyzed. The comparison of competence means took into account the effects of the index of socioeconomic and cultural status (ISEC) and gender. One reading unit with differential item functioning was detected. The reading competence means were considerably higher in the monolingual Spanish-Spanish group. No differences were found between the language groups based on family language when the test was conducted in Basque. The study illustrates the importance of taking into account psychometric, linguistic and sociolinguistic factors in linguistically diverse assessment contexts.

Preparing Teacher Candidates to Integrate Reading and Writing Instruction: A Conceptual Piece

ERIC Educational Resources Information Center

Nicholas, Erika L.

2017-01-01

This piece focuses on increasing writing instruction for secondary English teacher candidates in the form of integrating reading and writing. Often, teacher candidates are not sufficiently prepared in university coursework to teach writing and are left to rely on formulaic writing that merely prepares their students for the end-of-year tests.…

Context Dependence of One-Question-per-Passage Measures of Reading Comprehension.

ERIC Educational Resources Information Center

Oaster, T. R. F.; And Others

This study hypothesized that items in the one-question-per-passage format would be less easily answered when administered without their associated contexts than conventional reading comprehension items. A total of 256 seventh and eighth grade students were administered both Forms 3A and 3B of the Sequential Tests of Educational Progress (STEP 11).…

Expectations on Hierarchical Scales of Discourse: Multifractality Predicts Both Short- and Long-Range Effects of Violating Gender Expectations in Text Reading

ERIC Educational Resources Information Center

Booth, Chase R.; Brown, Hannah L.; Eason, Elizabeth G.; Wallot, Sebastian; Kelty-Stephen, Damian G.

2018-01-01

Reader expectations form across hierarchical scales of discourse (e.g., from coarse to fine: genre, narrative, syntax). Cross-scale interactivity produces word reading times (RTs) with multifractal structure. After introducing multifractals, we test two hypotheses regarding their relevance to reader expectations: (1) multifractal evidence of…

Construct Validity and Measurement Invariance of the Peabody Picture Vocabulary Test-III Form A

ERIC Educational Resources Information Center

Pae, Hye K.; Greenberg, Daphne; Morris, Robin D.

2012-01-01

The aim of this study was to apply the Rasch model to an analysis of the psychometric properties of the Peabody Picture Vocabulary Test--III Form A (PPVT--IIIA) items with struggling adult readers. The PPVT--IIIA was administered to 229 African American adults whose isolated word reading skills were between third and fifth grades. Conformity of…

A Guided Summary Completion Test for Long Academic Texts.

ERIC Educational Resources Information Center

Bensoussan, Marsha

Because testing comprehension of long (5- to 10-page) second-language texts is more complex than testing shorter texts, an alternative form of second language reading comprehension test is needed. In a guided summary completion test, students are presented with a greatly shortened version of the text (e.g., one-paragraph summary), containing…

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.

Note taking, review, memory, and comprehension.

PubMed

Bohay, Mark; Blakely, Daniel P; Tamplin, Andrea K; Radvansky, Gabriel A

2011-01-01

In previous work assessing memory at various levels of representation, namely the surface form, textbase, and situation model levels, participants read texts but were otherwise not actively engaged with the texts. The current study tested the influence of active engagement with the material via note taking, along with the opportunity to review such notes, and the modality of presentation (text vs. spoken). The influence of these manipulations was assessed both immediately and 1 week later. In Experiment 1 participants read a text, whereas in Experiment 2 participants watched a video recording of the material being read as a lecture. For each experiment the opportunity to take notes was manipulated within participants, and the opportunity to review these notes before the test was manipulated between participants. Note taking improved performance at the situation model level in both experiments, although there was also some suggestion of benefit for the surface form. Thus, active engagement with material, such as note taking, appears to have the greatest benefit at the deeper levels of understanding.

Neither action nor phonological video games make dyslexic children read better.

PubMed

Łuniewska, Magdalena; Chyl, Katarzyna; Dębska, Agnieszka; Kacprzak, Agnieszka; Plewko, Joanna; Szczerbiński, Marcin; Szewczyk, Jakub; Grabowska, Anna; Jednoróg, Katarzyna

2018-01-11

The prevalence and long-term consequences of dyslexia make it crucial to look for effective and efficient ways of its therapy. Action video games (AVG) were implied as a possible remedy for difficulties in reading in Italian and English-speaking children. However, the studies examining the effectiveness of AVG application in dyslexia suffered from significant methodological weaknesses such as small sample sizes and lack of a control group with no intervention. In our study, we tested how two forms of training: based on AVG and on phonological non-action video games (PNAVG), affect reading in a group of fifty-four Polish children with dyslexia. Both speed and accuracy of reading increased in AVG as much as in PNAVG group. Moreover, both groups improved in phonological awareness, selective attention and rapid naming. Critically, the reading progress in the two groups did not differ from a dyslexic control group which did not participate in any training. Thus, the observed improvement in reading in AVG and PNAVG can be attributed either to the normal reading development related to schooling or to test practice effect. Overall, we failed to replicate previous studies: Neither AVG nor PNAVG remedy difficulties in reading in school children.

An Examination of Prereading Exercises: Recommendations for Form and Instruction on the Comprehension of Written Instructional Material.

ERIC Educational Resources Information Center

Campbell, John Joseph

This study investigated the effects of prereading exercises on the comprehension of written instructional material. The subjects were 210 community college freshmen who were required to enroll in a developmental reading course. All of the subjects had scored below the eighth percentile on the national norms of the Davis Reading Test. The subjects…

Colateralization of Broca's Area and the Visual Word form Area in Left-Handers: fMRI Evidence

ERIC Educational Resources Information Center

Van der Haegen, Lise; Cai, Qing; Brysbaert, Marc

2012-01-01

Language production has been found to be lateralized in the left hemisphere (LH) for 95% of right-handed people and about 75% of left-handers. The prevalence of atypical right hemispheric (RH) or bilateral lateralization for reading and colateralization of production with word reading laterality has never been tested in a large sample. In this…

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

PubMed

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

2001-07-01

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

CAT Procedures for Passage-Based Tests.

ERIC Educational Resources Information Center

Thompson, Tony D.; Davey, Tim

Methods to control the test construct and the efficiency of a computerized adaptive test (CAT) were studied in the context of a reading comprehension test given as a part of a battery of tests for college admission. A goal of the study was to create test scores that were interchangeable with those from a fixed form paper and pencil test. The first…

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

PubMed

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

2014-07-01

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

Early reading performance: a comparison of teacher-based and test-based assessments.

PubMed

Kenny, D T; Chekaluk, E

1993-04-01

An unresolved question in early screening is whether test-based or teacher-based assessments should form the basis of the classification of children at risk of educational failure. Available structured teacher rating scales are lacking in predictive validity, and teacher predictions of students likely to experience reading difficulties have yielded disappointing true positive rates, with teachers failing to identify the majority of severely disabled readers. For this study, three educational screening instruments were developed: (a) a single teacher rating, categorizing children into three levels of reading ability (advanced, average, poor); (b) a 15-item teacher questionnaire designed to measure students' cognitive and language ability, attentional and behavioral characteristics, and academic performance; and (c) a battery of language and reading tests that are predictive of, or correlate with, reading failure. The concurrent validity of each instrument was assessed in a sample of 312 Australian schoolchildren from kindergarten, Year 1, and Year 2. Students were assessed at the end of the 1989 school year after having completed 1, 2, or 3 years of schooling. The results suggest that the nature of the skills required for success in reading changes in the first 3 years of schooling. Both teachers and tests concur more closely as children progress through the elementary years and as the risk behavior (reading) becomes more accessible to direct measurement. Carefully focused teacher rating scales may be a cost-effective means of identifying children at risk of reading failure. Improved teacher rating scales should be developed and used to assist in the early screening process.

Readability of Invasive Procedure Consent Forms.

PubMed

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

2015-12-01

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

Readability of Invasive Procedure Consent Forms

PubMed Central

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

2015-01-01

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

Reading Ability and Print Exposure: Item Response Theory Analysis of the Author Recognition Test

PubMed Central

Moore, Mariah; Gordon, Peter C.

2015-01-01

In the Author Recognition Test (ART) participants are presented with a series of names and foils and are asked to indicate which ones they recognize as authors. The test is a strong predictor of reading skill, with this predictive ability generally explained as occurring because author knowledge is likely acquired through reading or other forms of print exposure. This large-scale study (1012 college student participants) used Item Response Theory (IRT) to analyze item (author) characteristics to facilitate identification of the determinants of item difficulty, provide a basis for further test development, and to optimize scoring of the ART. Factor analysis suggests a potential two factor structure of the ART differentiating between literary vs. popular authors. Effective and ineffective author names were identified so as to facilitate future revisions of the ART. Analyses showed that the ART is a highly significant predictor of time spent encoding words as measured using eye-tracking during reading. The relationship between the ART and time spent reading provided a basis for implementing a higher penalty for selecting foils, rather than the standard method of ART scoring (names selected minus foils selected). The findings provide novel support for the view that the ART is a valid indicator of reading volume. Further, they show that frequency data can be used to select items of appropriate difficulty and that frequency data from corpora based on particular time periods and types of text may allow test adaptation for different populations. PMID:25410405

Reading ability and print exposure: item response theory analysis of the author recognition test.

PubMed

Moore, Mariah; Gordon, Peter C

2015-12-01

In the author recognition test (ART), participants are presented with a series of names and foils and are asked to indicate which ones they recognize as authors. The test is a strong predictor of reading skill, and this predictive ability is generally explained as occurring because author knowledge is likely acquired through reading or other forms of print exposure. In this large-scale study (1,012 college student participants), we used item response theory (IRT) to analyze item (author) characteristics in order to facilitate identification of the determinants of item difficulty, provide a basis for further test development, and optimize scoring of the ART. Factor analysis suggested a potential two-factor structure of the ART, differentiating between literary and popular authors. Effective and ineffective author names were identified so as to facilitate future revisions of the ART. Analyses showed that the ART is a highly significant predictor of the time spent encoding words, as measured using eyetracking during reading. The relationship between the ART and time spent reading provided a basis for implementing a higher penalty for selecting foils, rather than the standard method of ART scoring (names selected minus foils selected). The findings provide novel support for the view that the ART is a valid indicator of reading volume. Furthermore, they show that frequency data can be used to select items of appropriate difficulty, and that frequency data from corpora based on particular time periods and types of texts may allow adaptations of the test for different populations.

Does reading scenarios of future land use changes affect willingness to participate in land use planning?

Treesearch

Michelle L. Johnson; Kathleen P. Bell; Mario F. Teisl

2016-01-01

Scenarios of future outcomes often provide context for policy decisions and can be a form of science communication, translating complex and uncertain relationships into stories for a broader audience. We conducted a survey experiment (n = 270) to test the effects of reading land use change scenarios on willingness to participate in land use planning activities. In the...

Gains to L2 Listeners from Reading while Listening vs. Listening Only in Comprehending Short Stories

ERIC Educational Resources Information Center

Chang, Anna C.-S.

2009-01-01

This study builds on the concept that aural-written verification helps L2 learners develop auditory discrimination skills, refine word recognition and gain awareness of form-meaning relationships, by comparing two modes of aural input: reading while listening (R/L) vs. listening only (L/O). Two test tasks (sequencing and gap filling) of 95 items,…

Word learning and the cerebral hemispheres: from serial to parallel processing of written words

PubMed Central

Ellis, Andrew W.; Ferreira, Roberto; Cathles-Hagan, Polly; Holt, Kathryn; Jarvis, Lisa; Barca, Laura

2009-01-01

Reading familiar words differs from reading unfamiliar non-words in two ways. First, word reading is faster and more accurate than reading of unfamiliar non-words. Second, effects of letter length are reduced for words, particularly when they are presented in the right visual field in familiar formats. Two experiments are reported in which right-handed participants read aloud non-words presented briefly in their left and right visual fields before and after training on those items. The non-words were interleaved with familiar words in the naming tests. Before training, naming was slow and error prone, with marked effects of length in both visual fields. After training, fewer errors were made, naming was faster, and the effect of length was much reduced in the right visual field compared with the left. We propose that word learning creates orthographic word forms in the mid-fusiform gyrus of the left cerebral hemisphere. Those word forms allow words to access their phonological and semantic representations on a lexical basis. But orthographic word forms also interact with more posterior letter recognition systems in the middle/inferior occipital gyri, inducing more parallel processing of right visual field words than is possible for any left visual field stimulus, or for unfamiliar non-words presented in the right visual field. PMID:19933140

The Effects of Background Information on Standarized Test Scores.

ERIC Educational Resources Information Center

Feeley, Joan T.; Wepner, Shelley B.

A study was conducted to determine the effects of exposure to the topics included on the comprehension subtest of the Nelson-Denny Reading Test (ND), Form F, on college freshmen's performance on the test. In addition, the study investigated whether those students with background information would indicate their awareness of this knowledge on a…

Development of the Visual Word Form Area Requires Visual Experience: Evidence from Blind Braille Readers.

PubMed

Kim, Judy S; Kanjlia, Shipra; Merabet, Lotfi B; Bedny, Marina

2017-11-22

Learning to read causes the development of a letter- and word-selective region known as the visual word form area (VWFA) within the human ventral visual object stream. Why does a reading-selective region develop at this anatomical location? According to one hypothesis, the VWFA develops at the nexus of visual inputs from retinotopic cortices and linguistic input from the frontotemporal language network because reading involves extracting linguistic information from visual symbols. Surprisingly, the anatomical location of the VWFA is also active when blind individuals read Braille by touch, suggesting that vision is not required for the development of the VWFA. In this study, we tested the alternative prediction that VWFA development is in fact influenced by visual experience. We predicted that in the absence of vision, the "VWFA" is incorporated into the frontotemporal language network and participates in high-level language processing. Congenitally blind ( n = 10, 9 female, 1 male) and sighted control ( n = 15, 9 female, 6 male), male and female participants each took part in two functional magnetic resonance imaging experiments: (1) word reading (Braille for blind and print for sighted participants), and (2) listening to spoken sentences of different grammatical complexity (both groups). We find that in blind, but not sighted participants, the anatomical location of the VWFA responds both to written words and to the grammatical complexity of spoken sentences. This suggests that in blindness, this region takes on high-level linguistic functions, becoming less selective for reading. More generally, the current findings suggest that experience during development has a major effect on functional specialization in the human cortex. SIGNIFICANCE STATEMENT The visual word form area (VWFA) is a region in the human cortex that becomes specialized for the recognition of written letters and words. Why does this particular brain region become specialized for reading? We tested the hypothesis that the VWFA develops within the ventral visual stream because reading involves extracting linguistic information from visual symbols. Consistent with this hypothesis, we find that in congenitally blind Braille readers, but not sighted readers of print, the VWFA region is active during grammatical processing of spoken sentences. These results suggest that visual experience contributes to VWFA specialization, and that different neural implementations of reading are possible. Copyright © 2017 the authors 0270-6474/17/3711495-10$15.00/0.

Development of the Visual Word Form Area Requires Visual Experience: Evidence from Blind Braille Readers

PubMed Central

Kanjlia, Shipra; Merabet, Lotfi B.

2017-01-01

Learning to read causes the development of a letter- and word-selective region known as the visual word form area (VWFA) within the human ventral visual object stream. Why does a reading-selective region develop at this anatomical location? According to one hypothesis, the VWFA develops at the nexus of visual inputs from retinotopic cortices and linguistic input from the frontotemporal language network because reading involves extracting linguistic information from visual symbols. Surprisingly, the anatomical location of the VWFA is also active when blind individuals read Braille by touch, suggesting that vision is not required for the development of the VWFA. In this study, we tested the alternative prediction that VWFA development is in fact influenced by visual experience. We predicted that in the absence of vision, the “VWFA” is incorporated into the frontotemporal language network and participates in high-level language processing. Congenitally blind (n = 10, 9 female, 1 male) and sighted control (n = 15, 9 female, 6 male), male and female participants each took part in two functional magnetic resonance imaging experiments: (1) word reading (Braille for blind and print for sighted participants), and (2) listening to spoken sentences of different grammatical complexity (both groups). We find that in blind, but not sighted participants, the anatomical location of the VWFA responds both to written words and to the grammatical complexity of spoken sentences. This suggests that in blindness, this region takes on high-level linguistic functions, becoming less selective for reading. More generally, the current findings suggest that experience during development has a major effect on functional specialization in the human cortex. SIGNIFICANCE STATEMENT The visual word form area (VWFA) is a region in the human cortex that becomes specialized for the recognition of written letters and words. Why does this particular brain region become specialized for reading? We tested the hypothesis that the VWFA develops within the ventral visual stream because reading involves extracting linguistic information from visual symbols. Consistent with this hypothesis, we find that in congenitally blind Braille readers, but not sighted readers of print, the VWFA region is active during grammatical processing of spoken sentences. These results suggest that visual experience contributes to VWFA specialization, and that different neural implementations of reading are possible. PMID:29061700

The nature of orthographic learning in self-teaching: Testing the extent of transfer.

PubMed

Tucker, Rebecca; Castles, Anne; Laroche, Annie; Deacon, S Hélène

2016-05-01

The current study was designed to test how orthographic learning, or the learning of the spelling patterns of words, happens within the self-teaching paradigm. One possibility is that orthographic learning occurs on a word-specific basis. Two other possibilities are that orthographic learning transfers specifically to the processing of novel words that are morphologically related or that it transfers to novel words that are orthographically similar, regardless of morphological relationship. In an orthographic learning paradigm, we asked children in Grades 3 and 5 to read nonwords embedded in short stories. In a between-participants design, some children read nonwords that were base forms, others read nonwords that were morphologically complex forms, and others read nonwords that were orthographically complex forms (e.g., feap, feaper, and feaple, respectively). Children completed an orthographic choice task with the same items as in the stories. To evaluate transfer of learning, children also completed orthographic choices for the two forms of the nonwords not seen in the stories. Results indicated that children's orthographic learning affected processing of novel items that appeared to be morphologically related as well as those that shared only orthographic structure (e.g., both feaper and feaple). Additional analyses showed that these effects were held across cases when children did and did not successfully decode the novel words in the learning experience, although successful decoding did lead to higher levels of orthographic learning and transfer. Together, the findings suggest that children's prior experiences affect their processing of novel words that share orthographic similarity, likely reflecting a role for orthographic analogies in the self-teaching process. Copyright © 2015 Elsevier Inc. All rights reserved.

An Analysis of Student Outcomes Using Audio Tapes to Supplement Reading in the Level One Course of the Intermediate Science Curriculum Study.

ERIC Educational Resources Information Center

Gates, Richard Wade

Analyzed was the effectiveness of audio tapes used as a supplement to reading the Intermediate Science Curriculum Study (ISCS) first level materials. The instruments used on a pretest and posttest basis to compare the growth as a result of using audio tapes were: (1) Prouse Subject Preference Survey, (2) Test on Understanding Science, Form W, (3)…

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

PubMed

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

2017-09-21

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

Standard Error Estimation of 3PL IRT True Score Equating with an MCMC Method

ERIC Educational Resources Information Center

Liu, Yuming; Schulz, E. Matthew; Yu, Lei

2008-01-01

A Markov chain Monte Carlo (MCMC) method and a bootstrap method were compared in the estimation of standard errors of item response theory (IRT) true score equating. Three test form relationships were examined: parallel, tau-equivalent, and congeneric. Data were simulated based on Reading Comprehension and Vocabulary tests of the Iowa Tests of…

How-to-Do-It: A Biology Composite Guidebook.

ERIC Educational Resources Information Center

Stencel, John E.

1989-01-01

Describes the use of a biology guidebook which contains a course outline, syllabus, reading list, handouts, and sample tests all bound together in booklet form for better organization and teacher effectiveness. (RT)

Connectivity precedes function in the development of the visual word form area.

PubMed

Saygin, Zeynep M; Osher, David E; Norton, Elizabeth S; Youssoufian, Deanna A; Beach, Sara D; Feather, Jenelle; Gaab, Nadine; Gabrieli, John D E; Kanwisher, Nancy

2016-09-01

What determines the cortical location at which a given functionally specific region will arise in development? We tested the hypothesis that functionally specific regions develop in their characteristic locations because of pre-existing differences in the extrinsic connectivity of that region to the rest of the brain. We exploited the visual word form area (VWFA) as a test case, scanning children with diffusion and functional imaging at age 5, before they learned to read, and at age 8, after they learned to read. We found the VWFA developed functionally in this interval and that its location in a particular child at age 8 could be predicted from that child's connectivity fingerprints (but not functional responses) at age 5. These results suggest that early connectivity instructs the functional development of the VWFA, possibly reflecting a general mechanism of cortical development.

Computerized Diagnostic Testing: Problems and Possibilities.

ERIC Educational Resources Information Center

McArthur, David L.

The use of computers to build diagnostic inferences is explored in two contexts. In computerized monitoring of liquid oxygen systems for the space shuttle, diagnoses are exact because they can be derived within a world which is closed. In computerized classroom testing of reading comprehension, programs deliver a constrained form of adaptive…

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

PubMed

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

2015-03-01

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

Reading skills, creativity, and insight: exploring the connections.

PubMed

Mourgues, Catalina V; Preiss, David D; Grigorenko, Elena L

2014-08-04

Studies of the relationship between creativity and specific reading disabilities have produced inconclusive results. We explored their relationship in a sample of 259 college students (age range: 17 to 38 years-old) from three Chilean universities. The students were tested on their verbal ability, creativity, and insight. A simple linear regression was performed on the complete sample, and on high- and low-achievement groups that were formed based on reading test scores. We observed a significant correlation in the total sample between outcomes on the verbal ability tasks, and on the creativity and insight tasks (range r =. 152 to r =. 356, ps <.001). Scores on the reading comprehension and phonological awareness tasks were the best predictors of performance on creativity and insight tasks (range β = .315 to β = .155, ps <.05). A comparison of the low- and high-scoring groups on verbal ability tasks yielded results to the same effect. These findings do not support the hypothesis that specific reading disability is associated with better performance on creative tasks. Instead, higher verbal ability was found to be associated with higher creativity and insight.

Susceptibility screening of hyphae-forming fungi with a new, easy, and fast inoculum preparation method.

PubMed

Schmalreck, Arno; Willinger, Birgit; Czaika, Viktor; Fegeler, Wolfgang; Becker, Karsten; Blum, Gerhard; Lass-Flörl, Cornelia

2012-12-01

In vitro susceptibility testing of clinically important fungi becomes more and more essential due to the rising number of fungal infections in patients with impaired immune system. Existing standardized microbroth dilution methods for in vitro testing of molds (CLSI, EUCAST) are not intended for routine testing. These methods are very time-consuming and dependent on sporulating of hyphomycetes. In this multicentre study, a new (independent of sporulation) inoculum preparation method (containing a mixture of vegetative cells, hyphae, and conidia) was evaluated. Minimal inhibitory concentrations (MIC) of amphotericin B, posaconazole, and voriconazole of 180 molds were determined with two different culture media (YST and RPMI 1640) according to the DIN (Deutsches Institut für Normung) microdilution assay. 24 and 48 h MIC of quality control strains, tested per each test run, prepared with the new inoculum method were in the range of DIN. YST and RPMI 1640 media showed similar MIC distributions for all molds tested. MIC readings at 48 versus 24 h yield 1 log(2) higher MIC values and more than 90 % of the MICs read at 24 and 48 h were within ± 2 log(2) dilution. MIC end point reading (log(2 MIC-RPMI 1640)-log(2 MIC-YST)) of both media demonstrated a tendency to slightly lower MICs with RPMI 1640 medium. This study reports the results of a new, time-saving, and easy-to-perform method for inoculum preparation for routine susceptibility testing that can be applied for all types of spore-/non-spore and hyphae-forming fungi.

Certain performance values arising from mammographic test set readings correlate well with clinical audit.

PubMed

Soh, BaoLin Pauline; Lee, Warwick Bruce; Mello-Thoms, Claudia; Tapia, Kriscia; Ryan, John; Hung, Wai Tak; Thompson, Graham; Heard, Rob; Brennan, Patrick

2015-08-01

Test sets have been increasingly utilised to augment clinical audit in breast screening programmes; however, their relationship has never been satisfactorily understood. This study examined the relationship between mammographic test set performance and clinical audit data. Clinical audit data over a 2-year period was generated for each of 20 radiologists. Sixty mammographic examinations, consisting of 40 normal and 20 cancer cases, formed the test set. Readers located any identifiable cancer, and levels of confidence were scored from 2 to 5, where a score of 3 and above is considered a recall rating. Jackknifing free response operating characteristic (JAFROC) figure-of-merit (FOM), location sensitivity and specificity were calculated for individual readers and then compared with clinical audit values using Spearman's rho. JAFROC FOM showed significant correlations to: recall rate at a first round of screening (r = 0.51; P = 0.02); rate of small invasive cancers per 10 000 reads (r = 0.5; P = 0.02); percentage of all cancers read that were not recalled (r = -0.51; P = 0.02); and sensitivity (r = 0.51; P = 0.02). Location sensitivity demonstrated significant correlations with: rate of small invasive cancers per 10 000 reads (r = 0.46; P = 0.04); rate of DCIS (ductal carcinoma in situ) per 10 000 reads (r = 0.44; P = 0.05); detection rate of all invasive cancers and DCIS per 10 000 reads (r = 0.54; P = 0.01); percentage of all cancers read that were not recalled (r = -0.57; P = 0.009); and sensitivity (r = 0.57; P = 0.009). No other significant relationships were noted. Performance indicators from test set demonstrate significant correlations with specific aspects of clinical performance, although caution needs to be exercised when generalising test set specificity to the clinical situation. © 2015 The Royal Australian and New Zealand College of Radiologists.

Lexical orthography acquisition: Is handwriting better than spelling aloud?

PubMed Central

Bosse, Marie-Line; Chaves, Nathalie; Valdois, Sylviane

2014-01-01

Lexical orthography acquisition is currently described as the building of links between the visual forms and the auditory forms of whole words. However, a growing body of data suggests that a motor component could further be involved in orthographic acquisition. A few studies support the idea that reading plus handwriting is a better lexical orthographic learning situation than reading alone. However, these studies did not explore which of the cognitive processes involved in handwriting enhanced lexical orthographic acquisition. Some findings suggest that the specific movements memorized when learning to write may participate in the establishment of orthographic representations in memory. The aim of the present study was to assess this hypothesis using handwriting and spelling aloud as two learning conditions. In two experiments, fifth graders were asked to read complex pseudo-words embedded in short sentences. Immediately after reading, participants had to recall the pseudo-words' spellings either by spelling them aloud or by handwriting them down. One week later, orthographic acquisition was tested using two post-tests: a pseudo-word production task (spelling by hand in Experiment 1 or spelling aloud in Experiment 2) and a pseudo-word recognition task. Results showed no significant difference in pseudo-word recognition between the two learning conditions. In the pseudo-word production task, orthography learning improved when the learning and post-test conditions were similar, thus showing a massive encoding-retrieval match effect in the two experiments. However, a mixed model analysis of the pseudo-word production results revealed a significant learning condition effect which remained after control of the encoding-retrieval match effect. This later finding suggests that orthography learning is more efficient when mediated by handwriting than by spelling aloud, whatever the post-test production task. PMID:24575058

Lexical orthography acquisition: Is handwriting better than spelling aloud?

PubMed

Bosse, Marie-Line; Chaves, Nathalie; Valdois, Sylviane

2014-01-01

Lexical orthography acquisition is currently described as the building of links between the visual forms and the auditory forms of whole words. However, a growing body of data suggests that a motor component could further be involved in orthographic acquisition. A few studies support the idea that reading plus handwriting is a better lexical orthographic learning situation than reading alone. However, these studies did not explore which of the cognitive processes involved in handwriting enhanced lexical orthographic acquisition. Some findings suggest that the specific movements memorized when learning to write may participate in the establishment of orthographic representations in memory. The aim of the present study was to assess this hypothesis using handwriting and spelling aloud as two learning conditions. In two experiments, fifth graders were asked to read complex pseudo-words embedded in short sentences. Immediately after reading, participants had to recall the pseudo-words' spellings either by spelling them aloud or by handwriting them down. One week later, orthographic acquisition was tested using two post-tests: a pseudo-word production task (spelling by hand in Experiment 1 or spelling aloud in Experiment 2) and a pseudo-word recognition task. Results showed no significant difference in pseudo-word recognition between the two learning conditions. In the pseudo-word production task, orthography learning improved when the learning and post-test conditions were similar, thus showing a massive encoding-retrieval match effect in the two experiments. However, a mixed model analysis of the pseudo-word production results revealed a significant learning condition effect which remained after control of the encoding-retrieval match effect. This later finding suggests that orthography learning is more efficient when mediated by handwriting than by spelling aloud, whatever the post-test production task.

DNA EMP Awareness Course Notes. Supplement to Third Edition.

DTIC Science & Technology

1978-07-31

UNCLASSIFIED SECURITY CLASSIFICATION OF THIS PAGE (When Data Entered) REPORT DOCUMENTATION PAGE READ INSTRUCTIONS BEFORE COMPLETING FORM I REPORT...the environment through system design and testing. FORM 143 E,,N F’NOV 65 IS OBSOLETE DD JAN73 1473 EDITION OF UNCLASSIFIED SECURITY CLASSIFICATION OF...fields generated tems mission and deployment factors by the prompt gammas. Other forms of EMP, where these environments should be con- such as

The Educational Psychology of Note Taking: Effects of Prior Word/World Knowledge.

ERIC Educational Resources Information Center

Shaughnessy, Michael F.; Evans, Robert

A study was conducted to determine whether extensive vocabularies increase students' notetaking skills. The subjects, 45 volunteer college seniors involved in elementary and secondary student teaching, were given both the Nelson-Denny Reading Test (Form A) and the Peabody Picture Vocabulary Test (revised), as well as the general information…

78 FR 40442 - Submission for OMB Review; Comment Request-Third Party Conformity Assessment Body Registration Form

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-05

... conformity assessment bodies meet the requirements to test for compliance to specified children's product... West Highway, Bethesda, MD 20814; telephone (301) 504-7923. For access to the docket to read background... conformity assessment body; Qualifications for acceptance by CPSC to test for compliance to specified...

Assessing children's inference generation: what do tests of reading comprehension measure?

PubMed

Bowyer-Crane, Claudine; Snowling, Margaret J

2005-06-01

Previous research suggests that children with specific comprehension difficulties have problems with the generation of inferences. This raises important questions as to whether poor comprehenders have poor comprehension skills generally, or whether their problems are confined to specific inference types. The main aims of the study were (a) using two commonly used tests of reading comprehension to classify the questions requiring the generation of inferences, and (b) to investigate the relative performance of skilled and less-skilled comprehenders on questions tapping different inference types. The performance of 10 poor comprehenders (mean age 110.06 months) was compared with the performance of 10 normal readers (mean age 112.78 months) on two tests of reading comprehension. A qualitative analysis of the NARA II (form 1) and the WORD comprehension subtest was carried out. Participants were then administered the NARA II, WORD comprehension subtest and a test of non-word reading. The NARA II was heavily reliant on the generation of knowledge-based inferences, while the WORD comprehension subtest was biased towards the retention of literal information. Children identified by the NARA II as having comprehension difficulties performed in the normal range on the WORD comprehension subtests. Further, children with comprehension difficulties performed poorly on questions requiring the generation of knowledge-based and elaborative inferences. However, they were able to answer questions requiring attention to literal information or use of cohesive devices at a level comparable to normal readers. Different reading tests tap different types of inferencing skills. Lessskilled comprehenders have particular difficulty applying real-world knowledge to a text during reading, and this has implications for the formulation of effective intervention strategies.

Accurate Reading with Sequential Presentation of Single Letters

PubMed Central

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

2012-01-01

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

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

PubMed

Englund, Julia A; Palomares, Melanie

2012-08-15

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

Electrocutaneous stimulation system for Braille reading.

PubMed

Echenique, Ana Maria; Graffigna, Juan Pablo; Mut, Vicente

2010-01-01

This work is an assistive technology for people with visual disabilities and aims to facilitate access to written information in order to achieve better social inclusion and integration into work and educational activities. Two methods of electrical stimulation (by current and voltage) of the mechanoreceptors was tested to obtain tactile sensations on the fingertip. Current and voltage stimulation were tested in a Braille cell and line prototype, respectively. These prototypes are evaluated in 33 blind and visually impaired subjects. The result of experimentation with both methods showed that electrical stimulation causes sensations of touch defined in the fingertip. Better results in the Braille characters reading were obtained with current stimulation (85% accuracy). However this form of stimulation causes uncomfortable sensations. The latter feeling was minimized with the method of voltage stimulation, but with low efficiency (50% accuracy) in terms of identification of the characters. We concluded that electrical stimulation is a promising method for the development of a simple and unexpensive Braille reading system for blind people. We observed that voltage stimulation is preferred by the users. However, more experimental tests must be carry out in order to find the optimum values of the stimulus parameters and increase the accuracy the Braille characters reading.

Auto Emission Testing

NASA Technical Reports Server (NTRS)

1979-01-01

The photos show automobile engines being tested for nitrous oxide emissions, as required by the Environmental Protection Agency (EPA), at the Research and Engineering Division of Ford Motor Company, Dearborn. Michigan. NASA technical information helped the company develop a means of calculating emissions test results. Nitrous oxide emission readings vary with relative humidity in the test facility. EPA uses a standard humidity measurement, but the agency allows manufacturers to test under different humidity conditions, then apply a correction factor to adjust the results to the EPA standard. NASA's Dryden Flight Research Center developed analytic equations which provide a simple, computer-programmable method of correcting for humidity variations. A Ford engineer read a NASA Tech Brief describing the Dryden development and requested more detailed information in the form of a technical support package, which NASA routinely supplies to industry on request. Ford's Emissions Test Laboratory now uses the Dryden equations for humidity-adjusted emissions data reported to EPA.

High-Accuracy Readout Electronics for Piezoresistive Tactile Sensors

PubMed Central

Vidal-Verdú, Fernando

2017-01-01

The typical layout in a piezoresistive tactile sensor arranges individual sensors to form an array with M rows and N columns. While this layout reduces the wiring involved, it does not allow the values of the sensor resistors to be measured individually due to the appearance of crosstalk caused by the nonidealities of the array reading circuits. In this paper, two reading methods that minimize errors resulting from this phenomenon are assessed by designing an electronic system for array reading, and the results are compared to those obtained using the traditional method, obviating the nonidealities of the reading circuit. The different models were compared by testing the system with an array of discrete resistors. The system was later connected to a tactile sensor with 8 × 7 taxels. PMID:29104229

Adverse reactions to blood donations: the READ project.

PubMed

Garozzo, Giovanni; Crocco, Isabella; Giussani, Barbara; Martinucci, Annalisa; Monacelli, Stefano; Randi, Vanda

2010-01-01

In 2006 in Italy 2,404,267 donations of blood components were made by 1,539,454 donors; approximately 55% of the donations were collected directly by Transfusion Structures (TS), while about 45% were collected in Donation Centres managed by Associations and Federations of Donors. The aim of the READ (Rilevamento Eventi Avversi alla Donazione) project is to create a network of TS to test a standardised system for monitoring adverse events (AE) related to blood donations. Shared, standardised data collection forms, compatible with the forms produced by the ISBT-EHN, were prepared. Two types of form were used: (i) a form to collect data on single events (READ 1), to be used at the individual collection sites; (ii) a form for processing the data collected by each TS (READ 2). Between February and August 2008 six TS collected data related to the donation of 89,332 units of blood. Overall, 523 AE were recorded. The AE occurred in 0.59% of the donations. The mean duration of the symptoms was 17 minutes. Fifteen percent of the symptoms were related to the venipuncture (mainly haematomas) and 77% to vasovagal AE. The AE were defined severe (grade C) in 47 cases. The donations in which AE were recorded were completed in 81% of the cases; 59% of the AE did not require treatment. Three donors were monitored briefly (for less than 4 hours) in hospital. The use of standardised forms enabled the collection of data that could be analysed. Some problems related to the performance of the haemovigilance programme did, however, emerge: (i) organisational problems, (ii) limited sensitivity, (iii) inadequate training, and (iv) poorly defined responsibilities. These problems must be resolved at various levels: local, regional and national.

Personality Measurement with Mentally Retarded and Other Sub-Cultural Adults. Final Report.

ERIC Educational Resources Information Center

Eber, Herbert W.

Two 160-item experimental forms of multidimensional personality test to assess vocational potential of clients of limited literacy (third grade reading level) were developed and administered to clients at rehabilitation centers and at centers for the retarded. Using the 16 Personality Factors Test as a model, items were constructed to do the…

A Summary of an Assessment of Fourth and Sixth Grade Basic Skills.

ERIC Educational Resources Information Center

CTB / McGraw-Hill, Monterey, CA.

A comprehensive assessment was made of the status of elementary education in Missouri in reading, mathematics, language, and study skills. The Comprehensive Tests of Basic Skills (CTBS) and the Short Form Test of Academic Aptitude (SFTAA) were administered to a sample of Missouri fourth and sixth graders. For each curricular area, Missouri…

Phrase Cloze: A Better Measure of Reading?

ERIC Educational Resources Information Center

Sadeghi, Karim

2014-01-01

Cloze procedure, a technique not originally intended for measurement purposes, has come to be known as the most widely experimented upon testing tool in English as a Second/Foreign Language (ESL/EFL). Testing experts have indeed used up their energy by constructing and working on various forms of cloze, with the unhappy result that not one person…

WIDE RANGE ACHIEVEMENT TEST IN AUTISM SPECTRUM DISORDER: TEST-RETEST STABILITY.

PubMed

Jantz, Paul B; Bigler, Erin D; Froehlich, Alyson L; Prigge, Molly B D; Cariello, Annahir N; Travers, Brittany G; Anderson, Jeffrey; Zielinski, Brandon A; Alexander, Andrew L; Lange, Nicholas; Lainhart, Janet E

2015-06-01

The principal goal of this descriptive study was to establish the test-retest stability of the Reading, Spelling, and Arithmetic subtest scores of the Wide Range Achievement Test (WRAT-3) across two administrations in individuals with autism spectrum disorder. Participants (N = 31) were males ages 6-22 years (M = 15.2, SD = 4.0) who were part of a larger ongoing longitudinal study of brain development in children and adults with autism spectrum disorder (N = 185). Test-retest stability for all three subtests remained consistent across administration periods (M = 31.8 mo., SD = 4.1). Age at time of administration, time between administrations, and test form did not significantly influence test-retest stability. Results indicated that for research involving individuals with autism spectrum disorder with a full scale intelligence quotient above 75, the WRAT-3 Spelling and Arithmetic subtests have acceptable test-retest stability over time and the Reading subtest has moderate test-retest stability over time.

Do Children See the "Danger" in "Dangerous"? Grade 4, 6, and 8 Children's Reading of Morphologically Complex Words

ERIC Educational Resources Information Center

Deacon, S. Helene; Whalen, Rachel; Kirby, John R.

2011-01-01

We examined whether Grade 4, 6, and 8 children access the base form when reading morphologically complex words. We asked children to read words varying systematically in the frequency of the surface and base forms and in the transparency of the base form. At all grade levels, children were faster at reading derived words with high rather than low…

Testing Audiovisual Comprehension Tasks with Questions Embedded in Videos as Subtitles: A Pilot Multimethod Study

ERIC Educational Resources Information Center

Núñez, Juan Carlos Casañ

2017-01-01

Listening, watching, reading and writing simultaneously in a foreign language is very complex. This paper is part of wider research which explores the use of audiovisual comprehension questions imprinted in the video image in the form of subtitles and synchronized with the relevant fragments for the purpose of language learning and testing.…

Guide to Test Interpretation for the High School Graduation Qualifying Examination for Parents and Students, Spring 2005

ERIC Educational Resources Information Center

Alaska Department of Education and Early Development, 2005

2005-01-01

The purpose of the High School Graduation Qualifying Examination (HSGQE) is to determine student competency in the areas of reading, English, and mathematics. The HSGQE provides this information in the form of test scores that reflect the essential skills that students should know as a result of their public school experience. The requirement to…

The Repeated Name Penalty, the Overt Pronoun Penalty, and Topic in Japanese.

PubMed

Shoji, Shinichi; Dubinsky, Stanley; Almor, Amit

2017-02-01

When reading sentences with an anaphoric reference to a subject antecedent, repeated-name anaphors result in slower reading times relative to pronouns (the Repeated Name Penalty: RNP), and overt pronouns are read slower than null pronouns (the Overt Pronoun Penalty: OPP). Because in most languages previously tested, the grammatical subject is typically also the discourse topic it remains unclear whether these effects reflect anaphors' subject-hood or their topic-hood. To address this question we conducted a self-paced reading experiment in Japanese, a language which morphologically marks both subjects and topics overtly. Our results show that both repeated-name topic-subject anaphors and repeated-name non-topic-subject anaphors exhibit the RNP and that both overt-pronoun topic-subject and overt-pronoun non-topic-subject anaphors show the OPP. However, a detailed examination of performance revealed an interaction between the anaphor topic marking, reference form, and the antecedent's grammatical status, indicating that the effect of the antecedent's grammatical status is strongest for null pronoun and repeated name subject anaphors and that the overt form most similar to null pronouns is the repeated name topic anaphor. We discuss the implications of these findings for theories of anaphor processing.

Health Literacy and Cancer Prevention: Two New Instruments to Assess Comprehension

PubMed Central

Mazor, Kathleen M.; Roblin, Douglas W.; Williams, Andrew E.; Greene, Sarah M.; Gaglio, Bridget; Field, Terry S.; Costanza, Mary E.; Han, Paul K. J.; Saccoccio, Laura; Calvi, Josephine; Cove, Erica; Cowan, Rebecca

2012-01-01

Objectives Ability to understand spoken health information is an important facet of health literacy, but to date, no instrument has been available to quantify patients’ ability in this area. We sought to develop a test to assess comprehension of spoken health messages related to cancer prevention and screening to fill this gap, and a complementary test of comprehension of written health messages. Methods We used the Sentence Verification Technique to write items based on realistic health messages about cancer prevention and screening, including media messages, clinical encounters and clinical print materials. Items were reviewed, revised, and pre-tested. Adults aged 40 to 70 participated in a pilot administration in Georgia, Hawaii, and Massachusetts. Results The Cancer Message Literacy Test-Listening is self-administered via touchscreen laptop computer. No reading is required. It takes approximately 1 hour. The Cancer Message Literacy Test-Reading is self-administered on paper. It takes approximately 10 minutes. Conclusions These two new tests will allow researchers to assess comprehension of spoken health messages, to examine the relationship between listening and reading literacy, and to explore the impact of each form of literacy on health-related outcomes. Practice Implications Researchers and clinicians now have a means of measuring comprehension of spoken health information. PMID:22244323

Teach Your Computer to Read: Scanners and Optical Character Recognition.

ERIC Educational Resources Information Center

Marsden, Jim

1993-01-01

Desktop scanners can be used with a software technology called optical character recognition (OCR) to convert the text on virtually any paper document into an electronic form. OCR offers educators new flexibility in incorporating text into tests, lesson plans, and other materials. (MLF)

Investigating Ocean Pollution.

ERIC Educational Resources Information Center

LeBeau, Sue

1998-01-01

Describes a fifth-grade class project to investigate two major forms of ocean pollution: plastics and oil. Students work in groups and read, discuss, speculate, offer opinions, and participate in activities such as keeping a plastics journal, testing the biodegradability of plastics, and simulating oil spills. Activities culminate in…

Training Synesthetic Letter-color Associations by Reading in Color

PubMed Central

Colizoli, Olympia; Murre, Jaap M. J.; Rouw, Romke

2014-01-01

Synesthesia is a rare condition in which a stimulus from one modality automatically and consistently triggers unusual sensations in the same and/or other modalities. A relatively common and well-studied type is grapheme-color synesthesia, defined as the consistent experience of color when viewing, hearing and thinking about letters, words and numbers. We describe our method for investigating to what extent synesthetic associations between letters and colors can be learned by reading in color in nonsynesthetes. Reading in color is a special method for training associations in the sense that the associations are learned implicitly while the reader reads text as he or she normally would and it does not require explicit computer-directed training methods. In this protocol, participants are given specially prepared books to read in which four high-frequency letters are paired with four high-frequency colors. Participants receive unique sets of letter-color pairs based on their pre-existing preferences for colored letters. A modified Stroop task is administered before and after reading in order to test for learned letter-color associations and changes in brain activation. In addition to objective testing, a reading experience questionnaire is administered that is designed to probe for differences in subjective experience. A subset of questions may predict how well an individual learned the associations from reading in color. Importantly, we are not claiming that this method will cause each individual to develop grapheme-color synesthesia, only that it is possible for certain individuals to form letter-color associations by reading in color and these associations are similar in some aspects to those seen in developmental grapheme-color synesthetes. The method is quite flexible and can be used to investigate different aspects and outcomes of training synesthetic associations, including learning-induced changes in brain function and structure. PMID:24638033

Local Normative Data on easyCBM[R] Reading and Mathematics: Fall 2009. Technical Report # 0918

ERIC Educational Resources Information Center

Tindal, Gerald; Alonzo, Julie; Anderson, Daniel

2009-01-01

We developed equivalent, alternate forms of easyCBM[R] in reading (n=20 forms) and mathematics (n=13 forms) with different skills reflective of the National Reading Panel (NRP) and the National Council of Teachers of Mathematics (NCTM), respectively. We then took three forms to use as screening measures in the fall, winter, and spring so educators…

Test anxiety and a high-stakes standardized reading comprehension test: A behavioral genetics perspective.

PubMed

Wood, Sarah G; Hart, Sara A; Little, Callie W; Phillips, Beth M

2016-07-01

Past research suggests that reading comprehension test performance does not rely solely on targeted cognitive processes such as word reading, but also on other non-target aspects such as test anxiety. Using a genetically sensitive design, we sought to understand the genetic and environmental etiology of the association between test anxiety and reading comprehension as measured by a high-stakes test. Mirroring the behavioral literature of test anxiety, three different dimensions of test anxiety were examined in relation to reading comprehension, namely intrusive thoughts, autonomic reactions, and off-task behaviors. Participants included 426 sets of twins from the Florida Twin Project on Reading. The results indicated test anxiety was negatively associated with reading comprehension test performance, specifically through common shared environmental influences. The significant contribution of test anxiety to reading comprehension on a high-stakes test supports the notion that non-targeted factors may be interfering with accurately assessing students' reading abilities.

Laser marking of contrast images for optical read-out systems

NASA Astrophysics Data System (ADS)

Yulmetova, O. S.; Tumanova, M. A.

2017-11-01

In the present study the formation of contrast images that provide functionality of optical read-out systems is considered. The image contrast is determined by the difference of reflection coefficients of the beryllium surface covered with titanium nitride film (TiN) formed by physical vapor deposition and the image created on it by laser oxidation. Two ways of contrast variation are studied: by regulating both TiN reflection coefficient during vapor deposition and the reflection coefficient of the image obtained with the laser. The test results show the efficiency of the proposed approach.

Improved participants' understanding of research information in real settings using the SIDCER informed consent form: a randomized-controlled informed consent study nested with eight clinical trials.

PubMed

Koonrungsesomboon, Nut; Tharavanij, Thipaporn; Phiphatpatthamaamphan, Kittichet; Vilaichone, Ratha-Korn; Manuwong, Sudsayam; Curry, Parichat; Siramolpiwat, Sith; Punchaipornpon, Thanachai; Kanitnate, Supakit; Tammachote, Nattapol; Yamprasert, Rodsarin; Chanvimalueng, Waipoj; Kaewkumpai, Ruchirat; Netanong, Soiphet; Kitipawong, Peerapong; Sritipsukho, Paskorn; Karbwang, Juntra

2017-02-01

This study aimed to test the applicability and effectiveness of the principles and informed consent form (ICF) template proposed by the Strategic Initiative for Developing Capacity in Ethical Review (SIDCER) across multiple clinical trials involving Thai research participants with various conditions. A single-center, randomized-controlled study nested with eight clinical trials was conducted at Thammasat University Hospital, Thailand. A total of 258 participants from any of the eight clinical trials were enrolled and randomly assigned to read either the SIDCER ICF (n = 130) or the conventional ICF (n = 128) of the respective trial. Their understanding of necessary information was assessed using the post-test questionnaire; they were allowed to consult a given ICF while completing the questionnaire. The primary endpoint was the proportion of the participants who had the post-test score of ≥80%, and the secondary endpoint was the total score of the post-test. The proportion of the participants in the SIDCER ICF group who achieved the primary endpoint was significantly higher than that of the conventional ICF group (60.8 vs. 41.4%, p = 0.002). The total score of the post-test was also significantly higher among the participants who read the SIDCER ICF than those who read the conventional ICF (83.3 vs. 76.0%, p < 0.001). The present study demonstrated that the SIDCER ICF was applicable and effective to improve Thai research participants' understanding of research information in diverse clinical trials. Using the SIDCER ICF methodology, clinical researchers can improve the quality of ICFs for their trials.

Reading and visual processing in Greek dyslexic children: an eye-movement study.

PubMed

Hatzidaki, Anna; Gianneli, Maria; Petrakis, Eftichis; Makaronas, Nikolaos; Aslanides, Ioannis M

2011-02-01

We examined the impact of the effects of dyslexia on various processing and cognitive components (e.g., reading speed and accuracy) in a language with high phonological and orthographic consistency. Greek dyslexic children were compared with a chronological age-matched group on tasks that tested participants' phonological and orthographic awareness during reading and spelling, as well as their efficiency to detect a specific target-letter during a sequential visual search task. Dyslexic children showed impaired reading and spelling that was reflected in slow reading speed and error-prone performance, especially for non-words. Eye movement measures of text reading also provided supporting evidence for a reading deficit, with dyslexic participants producing more fixations and longer fixation duration as opposed to non-dyslexic participants. The results of the visual search task showed similar performance between the two groups, but when they were compared with the results of text reading, dyslexic participants were found to be able to process fewer stimuli (i.e., letters) at each fixation than non-dyslexics. Our findings further suggest that, although Greek dyslexics have the advantage of a consistent orthographic system which facilitates acquisition of reading and phonological awareness, they demonstrate more impaired access to orthographic forms than dyslexics of other transparent orthographies. Copyright © 2010 John Wiley & Sons, Ltd.

Testing the item-order account of design effects using the production effect.

PubMed

Jonker, Tanya R; Levene, Merrick; Macleod, Colin M

2014-03-01

A number of memory phenomena evident in recall in within-subject, mixed-lists designs are reduced or eliminated in between-subject, pure-list designs. The item-order account (McDaniel & Bugg, 2008) proposes that differential retention of order information might underlie this pattern. According to this account, order information may be encoded when a common form of processing is used alone in a list (e.g., reading), but not when an unusual form of processing is used (e.g., generation) or when a common form and an unusual form are mixed within a list. The production effect--better memory for words said aloud than for words read silently--shows this same design-contingent pattern. In 2 experiments, we investigated whether differential order retention might underlie the production effect. Consistent with the item-order account, we found that retention of order information was better in pure silent lists than in either pure aloud lists or mixed lists, as measured using an order reconstruction test. Moreover, in Experiment 2, order was better preserved in free recall of pure silent lists than of either pure aloud or mixed lists. Thus, production joins the set of tasks identified by McDaniel and Bugg (2008), and our findings suggest a role for order processing in explaining the production effect.

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

PubMed

Knepp, Michael M

2014-02-01

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

Is it the Earth that turns or the Sun that goes behind the mountains? Students' misconceptions about the day/night cycle after reading a science text

NASA Astrophysics Data System (ADS)

Vosniadou, Stella; Skopeliti, Irini

2017-10-01

The present research tested the hypothesis that the reading of science text can create new misconceptions in students with incongruent prior knowledge, and that these new misconceptions will be similar to the fragmented and synthetic conceptions obtained in prior developmental research. Ninety-nine third- and fifth-grade children read and recalled one of two texts that provided scientific or phenomenal explanations of the day/night cycle. All the participants gave explanations of the phenomenon in question prior to reading one of the texts and after they read it. The results showed that the participants who provided explanations of the day/night cycle at pretest incongruent with the scientific explanation recalled less information and generated more invalid inferences. An analysis of the participants' posttest explanations indicated that these readers formed new misconceptions similar to the fragmented and synthetic conceptions obtained in developmental research. The implications of the above for text comprehension and science education research are discussed.

What Do Diagnostic Reading Tests Really Diagnose?

ERIC Educational Resources Information Center

Winkley, Carol K.

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

Readability Levels of the Reading Passages in the ITED: Final Report. Iowa Testing Programs Research Report. Number 6.

ERIC Educational Resources Information Center

Forsyth, Robert

The readability level of passages from three subtests of the Iowa Tests of Educational Development (ITED), Forms X-6 and Y-6, were compared with the readability level of passages selected from the Des Moines Resister, Reader's Digest, Time, Newsweek, Saturday Review, and 18 high school textbooks from the fields of social studies, science, and…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Exogenous attention and color perception: performance and appearance of saturation and hue.

PubMed

Fuller, Stuart; Carrasco, Marisa

2006-11-01

Exogenous covert attention is an automatic, transient form of attention that can be triggered by sudden changes in the periphery. Here we test for the effects of attention on color perception. We used the methodology developed by Carrasco, Ling, and Read [Carrasco, M., Ling, S., & Read, S. (2004). Attention alters appearance. Nature Neuroscience, 7 (3) 308-313] to explore the effects of exogenous attention on appearance of saturation (Experiment 1) and of hue (Experiment 2). We also tested orientation discrimination performance for single stimuli defined by saturation or hue (Experiment 3). The results indicate that attention increases apparent saturation, but does not change apparent hue, notwithstanding the fact that it improves orientation discrimination for both saturation and hue stimuli.

Health literacy and pap testing in insured women.

PubMed

Mazor, K M; Williams, A E; Roblin, D W; Gaglio, B; Cutrona, S L; Costanza, M E; Han, P K J; Wagner, J L; Fouayzi, H; Field, T S

2014-12-01

Several studies have found a link between health literacy and participation in cancer screening. Most, however, have relied on self-report to determine screening status. Further, until now, health literacy measures have assessed print literacy only. The purpose of this study was to examine the relationship between participation in cervical cancer screening (Papanicolaou [Pap] testing) and two forms of health literacy-reading and listening. A demographically diverse sample was recruited from a pool of insured women in Georgia, Massachusetts, Hawaii, and Colorado between June 2009 and April 2010. Health literacy was assessed using the Cancer Message Literacy Test-Listening and the Cancer Message Literacy Test-Reading. Adherence to cervical cancer screening was ascertained through electronic administrative data on Pap test utilization. The relationship between health literacy and adherence to evidence-based recommendations for Pap testing was examined using multivariate logistic regression models. Data from 527 women aged 40 to 65 were analyzed and are reported here. Of these 527 women, 397 (75 %) were up to date with Pap testing. Higher health literacy scores for listening but not reading predicted being up to date. The fact that health literacy listening was associated with screening behavior even in this insured population suggests that it has independent effects beyond those of access to care. Patients who have difficulty understanding spoken recommendations about cancer screening may be at risk for underutilizing screening as a result.

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

ERIC Educational Resources Information Center

Afflerbach, Peter

2005-01-01

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

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

ERIC Educational Resources Information Center

Seok, Soonhwa; DaCosta, Boaventura

2014-01-01

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

Writing Strengthens Orthography and Alphabetic-Coding Strengthens Phonology in Learning to Read Chinese

ERIC Educational Resources Information Center

Guan, Connie Qun; Liu, Ying; Chan, Derek Ho Leung; Ye, Feifei; Perfetti, Charles A.

2011-01-01

Learning to write words may strengthen orthographic representations and thus support word-specific recognition processes. This hypothesis applies especially to Chinese because its writing system encourages character-specific recognition that depends on accurate representation of orthographic form. We report 2 studies that test this hypothesis in…

Becoming a Master Student. Fifth edition.

ERIC Educational Resources Information Center

Ellis, David B.

A guide to support student success in extended orientation courses, freshman seminars, and study skills classes is presented, using exercises such as journal-keeping, stories of 12 people who have mastered specific skills, practical suggestions, and forms and charts. The major topics are: time management, memory, reading, note-taking, test-taking,…

An Analysis of Fourth and Sixth Grade Reader Performance Using Cloze Tests, Group Reading Inventories, an Informal Reading Inventory, and a Standardized Reading Test.

ERIC Educational Resources Information Center

Davidson, Emma Sue

A study was conducted to explore the issue of testing to determine reading levels of students. A group of 624 fourth and sixth grade students from 13 schools participated in the study, which compared results from an informal reading inventory (IRI), a standardized achievement test, a group reading inventory (GRI), and a cloze test. Pupil…

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

Aoki, Kenji

A read/write head for a magnetic tape includes an elongated chip assembly and a tape running surface formed in the longitudinal direction of the chip assembly. A pair of substantially spaced parallel read/write gap lines for supporting read/write elements extend longitudinally along the tape running surface of the chip assembly. Also, at least one groove is formed on the tape running surface on both sides of each of the read/write gap lines and extends substantially parallel to the read/write gap lines.

Reliability of a standardized test in Swedish for evaluation of reading performance in healthy eyes. Interchart and test-retest analyses.

PubMed

Thaung, Jörgen; Olseke, Kjell; Ahl, Johan; Sjöstrand, Johan

2014-09-01

The purpose of our study was to establish a practical and quick test for assessing reading performance and to statistically analyse interchart and test-retest reliability of a new standardized Swedish reading chart system consisting of three charts constructed according to the principles available in the literature. Twenty-four subjects with healthy eyes, mean age 65 ± 10 years, were tested binocularly and the reading performance evaluated as reading acuity, critical print size and maximum reading speed. The test charts all consist of 12 short text sentences with a print size ranging from 0.9 to -0.2 logMAR in approximate steps of 0.1 logMAR. Two testing sessions, in two different groups (C1 and C2), were under strict control of luminance and lighting environment. Reading performance tests with chart T1, T2 and T3 were used for evaluation of interchart reliability and test data from a second session 1 month or more apart for the test-retest analysis. The testing of reading performance in adult observers with short sentences of continuous text was quick and practical. The agreement between the tests obtained with the three different test charts was high both within the same test session and at retest. This new Swedish variant of a standardized reading system based on short sentences and logarithmic progression of print size provides reliable measurements of reading performance and preliminary norms in an age group around 65 years. The reading test with three independent reading charts can be useful for clinical studies of reading ability before and after treatment. © 2013 Acta Ophthalmologica Scandinavica Foundation. Published by John Wiley & Sons Ltd.

The effectiveness of narrative versus informational smoking education on smoking beliefs, attitudes and intentions of low-educated adolescents.

PubMed

de Graaf, Anneke; van den Putte, Bas; Nguyen, Minh-Hao; Zebregs, Simon; Lammers, Jeroen; Neijens, Peter

2017-07-01

This study tests the effectiveness of narrative versus informational smoking education on smoking beliefs, attitudes and intentions of low-educated adolescents. A field experiment with three waves of data collection was conducted. Participants (N = 256) were students who attend lower secondary education. At the first and third waves, they completed a questionnaire. At the second wave, 50.8% of the participants read a smoking education booklet in narrative form and 49.2% read a booklet in informational form. After reading, all participants also completed a questionnaire at wave 2. Beliefs about negative consequences of smoking, attitudes towards smoking and intentions to smoke were measured. Repeated measures analyses with time as a within-subjects factor and condition as a between-subjects factor showed that beliefs about smoking were more negative at Wave 2 compared to Wave 1, irrespective of condition. However, attitudes towards smoking were more positive at Wave 3 compared to Wave 1 when participants had read the narrative version. These results show that narrative smoking education is not more effective than informational smoking education for low-educated adolescents and can even have an unintended effect for this target group by making attitudes towards smoking more positive.

Facilitating enrollment in a Cancer Registry through modified consent procedures: a pilot study.

PubMed

Mazanec, Susan; Daly, Barbara; Meropol, Neal J; Step, Mary

2012-12-01

Research registries are increasingly important in medical research and are essential to the mission of cancer centers. However, designing enrollment and data collection procedures that are consistent with ethical norms and regulatory requirements yet are efficient and cost effective is a major challenge. Current standard consent forms can be a barrier to enrollment because of their length, multiple components, and technical language. We pilot tested an IRB-approved registry booklet and simplified one-page, tiered consent form, allowing for choice of extent of participation. The booklet was mailed to patients with breast cancer as part of their routine information packet prior to the first clinic appointment. A research nurse met with 27 patients at initial treatment to review the booklet, answer questions, obtain informed consent, and collect quality of life data. The consent rate was 78% with 21 patients enrolling in the study. Twelve of the 21 patients (57%) did not read the booklet prior to the visit. The 9 patients (43%) who had read the booklet prior to arrival found it easy to understand. The multi-stage, simplified consent process and data collection were acceptable to these patients and readily integrated into clinical operations. An easy-to-read registry booklet may be an effective guide for discussion, but in-person consent procedures and further testing of the approach are required.

Abstracting Sequences: Reasoning That Is a Key to Academic Achievement.

PubMed

Pasnak, Robert; Kidd, Julie K; Gadzichowski, K Marinka; Gallington, Debbie A; Schmerold, Katrina Lea; West, Heather

2015-01-01

The ability to understand sequences of items may be an important cognitive ability. To test this proposition, 8 first-grade children from each of 36 classes were randomly assigned to four conditions. Some were taught sequences that represented increasing or decreasing values, or were symmetrical, or were rotations of an object through 6 or 8 positions. Control children received equal numbers of sessions on mathematics, reading, or social studies. Instruction was conducted three times weekly in 15-min sessions for seven months. In May, the children taught sequences applied their understanding to novel sequences, and scored as well or better on three standardized reading tests as the control children. They outscored all children on tests of mathematics concepts, and scored better than control children on some mathematics scales. These findings indicate that developing an understanding of sequences is a form of abstraction, probably involving fluid reasoning, that provides a foundation for academic achievement in early education.

How do students navigate and learn from nonlinear science texts: Can metanavigation support promote science learning?

NASA Astrophysics Data System (ADS)

Stylianou, Agni

2003-06-01

Digital texts which are based on hypertext and hypermedia technologies are now being used to support science learning. Hypertext offers certain opportunities for learning as well as difficulties that challenge readers to become metacognitively aware of their navigation decisions in order to trade both meaning and structure while reading. The goal of this study was to investigate whether supporting sixth grade students to monitor and regulate their navigation behavior while reading from hypertext would lead to better navigation and learning. Metanavigation support in the form of prompts was provided to groups of students who used a hypertext system called CoMPASS to complete a design challenge. The metanavigation prompts aimed at encouraging students to understand the affordances of the navigational aids in CoMPASS and use them to guide their navigation. The study was conducted in a real classroom setting during the implementation of CoMPASS in sixth grade science classes. Multiple sources of group and individual data were collected and analyzed. Measures included student's individual performance in a pre-science knowledge test, the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a reading comprehension test and a concept map test. Process measures included log file information that captured group navigation paths during the use of CoMPASS. The results suggested that providing metanavigation support enabled the groups to make coherent transitions among the text units. Findings also revealed that reading comprehension, presence of metanavigation support and prior domain knowledge significantly predicted students' individual understanding of science. Implications for hypertext design and literacy research fields are discussed.

Improvements in Interval Time Tracking and Effects on Reading Achievement

ERIC Educational Resources Information Center

Taub, Gordon E.; McGrew, Kevin S.; Keith, Timothy Z.

2007-01-01

This study examined the effect of improvements in timing/rhythmicity on students' reading achievement. 86 participants completed pre- and post-test measures of reading achievement (i.e., Woodcock-Johnson III, Comprehensive Test of Phonological Processing, Test of Word Reading Efficiency, and Test of Silent Word Reading Fluency). Students in the…

Are Learning Disabled Students "Test-Wise?": An Inquiry into Reading Comprehension Test Items.

ERIC Educational Resources Information Center

Scruggs, Thomas E.; Lifson, Steve

The ability to correctly answer reading comprehension test items, without having read the accompanying reading passage, was compared for third grade learning disabled students and their peers from a regular classroom. In the first experiment, fourteen multiple choice items were selected from the Stanford Achievement Test. No reading passages were…

An experimental study on the effect of wind load around tall towers of square and hexagonal shapes in staggered form

NASA Astrophysics Data System (ADS)

Anwar, Proma; Islam, Md. Quamrul; Ali, Mohammad

2017-06-01

In this research work an experiment is conducted to observe the effect of wind load around square and hexagonal shaped cylinders in staggered form. The experiment is performed in an open circuit wind tunnel at a Reynolds number of 4.23×104 based on the face width of the cylinder across the flow direction. The flow velocity has been kept uniform at 14.3 m/s throughout the experiment. The test is conducted for single cylinders first and then in staggered form. The cylinders are rotated to create different angles of attack and the angles are chosen at a definite interval. The static pressure readings are taken at different locations of the cylinder by inclined multi-manometers. From the surface static pressure readings pressure coefficients, drag coefficients and lift coefficients are calculated using numerical integration method. These results will surely help engineers to design buildings more stable against wind load. All the results are expressed in non-dimensional form, so that they can be applied for prototype structures.

[Attempt for development of rapid word reading test for children--evaluation of reliability and validity].

PubMed

Hashimoto, Ryusaku; Kashiwagi, Mitsuru; Suzuki, Shuhei

2008-09-01

We developed a rapid word reading test for examining the phonological processing ability of Japanese children. We prepared two versions of the test, version A and B. Each test has word and non-word tasks. Twenty-two healthy boys of third grade in primary schools participated in this validation study. For criterion related validity, we performed the serial Hiragana reading test, the sentence reading test, Raven's coloured progressive matrices (RCPM), the Token test for children, the Kana word dictation test, the standardized comprehension test of abstract words (SCTAW), and Trail Circle test. The reading times of the newly developed test correlated moderately or highly with those of the serial Hiragana reading test and the sentence reading test. However, the scores of the other tests (RCPM, Token test for children, Kana word dictation test, SCTAW, Trail Circle test) did not correlated with the reading time of the rapid word reading test. Test-retest reliabilities in the word tasks were more than moderate: 0.52 and 0.76 in versions A and B, while those in the non-word tasks were high: 0.91 and 0.88 in versions A and B. The correlation coefficient between versions A and B was 0.7 for the word tasks and 0.92 for the non-word tasks. This study showed that the rapid word reading test has substantial validity and reliability for testing the phonological processing ability of Japanese children. In addition, the non-word tasks were more suitable for selectively examining the speed of the grapheme to phoneme conversion process.

Impaired recognition of faces and objects in dyslexia: Evidence for ventral stream dysfunction?

PubMed

Sigurdardottir, Heida Maria; Ívarsson, Eysteinn; Kristinsdóttir, Kristjana; Kristjánsson, Árni

2015-09-01

The objective of this study was to establish whether or not dyslexics are impaired at the recognition of faces and other complex nonword visual objects. This would be expected based on a meta-analysis revealing that children and adult dyslexics show functional abnormalities within the left fusiform gyrus, a brain region high up in the ventral visual stream, which is thought to support the recognition of words, faces, and other objects. 20 adult dyslexics (M = 29 years) and 20 matched typical readers (M = 29 years) participated in the study. One dyslexic-typical reader pair was excluded based on Adult Reading History Questionnaire scores and IS-FORM reading scores. Performance was measured on 3 high-level visual processing tasks: the Cambridge Face Memory Test, the Vanderbilt Holistic Face Processing Test, and the Vanderbilt Expertise Test. People with dyslexia are impaired in their recognition of faces and other visually complex objects. Their holistic processing of faces appears to be intact, suggesting that dyslexics may instead be specifically impaired at part-based processing of visual objects. The difficulty that people with dyslexia experience with reading might be the most salient manifestation of a more general high-level visual deficit. (c) 2015 APA, all rights reserved).

Subpixel mapping and test beam studies with a HV2FEI4v2 CMOS-Sensor-Hybrid Module for the ATLAS inner detector upgrade

NASA Astrophysics Data System (ADS)

Bisanz, T.; Große-Knetter, J.; Quadt, A.; Rieger, J.; Weingarten, J.

2017-08-01

The upgrade to the High Luminosity Large Hadron Collider will increase the instantaneous luminosity by more than a factor of 5, thus creating significant challenges to the tracking systems of all experiments. Recent advancement of active pixel detectors designed in CMOS processes provide attractive alternatives to the well-established hybrid design using passive sensors since they allow for smaller pixel sizes and cost effective production. This article presents studies of a high-voltage CMOS active pixel sensor designed for the ATLAS tracker upgrade. The sensor is glued to the read-out chip of the Insertable B-Layer, forming a capacitively coupled pixel detector. The pixel pitch of the device under test is 33× 125 μm2, while the pixels of the read-out chip have a pitch of 50× 250 μm2. Three pixels of the CMOS device are connected to one read-out pixel, the information of which of these subpixels is hit is encoded in the amplitude of the output signal (subpixel encoding). Test beam measurements are presented that demonstrate the usability of this subpixel encoding scheme.

Altered Activation and Functional Asymmetry of Exner's Area but not the Visual Word Form Area in a Child with Sudden-onset, Persistent Mirror Writing.

PubMed

Linke, Annika; Roach-Fox, Elizabeth; Vriezen, Ellen; Prasad, Asuri Narayan; Cusack, Rhodri

2018-06-02

Mirror writing is often produced by healthy children during early acquisition of literacy, and has been observed in adults following neurological disorders or insults. The neural mechanisms responsible for involuntary mirror writing remain debated, but in healthy children, it is typically attributed to the delayed development of a process of overcoming mirror invariance while learning to read and write. We present an unusual case of sudden-onset, persistent mirror writing in a previously typical seven-year-old girl. Using her dominant right hand only, she copied and spontaneously produced all letters, words and sentences, as well as some numbers and objects, in mirror image. Additionally, she frequently misidentified letter orientations in perceptual assessments. Clinical, neuropsychological, and functional neuroimaging studies were carried out over sixteen months. Neurologic and ophthalmologic examinations and a standard clinical MRI scan of the head were normal. Neuropsychological testing revealed average scores on most tests of intellectual function, language function, verbal learning and memory. Visual perception and visual reasoning were average, with the exception of below average form constancy, and mild difficulties on some visual memory tests. Activation and functional connectivity of the reading and writing network was assessed with fMRI. During a reading task, the VWFA showed a strong response to words in mirror but not in normal letter orientation - similar to what has been observed in typically developing children previously - but activation was atypically reduced in right primary visual cortex and Exner's Area. Resting-state connectivity within the reading and writing network was similar to that of age-matched controls, but hemispheric asymmetry between the balance of motor-to-visual input was found for Exner's Area. In summary, this unusual case suggests that a disruption to visual-motor integration rather than to the VWFA can contribute to sudden-onset, persistent mirror writing in the absence of clinically detectable neurological insult. Copyright © 2018. Published by Elsevier Ltd.

Left ear dichotic listening performance on consonant-vowel combinations and digits in subtypes of reading-disabled children.

PubMed

Morton, L L; Siegel, L S

1991-02-01

Twenty reading comprehension-disabled (CD) and 20 reading comprehension and word recognition-disabled (CWRD), right-handed male children were matched with 20 normal-achieving age-matched controls and 20 normal-achieving reading level-matched controls and tested for left ear report on dichotic listening tasks using digits and consonant-vowel combinations (CVs). Left ear report for CVs and digits did not correlate for any of the groups. Both reading-disabled groups showed lower left ear report on digits. On CVs the CD group showed a high left ear report but only when there were no priming precursors, such as directions to attend right first and to process digits first. Priming effects interfered with the processing of both digits and CVs. Theoretically, the CWRD group seems to be characterized by a depressed right hemisphere, whereas the CD group may have a more labile right hemisphere, perhaps tending to overengagement for CV tasks but vulnerable to situational precursors in the form of priming effects. Implications extend to (1) subtyping practices in research with the learning-disabled, (2) inferences drawn from studies using different dichotic stimuli, and (3) the neuropsychology of reading disorders.

The Year of Writing

ERIC Educational Resources Information Center

Gaquin, Sheila

2006-01-01

In this column, the author relates her experience as a teacher in a K-12 school in Point Hope, Alaska, where most of the students spoke "village English," a form of nonstandard English mixed with the village's native language of Inupiaq. She relates how the students' reading test scores, which had been below the 25th percentile, were…

Linguistic Diversity in a Deaf Prison Population: Implications for Due Process

ERIC Educational Resources Information Center

Miller, Katrina R.

2004-01-01

The entire deaf prison population in the state of Texas formed the basis for this research. The linguistic skills of prison inmates were assessed using the following measures: (1) Kannapell's categories of bilingualism, (2) adaptation of the diagnostic criteria for Primitive Personality Disorder, (3) reading scores on the Test of Adult Basic…

Literature and Shalom: Teaching Freshman Students to Read

ERIC Educational Resources Information Center

Bowen, Deborah C.

2008-01-01

Wolterstorff's argument for art as a form of action that enables us to anticipate shalom and Ricoeur's concept of the narrative intelligence developed in the reader of stories are tested out in a freshman non-specialist English class where the interpretation of literature, covered by the power of prayer, fosters both intellectual and moral…

Clarissa Spoken Dialogue System for Procedure Reading and Navigation

NASA Technical Reports Server (NTRS)

Hieronymus, James; Dowding, John

2004-01-01

Speech is the most natural modality for humans use to communicate with other people, agents and complex systems. A spoken dialogue system must be robust to noise and able to mimic human conversational behavior, like correcting misunderstandings, answering simple questions about the task and understanding most well formed inquiries or commands. The system aims to understand the meaning of the human utterance, and if it does not, then it discards the utterance as being meant for someone else. The first operational system is Clarissa, a conversational procedure reader and navigator, which will be used in a System Development Test Objective (SDTO) on the International Space Station (ISS) during Expedition 10. In the present environment one astronaut reads the procedure on a Manual Procedure Viewer (MPV) or paper, and has to stop to read or turn pages, shifting focus from the task. Clarissa is designed to read and navigate ISS procedures entirely with speech, while the astronaut has his eyes and hands engaged in performing the task. The system also provides an MPV like graphical interface so the procedure can be read visually. A demo of the system will be given.

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

PubMed Central

Han, Feifei

2017-01-01

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

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

PubMed

Han, Feifei

2017-01-01

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

Differentiation of neuropsychological features between posterior cortical atrophy and early onset Alzheimer's disease.

PubMed

Li, Jieying; Wu, Liyong; Tang, Yi; Zhou, Aihong; Wang, Fen; Xing, Yi; Jia, Jianping

2018-05-10

Posterior cortical atrophy (PCA) is a group of clinical syndromes characterized by visuospatial and visuoperceptual impairment, with memory relatively preserved. Although PCA is pathologically almost identical to Alzheimer's disease (AD), they have different cognitive features. Those differences have only rarely been reported in any Chinese population. The purpose of the study is to establish neuropsychological tests that distinguish the clinical features of PCA from early onset AD (EOAD). Twenty-one PCA patients, 20 EOAD patients, and 20 healthy controls participated in this study. Patients had disease duration of ≤4 years. All participants completed a series of neuropsychological tests to evaluate their visuospatial, visuoperceptual, visuo-constructive, language, executive function, memory, calculation, writing, and reading abilities. The cognitive features of PCA and EOAD were compared. All the neuropsychological test scores showed that both the PCA and EOAD patients were significantly more impaired than people in the control group. However, PCA patients were significantly more impaired than EOAD patients in visuospatial, visuoperceptual, and visuo-constructive function, as well as in handwriting, and reading Chinese characters. The profile of neuropsychological test results highlights cognitive features that differ between PCA and EOAD. One surprising result is that the two syndromes could be distinguished by patients' ability to read and write Chinese characters. Tests based on these characteristics could therefore form a brief PCA neuropsychological examination that would improve the diagnosis of PCA.

Measuring Reading Performance.

ERIC Educational Resources Information Center

Blanton, William E., Ed.; And Others

Designed to provide solutions to some of the problems related to measuring reading behavior, this publication explores some of the problems of test selection and usage which confront educators. Contents include "Reading Testing for Reading Evaluation" by Walter R. Hill, "Reading Tests and the Disadvantaged" by Thomas J. Fitzgibbon, "What Is…

The Effect of a Read Aloud Accommodation on Test Scores of Students with and without a Learning Disability in Reading.

ERIC Educational Resources Information Center

Meloy, Linda L.; Deville, Craig; Frisbie, David A.

2002-01-01

A study examined the effect of a read aloud testing accommodation on 260 middle school students with and without learning disabilities in reading. Students with learning disabilities in reading, as well as those without, exhibited statistically significant gains with the read aloud test administration. Interaction effects were not significant.…

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

PubMed

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

2013-01-01

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

A Comparative Study of the Reliability and Validity of the "Degrees of Reading Power" and the "Iowa Tests of Basic Skills."

ERIC Educational Resources Information Center

Hildebrand, Myrene; Hoover, H. D.

This study compared the reliability and validity of two different measures of reading ability, the Degrees of Reading Power (DRP) and the Iowa Tests of Basic Skills (ITBS) Reading test and the ITBS Vocabulary test. The data consisted of scores of 377 grade 5 and grade 6 students on these tests, along with their assigned reading levels in the…

[E-learning with journal articles].

PubMed

Adriaanse, Marcel T; van Eijsden, Pieter; de Leeuw, Peter W

2014-01-01

E-learning is a popular method of continuous medical education (CME) which is becoming increasingly available to doctors. A specific form of E-learning is an online knowledge test accompanying a journal article. CME accreditation points can be obtained by reading an article and then answering test questions on it. This is a user-friendly form of CME which an increasing number of journals are offering as a service to their readers. The Dutch Journal of Medicine (NTvG) has been offering accredited tests to its readers since 2011. On comparison with international journals, a high standard has been set by the development of a test concept in which interpretation and reflection play integral roles. In the Dutch setting, the concept of the test was developed by professional bodies working closely together and it is a concept that is used as an example to other journals.

Measurement properties of continuous text reading performance tests.

PubMed

Brussee, Tamara; van Nispen, Ruth M A; van Rens, Ger H M B

2014-11-01

Measurement properties of tests to assess reading acuity or reading performance have not been extensively evaluated. This study aims to provide an overview of the literature on available continuous text reading tests and their measurement properties. A literature search was performed in PubMed, Embase and PsycInfo. Subsequently, information on design and content of reading tests, study design and measurement properties were extracted using consensus-based standards for selection of health measurement instruments. Quality of studies, reading tests and measurement properties were systematically assessed using pre-specified criteria. From 2334 identified articles, 20 relevant articles were found on measurement properties of three reading tests in various languages: IReST, MNread Reading Test and Radner Reading Charts. All three reading tests scored high on content validity. Reproducibility studies (repeated measurements between different testing sessions) of the IReST and MNread of commercially available reading tests in different languages were missing. The IReST scored best on inter-language comparison, the MNread scored well in repeatability studies (repeated measurements under the same conditions) and the Radner showed good reproducibility in studies. Although in daily practice there are other continuous text reading tests available meeting the criteria of this review, measurement properties were described in scientific studies for only three of them. Of the few available studies, the quality and content of study design and methodology used varied. For testing existing reading tests and the development of new ones, for example in other languages, we make several recommendations, including careful description of patient characteristics, use of objective and subjective lighting levels, good control of working distance, documentation of the number of raters and their training, careful documentation of scoring rules and the use of Bland-Altman analyses or similar for reproducibility and repeatability studies. © 2014 The Authors Ophthalmic & Physiological Optics © 2014 The College of Optometrists.

The emergence of the visual word form: Longitudinal evolution of category-specific ventral visual areas during reading acquisition

PubMed Central

Monzalvo, Karla; Dehaene, Stanislas

2018-01-01

How does education affect cortical organization? All literate adults possess a region specialized for letter strings, the visual word form area (VWFA), within the mosaic of ventral regions involved in processing other visual categories such as objects, places, faces, or body parts. Therefore, the acquisition of literacy may induce a reorientation of cortical maps towards letters at the expense of other categories such as faces. To test this cortical recycling hypothesis, we studied how the visual cortex of individual children changes during the first months of reading acquisition. Ten 6-year-old children were scanned longitudinally 6 or 7 times with functional magnetic resonance imaging (fMRI) before and throughout the first year of school. Subjects were exposed to a variety of pictures (words, numbers, tools, houses, faces, and bodies) while performing an unrelated target-detection task. Behavioral assessment indicated a sharp rise in grapheme–phoneme knowledge and reading speed in the first trimester of school. Concurrently, voxels specific to written words and digits emerged at the VWFA location. The responses to other categories remained largely stable, although right-hemispheric face-related activity increased in proportion to reading scores. Retrospective examination of the VWFA voxels prior to reading acquisition showed that reading encroaches on voxels that are initially weakly specialized for tools and close to but distinct from those responsive to faces. Remarkably, those voxels appear to keep their initial category selectivity while acquiring an additional and stronger responsivity to words. We propose a revised model of the neuronal recycling process in which new visual categories invade weakly specified cortex while leaving previously stabilized cortical responses unchanged. PMID:29509766

The emergence of the visual word form: Longitudinal evolution of category-specific ventral visual areas during reading acquisition.

PubMed

Dehaene-Lambertz, Ghislaine; Monzalvo, Karla; Dehaene, Stanislas

2018-03-01

How does education affect cortical organization? All literate adults possess a region specialized for letter strings, the visual word form area (VWFA), within the mosaic of ventral regions involved in processing other visual categories such as objects, places, faces, or body parts. Therefore, the acquisition of literacy may induce a reorientation of cortical maps towards letters at the expense of other categories such as faces. To test this cortical recycling hypothesis, we studied how the visual cortex of individual children changes during the first months of reading acquisition. Ten 6-year-old children were scanned longitudinally 6 or 7 times with functional magnetic resonance imaging (fMRI) before and throughout the first year of school. Subjects were exposed to a variety of pictures (words, numbers, tools, houses, faces, and bodies) while performing an unrelated target-detection task. Behavioral assessment indicated a sharp rise in grapheme-phoneme knowledge and reading speed in the first trimester of school. Concurrently, voxels specific to written words and digits emerged at the VWFA location. The responses to other categories remained largely stable, although right-hemispheric face-related activity increased in proportion to reading scores. Retrospective examination of the VWFA voxels prior to reading acquisition showed that reading encroaches on voxels that are initially weakly specialized for tools and close to but distinct from those responsive to faces. Remarkably, those voxels appear to keep their initial category selectivity while acquiring an additional and stronger responsivity to words. We propose a revised model of the neuronal recycling process in which new visual categories invade weakly specified cortex while leaving previously stabilized cortical responses unchanged.

Complete abolition of reading and writing ability with a third ventricle colloid cyst: implications for surgical intervention and proposed neural substrates of visual recognition and visual imaging ability.

PubMed

Barker, Lynne Ann; Morton, Nicholas; Romanowski, Charles A J; Gosden, Kevin

2013-10-24

We report a rare case of a patient unable to read (alexic) and write (agraphic) after a mild head injury. He had preserved speech and comprehension, could spell aloud, identify words spelt aloud and copy letter features. He was unable to visualise letters but showed no problems with digits. Neuropsychological testing revealed general visual memory, processing speed and imaging deficits. Imaging data revealed an 8 mm colloid cyst of the third ventricle that splayed the fornix. Little is known about functions mediated by fornical connectivity, but this region is thought to contribute to memory recall. Other regions thought to mediate letter recognition and letter imagery, visual word form area and visual pathways were intact. We remediated reading and writing by multimodal letter retraining. The study raises issues about the neural substrates of reading, role of fornical tracts to selective memory in the absence of other pathology, and effective remediation strategies for selective functional deficits.

Investigating the Effects of a Read-Aloud Alteration on the Third-Grade Reading Criterion-Referenced Competency Test (CRT) for Students with Disabilities

ERIC Educational Resources Information Center

Fincher, Melissa L.

2013-01-01

The purpose of this study was to examine the effects of a controversial test administration alteration, the read-aloud alteration, in which text (passages and questions) is read aloud to the student on a reading comprehension test. For students whose disabilities impair their skill in decoding text and reading fluently, accessing text to…

Test set readings predict clinical performance to a limited extent: preliminary findings

NASA Astrophysics Data System (ADS)

Soh, BaoLin P.; Lee, Warwick M.; Kench, Peter L.; Reed, Warren M.; McEntee, Mark F.; Brennan, Patrick C.

2013-03-01

Aim: To investigate the level of agreement between test sets and actual clinical reading Background: The performance of screen readers in detecting breast cancer is being assessed in some countries by using mammographic test sets. However, previous studies have provided little evidence that performance assessed by test sets strongly correlate to performance in clinical reading. Methods: Five clinicians from BreastScreen New South Wales participated in this study. Each clinician was asked to read 200 de-identified mammographic examinations gathered from their own case history within the BreastScreen NSW Digital Imaging Library. All test sets were designed with specific proportions of true positive, true negative, false positive and false negative examinations from the previous actual clinical reads of each reader. A prior mammogram examination for comparison (when available) was also provided for each case. Results: Preliminary analyses have shown that there is a moderate level of agreement (Kappa 0.42-0.56, p < 0.001) between laboratory test sets and actual clinical reading. In addition, a mean increase of 38% in sensitivity in the laboratory test sets as compared to their actual clinical readings was demonstrated. Specificity is similar between the laboratory test sets and actual clinical reading. Conclusion: This study demonstrated a moderate level of agreement between actual clinical reading and test set reading, which suggests that test sets have a role in reflecting clinical performance.

Reading angles in maps.

PubMed

Izard, Véronique; O'Donnell, Evan; Spelke, Elizabeth S

2014-01-01

Preschool children can navigate by simple geometric maps of the environment, but the nature of the geometric relations they use in map reading remains unclear. Here, children were tested specifically on their sensitivity to angle. Forty-eight children (age 47:15-53:30 months) were presented with fragments of geometric maps, in which angle sections appeared without any relevant length or distance information. Children were able to read these map fragments and compare two-dimensional to three-dimensional angles. However, this ability appeared both variable and fragile among the youngest children of the sample. These findings suggest that 4-year-old children begin to form an abstract concept of angle that applies both to two-dimensional and three-dimensional displays and that serves to interpret novel spatial symbols. © 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.

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

ERIC Educational Resources Information Center

Tabata-Sandom, Mitsue

2017-01-01

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

Computer-Detected Attention Affects Foreign Language Listening but Not Reading Performance.

PubMed

Lee, Shu-Ping

2016-08-01

No quantitative study has explored the influence of attention on learning English as a foreign language (EFL). This study investigated whether computer-detected attention is associated with EFL reading and listening and reading and listening anxiety. Traditional paper-based English tests used as entrance examinations and tests of general trait anxiety, reading, listening, reading test state anxiety, and listening test state anxiety were administered in 252 Taiwan EFL college students who were divided into High Attention (Conners' Continuous Performance Test, CPT < 50) and Low Attention (CPT ≥ 50) groups. No differences were found between the two groups for traditional paper-based English tests, trait anxieties, general English reading anxiety scales, and general English listening anxiety scales. The Low Attention group had higher test state anxiety and lower listening test scores than the High Attention group, but not in reading. State anxiety during listening tests for EFL students with computer-detected low attention tendency was elevated and their EFL listening performance was affected, but those differences were not found in reading. © The Author(s) 2016.

Modeling Local Item Dependence in Cloze and Reading Comprehension Test Items Using Testlet Response Theory

ERIC Educational Resources Information Center

Baghaei, Purya; Ravand, Hamdollah

2016-01-01

In this study the magnitudes of local dependence generated by cloze test items and reading comprehension items were compared and their impact on parameter estimates and test precision was investigated. An advanced English as a foreign language reading comprehension test containing three reading passages and a cloze test was analyzed with a…

The Interaction between Cognitive Test-Taking Strategies, Reading Ability, and Reading Comprehension Test Performance of Iranian EFL Learners

ERIC Educational Resources Information Center

Ghafournia, Narjes; Afghari, Akbar

2013-01-01

The study scrutinized the probable interaction between using cognitive test-taking strategies, reading proficiency, and reading comprehension test performance of Iranian postgraduate students, who studied English as a foreign language. The study also probed the extent to which the participants' test performance was related to the use of certain…

49 CFR 40.253 - What are the procedures for conducting an alcohol confirmation test?

Code of Federal Regulations, 2010 CFR

2010-10-01

... confirmation test and show the reading to the employee. (1) If the reading is 0.00, the test may proceed. If the reading is greater than 0.00, you must conduct another air blank. (2) If the reading on the second air blank is 0.00, the test may proceed. If the reading is greater than 0.00, you must take the EBT...

49 CFR 40.253 - What are the procedures for conducting an alcohol confirmation test?

Code of Federal Regulations, 2011 CFR

2011-10-01

... confirmation test and show the reading to the employee. (1) If the reading is 0.00, the test may proceed. If the reading is greater than 0.00, you must conduct another air blank. (2) If the reading on the second air blank is 0.00, the test may proceed. If the reading is greater than 0.00, you must take the EBT...

Breast Cyst Aspiration

MedlinePlus

... TestingRead Article >>Plasma Viral Load TestingInsulin TherapyRead Article >>Insulin Therapy Visit our interactive symptom checker Visit our interactive symptom checker Get Started Related ArticlesPlasma Viral Load TestingRead ... TherapyRead Article >>Drugs, Procedures & DevicesInsulin TherapyThe goal of ...

The Development of Cortical Sensitivity to Visual Word Forms

ERIC Educational Resources Information Center

Ben-Shachar, Michal; Dougherty, Robert F.; Deutsch, Gayle K.; Wandell, Brian A.

2011-01-01

The ability to extract visual word forms quickly and efficiently is essential for using reading as a tool for learning. We describe the first longitudinal fMRI study to chart individual changes in cortical sensitivity to written words as reading develops. We conducted four annual measurements of brain function and reading skills in a heterogeneous…

Quizzes--A Sin against the Sixth Commandment? In Defense of MReader

ERIC Educational Resources Information Center

Robb, Thomas

2015-01-01

The "Ten Principles Teaching Extensive Reading" has appeared in a number of forms, initially as "The characteristics of an extensive reading approach" in Day and Bamford (1998) and later in an article in Reading in a Foreign Language (2002) but in a slightly different form and ordering. What was originally intended to be a…

Validation of a Cognitive Diagnostic Model across Multiple Forms of a Reading Comprehension Assessment

ERIC Educational Resources Information Center

Clark, Amy K.

2013-01-01

The present study sought to fit a cognitive diagnostic model (CDM) across multiple forms of a passage-based reading comprehension assessment using the attribute hierarchy method. Previous research on CDMs for reading comprehension assessments served as a basis for the attributes in the hierarchy. The two attribute hierarchies were fit to data from…

Retention of Text Material under Cued and Uncued Recall and Open and Closed Book Conditions

ERIC Educational Resources Information Center

Nevid, Jeffrey S.; Pyun, Yea Seul; Cheney, Brianna

2016-01-01

Evidence supports the benefits of effortful processing in strengthening retention of newly learned material. The present study compared two forms of effortful processing, uncued (free) recall and cued recall, under both open and closed book conditions, on both immediate and delayed (one-week) test performance. Participants read a section of a…

An Intercultural Study of the Development of a Reading Readiness Skill.

ERIC Educational Resources Information Center

Keislar, Evan R.; And Others

How soon does a child learn to discriminate orthographic units in his written language as distinguished from a general form-discrimination ability. A discrimination test of letters, words, or characters, in three written languages, Chinese, Hindi, and English, at three age levels, from four to five and a half years was given to 153 middle class…

Fast Assessments with Digital Tools Using Multiple-Choice Questions

ERIC Educational Resources Information Center

Howell, Dusti D.; Tseng, Daphne ChingYu; Colorado-Resa, Jozenia T.

2017-01-01

Multiple Choice Questions (MCQs) have come a long way since they were used in "The Kansas Silent Reading Test" in 1915. After over 100 years of MCQs, new innovative digital tools using this form of assessment can help foster interactivity in today's classrooms. This article describes three free online MCQ tools that are relatively quick…

Effects of audio-visual aids on foreign language test anxiety, reading and listening comprehension, and retention in EFL learners.

PubMed

Lee, Shu-Ping; Lee, Shin-Da; Liao, Yuan-Lin; Wang, An-Chi

2015-04-01

This study examined the effects of audio-visual aids on anxiety, comprehension test scores, and retention in reading and listening to short stories in English as a Foreign Language (EFL) classrooms. Reading and listening tests, general and test anxiety, and retention were measured in English-major college students in an experimental group with audio-visual aids (n=83) and a control group without audio-visual aids (n=94) with similar general English proficiency. Lower reading test anxiety, unchanged reading comprehension scores, and better reading short-term and long-term retention after four weeks were evident in the audiovisual group relative to the control group. In addition, lower listening test anxiety, higher listening comprehension scores, and unchanged short-term and long-term retention were found in the audiovisual group relative to the control group after the intervention. Audio-visual aids may help to reduce EFL learners' listening test anxiety and enhance their listening comprehension scores without facilitating retention of such materials. Although audio-visual aids did not increase reading comprehension scores, they helped reduce EFL learners' reading test anxiety and facilitated retention of reading materials.

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Assessing Reading Comprehension in Adolescent Low Achievers: Subskills Identification and Task Specificity

ERIC Educational Resources Information Center

van Steensel, Roel; Oostdam, Ron; van Gelderen, Amos

2013-01-01

On the basis of a validation study of a new test for assessing low-achieving adolescents' reading comprehension skills--the SALT-reading--we analyzed two issues relevant to the field of reading test development. Using the test results of 200 seventh graders, we examined the possibility of identifying reading comprehension subskills and the effects…

Joint and Soft Tissue Injections

MedlinePlus

... TestingRead Article >>Plasma Viral Load TestingInsulin TherapyRead Article >>Insulin Therapy Visit our interactive symptom checker Visit our interactive symptom checker Get Started Related ArticlesPlasma Viral Load TestingRead ... TherapyRead Article >>Drugs, Procedures & DevicesInsulin TherapyThe goal of ...

The Validity and Clinical Uses of the Pepper Visual Skills for Reading Test.

ERIC Educational Resources Information Center

Watson, G.; And Others

1990-01-01

The Pepper Visual Skills for Reading Test was assessed as a measure of reading ability with meaningful text in 38 adults with macular degeneration; scores were compared with assessment made using the Gray Oral Reading Test, a previously standardized assessment. The test's validity was confirmed. (Author/JDD)

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

ERIC Educational Resources Information Center

Small, Ruth V.

2009-01-01

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

Item Banking Enables Stand-Alone Measurement of Driving Ability.

PubMed

Khadka, Jyoti; Fenwick, Eva K; Lamoureux, Ecosse L; Pesudovs, Konrad

2016-12-01

To explore whether large item sets, as used in item banking, enable important latent traits, such as driving, to form stand-alone measures. The 88-item activity limitation (AL) domain of the glaucoma module of the Eye-tem Bank was interviewer-administered to patients with glaucoma. Rasch analysis was used to calibrate all items in AL domain on the same interval-level scale and test its psychometric properties. Based on Rasch dimensionality metrics, the AL scale was separated into subscales. These subscales underwent separate Rasch analyses to test whether they could form stand-alone measures. Independence of these measures was tested with Bland and Altman (B&A) Limit of Agreement (LOA). The AL scale was completed by 293 patients (median age, 71 years). It demonstrated excellent precision (3.12). However, Rasch analysis dimensionality metrics indicated that the domain arguably had other dimensions which were driving, luminance, and reading. Once separated, the remaining AL items, driving and luminance subscales, were unidimensional and had excellent precision of 4.25, 2.94, and 2.22, respectively. The reading subscale showed poor precision (1.66), so it was not examined further. The luminance subscale demonstrated excellent agreement (mean bias, 0.2 logit; 95% LOA, -2.2 to 3.3 logit); however, the driving subscale demonstrated poor agreement (mean bias, 1.1 logit; 95% LOA, -4.8 to 7.0 logit) with the AL scale. These findings indicate that driving items in the AL domain of the glaucoma module were perceived and responded to differently from the other AL items, but the reading and luminance items were not. Therefore, item banking enables stand-alone measurement of driving ability in glaucoma.

The unique role of the visual word form area in reading.

PubMed

Dehaene, Stanislas; Cohen, Laurent

2011-06-01

Reading systematically activates the left lateral occipitotemporal sulcus, at a site known as the visual word form area (VWFA). This site is reproducible across individuals/scripts, attuned to reading-specific processes, and partially selective for written strings relative to other categories such as line drawings. Lesions affecting the VWFA cause pure alexia, a selective deficit in word recognition. These findings must be reconciled with the fact that human genome evolution cannot have been influenced by such a recent and culturally variable activity as reading. Capitalizing on recent functional magnetic resonance imaging experiments, we provide strong corroborating evidence for the hypothesis that reading acquisition partially recycles a cortical territory evolved for object and face recognition, the prior properties of which influenced the form of writing systems. Copyright © 2011 Elsevier Ltd. All rights reserved.

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

ERIC Educational Resources Information Center

Barnhart, Cynthia A.; And Others

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

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

NASA Astrophysics Data System (ADS)

Gonçalves Nigro, Rogerio; Frateschi Trivelato, Silvia

2012-11-01

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

A Comparison of Performance on Cloze Tests, Group Reading Inventories and Standardized Reading Achievement in Grades Seven, Eight and Nine.

ERIC Educational Resources Information Center

Rakes, Thomas A.; McWilliams, Lana J.

A random sample of 300 seventh, eighth, and ninth grade students participated in a comparative study of performance on social studies cloze tests, social studies group reading inventories (GRI), and a popular standardized test (Gates-MacGinitie Reading Tests, Survey E). It was found that cloze tests and GRIs constructed from social studies content…

The Design and Development of the Phillips-Patterson Test of Inference Ability in Reading Comprehension.

ERIC Educational Resources Information Center

Phillips, Linda M.

The design and development of a test of inference ability in reading comprehension for grades 6, 7, and 8 (the Phillips-Patterson Test of Inference Ability in Reading Comprehension) are described. After development of a contemporary theoretical framework for the test of inference ability in reading comprehension, the design, item development, and…

What Type of Vocabulary Knowledge Predicts Reading Comprehension: Word Meaning Recall or Word Meaning Recognition?

ERIC Educational Resources Information Center

Laufer, Batia; Aviad-Levitzky, Tami

2017-01-01

This study examined how well second language (L2) recall and recognition vocabulary tests correlated with a reading test, how well each vocabulary test discriminated between reading proficiency levels, and how accurate each test was in predicting reading proficiency when compared with corpus studies. A total of 116 college-level learners of…

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

ERIC Educational Resources Information Center

Huang, Jiuhan; Nisbet, Deanna

2014-01-01

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

Repetition and comprehension of spoken sentences by reading-disabled children.

PubMed

Shankweiler, D; Smith, S T; Mann, V A

1984-11-01

The language problems of reading-disabled elementary school children are not confined to written language alone. These children often exhibit problems of ordered recall of verbal materials that are equally severe whether the materials are presented in printed or in spoken form. Sentences that pose problems of pronoun reference might be expected to place a special burden on short-term memory because close grammatical relationships obtain between words that are distant from one another. With this logic in mind, third-grade children with specific reading disability and classmates matched for age and IQ were tested on five sentence types, each of which poses a problem in assigning pronoun reference. On one occasion the children were tested for comprehension of the sentences by a forced-choice picture verification task. On a later occasion they received the same sentences as a repetition test. Good and poor readers differed significantly in immediate recall of the reflexive sentences, but not in comprehension of them as assessed by picture choice. It was suggested that the pictures provided cues which lightened the memory load, a possibility that could explain why the poor readers were not demonstrably inferior in comprehension of the sentences even though they made significantly more errors than the good readers in recalling them.

Informal Reading Inventories. Second Edition. Reading Aids Series, IRA Service Bulletin.

ERIC Educational Resources Information Center

Johnson, Marjorie Seddon; And Others

Representing a comprehensive description of the use of informal reading inventories (IRIs), this book is designed to provide teachers and reading specialists with practical strategies for forming diagnostic impressions that are useful for planning reading instruction. Respectively, chapters discuss (1) the purpose and nature of IRIs; (2)…

Testing Reading Comprehension of Theoretical Discourse with Cloze.

ERIC Educational Resources Information Center

Greene, Benjamin B., Jr.

2001-01-01

Presents evidence from a large sample of reading test scores for the validity of cloze-based assessments of reading comprehension for the discourse typically encountered in introductory college economics textbooks. Notes that results provide strong evidence that appropriately designed cloze tests permit valid assessments of reading comprehension…

A Schema-Based Reading Test.

ERIC Educational Resources Information Center

Lewin, Beverly A.

Schemata based notions need not replace, but should be reflected in, product-centered reading tests. The contributions of schema theory to the psycholinguistic model of reading has been thoroughly reviewed. Schemata-based reading tests provide several advantages: (1) they engage the appropriate conceptual processes for the student which frees the…

Validity of Single-Item Screening for Limited Health Literacy in English and Spanish Speakers.

PubMed

Bishop, Wendy Pechero; Craddock Lee, Simon J; Skinner, Celette Sugg; Jones, Tiffany M; McCallister, Katharine; Tiro, Jasmin A

2016-05-01

To evaluate 3 single-item screening measures for limited health literacy in a community-based population of English and Spanish speakers. We recruited 324 English and 314 Spanish speakers from a community research registry in Dallas, Texas, enrolled between 2009 and 2012. We used 3 screening measures: (1) How would you rate your ability to read?; (2) How confident are you filling out medical forms by yourself?; and (3) How often do you have someone help you read hospital materials? In analyses stratified by language, we used area under the receiver operating characteristic (AUROC) curves to compare each item with the validated 40-item Short Test of Functional Health Literacy in Adults. For English speakers, no difference was seen among the items. For Spanish speakers, "ability to read" identified inadequate literacy better than "help reading hospital materials" (AUROC curve = 0.76 vs 0.65; P = .019). The "ability to read" item performed the best, supporting use as a screening tool in safety-net systems caring for diverse populations. Future studies should investigate how to implement brief measures in safety-net settings and whether highlighting health literacy level influences providers' communication practices and patient outcomes.

[A study on vowel duration and word length of adductor spasmodic dysphonia].

PubMed

Chen, Zhipeng; Ge, Pingjiang

2016-03-01

To understand the vowel duration and statement reading of the adductor spasmodic dysphonia (ADSD) patients compared with their normal controls, and provide ideas for clinical diagnosis and treatment. Twenty-nine ADSD patients were included in the research, with 31 normal controls. All subjects filled in form voice handicap index (VHI) by themselves. Maximum phonetic time (MPT) and maximum loudness phonetic time(MLPT) were tested on /a/ sound for all patients. Also, all the patients were required to read aloud a standard mandarin assay named , duration were measured with Praat5. 0 software after sounds were collected. A one-way t-test was performed to compare spasmodic group with control group on VHI, MPT, MLPT and duration for reading standard sentences. Pearson/Spearman correlation was tested. Result: The VHI of the 29 ADSD patients is 89±12, and their normal controls 15±16, indicating that the VHI in ADSD group is significantly higher than in the control group(P<0. 01). The MPT of the ADSD group is(16. 9±9. 8 s), and the control group is (25. 3±10.0)s, indicating that MPT in the ADSD group is significantly shorter than the control group(P<0. 01). The MLPT of the ADSD group is (15.7±7. 6)s, and the control group is (26. 5±11. 4)s, indicating that MLPT in the ADSD group is significantly shorter than the control group (P<0. 01). The duration of standard sentence reading of the ADSD group is (55.0±14. 2)s, and the control group is (37. 8±4. 8)s, indicating that the duration of standard sentence reading in the ADSD group is significantly longer than the control group (P<0. 01). Correlation analysis showed that MPT and MLPT are related within the ADSD group(r=0. 697,P< 0.01), other indexes being tested have no significant correlations. The voice disorder condition of the ADSD patients is significantly worse than normal people. Their pronunciations on continuous vowels are not lasting compared with normal people. In the meantime, their ability to read sentences is worse than normal people, needing longer time to complete the reading task. There is a significant correlation between MLPT and MPT, which can be used as an alternative to MPT.

An Examination of the Influence of Expository and Narrative Passages on the Dimensionality of the IGAP Reading Test.

ERIC Educational Resources Information Center

Bolt, Daniel; Ackerman, Terry

The 1993 Illinois Goal Assessment Program (IGAP) Reading Tests measured reading comprehension using both narrative and expository reading passages. Noticeable differences in mean scaled scores occurred depending on whether the 1993 results were equated back to the 1992 narrative test or the 1993 expository test (Hsu and Ackerman, 1994). In an…

Rapid Word Recognition as a Measure of Word-Level Automaticity and Its Relation to Other Measures of Reading

ERIC Educational Resources Information Center

Frye, Elizabeth M.; Gosky, Ross

2012-01-01

The present study investigated the relationship between rapid recognition of individual words (Word Recognition Test) and two measures of contextual reading: (1) grade-level Passage Reading Test (IRI passage) and (2) performance on standardized STAR Reading Test. To establish if time of presentation on the word recognition test was a factor in…

Assessment of the Use of the Nelson Denny Reading Test.

ERIC Educational Resources Information Center

Perkins, Dorothy

1984-01-01

The Nelson Denny Reading Test (NDRT) is probably the most widely used test of reading comprehension at the college level in the nation. However, reviews of the test, as well as recent reports of its failure to adequately measure gain or lack of gain of college students enrolled in reading improvement courses, do not support the popularity it has…

Reading Success and Failure among Chinese Children.

ERIC Educational Resources Information Center

Hsu, Chen-chin

Drawing on a cross-national study of children's reading, a study examined the correlates of reading success and failure in Taiwan. Subjects, 240 randomly selected Taipei fifth graders, were administered a reading test, cognitive test, and mathematics achievement test. A structured interview with each child's mother and classroom behavior…

A High School Turnaround School Initiative: Effects on Students' Math and Reading Proficiency

ERIC Educational Resources Information Center

Segler Zender, Rene'

2013-01-01

Since the middle of the last century, student education in the U.S. public school systems has been deemed inadequate. Critics developed measures in the form of standardized testing to measure student progress in an attempt to help facilitate reforms. In the last thirty years, the federal government has played an increasing role in school reform…

Orthographic Learning and the Role of Text-to-Speech Software in Dutch Disabled Readers

ERIC Educational Resources Information Center

Staels, Eva; Van den Broeck, Wim

2015-01-01

In this study, we examined whether orthographic learning can be demonstrated in disabled readers learning to read in a transparent orthography (Dutch). In addition, we tested the effect of the use of text-to-speech software, a new form of direct instruction, on orthographic learning. Both research goals were investigated by replicating Share's…

Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance

ERIC Educational Resources Information Center

Treiman, Rebecca; Kessler, Brett; Pollo, Tatiana Cury; Byrne, Brian; Olson, Richard K.

2016-01-01

Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children's early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (M age =…

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

PubMed

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

2016-01-01

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

Reading Speed, Comprehension and Eye Movements While Reading Japanese Novels: Evidence from Untrained Readers and Cases of Speed-Reading Trainees

PubMed Central

Miyata, Hiromitsu; Minagawa-Kawai, Yasuyo; Watanabe, Shigeru; Sasaki, Toyofumi; Ueda, Kazuhiro

2012-01-01

Background A growing body of evidence suggests that meditative training enhances perception and cognition. In Japan, the Park-Sasaki method of speed-reading involves organized visual training while forming both a relaxed and concentrated state of mind, as in meditation. The present study examined relationships between reading speed, sentence comprehension, and eye movements while reading short Japanese novels. In addition to normal untrained readers, three middle-level trainees and one high-level expert on this method were included for the two case studies. Methodology/Principal Findings In Study 1, three of 17 participants were middle-level trainees on the speed-reading method. Immediately after reading each story once on a computer monitor, participants answered true or false questions regarding the content of the novel. Eye movements while reading were recorded using an eye-tracking system. Results revealed higher reading speed and lower comprehension scores in the trainees than in the untrained participants. Furthermore, eye-tracking data by untrained participants revealed multiple correlations between reading speed, accuracy and eye-movement measures, with faster readers showing shorter fixation durations and larger saccades in X than slower readers. In Study 2, participants included a high-level expert and 14 untrained students. The expert showed higher reading speed and statistically comparable, although numerically lower, comprehension scores compared with the untrained participants. During test sessions this expert moved her eyes along a nearly straight horizontal line as a first pass, without moving her eyes over the whole sentence display as did the untrained students. Conclusions/Significance In addition to revealing correlations between speed, comprehension and eye movements in reading Japanese contemporary novels by untrained readers, we describe cases of speed-reading trainees regarding relationships between these variables. The trainees overall tended to show poor performance influenced by the speed-accuracy trade-off, although this trade-off may be reduced in the case of at least one high-level expert. PMID:22590519

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

ERIC Educational Resources Information Center

HARRIS, THEODORE L.; AND OTHERS

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

Reading: Tests and Assessment Techniques. Second Edition. United Kingdom Reading Association Teaching of Reading Monograph Series.

ERIC Educational Resources Information Center

Pumfrey, Peter D.

The second edition of this British publication provides details of recent developments in the assessment of reading attainments and the analysis of reading processes. The book begins with a description of various types of reading tests and assessment techniques with consideration given to the purposes for which normative, criterion-referenced, and…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

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…

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

Read anything mean lately? associations between reading aggression in books and aggressive behavior in adolescents.

PubMed

Stockdale, Laura A; Coyne, Sarah M; Nelson, David A; Padilla-Walker, Laura M

2013-01-01

Although there have been hundreds of studies on media violence, few have focused on literature, with none examining novels. Accordingly, the aim of the current study was to examine whether reading physical and relational aggression in books was associated with aggressive behavior in adolescents. Participants consisted of 223 adolescents who completed a variety of measures detailing their media use and aggressive behavior. A non-recursive structural equation model revealed that reading aggression in books was positively associated with aggressive behavior, even after controlling for exposure to aggression in other forms of media. Associations were only found for congruent forms of aggression. Implications regarding books as a form of media are discussed. © 2013 Wiley Periodicals, Inc.

Paragraph-reading comprehension ability in Mandarin-speaking children with cochlear implants.

PubMed

Wu, Che-Ming; Lee, Li-Ang; Chao, Wei-Chieh; Tsou, Yung-Ting; Chen, Yen-An

2015-06-01

1) To investigate different aspects of paragraph reading in Mandarin-speaking students with cochlear implants (CIs) and the factors associated with unfavorable outcomes, and 2) to understand the replaceability of a paragraph-reading test with a sentence-reading test. Cross-sectional, case-controlled study. Fifty-three students with CIs (aged 11.0 ± 1.4 years) and 53 grade- and gender-matched children with normal hearing (NH) participated in the study. A paragraph-reading comprehension test was conducted. Sentence and word reading, speech perception, language skills, and child/family characteristics were examined. An unfavorable paragraph-reading outcome was defined as a score lower than one standard deviation below the NH mean. The CI subjects had significantly worse paragraph-reading comprehension than did the NH controls (P = 0.017, d = 0.54). Their performance in grades 5 to 6 was not significantly higher than of those with NH in grades 2 to 4. The CI children's abilities to understand semantics (P = 0.012) and syntax (P = 0.020) significantly fell behind the NH controls in grades 2 to 4, and the lag continued in grades 5 to 6 (P = 0.039, P = 0.002, respectively). Grade and sentence reading were independently associated with unfavorable paragraph-reading outcomes (R(2)  = 0.453). The optimal sensitivity and specificity of the sentence-reading test in identifying unfavorable paragraph-reading outcomes were 90.9% and 90.0%, respectively (area under the curve = 0.923). Specialists should pay attention to CI students' development of different reading skills. Paragraph-reading tests enable a multidimensional evaluation of reading competence. Use of sentence-reading tests is suggested only as a tool for preliminary screening for basic reading capacities. 3b. © 2014 The American Laryngological, Rhinological and Otological Society, Inc.

Perceptual organization, phonological awareness, and reading comprehension in adults with and without learning disabilities.

PubMed

Stothers, Margot; Klein, Perry D

2010-12-01

It is not clear from research whether, or to what extent, reading comprehension is impaired in adults who have learning disabilities (LD). The influence of perceptual organization (PO) and phonological awareness (PA) on reading comprehension was investigated. PO and PA are cognitive functions that have been examined in previous research for their roles in nonverbal LD and phonological dyslexia, respectively. Nonverbal tests of PO and non-reading tests of PA were administered to a sample of adults with postsecondary education. Approximately two thirds of the sample had previously been diagnosed as having LD. In a multiple regression analysis, tests of PO and PA were used to predict scores for tests of reading comprehension and mechanics. Despite the nonverbal nature of the perceptual organizational test stimuli, PO strongly predicted reading comprehension. Tests of PA predicted decoding and reading speed. Results were interpreted as supporting the hypothesis that integrative processes usually characterized as nonverbal were nonetheless used by readers with and without disabilities to understand text. The study's findings have implications for understanding the reading of adults with learning disabilities, and the nature of reading comprehension in general.

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

NASA Astrophysics Data System (ADS)

Yang, Kai-Lin; Lin, Fou-Lai

2012-06-01

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

Student Reading Practices in Print and Electronic Media

ERIC Educational Resources Information Center

Foasberg, Nancy M.

2014-01-01

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

The History of Education as the History of Reading

ERIC Educational Resources Information Center

Rose, Jonathan

2007-01-01

This paper surveys recent studies in the history of reading that historians of education will find useful, given that all education involves some form of reading. It describes the sources that historians of reading use, the models they employ (such as the "Reading Revolution" of the eighteenth century), and the questions they address…

Reading Instructional Intervention Supplement, K-3.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson.

This supplement is designed as a resource for helping students read and respond to literature and other forms of print. It notes that kindergarten through third graders are expected to: develop an ability to read with increasing fluency and understanding by using writing and a variety of other reading strategies; and read, interpret, and respond…

Teaching Reading in a Learning Assistance Center.

ERIC Educational Resources Information Center

Caverly, David

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

An Analysis of the Concepts of Reading. Final Report.

ERIC Educational Resources Information Center

Ross, James F.

An initial philosophical analysis of "reading" has yielded; (1) that there cannot be a general definition of reading; (2) that the "focal" senses of "to read" indicate that reading is a form of linguistic perception carried out through the exercise of general linguistic abilities, adapted to a visual input of inscriptions with inherent linguistic…

Reading disorders and dyslexia.

PubMed

Hulme, Charles; Snowling, Margaret J

2016-12-01

We review current knowledge about the nature of reading development and disorders, distinguishing between the processes involved in learning to decode print, and the processes involved in reading comprehension. Children with decoding difficulties/dyslexia experience deficits in phoneme awareness, letter-sound knowledge and rapid automatized naming in the preschool years and beyond. These phonological/language difficulties appear to be proximal causes of the problems in learning to decode print in dyslexia. We review data from a prospective study of children at high risk of dyslexia to show that being at family risk of dyslexia is a primary risk factor for poor reading and children with persistent language difficulties at school entry are more likely to develop reading problems. Early oral language difficulties are strong predictors of later difficulties in reading comprehension. There are two distinct forms of reading disorder in children: dyslexia (a difficulty in learning to translate print into speech) and reading comprehension impairment. Both forms of reading problem appear to be predominantly caused by deficits in underlying oral language skills. Implications for screening and for the delivery of robust interventions for language and reading are discussed.

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

ERIC Educational Resources Information Center

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

2006-01-01

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

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

PubMed

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

2016-12-01

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

The prevalence of developmental dyscalculia in Brazilian public school system.

PubMed

Bastos, José Alexandre; Cecato, Angela Maria Traldi; Martins, Marielza Regina Ismael; Grecca, Kelly Regina Risso; Pierini, Rafael

2016-03-01

The goal of the study was to assess public school children at the end of the first stage of elementary school. We used a protocol applied concurrently with a writing test in the form of an unexpected activity in 28 public schools; 2,893 children assessed, 687 exhibited performance below 58 points, 184 were excluded due to change of address or lack of consent; 503 children subjected to a test of intellectual capacity and reading assessment and 71 considered intellectually disabled were excluded. 226 (7.8%) children, who could read, write, and had normal intellectual level, met the criteria of developmental dyscalculia (DD), 98 female and 128 male. The most influential factors in the prevalence were socioeconomic levels of the schools neighborhood, education level of parents, and being male, as demonstrated by the odds ratio and multiple logistic regression analysis. Further studies should be done so that educational policies are taken.

Fitting the Mixed Rasch Model to a Reading Comprehension Test: Exploring Individual Difference Profiles in L2 Reading

ERIC Educational Resources Information Center

Aryadoust, Vahid; Zhang, Limei

2016-01-01

The present study used the mixed Rasch model (MRM) to identify subgroups of readers within a sample of students taking an EFL reading comprehension test. Six hundred and two (602) Chinese college students took a reading test and a lexico-grammatical knowledge test and completed a Metacognitive and Cognitive Strategy Use Questionnaire (MCSUQ)…

The Use of the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests in the Diagnosis of a Learning Disability in Reading: A Caveat.

ERIC Educational Resources Information Center

Caskey, William E., Jr.

1985-01-01

Using a counterbalanced order, 34 learning disabled students were given the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests. When scores in reading recognition and comprehension subtests were compared, Peabody scores were higher, indicating that fewer students were certifiable as learning disabled by Peabody scores than…

The development of cortical sensitivity to visual word forms.

PubMed

Ben-Shachar, Michal; Dougherty, Robert F; Deutsch, Gayle K; Wandell, Brian A

2011-09-01

The ability to extract visual word forms quickly and efficiently is essential for using reading as a tool for learning. We describe the first longitudinal fMRI study to chart individual changes in cortical sensitivity to written words as reading develops. We conducted four annual measurements of brain function and reading skills in a heterogeneous group of children, initially 7-12 years old. The results show age-related increase in children's cortical sensitivity to word visibility in posterior left occipito-temporal sulcus (LOTS), nearby the anatomical location of the visual word form area. Moreover, the rate of increase in LOTS word sensitivity specifically correlates with the rate of improvement in sight word efficiency, a measure of speeded overt word reading. Other cortical regions, including V1, posterior parietal cortex, and the right homologue of LOTS, did not demonstrate such developmental changes. These results provide developmental support for the hypothesis that LOTS is part of the cortical circuitry that extracts visual word forms quickly and efficiently and highlight the importance of developing cortical sensitivity to word visibility in reading acquisition.

The Development of Cortical Sensitivity to Visual Word Forms

PubMed Central

Ben-Shachar, Michal; Dougherty, Robert F.; Deutsch, Gayle K.; Wandell, Brian A.

2011-01-01

The ability to extract visual word forms quickly and efficiently is essential for using reading as a tool for learning. We describe the first longitudinal fMRI study to chart individual changes in cortical sensitivity to written words as reading develops. We conducted four annual measurements of brain function and reading skills in a heterogeneous group of children, initially 7–12 years old. The results show age-related increase in children's cortical sensitivity to word visibility in posterior left occipito-temporal sulcus (LOTS), nearby the anatomical location of the visual word form area. Moreover, the rate of increase in LOTS word sensitivity specifically correlates with the rate of improvement in sight word efficiency, a measure of speeded overt word reading. Other cortical regions, including V1, posterior parietal cortex, and the right homologue of LOTS, did not demonstrate such developmental changes. These results provide developmental support for the hypothesis that LOTS is part of the cortical circuitry that extracts visual word forms quickly and efficiently and highlight the importance of developing cortical sensitivity to word visibility in reading acquisition. PMID:21261451

Chinese College Test Takers' Individual Differences and Reading Test Performance: A Structural Equation Modeling Approach.

PubMed

Zhang, Limei

2016-06-01

This study reports on the relationships between test takers' individual differences and their performance on a reading comprehension test. A total of 518 Chinese college students (252 women and 256 men; M age = 19.26 year, SD = 0.98) answered a questionnaire and sit for a reading comprehension test. The study found that test takers' L2 language proficiency was closely linked to their test performance. Test takers' employment of strategies was significantly and positively associated with their performance on the test. Test takers' motivation was found to be significantly associated with reading test performance. Test anxiety was negatively related to their use of reading strategies and test performance. The results of the study lent support to the threshold hypothesis of language proficiency. The implications for classroom teaching were provided. © The Author(s) 2016.

Do Content Area Passages Affect Student Performance on Reading Comprehension Tests?

ERIC Educational Resources Information Center

Peretz, Arna S.

A study conducted in Israel investigated the relevance of subject-specific reading passages to performance on reading comprehension tests for advanced university students of English as a second language. The research specifically examined (1) whether students performed better when the reading test content was directly related to their field of…

Forum For Reading: The Journal for College Reading Teachers. Volume 9, No. 1.

ERIC Educational Resources Information Center

Pinette, Clayton, Ed.; Smith, Kent, Ed.

Five articles concerning college reading instruction are included in this special interest journal. Bill Fowler and Barry M. Kroll investigate hidden factors in tests of reading comprehension, revealing that most conventional tests have question-design weaknesses allowing students to perform successfully by the use of test wisdom alone. Imogene…

An Analysis of Current Research on the Metropolitan Readiness Test and First-Grade Reading Achievement.

ERIC Educational Resources Information Center

Greenlaw, M. Jean; Moore, David

A review of literature by reading authorities identified seven criteria necessary for meaningful research about reading readiness tests. These criteria were then used in analysis of 15 research studies dealing with the "Metropolitan Readiness Test" and first grade reading achievement. Five major findings resulted from this analysis:…

Impact of Breast Reader Assessment Strategy on mammographic radiologists' test reading performance.

PubMed

Suleiman, Wasfi I; Rawashdeh, Mohammad A; Lewis, Sarah J; McEntee, Mark F; Lee, Warwick; Tapia, Kriscia; Brennan, Patrick C

2016-06-01

The detection of breast cancer is somewhat limited by human factors, and thus there is a need to improve reader performance. This study assesses whether radiologists who regularly undertake the education in the form of the Breast Reader Assessment Strategy (BREAST) demonstrate any changes in mammography interpretation performance over time. In 2011, 2012 and 2013, 14 radiologists independently assessed a year-specific BREAST mammographic test-set. Radiologists read a different single test-set once each year, with each comprising 60 digital mammogram cases. Radiologists marked the location of suspected lesions without computer-aided diagnosis (CAD) and assigned a confidence rating of 2 for benign and 3-5 for malignant lesions. The mean sensitivity, specificity, location sensitivity, JAFROC FOM and ROC AUC were calculated. A Kruskal-Wallis test was used to compare the readings for the 14 radiologists across the 3 years. Wilcoxon signed rank test was used to assess comparison between pairs of years. Relationships between changes in performance and radiologist characteristics were examined using a Spearman's test. Significant increases were noted in mean sensitivity (P = 0.01), specificity (P = 0.01), location sensitivity (P = 0.001) and JAFROC FOM (P = 0.001) between 2011 and 2012. Between 2012 and 2013, significant improvements were noted in mean sensitivity (P = 0.003), specificity (P = 0.002), location sensitivity (P = 0.02), JAFROC FOM (P = 0.005) and ROC AUC (P = 0.008). No statistically significant correlations were shown between the levels of improvement and radiologists' characteristics. Radiologists' who undertake the BREAST programme demonstrate significant improvements in test-set performance during a 3-year period, highlighting the value of ongoing education through the use of test-set. © 2016 The Royal Australian and New Zealand College of Radiologists.

Screening for Dyslexia Using Eye Tracking during Reading.

PubMed

Nilsson Benfatto, Mattias; Öqvist Seimyr, Gustaf; Ygge, Jan; Pansell, Tony; Rydberg, Agneta; Jacobson, Christer

2016-01-01

Dyslexia is a neurodevelopmental reading disability estimated to affect 5-10% of the population. While there is yet no full understanding of the cause of dyslexia, or agreement on its precise definition, it is certain that many individuals suffer persistent problems in learning to read for no apparent reason. Although it is generally agreed that early intervention is the best form of support for children with dyslexia, there is still a lack of efficient and objective means to help identify those at risk during the early years of school. Here we show that it is possible to identify 9-10 year old individuals at risk of persistent reading difficulties by using eye tracking during reading to probe the processes that underlie reading ability. In contrast to current screening methods, which rely on oral or written tests, eye tracking does not depend on the subject to produce some overt verbal response and thus provides a natural means to objectively assess the reading process as it unfolds in real-time. Our study is based on a sample of 97 high-risk subjects with early identified word decoding difficulties and a control group of 88 low-risk subjects. These subjects were selected from a larger population of 2165 school children attending second grade. Using predictive modeling and statistical resampling techniques, we develop classification models from eye tracking records less than one minute in duration and show that the models are able to differentiate high-risk subjects from low-risk subjects with high accuracy. Although dyslexia is fundamentally a language-based learning disability, our results suggest that eye movements in reading can be highly predictive of individual reading ability and that eye tracking can be an efficient means to identify children at risk of long-term reading difficulties.

Ginseng and Ginkgo Biloba Effects on Cognition as Modulated by Cardiovascular Reactivity: A Randomised Trial

PubMed Central

Ong Lai Teik, Derek; Lee, Xiao Shiang; Lim, Chu Jian; Low, Chia Mei; Muslima, Mariyam; Aquili, Luca

2016-01-01

Background There is some evidence to suggest that ginseng and Ginkgo biloba can improve cognitive performance, however, very little is known about the mechanisms associated with such improvement. Here, we tested whether cardiovascular reactivity to a task is associated with cognitive improvement. Methodology/Principal findings Using a double-blind, placebo controlled, crossover design, participants (N = 24) received two doses of Panax Ginseng (500, 1000 mg) or Ginkgo Biloba (120, 240 mg) (N = 24), and underwent a series of cognitive tests while systolic, diastolic, and heart rate readings were taken. Ginkgo Biloba improved aspects of executive functioning (Stroop and Berg tasks) in females but not in males. Ginseng had no effect on cognition. Ginkgo biloba in females reversed the initial (i.e. placebo) increase in cardiovascular reactivity (systolic and diastolic readings increased compared to baseline) to cognitive tasks. This effect (reversal) was most notable after those tasks (Stroop and Iowa) that elicited the greatest cardiovascular reactivity during placebo. In males, although ginkgo also decreased cardiovascular readings, it did so from an initial (placebo) blunted response (i.e. decrease or no change from baseline) to cognitive tasks. Ginseng, on the contrary, increased cardiovascular readings compared to placebo. Conclusions/Significance These results suggest that cardiovascular reactivity may be a mechanism by which ginkgo but not ginseng, in females is associated with certain forms of cognitive improvement. Trial Registration ClinicalTrials.gov NCT02386852 PMID:26938637

Ginseng and Ginkgo Biloba Effects on Cognition as Modulated by Cardiovascular Reactivity: A Randomised Trial.

PubMed

Ong Lai Teik, Derek; Lee, Xiao Shiang; Lim, Chu Jian; Low, Chia Mei; Muslima, Mariyam; Aquili, Luca

2016-01-01

There is some evidence to suggest that ginseng and Ginkgo biloba can improve cognitive performance, however, very little is known about the mechanisms associated with such improvement. Here, we tested whether cardiovascular reactivity to a task is associated with cognitive improvement. Using a double-blind, placebo controlled, crossover design, participants (N = 24) received two doses of Panax Ginseng (500, 1000 mg) or Ginkgo Biloba (120, 240 mg) (N = 24), and underwent a series of cognitive tests while systolic, diastolic, and heart rate readings were taken. Ginkgo Biloba improved aspects of executive functioning (Stroop and Berg tasks) in females but not in males. Ginseng had no effect on cognition. Ginkgo biloba in females reversed the initial (i.e. placebo) increase in cardiovascular reactivity (systolic and diastolic readings increased compared to baseline) to cognitive tasks. This effect (reversal) was most notable after those tasks (Stroop and Iowa) that elicited the greatest cardiovascular reactivity during placebo. In males, although ginkgo also decreased cardiovascular readings, it did so from an initial (placebo) blunted response (i.e. decrease or no change from baseline) to cognitive tasks. Ginseng, on the contrary, increased cardiovascular readings compared to placebo. These results suggest that cardiovascular reactivity may be a mechanism by which ginkgo but not ginseng, in females is associated with certain forms of cognitive improvement. ClinicalTrials.gov NCT02386852.

Improving text comprehension strategies in upper primary school children: a design experiment.

PubMed

De Corte, E; Verschaffel, L; Van De Ven, A

2001-12-01

With respect to the acquisition of competence in reading, new standards for primary education stress more than before the importance of learning and teaching cognitive and metacognitive strategies that facilitate text comprehension. Therefore, there is a need to design a research-based instructional approach to strategic reading comprehension. The design experiment aimed at developing, implementing and evaluating a research-based, but also practically applicable learning environment for enhancing skilled strategy use in upper primary school children when reading a text. Four text comprehension strategies (activating prior knowledge, clarifying difficult words, making a schematic representation of the text, and formulating the main idea) and a metacognitive strategy (regulating one's own reading process) were trained through a variety of highly interactive instructional techniques, namely modelling, whole class discussion, and small group work in the format of reciprocal teaching. Participants in the study were four experimental 5th grade classes (79 children) and eight comparable control classes (149 pupils). The effects of the learning environment were measured using a pretest-post-test-retention design. Multilevel hierarchical linear regression models were used to analyse the quantitative data of a Reading Strategy Test, a standardised Reading Comprehension Test, a Reading Attitude Scale, a Transfer Test and an interview about strategy use during reading. The data of the Reading Strategy Test, the Transfer Test and the interviews about strategy use showed that the experimental group out-performed the control group in terms of the strategy adoption and application during text reading. Whilst the experimental group also scored higher on the Reading Comprehension Test than the control group, the difference was not significant. This design experiment shows that it is possible to foster pupils' use and transfer of strategic reading comprehension skills in regular classrooms by immersing them in a powerful learning environment. But this intervention does not automatically result in improvement of performance on a standardised reading comprehension test.

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

ERIC Educational Resources Information Center

Parkin, Jason R.

2018-01-01

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

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

ERIC Educational Resources Information Center

Colorado State Dept. of Education, Denver.

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

READING and FEELING: the effects of a literature-based intervention designed to increase emotional competence in second and third graders

PubMed Central

Kumschick, Irina R.; Beck, Luna; Eid, Michael; Witte, Georg; Klann-Delius, Gisela; Heuser, Isabella; Steinlein, Rüdiger; Menninghaus, Winfried

2014-01-01

Emotional competence has an important influence on development in school. We hypothesized that reading and discussing children’s books with emotional content increases children’s emotional competence. To examine this assumption, we developed a literature-based intervention, named READING and FEELING, and tested it on 104 second and third graders in their after-school care center. Children who attended the same care center but did not participate in the emotion-centered literary program formed the control group (n = 104). Our goal was to promote emotional competence and to evaluate the effectiveness of the READING and FEELING program. Emotional competence variables were measured prior to the intervention and 9 weeks later, at the end of the program. Results revealed significant improvements in the emotional vocabulary, explicit emotional knowledge, and recognition of masked feelings. Regarding the treatment effect for detecting masked feelings, we found that boys benefited significantly more than girls. These findings underscore the assumption that children’s literature is an appropriate vehicle to support the development of emotional competence in middle childhood. PMID:25566129

Using Young Adult Literature To Promote Recreational Reading in a Senior Basic English Class.

ERIC Educational Resources Information Center

Burden, Mitzi K.

Students in a senior (grade 12) basic English class were not motivated to read books unless required to do so by their teacher; they did little or no reading for pleasure. To increase recreational reading and instill a love of reading in the 17 subjects, a practicum, in the form of a reading program lasting about 2 months, developed strategies…

The Non-Fiction Reading Habits of Young Successful Boy Readers: Forming Connections between Masculinity and Reading

ERIC Educational Resources Information Center

Smith, Susannah

2004-01-01

The reading experiences of six young successful boy readers were studied over a two-year period. In this article, their non-fiction reading is analysed and ways in which the boys make positive connections between masculinity and reading are identified. The boys' non-fiction reading centres on typical boy interest areas and hobbies (for example,…

Using Serial and Discrete Digit Naming to Unravel Word Reading Processes

PubMed Central

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

2018-01-01

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

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

PubMed

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

2018-01-01

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

Science or Reading: What Is Being Measured by Standardized Tests?

ERIC Educational Resources Information Center

Visone, Jeremy D.

2010-01-01

This study examined reading issues associated with a standardized science test. Grade 11 students in Connecticut were shown released science test items and asked about the reading issues associated with the items. Findings suggested that students varied in their understanding of the nature of the items and in their ability to read for detail. The…

The Reading Span Test and Its Predictive Power for Reading Comprehension Ability

ERIC Educational Resources Information Center

Friedman, Naomi P.; Miyake, Akira

2004-01-01

This study had two major goals: to test the effect of administration method on the criterion validity of a commonly used working memory span test, the reading span task, and to examine the relationship between processing and storage in this task. With respect to the first goal, although experimenter- and participant-administered reading span tasks…

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

ERIC Educational Resources Information Center

Birger, Barbara

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

Academic Reading Strategies Used by Leeds Metropolitan University Graduates: A Case Study

ERIC Educational Resources Information Center

Sohail, Samira

2015-01-01

Academic reading is different from other forms of reading because it is complex and discipline-specific. It involves a measured, challenging, and multifaceted process in which students are dynamically engaged with a range of reading strategies. Academic reading improvement is possible, provided students work on it and there are no short cuts or…

Bringing Together Reading and Writing: An Experimental Study of Writing Intensive Reading Comprehension in Low-Performing Urban Elementary Schools

ERIC Educational Resources Information Center

Collins, James L.; Lee, Jaekyung; Fox, Jeffery D.; Madigan, Timothy P.

2017-01-01

This study examined the hypothesis that assisted writing during reading improves reading comprehension. The hypothesis was derived from sociocognitive and constructivist theory and research and implemented in the form of a curricular intervention called Writing Intensive Reading Comprehension after its main feature of bringing together reading…

Readability and Understanding of Informed Consent Among Participants With Low Incomes: A Preliminary Report.

PubMed

Ittenbach, Richard F; Senft, Elizabeth C; Huang, Guixia; Corsmo, Jeremy J; Sieber, Joan E

2015-12-01

With passage and implementation of the Affordable Health Care Act, more vulnerable segments of the U.S. population will now have access to regular health care and increased opportunities to participate in biomedical research. Yet, access to new groups brings with it new responsibilities for investigators, most importantly, reducing burdens for participants. Data collected through this small pilot study suggest several preliminary but potentially important findings when working with adults from low-income populations: First, while all participants read some parts of the consent forms (55%), only a minority reported reading the entire form (45%); second, 73% of participants reported understanding the study very well whereas only 27% reported understanding the study "a little"; third, there was a slight reported advantage of the simplified form over the regular form; however, this difference varied by section. Relatedly, other research has shown a high incidence of persons reading none of the consent form, but signing a statement that they have read and understood the study. Why does this occur? What are we teaching people when we request that they sign a consent form they have chosen not to read? What are the ethical and regulatory implications? Embedded ethics studies such as this one, although pilot and preliminary in nature, offer a number of advantages, such as stimulating additional scientific inquiry as well as challenging established institutional practices. © The Author(s) 2015.

Podcasts on Mobile Devices as a Read-Aloud Testing Accommodation in Middle School Science Assessment

NASA Astrophysics Data System (ADS)

McMahon, Don; Wright, Rachel; Cihak, David F.; Moore, Tara C.; Lamb, Richard

2016-04-01

The purpose of this study was to examine the effect of a digitized podcast to deliver read-aloud testing accommodations on mobile devices to students with disabilities and reading difficulties. The total sample for this study included 47 middle school students with reading difficulties. Of the 47 students, 16 were identified as students with disabilities who received special education services. Participants were randomly assigned to three experimental testing conditions, standard administration, teacher-controlled read-aloud in traditional group delivery format, and student-controlled read-aloud delivered as a podcast and accessed on a mobile device, and given sample end-of-year science assessments. Based on a factorial analysis of variances, with test conditions and student status as the fixed factors, both student groups demonstrated statistically significant gains based on their testing conditions. Results support the use of podcast delivery as a viable alternative to the traditional teacher-delivered read-aloud test accommodation. Conclusions are discussed in the context of universal design for learning testing accommodations for future research and practice.

JAN transistor and diode characterization test program, JANTX diode 1N5623

NASA Technical Reports Server (NTRS)

Takeda, H.

1977-01-01

A statistical summary of the electrical characterization of diodes and transistors is presented. Each parameter is presented with test conditions, mean, standard deviation, lowest reading, 10% point (where 10% of all readings are equal to or less than the indicated reading), 90% point (where 90% of all readings are equal to or less than indicated reading) and the highest reading.

A Comparative Study of Children's Concentration Performance on Picture Books: Age, Gender, and Media Forms

ERIC Educational Resources Information Center

Ma, Min-Yuan; Wei, Chun-Chun

2016-01-01

The reading development of children depends on various sensory stimuli, which help them construct reading contexts and facilitate active learning and exploration. This study uses sensory stimuli provided by picture books using various forms of media to improve children's concentration performance. We employ picture books using four forms of media:…

The Effects of Textual Enhancement Type on L2 Form Recognition and Reading Comprehension in Spanish

ERIC Educational Resources Information Center

LaBrozzi, Ryan M.

2016-01-01

Previous research investigating the effectiveness of textual enhancement as a tool to draw adult second language (L2) learners' attention to the targeted linguistic form has consistently produced mixed results. This article examines how L2 form recognition and reading comprehension are affected by different types of textual enhancement.…

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…

Development and Evaluation of Job Reading Task Tests.

ERIC Educational Resources Information Center

Sticht, Thomas G.; Caylor, John S.

The use of readability formulae to estimate the difficulty levels of vocational reading materials, the determination of relationships of reading skills to job proficiency, and the relationship of general reading ability to performance on specially constructed job reading task tests (JRTT) are discussed to define the literacy skill demands (i.e.,…

Incorporating IStation into Early Childhood Classrooms to Improve Reading Comprehension

ERIC Educational Resources Information Center

Luo, Tian; Lee, Guang-Lea; Molina, Cynthia

2017-01-01

Aim/Purpose: IStation is an adaptive computer-based reading program that adapts to the learner's academic needs. This study investigates if the IStation computer-based reading program promotes reading improvement scores as shown on the STAR Reading test and the IStation test scaled scores for elementary school third-grade learners on different…

The Development of Reading and Spelling in Arabic Orthography: Two Parallel Processes?

ERIC Educational Resources Information Center

Taha, Haitham

2016-01-01

The parallels between reading and spelling skills in Arabic were tested. One-hundred forty-three native Arab students, with typical reading development, from second, fourth, and sixth grades were tested with reading, spelling and orthographic decision tasks. The results indicated a full parallel between the reading and spelling performances within…

Job Specific Tests and an Overview of Research on Alternatives.

ERIC Educational Resources Information Center

MacLane, Charles N.; O'Leary, Brian S.

The development of job-specific tests (JSTs) for two occupations is discussed. A reading comprehension test and a mathematical reasoning test were developed for Customs Inspectors, and a reading comprehension test was developed for Social Security Claims workers. JST items incorporated reading samples or math problems from those found on the job.…

The Cognitive Processing of Candidates during Reading Tests: Evidence from Eye-Tracking

ERIC Educational Resources Information Center

Bax, Stephen

2013-01-01

The research described in this article investigates test takers' cognitive processing while completing onscreen IELTS (International English Language Testing System) reading test items. The research aims, among other things, to contribute to our ability to evaluate the cognitive validity of reading test items (Glaser, 1991; Field, in press). The…

Tests Screening Reading Difficulty in Malayalam among Upper Primary School Boys

ERIC Educational Resources Information Center

Gafoor, K. Abdul

2014-01-01

Design of a screening test for identifying reading difficult students in Malayalam and validation thereof among boys is made to help schools proactively intervene with such students. A battery of tests developed based on extant literature on screening tests, reviewed difficulties in reading Malayalam, and discrimination power of the draft tests is…

All Reading Tests Are Not Created Equal: A Comparison of the State of Texas Assessment of Academic Readiness (STAAR) and the Gray Oral Reading Test-4 (GORT-4)

ERIC Educational Resources Information Center

Johnson, Kary A.; Wilson, Celia M.; Williams-Rossi, Dara

2013-01-01

This exploratory study investigated how reading comprehension was conceptualized on the new high-stakes test, the 2011-2012 State of Texas Assessment of Academic Readiness (STAAR). Specifically, comprehension, rate, and accuracy scores on the Gray Oral Reading Test 4 (GORT-4) from a group of struggling, low-SES, Hispanic middle school students (n…

Intelligence and Psychopathy Do Not Influence Malingering.

PubMed

Demakis, George; Rimland, Casey; Reeve, Charlie; Ward, Jonathan

2015-01-01

This study examined the influence of psychopathy and intelligence on malingering in a simulated malingering design. We hypothesized that participants high in both traits would be more adept at evading detection on performance validity tests (PVTs). College students (N = 92) were first administered the Wechsler Test of Adult Reading, a reading measure that estimates intelligence, and the Psychopathic Personality Inventory-Short Form under standard conditions. They were then asked to imagine as if they had suffered a concussion a year ago and were instructed to fake or exaggerate symptoms in a believable fashion to improve their settlement as part of a lawsuit. Participants were subsequently administered a brief neuropsychological battery that included the Word Memory Test, Rey 15-Item Test with Recognition, Finger-Tapping Test, and Digit Span from the Wechsler Adult Intelligence Scale-Fourth Edition. Moderated multiple regressions with hierarchical entry were conducted. Intelligence, psychopathy, and the interaction of intelligence and psychopathy were not related to performance on any of the PVTs. In other words, participants who scored higher on intelligence and psychopathy did not perform differently on these measures compared with other participants. Though a null finding, implications of this study are discussed in terms of the broader research and clinical literature on malingering.

Reading, Writing, and Math Self-Concept in Elementary School Children: Influence of Dimensional Comparison Processes

ERIC Educational Resources Information Center

Ehm, Jan-Henning; Lindberg, Sven; Hasselhorn, Marcus

2014-01-01

The internal/external (I/E) frame of reference model (Marsh, "Am Educ Res J" 23:129-149, 1986) conceptualizes students' self-concepts as being formed by dimensional as well as social comparison processes. In the present study, the I/E model was tested and extended in a sample of elementary school children. Core academic skills of…

Reading and writing performances of children 7-8 years of age with developmental coordination disorder in Taiwan.

PubMed

Cheng, Hsiang-Chun; Chen, Jenn-Yeu; Tsai, Chia-Liang; Shen, Miau-Lin; Cherng, Rong-Ju

2011-01-01

Developmental coordination disorder (DCD) refers to a delay in motor development that does not have any known medical cause. Studies conducted in English speaking societies have found that children with DCD display a higher co-occurrence rate of learning difficulties (e.g., problems in reading and writing) than typically developing (TD) children. The present study examined the reading and writing performance of school-aged children with DCD and TD children in Taiwan to determine whether reading and writing difficulties also co-occur with DCD in a non-English speaking society. The Chinese Reading Achievement Test and the Basic Reading and Writing Test were administered to 37 children with DCD (7.8 ± 0.6 years) and 93 TD children (8.0 ± 0.7 years). Children with DCD had significantly lower writing composite scores than TD children on the Basic Reading and Writing Test (105.9 ± 20.0 vs. 114.4 ± 19.9). However, there were no significant differences between children with DCD and TD children in their scores on the Chinese Reading Achievement Test and in their reading composite scores on the Basic Reading and Writing Test. These results contrasted interestingly with those obtained from English-speaking children: English-speaking DCD children showed poorer reading and poorer writing than English-speaking TD children. The possibility that the logographic nature of the Chinese script might have protected the DCD children against additional reading difficulty is discussed. Copyright © 2011 Elsevier Ltd. All rights reserved.

The Impact of Online Reading Tasks and Reading Strategies on EFL Learners' Reading Test Scores

ERIC Educational Resources Information Center

Altay, Ismail Firat; Altay, Ayse

2017-01-01

Integration of technology in foreign language classes has long been a matter of interest for researchers. Yet, studies have often yielded indecisive and conflicting results. Besides, there have been few, if any, studies exploring the relationship between learners' use of metacognitive reading strategies and their performance in reading tests. The…

Applied Cognition: Testing the Effects of Independent Silent Reading on Secondary Students' Achievement and Attribution

ERIC Educational Resources Information Center

Cuevas, Joshua A.; Irving, Miles A.; Russell, L. Roxanne

2014-01-01

This study implemented an independent silent reading (ISR) program with 145 10th grade students. Students were measured on total reading ability, vocabulary, reading comprehension, a state-mandated high stakes end-of-course test (EOCT), and reading attribution. After controlling for initial skill and disposition levels, the results indicated that…

Dynamic Testing, Working Memory, and Reading Comprehension Growth in Children with Reading Disabilities

ERIC Educational Resources Information Center

Swanson, H. Lee

2011-01-01

This longitudinal study assessed (a) whether performance changes in working memory (WM) as a function of dynamic testing were related to growth in reading comprehension and (b) whether WM performance among subgroups of children with reading disabilities (RD; children with RD only, children with both reading and arithmetic deficits, and low verbal…

What We Want: Boys and Girls Talk about Reading

ERIC Educational Resources Information Center

Boltz, Robin H.

2007-01-01

Most school-age boys score lower than girls at every level on standardized tests of reading comprehension in almost every country where tested. The amount of reading that a child does is directly related to reading fluency; the more one reads, the more proficient one becomes. After reviewing theories and research studies investigating why boys…

Teach Reading, Not Testing: Best Practice in an Age of Accountability

ERIC Educational Resources Information Center

Hollingworth, Liz; Drake, Hilleary M.

2011-01-01

"Teach Reading, Not Testing" reinforces what teachers already know--test preparation worksheets and drill-and-kill activities do not make children into lifelong readers. The authors' conscientious approach to reading instruction combines an insider perspective on the development of high-stakes tests with classroom experience in achieving…

Concurrent Validity of the Test of Silent Word Reading Fluency

ERIC Educational Resources Information Center

Bell, Sherry Mee; McCallum, R. Steve; Burton, Bobbie; Gray, Rebecca; Windingstad, Sunny; Moore, Jessica

2006-01-01

Relationships between the Test of Silent Word Reading Fluency (TOSWRF; Mather, Hammill, Allen, & Roberts, 2004), a recently developed measure of fluency, and other operationalizations of reading, including subtests from the Comprehensive Test of Basic Skills (CTBS; 1996), and the Woodcock-Johnson-III Tests of Achievement, (WJ-III; Woodcock,…

Do Boys Need Different Remedial Reading Instruction from Girls?

ERIC Educational Resources Information Center

Limbrick, Lisa; Wheldall, Kevin; Madelaine, Alison

2012-01-01

Recent inquiries into the underachievement of boys in reading have called into question whether they require different forms of reading instruction from girls. A number of reading programs and initiatives have been developed to address this issue, including programs based on increasing boys' motivation, improving behaviour, embracing the use of…

This School System Ensures that Reading Stays Fundamental.

ERIC Educational Resources Information Center

Thompson, Margery

1985-01-01

Reading Is Fundamental (RIF), Incorporated, has distributed over 57 million books in its 18 years. RIF programs have raised children's interest in reading and their levels of reading achievement, and have increased library use and parent involvement. The national RIF organization offers several forms of support for local programs. (PGD)

Innovations in the Classroom: Motivating the Unmotivated to Read.

ERIC Educational Resources Information Center

Criscuolo, Nicholas P.

1988-01-01

Describes ten activities designed to motivate students to read, including: (1) writing movie and television reviews, then reading newspaper reviews of the same movie or program; (2) maintaining a "clipping file" of newspaper and magazine articles, which can encourage further reading about the article topics; and (3) forming a committee…

A Dynamic Theory of Reading.

ERIC Educational Resources Information Center

Wark, David M.

The initial means for arriving at a dynamic model of reading were suggested in the form of "behaviormetric" research. A review of valid reading models noted those of Smith and Carrigan, Delacato, and Holmes as eminent, and it distinguished between models based on concrete evidence and metaphors of the reading process which are basically…

Orthographic Learning in Dyslexic Spanish Children

ERIC Educational Resources Information Center

Suárez-Coalla, Paz; Ramos, Sara; Álvarez-Cañizo, Marta; Cuetos, Fernando

2014-01-01

Reading fluency is one of the basic processes of learning to read. Children begin to develop fluency when they are able to form orthographic representations of words, which provide direct, smooth, and fast reading. Dyslexic children of transparent orthographic systems are mainly characterized by poor reading fluency (Cuetos & Suárez-Coalla…

Form–meaning links in the development of visual word recognition

PubMed Central

Nation, Kate

2009-01-01

Learning to read takes time and it requires explicit instruction. Three decades of research has taught us a good deal about how children learn about the links between orthography and phonology during word reading development. However, we have learned less about the links that children build between orthographic form and meaning. This is surprising given that the goal of reading development must be for children to develop an orthographic system that allows meanings to be accessed quickly, reliably and efficiently from orthography. This review considers whether meaning-related information is used when children read words aloud, and asks what we know about how and when children make connections between form and meaning during the course of reading development. PMID:19933139

Measuring College Students' Reading Comprehension Ability Using Cloze Tests

ERIC Educational Resources Information Center

Williams, Rihana Shiri; Ari, Omer; Santamaria, Carmen Nicole

2011-01-01

Recent investigations challenge the construct validity of sustained silent reading tests. Performance of two groups of post-secondary students (e.g. struggling and non-struggling) on a sustained silent reading test and two types of cloze test (i.e. maze and open-ended) was compared in order to identify the test format that contributes greater…

Construct Validity of the Nepalese School Leaving English Reading Test

ERIC Educational Resources Information Center

Dawadi, Saraswati; Shrestha, Prithvi N.

2018-01-01

There has been a steady interest in investigating the validity of language tests in the last decades. Despite numerous studies on construct validity in language testing, there are not many studies examining the construct validity of a reading test. This paper reports on a study that explored the construct validity of the English reading test in…

Test Anxiety and a High-Stakes Standardized Reading Comprehension Test: A Behavioral Genetics Perspective

ERIC Educational Resources Information Center

Wood, Sarah G.; Hart, Sara A.; Little, Callie W.; Phillips, Beth M.

2016-01-01

Past research suggests that reading comprehension test performance does not rely solely on targeted cognitive processes such as word reading, but also on other nontarget aspects such as test anxiety. Using a genetically sensitive design, we sought to understand the genetic and environmental etiology of the association between test anxiety and…

Simple construct evaluation with latent class analysis: An investigation of Facebook addiction and the development of a short form of the Facebook Addiction Test (F-AT).

PubMed

Dantlgraber, Michael; Wetzel, Eunike; Schützenberger, Petra; Stieger, Stefan; Reips, Ulf-Dietrich

2016-09-01

In psychological research, there is a growing interest in using latent class analysis (LCA) for the investigation of quantitative constructs. The aim of this study is to illustrate how LCA can be applied to gain insights on a construct and to select items during test development. We show the added benefits of LCA beyond factor-analytic methods, namely being able (1) to describe groups of participants that differ in their response patterns, (2) to determine appropriate cutoff values, (3) to evaluate items, and (4) to evaluate the relative importance of correlated factors. As an example, we investigated the construct of Facebook addiction using the Facebook Addiction Test (F-AT), an adapted version of the Internet Addiction Test (I-AT). Applying LCA facilitates the development of new tests and short forms of established tests. We present a short form of the F-AT based on the LCA results and validate the LCA approach and the short F-AT with several external criteria, such as chatting, reading newsfeeds, and posting status updates. Finally, we discuss the benefits of LCA for evaluating quantitative constructs in psychological research.

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 Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties

PubMed Central

Denton, Carolyn A.; Barth, Amy E.; Fletcher, Jack M.; Wexler, Jade; Vaughn, Sharon; Cirino, Paul T.; Romain, Melissa; Francis, David J.

2011-01-01

The purpose of this study was to investigate the relations among oral and silent reading fluency and reading comprehension for students in Grades 6 to 8 (n = 1,421) and the use of fluency scores to identify middle school students who are at risk for failure on a high-stakes reading test. Results indicated moderate positive relations between measures of fluency and comprehension. Oral reading fluency (ORF) on passages was more strongly related to reading comprehension than ORF on word lists. A group-administered silent reading sentence verification test approximated the classification accuracy of individually administered ORF passages. The correlation between a maze task and comprehension was weaker than has been reported for elementary students. The best predictor of a high-stakes reading comprehension test was the previous year’s administration of the grade-appropriate test; fluency and verbal knowledge measures accounted for only small amounts of unique variance beyond that accounted for by the previous year’s administration. PMID:21637727

A Study of Reading Errors Using Goodman's Miscue Analysis and Cloze Procedure.

ERIC Educational Resources Information Center

Farren, Sean N.

A study of 11 boys, aged 12 to 14 with low reading ability, was conducted to discover what kinds of errors they made and whether or not differences might exist between error patterns in silent and oral reading. Miscue analysis was used to test oral reading while cloze procedures were used to test silent reading. Errors were categorized according…

Print exposure, reading habits, and reading achievement among deaf and hearing college students.

PubMed

Marschark, Marc; Sarchet, Thomastine; Convertino, Carol M; Borgna, Georgianna; Morrison, Carolyn; Remelt, Sarah

2012-01-01

This study explored relations of print exposure, academic achievement, and reading habits among 100 deaf and 100 hearing college students. As in earlier studies, recognition tests for book titles and magazine titles were used as measures of print exposure, college entrance test scores were used as measures of academic achievement, and students provided self-reports of reading habits. Deaf students recognized fewer magazine titles and fewer book titles appropriate for reading levels from kindergarten through Grade 12 while reporting more weekly hours of reading. As in previous studies with hearing college students, the title recognition test proved a better predictor of deaf and hearing students' English achievement than how many hours they reported reading. The finding that the recognition tests were relatively more potent predictors of achievement for deaf students than hearing students may reflect the fact that deaf students often obtain less information through incidental learning and classroom presentations.

The CPT Reading Comprehension Test: A Validity Study.

ERIC Educational Resources Information Center

Napoli, Anthony R.; Raymond, Lanette A.; Coffey, Cheryl A.; Bosco, Diane M.

1998-01-01

Describes a study done at Suffolk County Community College (New York) that assessed the validity of the College Board's Computerized Placement Test in Reading Comprehension (CPT-R) by comparing test results of 1,154 freshmen with the results of the Degree of Power Reading Test. Results confirmed the CPT-R's reliability in identifying basic…

An Integrated Approach to Establish Validity and Reliability of Reading Tests

ERIC Educational Resources Information Center

Razi, Salim

2012-01-01

This study presents the processes of developing and establishing reliability and validity of a reading test by administering an integrative approach as conventional reliability and validity measures superficially reveals the difficulty of a reading test. In this respect, analysing vocabulary frequency of the test is regarded as a more eligible way…

Test Performance Vis a Vis Test-Taking Strategies in Reading Comprehension of English as a Second Language.

ERIC Educational Resources Information Center

Roizen, Merle A.

A study of students' self-expressed test-taking strategies for reading comprehension tests in English as a second language (ESL) had as subjects 86 Hebrew-speaking university students in Israel. The students were given a reading comprehension test, half with open-ended questions and half with multiple choice. Half the responses were anonymous and…

The CTD Reading Study.

ERIC Educational Resources Information Center

Kadar-Fulop, Judit

1985-01-01

Reading ability of fourth- and eighth-grade Hungarians was assessed as part of the national CTD-80 (Curriculum Theory Department) survey. The texts used in the reading tests are analyzed, as are the reading tasks involved. Resulting achievement test results are presented and described in terms of the text characteristics. (GDC)

Reading comprehension in Parkinson's disease.

PubMed

Murray, Laura L; Rutledge, Stefanie

2014-05-01

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

Transformation of Traditional Vocabulary Exercises into Collaborative Writing Activity

ERIC Educational Resources Information Center

Zheng, Jian-feng

2010-01-01

In the reading course, especially the so-called intensive reading course or integrative English reading course, there are some vocabulary exercises which intend to consolidate the active vocabulary emerging in the reading passages. Mostly, these exercises are in the form of blank-filling or rewriting sentences with the words given. The problem…

Wait…This Counts as Reading?

ERIC Educational Resources Information Center

Dempsey, Allison

2015-01-01

Many sixth grade students think they are telling the truth when they complain, "Reading is boring." However, they don't realize what sort of activities encompass reading. As a teacher with a few years of experience, I am finding new ways to engage reluctant readers and show them reading can take many different forms. In this essay, I…

Modeling the Effects of Reading Lessons on Text Processing.

ERIC Educational Resources Information Center

Omanson, Richard C.; And Others

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

Developing Reading Materials for Teaching American Culture in English Courses.

ERIC Educational Resources Information Center

Kitao, Kenji

1982-01-01

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

Reading Aloud Is a Rhetorical Act.

ERIC Educational Resources Information Center

Ecroyd, Donald H.; Drummond, Caroline

Reading aloud is a rhetorical act. Its purpose is always to communicate, which is a transactional form involving the oral reader and at least one real or imaginary listener. Whenever a person reads aloud, the reader has some intent of reading to someone. In all such situations, readers interpret orally for the mood and meaning that seem…

Comparison of reading and listening-reading techniques for administration of PIAT Reading Comprehension subtest: justification for the bypass approach.

PubMed

Weinberg, W A; McLean, A; Brumback, R A

1988-04-01

The Peabody Individual Achievement Test (PIAT) Reading Comprehension subtest was administered to a group of 23 learning disabled children in Grades 5 through 7 who had been classified by the clinical Lexical Paradigm as good readers or poor readers. Using standardized test administration, 14 poor readers scored substantially below the 9 good readers; however, when the child was allowed to listen and read silently while the test item was read aloud, poor readers showed marked improvement in performance compared to only moderate improvement shown by the good readers. This difference in improvement between the groups was significant and resulted in poor readers achieving performance similar to that of the good readers administered the test in the standard manner.

The use of music to enhance reading skills of second grade students and students with reading disabilities.

PubMed

Register, Dena; Darrow, Alice-Ann; Standley, Jayne; Swedberg, Olivia

2007-01-01

The purpose of the present study was to determine the efficacy of using music as a remedial strategy to enhance the reading skills of second-grade students and students who have been identified as having a specific learning disability (SLD) in reading. First, an intensive short-term music curriculum was designed to target reading comprehension and vocabulary skills at the second grade level. The curriculum was then implemented in classrooms at two public schools in the Southeast. Reading skills were evaluated pre and post curriculum intervention via the vocabulary and reading comprehension subtests of the Gates-MacGinitie Reading Test for second grade. Analysis of pre/posttest data revealed that students with a specific disability in reading improved significantly from pre to post on all three subtests: word decoding (p = .04), word knowledge (p = .01), reading comprehension (p = .01), and test total (p = .01). Paired t-tests revealed that for 2nd grade students, both treatment and control classes improved significantly from pre to post on the subtests word decoding, word knowledge, and test total. While both classes made gains from pre to post on the subtest, reading comprehension, neither improved significantly. Analysis of Covariance revealed that the treatment class made greater gains pre to post than the control class on all 3 subtests (Including reading comprehension), and significantly greater gains on the subtest, word knowledge (p = .01).

Shared orthographic neuronal representations for spelling and reading.

PubMed

Purcell, Jeremy J; Jiang, Xiong; Eden, Guinevere F

2017-02-15

A central question in the study of the neural basis of written language is whether reading and spelling utilize shared orthographic representations. While recent studies employing fMRI to test this question report that the left inferior frontal gyrus (IFG) and ventral occipitotemporal cortex (vOTC) are active during both spelling and reading in the same subjects (Purcell et al., 2011a; Rapp and Lipka, 2011), the spatial resolution of fMRI limits the interpretation of these findings. Specifically, it is unknown if the neurons which encode orthography for reading are also involved in spelling of the same words. Here we address this question by employing an event-related functional magnetic resonance imaging-adaptation (fMRI-A) paradigm designed to examine shared orthographic representations across spelling and reading. First, we identified areas that independently showed adaptation to reading, and adaptation to spelling. Then we identified spatial convergence for these two separate maps via a conjunction analysis. Consistent with previous studies (Purcell et al., 2011a; Rapp and Lipka, 2011), this analysis revealed the left dorsal IFG, vOTC and supplementary motor area. To further validate these observations, we then interrogated these regions using an across-task adaptation technique, and found adaptation across reading and spelling in the left dorsal IFG (BA 44/9). Our final analysis focused specifically on the Visual Word Form Area (VWFA) in the vOTC, whose variability in location among subjects requires the use of subject-specific identification mechanisms (Glezer and Riesenhuber, 2013). Using a functional localizer for reading, we defined the VWFA in each subject, and found adaptation effects for both within the spelling and reading conditions, respectively, as well as across spelling and reading. Because none of these effects were observed during a phonological/semantic control condition, we conclude that the left dorsal IFG and VWFA are involved in accessing the same orthography-specific representations for spelling and reading. Copyright © 2016 Elsevier Inc. All rights reserved.

Shared Orthographic Neuronal Representations for Spelling and Reading

PubMed Central

Purcell, Jeremy J.; Jiang, Xiong; Eden, Guinevere F.

2017-01-01

A central question in the study of the neural basis of written language is whether reading and spelling utilize shared orthographic representations. While recent studies employing fMRI to test this question report that the left inferior frontal gyrus (IFG) and ventral occipitotemporal cortex (vOTC) are active during both spelling and reading in the same subjects (Purcell et al., 2011a; Rapp and Lipka, 2011), the spatial resolution of fMRI limits the interpretation of these findings. Specifically, it is unknown if the neurons which encode orthography for reading are also involved in spelling of the same words. Here we address this question by employing an event-related functional magnetic resonance imaging-adaptation (fMRI-A) paradigm designed to examine shared orthographic representations across spelling and reading. First, we identified areas that independently showed adaptation to reading, and adaptation to spelling. Then we identified spatial convergence for these two separate maps via a conjunction analysis. Consistent with previous studies (Purcell et al., 2011a; Rapp and Lipka, 2011), this analysis revealed the left dorsal IFG, vOTC and supplementary motor area. To further validate these observations, we then interrogated these regions using an across-task adaptation technique, and found adaptation across reading and spelling in the left dorsal IFG (BA 44/9). Our final analysis focused specifically on the Visual Word Form Area (VWFA) in the vOTC, whose variability in location among subjects requires the use of subject-specific identification mechanisms (Glezer and Riesenhuber, 2013). Using a functional localizer for reading, we defined the VWFA in each subject, and found adaptation effects for both within the spelling and reading conditions, respectively, as well as across spelling and reading. Because none of these effects were observed during a phonological/semantic control condition, we conclude that the left dorsal IFG and VWFA are involved in accessing the same orthography-specific representations for spelling and reading. PMID:28011250

An Exploratory Study of Reading Comprehension in College Students After Acquired Brain Injury.

PubMed

Sohlberg, McKay Moore; Griffiths, Gina G; Fickas, Stephen

2015-08-01

This exploratory study builds on the small body of existing research investigating reading comprehension deficits in college students with acquired brain injury (ABI). Twenty-four community college students with ABI completed a battery of questionnaires and standardized tests to characterize self-perceptions of academic reading ability, performance on a standardized reading comprehension measure, and a variety of cognitive functions of this population. Half of the participants in the sample reported traumatic brain injury (n = 12) and half reported nontraumatic ABI (n = 12). College students with both traumatic and nontraumatic ABI cite problems with reading comprehension and academic performance postinjury. Mean performance on a standardized reading measure, the Nelson-Denny Reading Test (Brown, Fischo, & Hanna, 1993), was low to below average and was significantly correlated with performance on the Speed and Capacity of Language Processing Test (Baddeley, Emslie, & Nimmo-Smith, 1992). Injury status of traumatic versus nontraumatic ABI did not differentiate results. Regression analysis showed that measures of verbal attention and suppression obtained from the California Verbal Language Test-II (Delis, Kramer, Kaplan, & Ober, 2000) predicted total scores on the Nelson-Denny Reading Test. College students with ABI are vulnerable to reading comprehension problems. Results align with other research suggesting that verbal attention and suppression problems may be contributing factors.

Orthographic and Phonological Form Interference during Silent Reading

ERIC Educational Resources Information Center

Price, Iya Khelm; Witzel, Naoko; Witzel, Jeffrey

2015-01-01

This study reports 2 eye-tracking experiments investigating form interference during sentence-level silent reading. The items involved reduced and unreduced relative clauses (RCs) with words that were orthographically and phonologically similar "(injection-infection"; O+P+, Experiment 1) as well as with words that were orthographically…

Test Review: J. L. Wiederholt & B. R. Bryant. (2012). Gray Oral Reading Tests-Fifth Edition (GORT-5). Austin, TX: Pro-Ed.

ERIC Educational Resources Information Center

Hall, Anna H.; Tannebaum, Rory P.

2013-01-01

The first edition of the Gray Oral Reading Tests (GORT, 1963) was written by Dr. William S. Gray, a founding member and the first president of the International Reading Association. The GORT was designed to measure oral reading abilities (i.e., Rate, Accuracy, Fluency, and Comprehension) of students in Grades 2 through 12 due to the noteworthy…

Flow and Reading Comprehension: Testing the Mediating Role of Emotioncy

ERIC Educational Resources Information Center

Shahian, Leila; Pishghadam, Reza; Khajavy, Gholam Hassan

2017-01-01

Considering the importance of psychological factors in learners' reading abilities, this study examines the relationship between flow, emotioncy, and reading comprehension. To this end, 238 upper-intermediate and advanced English as a Foreign Language (EFL) learners were asked to take four tests of reading comprehension along with flow and…

The Relevance of Visual Sequential Memory to Reading.

ERIC Educational Resources Information Center

Crispin, Lisa; And Others

1984-01-01

Results of three visual sequential memory tests and a group reading test given to 19 elementary students are discussed in terms of task analysis and structuralist approaches to analysis of reading skills. Relation of visual sequential memory to other reading subskills is considered in light of current reasearch. (CMG)

Accuracy of the DIBELS Oral Reading Fluency Measure for Predicting Third Grade Reading Comprehension Outcomes

ERIC Educational Resources Information Center

Roehrig, Alysia D.; Petscher, Yaacov; Nettles, Stephen M.; Hudson, Roxanne F.; Torgesen, Joseph K.

2008-01-01

We evaluated the validity of DIBELS ("Dynamic Indicators of Basic Early Literacy Skills") ORF ("Oral Reading Fluency") for predicting performance on the "Florida Comprehensive Assessment Test" (FCAT-SSS) and "Stanford Achievement Test" (SAT-10) reading comprehension measures. The usefulness of previously…

Relations between CBM (Oral Reading and Maze) and Reading Comprehension on State Achievement Tests: A Meta-Analysis

ERIC Educational Resources Information Center

Shin, Jaehyun

2017-01-01

The purpose of this study was to examine the validity of two widely used Curriculum-Based Measurement (CBM) in reading--oral reading and maze task--in relation to reading comprehension on state tests using a meta-analysis. A total of 61 studies (132 correlations) were identified across Grades 1 to 10. A random-effects meta-analysis was conducted…

The Effectiveness of a Reading Curriculum on High School Students' Achievement, Confidence in Reading and Teachers' Perceptions

ERIC Educational Resources Information Center

Moody, Kristie

2017-01-01

The purpose of this study was to examine the effectiveness of a reading curriculum on high school students' achievement, confidence in reading and teachers' perceptions. A paired samples t test was used to compare students' pretest and posttest scores on the reading curriculum. Two independent samples t tests were run to compare the control and…

Reliability and Construct Validity of the NEI VFQ-25 in a Subset of Patients With Geographic Atrophy From the Phase 2 Mahalo Study.

PubMed

Sivaprasad, Sobha; Tschosik, Elizabeth; Kapre, Audrey; Varma, Rohit; Bressler, Neil M; Kimel, Miriam; Dolan, Chantal; Silverman, David

2018-06-01

Geographic atrophy (GA) is an advanced form of age-related macular degeneration characterized by progressive, irreversible visual function loss. This analysis evaluates the psychometric properties of the 25-Item National Eye Institute Visual Function Questionnaire (NEI VFQ-25) composite, near activity, and distance activity scores in patients with GA. Reliability and validity study. Reliability and validity were tested with NEI VFQ-25 data collected from 100 subjects with GA from United States' sites of the phase 2 Mahalo study of lampalizumab (ClinicalTrials.gov identifier: NCT01229215). Strong internal consistency and reproducibility were demonstrated for the NEI VFQ-25 composite (Cronbach's α, 0.95; intraclass correlation coefficient [ICC], 0.86), near activity (Cronbach's α, 0.84; ICC, 0.80), and distance activity (Cronbach's α, 0.84; ICC, 0.84) scores. Convergent validity with the binocular measures, Minnesota Low-Vision Reading Test (MNRead) reading speed and Functional Reading Independence (FRI) index score, was demonstrated for baseline NEI VFQ-25 composite (Pearson correlation [r] = 0.61 and 0.69, respectively), near activities (r = 0.69 and 0.73), and distance activities (r = 0.57 and 0.64) scores. Known-group validity testing for baseline mean NEI VFQ-25 scores (composite, near activities, and distance activities) showed differences between patients with mean maximum MNRead reading speed ≥ 80 vs < 80 words per minute, and between mean FRI index score ≥ 2.5 vs < 2.5 (all P < .0001). Psychometric evidence supports the NEI VFQ-25 as a reliable and valid cross-sectional measure of the impact of GA on patient visual function and vision-related quality of life. Copyright © 2018 The Authors. Published by Elsevier Inc. All rights reserved.

Using Formative Reading Assessments and Data Utilization to Improve ELL Spanish Speaking Students' Achievement Test Scores

ERIC Educational Resources Information Center

Hamilton, Maureen Dugan

2013-01-01

The demands and expectations placed on all schools in the United States to meet the needs of a growing and diverse population continue to raise the questions, what needs to be done in order for all students to achieve success, and how can this success be measured? This study, researched and reported in the form of a dissertation, was performed on…

Relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test.

PubMed

Smith, T D; Smith, B L

1998-12-01

The present study examined the relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test for a sample of children with learning disabilities in two rural school districts. Data were collected for 87 school children who had been classified as learning disabled and placed in special education resource services. Pearson product-moment correlations between scores on the two measures were significant and moderate to high; however, mean scores were not significantly different on Reading, Spelling, and Arithmetic subtests of the Wide Range Achievement Test 3 compared to those for the basic Reading, Spelling, and Mathematics Reasoning subtests of the Wechsler Individual Achievement Test. Although there were significant mean differences between scores on Reading and Reading Comprehension and on Arithmetic and Numerical Operations, magnitudes were small. It appears that the two tests provide similar results when screening for reading, spelling, and arithmetic.

[The methodological assessment and qualitative evaluation of psychometric performance tests based on the example of modern tests that assess reading and spelling skills].

PubMed

Galuschka, Katharina; Rothe, Josefine; Schulte-Körne, Gerd

2015-09-01

This article looks at a means of objectively evaluating the quality of psychometric tests. This approach enables users to evaluate psychometric tests based on their methodological characteristics, in order to decide which instrument should be used. Reading and spelling assessment tools serve as examples. The paper also provides a review of German psychometric tests for the assessment of reading and spelling skills. This method facilitates the identification of psychometric tests.of high methodological quality which can be used for the assessment of reading and spelling skills. Reading performance should ideally be assessed with the following instruments: ELFE 1-6, LGVT 6-12, LESEN 6-7, LESEN 8-9, or WLLP-R. The tests to be used for the evaluation of spelling skills are DERET 1-2+, DERET 3-4+, WRT 1+, WRT 2+, WRT 3+, WRT 4+ or HSP 1-10.

Variables Associated with Successful Learning-to-Read Experiences of Children When they Enter School in Puerto Rico.

ERIC Educational Resources Information Center

Borges, Francisca

The relative effectiveness of several testing instruments in predicting the reading achievement of Puerto Rican first graders was investigated in this dissertation. One hundred seventy-four students were tested by the "Reading Readiness Test (Prueba de Apresto)," the "Collective Puerto Rican Test of Mental Capacity (Prueba Colectiva de Capacidad…

Can Cloze Tests Really Improve Second Language Learners' Reading Comprehension Skills?

ERIC Educational Resources Information Center

Ren, Guanxin

2011-01-01

Cloze testing is a widely-used procedure to test learners' reading comprehension in learning a language, but little is known if it can really improve learners' reading comprehension skills. This paper attempts to seek answers to this question by comparing the cloze test scores of two groups of students (Experimental versus Control) undertaking…

40 CFR Table B-5 to Subpart B of... - Symbols and Abbreviations

Code of Federal Regulations, 2012 CFR

2012-07-01

...—First analyzer zero reading for the 24ZD test. L 2—Second analyzer zero reading for the 24ZD test. n...' n—Adjusted analyzer zero reading on the n-the test day for the 24ZD test. ZD—Zero drift. 12ZD—12-hour zero drift. 24ZD—24-hour zero drift. ...

40 CFR Table B-5 to Subpart B of... - Symbols and Abbreviations

Code of Federal Regulations, 2014 CFR

2014-07-01

...—First analyzer zero reading for the 24ZD test. L 2—Second analyzer zero reading for the 24ZD test. n...' n—Adjusted analyzer zero reading on the n-the test day for the 24ZD test. ZD—Zero drift. 12ZD—12-hour zero drift. 24ZD—24-hour zero drift. ...

40 CFR Table B-5 to Subpart B of... - Symbols and Abbreviations

Code of Federal Regulations, 2013 CFR

2013-07-01

...—First analyzer zero reading for the 24ZD test. L 2—Second analyzer zero reading for the 24ZD test. n...' n—Adjusted analyzer zero reading on the n-the test day for the 24ZD test. ZD—Zero drift. 12ZD—12-hour zero drift. 24ZD—24-hour zero drift. ...

Individualizing the Teaching of Reading through Test Management Systems.

ERIC Educational Resources Information Center

Fry, Edward

Test management systems are suggested for individualizing the teaching of reading in the elementary classroom. Test management systems start with a list of objectives or specific goals which cover all or some major areas of the learning to read process. They then develop a large number of criterion referenced tests which match the skill areas at…

Slower saccadic reading in Parkinson’s disease

PubMed Central

Jehangir, Naz; Yu, Caroline Yizhu; Song, Jeehey; Shariati, Mohammad Ali; Binder, Steven; Beyer, Jill; Santini, Veronica; Poston, Kathleen

2018-01-01

Idiopathic Parkinson’s Disease (PD) is characterized by degeneration of dopaminergic and other neurons, leading to motor and non-motor deficits. Abnormal eye movements in PD, including fixations, saccades, and convergence, are well described. However, saccadic reading, which requires serial and alternating saccades and fixations, is not well studied, despite its obvious impact on the quality of life. In this study, we assessed saccadic reading using variations of the King-Devick (KD) test, a rapid single digit number naming test, as a way to assess the ability to make serial left-to-right ocular motor movements necessary for reading. We recruited 42 treated PD patients and 80 age-matched controls and compared their reading times with a variety of measures, including age, duration of disease, Unified Parkinson’s Disease Rating Scale (UPDRS), the National Eye Institute 25-Item Visual Functioning Questionnaire 25 (VFQ-25), and Montreal Cognitive assessment (MoCA) test. The subjects performed 4 trials of reading 120 single digit numbers aloud as fast as possible without making errors. In each trial, they read 3 pages (KD1, KD2, and KD3), and each page contained 40 numbers per page in 8 lines with 5 numbers/line. We found that PD patients read about 20% slower than controls on all tests (KD1, 2, and 3 tests) (p < 0.02), and both groups read irregularly spaced numbers slower than regularly spaced numbers. Having lines between numbers to guide reading (KD1 tests) did not impact reading time in both PD and controls, but increased visual crowding as a result of decreased spacing between numbers (KD3 tests) was associated with significantly slower reading times in both PD and control groups. Our study revealed that saccadic reading is slower in PD, but controls and PD patients are both impacted by visuospatial planning challenges posed by increased visual crowding and irregularity of number spacing. Reading time did not correlate with UPDRS or MoCA scores in PD patients but significantly correlated with age, duration of disease, and VFQ-25 scores. The presence of convergence insufficiency did not significantly correlate with reading time in PD patients, although on average there was slower reading time in those with convergence insufficiency by 8 s (p = 0.2613). We propose that a simple reading task using 120 single-digit numbers can be used as a screening tool in the clinical setting to assess functional ocular motor difficulties in Parkinson’s disease that can have a profound impact on quality of life. PMID:29364897

Slower saccadic reading in Parkinson's disease.

PubMed

Jehangir, Naz; Yu, Caroline Yizhu; Song, Jeehey; Shariati, Mohammad Ali; Binder, Steven; Beyer, Jill; Santini, Veronica; Poston, Kathleen; Liao, Yaping Joyce

2018-01-01

Idiopathic Parkinson's Disease (PD) is characterized by degeneration of dopaminergic and other neurons, leading to motor and non-motor deficits. Abnormal eye movements in PD, including fixations, saccades, and convergence, are well described. However, saccadic reading, which requires serial and alternating saccades and fixations, is not well studied, despite its obvious impact on the quality of life. In this study, we assessed saccadic reading using variations of the King-Devick (KD) test, a rapid single digit number naming test, as a way to assess the ability to make serial left-to-right ocular motor movements necessary for reading. We recruited 42 treated PD patients and 80 age-matched controls and compared their reading times with a variety of measures, including age, duration of disease, Unified Parkinson's Disease Rating Scale (UPDRS), the National Eye Institute 25-Item Visual Functioning Questionnaire 25 (VFQ-25), and Montreal Cognitive assessment (MoCA) test. The subjects performed 4 trials of reading 120 single digit numbers aloud as fast as possible without making errors. In each trial, they read 3 pages (KD1, KD2, and KD3), and each page contained 40 numbers per page in 8 lines with 5 numbers/line. We found that PD patients read about 20% slower than controls on all tests (KD1, 2, and 3 tests) (p < 0.02), and both groups read irregularly spaced numbers slower than regularly spaced numbers. Having lines between numbers to guide reading (KD1 tests) did not impact reading time in both PD and controls, but increased visual crowding as a result of decreased spacing between numbers (KD3 tests) was associated with significantly slower reading times in both PD and control groups. Our study revealed that saccadic reading is slower in PD, but controls and PD patients are both impacted by visuospatial planning challenges posed by increased visual crowding and irregularity of number spacing. Reading time did not correlate with UPDRS or MoCA scores in PD patients but significantly correlated with age, duration of disease, and VFQ-25 scores. The presence of convergence insufficiency did not significantly correlate with reading time in PD patients, although on average there was slower reading time in those with convergence insufficiency by 8 s (p = 0.2613). We propose that a simple reading task using 120 single-digit numbers can be used as a screening tool in the clinical setting to assess functional ocular motor difficulties in Parkinson's disease that can have a profound impact on quality of life.

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

PubMed

Yamashita, Toshiya; Hayashi, Takashi

2012-01-01

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

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

PubMed

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

2013-05-01

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

Universal Visual Features Might Be Necessary for Fluent Reading. A Longitudinal Study of Visual Reading in Braille and Cyrillic Alphabets

PubMed Central

Bola, Łukasz; Radziun, Dominika; Siuda-Krzywicka, Katarzyna; Sowa, Joanna E.; Paplińska, Małgorzata; Sumera, Ewa; Szwed, Marcin

2017-01-01

It has been hypothesized that efficient reading is possible because all reading scripts have been matched, through cultural evolution, to the natural capabilities of the visual cortex. This matching has resulted in all scripts being made of line-junctions, such as T, X, or L. Our aim was to test a critical prediction of this hypothesis: visual reading in an atypical script that is devoid of line-junctions (such as the Braille alphabet read visually) should be much less efficient than reading in a “normal” script (e.g., Cyrillic). Using a lexical decision task, we examined Visual Braille reading speed and efficiency in sighted Braille teachers. As a control, we tested learners of a natural visual script, Cyrillic. Both groups participated in a two semester course of either visual Braille or Russian while their reading speed and accuracy was tested at regular intervals. The results show that visual Braille reading is slow, prone to errors and highly serial, even in Braille readers with years of prior reading experience. Although subjects showed some improvements in their visual Braille reading accuracy and speed following the course, the effect of word length on reading speed (typically observed in beginning readers) was remained very sizeable through all testing sessions. These results are in stark contrast to Cyrillic, a natural script, where only 3 months of learning were sufficient to achieve relative proficiency. Taken together, these results suggest that visual features such as line junctions and their combinations might be necessary for efficient reading. PMID:28421027

Universal Visual Features Might Be Necessary for Fluent Reading. A Longitudinal Study of Visual Reading in Braille and Cyrillic Alphabets.

PubMed

Bola, Łukasz; Radziun, Dominika; Siuda-Krzywicka, Katarzyna; Sowa, Joanna E; Paplińska, Małgorzata; Sumera, Ewa; Szwed, Marcin

2017-01-01

It has been hypothesized that efficient reading is possible because all reading scripts have been matched, through cultural evolution, to the natural capabilities of the visual cortex. This matching has resulted in all scripts being made of line-junctions, such as T, X, or L. Our aim was to test a critical prediction of this hypothesis: visual reading in an atypical script that is devoid of line-junctions (such as the Braille alphabet read visually) should be much less efficient than reading in a "normal" script (e.g., Cyrillic). Using a lexical decision task, we examined Visual Braille reading speed and efficiency in sighted Braille teachers. As a control, we tested learners of a natural visual script, Cyrillic. Both groups participated in a two semester course of either visual Braille or Russian while their reading speed and accuracy was tested at regular intervals. The results show that visual Braille reading is slow, prone to errors and highly serial, even in Braille readers with years of prior reading experience. Although subjects showed some improvements in their visual Braille reading accuracy and speed following the course, the effect of word length on reading speed (typically observed in beginning readers) was remained very sizeable through all testing sessions. These results are in stark contrast to Cyrillic, a natural script, where only 3 months of learning were sufficient to achieve relative proficiency. Taken together, these results suggest that visual features such as line junctions and their combinations might be necessary for efficient reading.

Processing of Derived Forms in High-Functioning Dyslexics

ERIC Educational Resources Information Center

Deacon, S. Helene; Parrila, Rauno; Kirby, John R.

2006-01-01

We report on an experiment designed to evaluate processing of derived forms in high-functioning dyslexics, defined as university students with a history of reading difficulties who have age-appropriate reading comprehension skills. We compared high-functioning dyslexics with a group of normal adult readers in their performance on a lexical…

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)

Identifying children with specific reading disabilities from listening and reading discrepancy scores.

PubMed

Spring, C; French, L

1990-01-01

A method of identifying children with specific reading disabilities by identifying discrepancies between their reading and listening comprehension scores was validated with disabled and nondisabled readers in Grades 4, 5, and 6. The method is based on a modification of the reading comprehension subtest of the Peabody Individual Achievement Test (Dunn & Markwardt, 1970). In this modification, even-numbered sentences are read by subjects, and odd-numbered sentences are read by the test administrator as subjects listen. The features of this test that reduce demands on working memory, thereby making it suitable for the detection of a discrepancy between reading and listening comprehension in readers with disabilities, are discussed. A significant group-by-modality interaction was obtained. Children with reading disabilities scored significantly lower on reading than on listening comprehension, while nondisabled readers scored slightly higher, but not significantly so, on reading than on listening comprehension. The appropriateness of this method as a substitute for the traditional method, which is based on the detection of a discrepancy between intelligence and reading and which has recently been proscribed in certain school districts, is discussed. Issues concerning the listening comprehension skills of disabled readers are also discussed.

Contrasting group analysis of Brazilian students with dyslexia and good readers using the computerized reading and writing assessment battery “BALE”

PubMed Central

Toledo Piza, Carolina M. J.; de Macedo, Elizeu C.; Miranda, Monica C.; Bueno, Orlando F. A.

2014-01-01

The analysis of cognitive processes underpinning reading and writing skills may help to distinguish different reading ability profiles. The present study used a Brazilian reading and writing battery to compare performance of students with dyslexia with two individually matched control groups: one contrasting on reading competence but not age and the other group contrasting on age but not reading competence. Participants were 28 individuals with dyslexia (19 boys) with a mean age of 9.82 (SD ± 1.44) drawn from public and private schools. These were matched to: (1) an age control group (AC) of 26 good readers with a mean age of 9.77 (SD ± 1.44) matched by age, sex, years of schooling, and type of school; (2) reading control group (RC) of 28 younger controls with a mean age of 7.82 (SD ± 1.06) matched by sex, type of school, and reading level. All groups were tested on four tasks from the Brazilian Reading and Writing Assessment battery (“BALE”): Written Sentence Comprehension Test (WSCT); Spoken Sentence Comprehension Test (OSCT); Picture-Print Writing Test (PPWT 1.1-Writing); and the Reading Competence Test (RCT). These tasks evaluate reading and listening comprehension for sentences, spelling, and reading isolated words and pseudowords (non-words). The dyslexia group scored lower and took longer to complete tasks than the AC group. Compared with the RC group, there were no differences in total scores on reading or oral comprehension tasks. However, dyslexics presented slower reading speeds, longer completion times, and lower scores on spelling tasks, even compared with younger controls. Analysis of types of errors on word and pseudoword reading items showed students with dyslexia scoring lower for pseudoword reading than the other two groups. These findings suggest that the dyslexics overall scores were similar to those of younger readers. However, specific phonological and visual decoding deficits showed that the two groups differ in terms of underpinning reading strategies. PMID:25132829

Altered visual sensory fusion in children with reading difficulties.

PubMed

González-Castro, P; Rodríguez, C; Núñez, J C; Vallejo, G; González-Pienda, J A

2014-12-01

Reading is a multi-sensory and multi-cognitive task, and its difficulties (e.g., dyslexia) are not a unitary disorder. There are probably a variety of manifestations that relate to the actual site of impairment. A randomized, pre-test/post-test nonequivalent-groups design was conducted over 4 months with three groups aged between 6 and 8 years. One group comprised 76 participants (34 boys, 42 girls) with reading difficulties and altered sensory fusion (RD+ASF), a second group was made up of 123 students (59 boys, 64 girls) with reading difficulties but without altered sensory fusion (RD), and a third group comprised 81 participants (39 boys, 42 girls) who were young readers (RL) without reading delay, paired with the RD group on reading level. The experimental groups received intervention in the skills of control, stimulus recognition, and phonological awareness during a 4-month period. Both pre-test and post-test measures of errors in reading mechanics and reading routes (word and pseudo-word) were obtained. Poorer results in mechanics and reading routes of the RD+ASF group suggest that the effectiveness of the intervention depended on the characteristics of the groups and on the presence of sensory fusion deficits in the RD students.

One Reading Specialist's Response to High-Stakes Testing Pressures

ERIC Educational Resources Information Center

Assaf, Lori

2006-01-01

Pressures to help students pass high-stakes tests affect teachers' reading instruction, their responsiveness to students' learning needs, and their professional effectiveness. This article reports on how one reading specialist responded to testing pressures in her urban elementary school. She believed that what was "right" for her…

Passage Independence within Standardized Reading Comprehension Tests

ERIC Educational Resources Information Center

Roy-Charland, Annie; Colangelo, Gabrielle; Foglia, Victoria; Reguigui, Leïla

2017-01-01

In tests used to measure reading comprehension, validity is important in obtaining accurate results. Unfortunately, studies have shown that people can correctly answer some questions of these tests without reading the related passage. These findings bring forth the need to address whether this phenomenon is observed in multiple-choice only tests…

Comparability of Conventional and Computerized Tests of Reading in a Second Language.

ERIC Educational Resources Information Center

Sawaki, Yasuyo

2001-01-01

Addresses issues surrounding the effect of mode of presentation on second language (L2) reading test performance, reviewing the literature in cognitive ability testing in educational and psychological measurement and the non-assessment literature in ergonomics, education, psychology, and first language reading research. Generalization of the…

Reading for Meaning: Reading Comprehension Skills in ASD and the Role of Oral Language, Central Coherence, and Executive Function

ERIC Educational Resources Information Center

Davidson, Meghan M.

2016-01-01

Reading comprehension is a complex interactional process whereby the accumulated meaning of sounds, words, and sentences is integrated to form a meaningful representation of text. It is well established that many individuals with autism spectrum disorder (ASD) have reading comprehension difficulties, but less is understood about the underlying…

Tracking Reading: Dual Task Costs of Oral Reading for Young versus Older Adults

ERIC Educational Resources Information Center

Kemper, Susan; Bontempo, Daniel; Schmalzried, RaLynn; McKedy, Whitney; Tagliaferri, Bruno; Kieweg, Doug

2014-01-01

A digital pursuit rotor was used to monitor oral reading costs by time-locking tracking performance to the auditory wave form produced as young and older adults were reading out short paragraphs. Multilevel modeling was used to determine how paragraph-level predictors of length, grammatical complexity, and readability and person-level predictors…

A Shared Reading Intervention with Parents to Enhance Young Children's Early Literacy Skills

ERIC Educational Resources Information Center

Sim, Susan S. H.; Berthelsen, Donna; Walker, Susan; Nicholson, Jan M.; Fielding-Barnsley, Ruth

2014-01-01

A pragmatic randomised controlled trial was used to investigate the effects of two forms of shared reading on children's language and literacy skills. Parents of 80 children in the preparatory year of school participated in an eight-week home reading intervention. Families were assigned to one of three groups: dialogic reading (DR), dialogic…

A Read-Aloud for English Classrooms (Read It Aloud).

ERIC Educational Resources Information Center

Richardson, Judy S.; Cantrell, R. Jeffrey

1996-01-01

Presents a read-aloud from Lois Lowry's novel "Anastasia Krupnik" showing how Anastasia's first experience writing a poem helped form negative attitudes. Discusses the selections and offers suggestions for teaching poetry and for integrating poetry in other classrooms. (SR)

Effects of a Read-Aloud Modification on a Standardized Reading Test

ERIC Educational Resources Information Center

Crawford, Lindy; Tindal, Gerald

2004-01-01

Researchers investigated the effects of a read-aloud modification on students' performance on a reading comprehension test. A total of 338 students in Grades 4 and 5 participated; 76 of these students (22%) received special education services, the majority of whom were labeled learning disabled. Students completed a standardized reading…

Item-Level Effects of the Read-Aloud Accommodation for Students with Reading Disabilities

ERIC Educational Resources Information Center

Bolt, Sara E.; Thurlow, Martha L.

2007-01-01

Research support for providing a read-aloud accommodation (i.e., having an individual read test items and directions aloud) to students with disabilities has been somewhat limited, particularly when merely examining effects of the accommodation on overall test scores for general groups of students with disabilities. We examined data on…

Reading Speed as a Constraint of Accuracy of Self-Perception of Reading Skill

ERIC Educational Resources Information Center

Kwon, Heekyung; Linderholm, Tracy

2015-01-01

We hypothesised that college students take reading speed into consideration when evaluating their own reading skill, even if reading speed does not reliably predict actual reading skill. To test this hypothesis, we measured self-perception of reading skill, self-perception of reading speed, actual reading skill and actual reading speed to…

Reading comprehension of deaf students in regular education.

PubMed

Luccas, Marcia Regina Zemella; Chiari, Brasília Maria; Goulart, Bárbara Niegia Garcia de

2012-01-01

To evaluate and compare the reading comprehension of deaf students included in regular classrooms of public schools with and without specialized educational support. Observational analytic study with 35 students with sensorineural hearing loss, with and without educational support. All subjects were assessed with the Word Reading Competence Test (WRCT), the Picture-Print Matching Test by Choice (PPMT-C), and the Sentence Reading Comprehension Test (SRCT). In the tests regarding comprehension of words (WRCT and PPMT-C), the results showed no difference in the performance of deaf students who attend and do not attend educational support. Regarding reading comprehension of sentences, the application of the SRCT also did not show differences between the groups of deaf students. A significant correlation was found between age and grade, indicating that the older the students and the higher their educational level, the better their performance in reading sentences. The results indicate that deaf students, regardless of attending educational support, read words better than sentences. There is no difference in reading comprehension between deaf students who receive and do not receive specialized pedagogical monitoring.

Ocular dominance stability and reading skill: a controversial relationship.

PubMed

Zeri, Fabrizio; De Luca, Maria; Spinelli, Donatella; Zoccolotti, Pierluigi

2011-11-01

Evidence is mixed concerning the relationship between stability of ocular dominance and reading deficits. Contrasting results may be due to the use of different tests of dominance, different samples of readers, and different scoring methods. The aim of this study was to investigate the relationship among ocular dominance, general visual abilities, and reading performance, and to evaluate the consistency and reliability of different tests of ocular dominance and the effects of different types of eye dominance scoring. In a group of young adults, we measured: (a) main optometric parameters; (b) reading time and accuracy; and (c) ocular dominance in two sighting and four motor tests. Dominance was determined using different scoring methods (relative, absolute, and binary scores). All dominance tests showed good levels of internal reliability. Sighting tests were consistent regardless of the scoring method, and all participants had stable dominance. Three of four motor tests were moderately consistent when dominance was measured with relative scores but not when it was measured with absolute or binary scores. No relationship was found between stability of dominance and reading performance, regardless of the type of test or scoring method. No systematic pattern of correlation was found between binocular vision variables and dominance measures. Choosing the type of motor test to measure ocular dominance is crucial, because the level of consistency among tests is low to moderate. Furthermore, motor tests were not correlated with reading performances. Present results suggest caution when trying to link reading difficulties with specific profiles of ocular dominance.

The relevance of receptive vocabulary in reading comprehension.

PubMed

Nalom, Ana Flávia de Oliveira; Soares, Aparecido José Couto; Cárnio, Maria Silvia

2015-01-01

To characterize the performance of students from the 5th year of primary school, with and without indicatives of reading and writing disorders, in receptive vocabulary and reading comprehension of sentences and texts, and to verify possible correlations between both. This study was approved by the Research Ethics Committee of the institution (no. 098/13). Fifty-two students in the 5th year from primary school, with and without indicatives of reading and writing disorders, and from two public schools participated in this study. After signing the informed consent and having a speech therapy assessment for the application of inclusion criteria, the students were submitted to a specific test for standardized evaluation of receptive vocabulary and reading comprehension. The data were studied using statistical analysis through the Kruskal-Wallis test, analysis of variance techniques, and Spearman's rank correlation coefficient with level of significance to be 0.05. A receiver operating characteristic (ROC) curve (was constructed in which reading comprehension was considered as gold standard. The students without indicatives of reading and writing disorders presented a better performance in all tests. No significant correlation was found between the tests that evaluated reading comprehension in either group. A correlation was found between reading comprehension of texts and receptive vocabulary in the group without indicatives. In the absence of indicatives of reading and writing disorders, the presence of a good range of vocabulary highly contributes to a proficient reading comprehension of texts.

Comparing performance on the MNREAD iPad application with the MNREAD acuity chart.

PubMed

Calabrèse, Aurélie; To, Long; He, Yingchen; Berkholtz, Elizabeth; Rafian, Paymon; Legge, Gordon E

2018-01-01

Our purpose was to compare reading performance measured with the MNREAD Acuity Chart and an iPad application (app) version of the same test for both normally sighted and low-vision participants. Our methods included 165 participants with normal vision and 43 participants with low vision tested on the standard printed MNREAD and on the iPad app version of the test. Maximum Reading Speed, Critical Print Size, Reading Acuity, and Reading Accessibility Index were compared using linear mixed-effects models to identify any potential differences in test performance between the printed chart and the iPad app. Our results showed the following: For normal vision, chart and iPad yield similar estimates of Critical Print Size and Reading Acuity. The iPad provides significantly slower estimates of Maximum Reading Speed than the chart, with a greater difference for faster readers. The difference was on average 3% at 100 words per minute (wpm), 6% at 150 wpm, 9% at 200 wpm, and 12% at 250 wpm. For low vision, Maximum Reading Speed, Reading Accessibility Index, and Critical Print Size are equivalent on the iPad and chart. Only the Reading Acuity is significantly smaller (I. E., better) when measured on the digital version of the test, but by only 0.03 logMAR (p = 0.013). Our conclusions were that, overall, MNREAD parameters measured with the printed chart and the iPad app are very similar. The difference found in Maximum Reading Speed for the normally sighted participants can be explained by differences in the method for timing the reading trials.

Comparing performance on the MNREAD iPad application with the MNREAD acuity chart

PubMed Central

Calabrèse, Aurélie; To, Long; He, Yingchen; Berkholtz, Elizabeth; Rafian, Paymon; Legge, Gordon E.

2018-01-01

Our purpose was to compare reading performance measured with the MNREAD Acuity Chart and an iPad application (app) version of the same test for both normally sighted and low-vision participants. Our methods included 165 participants with normal vision and 43 participants with low vision tested on the standard printed MNREAD and on the iPad app version of the test. Maximum Reading Speed, Critical Print Size, Reading Acuity, and Reading Accessibility Index were compared using linear mixed-effects models to identify any potential differences in test performance between the printed chart and the iPad app. Our results showed the following: For normal vision, chart and iPad yield similar estimates of Critical Print Size and Reading Acuity. The iPad provides significantly slower estimates of Maximum Reading Speed than the chart, with a greater difference for faster readers. The difference was on average 3% at 100 words per minute (wpm), 6% at 150 wpm, 9% at 200 wpm, and 12% at 250 wpm. For low vision, Maximum Reading Speed, Reading Accessibility Index, and Critical Print Size are equivalent on the iPad and chart. Only the Reading Acuity is significantly smaller (I. E., better) when measured on the digital version of the test, but by only 0.03 logMAR (p = 0.013). Our conclusions were that, overall, MNREAD parameters measured with the printed chart and the iPad app are very similar. The difference found in Maximum Reading Speed for the normally sighted participants can be explained by differences in the method for timing the reading trials. PMID:29351351

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

PubMed

Batnini, Soulef; Uno, Akira

2015-06-01

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

Evaluation of a device for standardized measurements of reading performance in a prepresbyopic population.

PubMed

Arad, Tschingis; Baumeister, Martin; Bühren, Jens; Kohnen, Thomas

2017-04-20

Automated measurements of reading performance are required for clinical trials involving presbyopia-correcting surgery options. Repeatability of a testing device for reading (Salzburg Reading Desk) was evaluated in a prepresbyopic population. Subjective reading performance of 50 subjects divided into 2 age groups (23-30 years and 38-49 years) with distance-corrected eyes was investigated with different log-scaled reading charts. At study entry, refractive parameters were measured and distance visual acuity assessed. Two standardized binocular measurements were performed for each subject (32.24 ± 9.87 days apart [mean ± SD]). The repeatability of the tests was estimated using correlation coefficients, Wilcoxon signed-rank test, and Bland-Altman method. The test parameters at both maximum reading rate (MRR) measurements demonstrate a strong relationship of age group 2 subjects (correlation coefficient [r] = 0.74 p = 10-4) and of younger subjects (age group 1: r = 0.69, p = 10-4). Prepresbyopic subjects of age group 2 showed moderate results for near reading distance (r = 0.67, p = 10-4); by contrast, younger subjects had poorer results (r = 0.55, p = 10-3). The Wilcoxon signed-rank test revealed agreement between measurements and Bland-Altman plots showed a wide data spread for MRR and near reading distance in both groups. The device measures repeatedly selected reading performance parameters of near real world conditions, such as MRR, in prepresbyopic populations if several factors are taken into account. The option to choose preferred distance leads to more variance in measuring repeated reading performance. German Clinical Trials Register (DRKS) registration reference number: DRKS00000784.

Second Language Reading Topic Familiarity and Test Score: Test-Taking Strategies for Multiple-Choice Comprehension Questions

ERIC Educational Resources Information Center

Lee, Jia-Ying

2011-01-01

The main purpose of this study was to compare the strategies used by Chinese-speaking students when confronted with familiar versus unfamiliar topics in a multiple-choice format reading comprehension test. The focus was on describing what students do when they are taking reading comprehension tests by asking students to verbalize their thoughts.…

[Ophthalmologic reading charts : Part 2: Current logarithmically scaled reading charts].

PubMed

Radner, W

2016-12-01

To analyze currently available reading charts regarding print size, logarithmic print size progression, and the background of test-item standardization. For the present study, the following logarithmically scaled reading charts were investigated using a measuring microscope (iNexis VMA 2520; Nikon, Tokyo): Eschenbach, Zeiss, OCULUS, MNREAD (Minnesota Near Reading Test), Colenbrander, and RADNER. Calculations were made according to EN-ISO 8596 and the International Research Council recommendations. Modern reading charts and cards exhibit a logarithmic progression of print sizes. The RADNER reading charts comprise four different cards with standardized test items (sentence optotypes), a well-defined stop criterion, accurate letter sizes, and a high print quality. Numbers and Landolt rings are also given in the booklet. The OCULUS cards have currently been reissued according to recent standards and also exhibit a high print quality. In addition to letters, numbers, Landolt rings, and examples taken from a timetable and the telephone book, sheet music is also offered. The Colenbrander cards use short sentences of 44 characters, including spaces, and exhibit inaccuracy at smaller letter sizes, as do the MNREAD cards. The MNREAD cards use sentences of 60 characters, including spaces, and have a high print quality. Modern reading charts show that international standards can be achieved with test items similar to optotypes, by using recent technology and developing new concepts of test-item standardization. Accurate print sizes, high print quality, and a logarithmic progression should become the minimum requirements for reading charts and reading cards in ophthalmology.

Prepare Your Child For Reading Tests: Tips for Parents = Prepare a sus hijos para tomar pruebas de lectura: Ideas para padres.

ERIC Educational Resources Information Center

Bachman, Tori Mello

Parents can help their children prepare for reading tests in a number of ways, not only just before the test, but also with everyday activities. There are generally two types of reading tests given to students: tests given by teachers throughout the year to see what information students have retained, and more formal, often standardized, tests…

Correlating the Gates-MacGinitie Reading Tests with the University Entrance English Examinations Held in Taiwan

ERIC Educational Resources Information Center

Cheng, Tzung-yu

2013-01-01

This study was carried out to seek the correlations of the Gates-MacGinitie Reading Tests (GMRT), a norm-referenced reading test used in the United States, with the AST and the GSAT English tests, the two most important college entrance English tests held annually in Taiwan. The AST group comprised 53 students, and the GSAT group included 171…

Does testing with feedback improve adult spelling skills relative to copying and reading?

PubMed

Pan, Steven C; Rubin, Benjamin R; Rickard, Timothy C

2015-12-01

We examined testing's ability to enhance adult spelling acquisition, relative to copying and reading. Across 3 experiments in which testing with feedback was compared with copying, the spelling improvement after testing matched that following the same amount of time spent copying. A potent testing advantage, however, was observed for spelling words free-recalled. In the fourth experiment, a large testing advantage for both word free recall and spelling was observed, versus reading. Subjects also generally preferred testing and rated it as more effective than copying or reading. The equivalent performance of testing and copying for spelling contrasts with prior work involving children and suggests that retrieval practice may not be the only effective mechanism for spelling skill acquisition. Rather, we suggest that the critical learning event for spelling is focused study on phoneme-to-grapheme mappings for previously unlearned letter sequences. For adults with extensive spelling expertise, focused study is more automatic during both copying and testing with feedback than for individuals with beginning spelling skills. Reading, however, would not be expected to produce efficient focused study of phoneme-to-grapheme mappings, regardless of expertise level. Overall, adult spelling skill acquisition benefits both from testing and copying, and substantially less from reading. (c) 2015 APA, all rights reserved).

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

PubMed Central

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

2015-01-01

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

Syntactic comprehension in reading and listening: a study with French children with dyslexia.

PubMed

Casalis, Séverine; Leuwers, Christel; Hilton, Heather

2013-01-01

This study examined syntactic comprehension in French children with dyslexia in both listening and reading. In the first syntactic comprehension task, a partial version of the Epreuve de Compréhension syntaxico-sémantique (ECOSSE test; French adaptation of Bishop's test for receptive grammar test) children with dyslexia performed at a lower level in the written but not in the spoken modality, compared to reading age-matched children, suggesting a difficulty in handling syntax while reading. In the second task, syntactic processing was further explored through a test of relative clause processing, in which inflectional markers could aid in attributing roles to the elements in a complex syntactic structure. Children with dyslexia were insensitive to inflectional markers in both reading and listening, as was the reading age control group, while only the older normal reader group appeared to make use of the inflectional markers. Overall, the results support the hypothesis that difficulties in comprehension in dyslexia are strongly related to poor reading skills.

The Social Perception of Heroes and Murderers: Effects of Gender-Inclusive Language in Media Reports.

PubMed

Hansen, Karolina; Littwitz, Cindy; Sczesny, Sabine

2016-01-01

The way media depict women and men can reinforce or diminish gender stereotyping. Which part does language play in this context? Are roles perceived as more gender-balanced when feminine role nouns are used in addition to masculine ones? Research on gender-inclusive language shows that the use of feminine-masculine word pairs tends to increase the visibility of women in various social roles. For example, when speakers of German were asked to name their favorite "heroine or hero in a novel," they listed more female characters than when asked to name their favorite "hero in a novel." The research reported in this article examines how the use of gender-inclusive language in news reports affects readers' own usage of such forms as well as their mental representation of women and men in the respective roles. In the main experiment, German participants (N = 256) read short reports about heroes or murderers which contained either masculine generics or gender-inclusive forms (feminine-masculine word pairs). Gender-inclusive forms enhanced participants' own usage of gender-inclusive language and this resulted in more gender-balanced mental representations of these roles. Reading about "heroines and heroes" made participants assume a higher percentage of women among persons performing heroic acts than reading about "heroes" only, but there was no such effect for murderers. A post-test suggested that this might be due to a higher accessibility of female exemplars in the category heroes than in the category murderers. Importantly, the influence of gender-inclusive language on the perceived percentage of women in a role was mediated by speakers' own usage of inclusive forms. This suggests that people who encounter gender-inclusive forms and are given an opportunity to use them, use them more themselves and in turn have more gender-balanced mental representations of social roles.

The Social Perception of Heroes and Murderers: Effects of Gender-Inclusive Language in Media Reports

PubMed Central

Hansen, Karolina; Littwitz, Cindy; Sczesny, Sabine

2016-01-01

The way media depict women and men can reinforce or diminish gender stereotyping. Which part does language play in this context? Are roles perceived as more gender-balanced when feminine role nouns are used in addition to masculine ones? Research on gender-inclusive language shows that the use of feminine-masculine word pairs tends to increase the visibility of women in various social roles. For example, when speakers of German were asked to name their favorite “heroine or hero in a novel,” they listed more female characters than when asked to name their favorite “hero in a novel.” The research reported in this article examines how the use of gender-inclusive language in news reports affects readers’ own usage of such forms as well as their mental representation of women and men in the respective roles. In the main experiment, German participants (N = 256) read short reports about heroes or murderers which contained either masculine generics or gender-inclusive forms (feminine-masculine word pairs). Gender-inclusive forms enhanced participants’ own usage of gender-inclusive language and this resulted in more gender-balanced mental representations of these roles. Reading about “heroines and heroes” made participants assume a higher percentage of women among persons performing heroic acts than reading about “heroes” only, but there was no such effect for murderers. A post-test suggested that this might be due to a higher accessibility of female exemplars in the category heroes than in the category murderers. Importantly, the influence of gender-inclusive language on the perceived percentage of women in a role was mediated by speakers’ own usage of inclusive forms. This suggests that people who encounter gender-inclusive forms and are given an opportunity to use them, use them more themselves and in turn have more gender-balanced mental representations of social roles. PMID:27047410

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

PubMed

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

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

Evaluation of a 'DIY' test for the detection of colorectal cancer.

PubMed Central

Tate, J J; Northway, J; Royle, G T; Taylor, I

1989-01-01

A new type of faecal occult blood test, EZ-Detect, has been evaluated in 404 patients presenting with symptoms suggestive of colorectal disease. The test avoids handling of stools and gives a result which patients can read themselves--factors which may increase patient compliance. In comparison with the Haemoccult test, EZ-Detect has the same sensitivity for blood in laboratory conditions. In clinical use 98% of patients expressed a preference for EZ-Detect but it detected significantly fewer patients with cancer than did Haemoccult (P = less than 0.05). In its present form, this type of test would be unsuitable for population screening for colorectal cancer even if improved compliance is achieved. Images Figure 1. PMID:2585421

Structural health monitoring of Lindquist bridge

NASA Astrophysics Data System (ADS)

Sargent, D. D.; Murison, E. R.; Bakht, B.; Mufti, A. A.

2007-04-01

Many forestry bridges in Canada are typically single-lane, single span structures with two steel plate girders and a deck comprising of precast reinforced concrete panels. The concept of arching in deck slabs was utilized in the steel-free precast panels used in the Lindquist Bridge in British Columbia, Canada. The panels were completely devoid of tensile reinforcement and transverse confinement to the panels was provided by external steel straps. After the bridge was constructed in 1998, electrical strain gauges were installed on the girders and straps. Static and dynamic load tests were performed. The cracks on the top and bottom of the deck were mapped in 1999 and 2003. In 2006, a load test and crack mapping were performed on the bridge. The strain readings in the straps were compared with the data obtained 8 years prior. After analysis of the strain gauge readings, conclusions were drawn on the performance of the bridge. The cracks were formed to accommodate arching action and it was concluded that the bridge is still performing as it was designed.

Action and perception in literacy: A common-code for spelling and reading.

PubMed

Houghton, George

2018-01-01

There is strong evidence that reading and spelling in alphabetical scripts depend on a shared representation (common-coding). However, computational models usually treat the two skills separately, producing a wide variety of proposals as to how the identity and position of letters is represented. This article treats reading and spelling in terms of the common-coding hypothesis for perception-action coupling. Empirical evidence for common representations in spelling-reading is reviewed. A novel version of the Start-End Competitive Queuing (SE-CQ) spelling model is introduced, and tested against the distribution of positional errors in Letter Position Dysgraphia, data from intralist intrusion errors in spelling to dictation, and dysgraphia because of nonperipheral neglect. It is argued that no other current model is equally capable of explaining this range of data. To pursue the common-coding hypothesis, the representation used in SE-CQ is applied, without modification, to the coding of letter identity and position for reading and lexical access, and a lexical matching rule for the representation is proposed (Start End Position Code model, SE-PC). Simulations show the model's compatibility with benchmark findings from form priming, its ability to account for positional effects in letter identification priming and the positional distribution of perseverative intrusion errors. The model supports the view that spelling and reading use a common orthographic description, providing a well-defined account of the major features of this representation. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Semantic language as a mechanism explaining the association between ADHD symptoms and reading and mathematics underachievement.

PubMed

Gremillion, Monica L; Martel, Michelle M

2012-11-01

ADHD is associated with academic underachievement, but it remains unclear what mechanism accounts for this association. Semantic language is an underexplored mechanism that provides a developmental explanation for this association. The present study will examine whether semantic language deficits explain the association between ADHD and reading and mathematics underachievement, taking into account alternative explanations for associations, including verbal working memory (WM) impairments, as well as specificity of effects to inattentive and hyperactive-impulsive ADHD symptom domains. Participants in this cross-sectional study were 546 children (54 % male) ages six to twelve (M = 9.77, SD = 1.49). ADHD symptoms were measured via maternal and teacher report during structured interviews and on standardized rating forms. Children completed standardized semantic language, verbal WM, and academic testing. Semantic language fully mediated the ADHD-reading achievement association and partially mediated the ADHD-mathematics achievement association. Verbal WM also partially mediated the ADHD-mathematics association but did not mediate the ADHD-reading achievement association. Results generalized across inattentive and hyperactive-impulsive ADHD symptom domains. Semantic language explained the association between ADHD and reading underachievement and partially explained the association between ADHD and mathematics underachievement. Together, language impairment and WM fully explained the association between ADHD and reading underachievement, in line with developmental models suggesting that language and WM conjointly influence the development of attention and subsequent academic achievement. This work has implication for the development of tailored interventions for academic underachievement in children with ADHD.

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

PubMed

Dexl, A K

2011-08-01

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

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,…

Are Learning Disabled Students "Test-Wise?": An Inquiry into Reading Comprehension Test Items.

ERIC Educational Resources Information Center

Scruggs, Thomas E.; Lifson, Steve

1986-01-01

Two experiments compared the ability of learning disabled (LD) students and more typical age peers to answer such reading comprehension questions presented independently of reading passages. Results suggested a relative deficiency on the part of LD students with respect to reasoning strategies and test-taking skills. (Author/LMO)

Test Bank. NetNews. Volume 8, Number 1, Winter 2008

ERIC Educational Resources Information Center

LDA of Minnesota, 2008

2008-01-01

Minnesota Adult Basic Education (ABE) providers are mandated to use CASAS (Comprehensive Adult Student Assessment System) Reading or Math or TABE (Tests for Adult Basic Education) Reading or Math. This issue of "NetNews" introduces the Test Bank: a variety of informal reading, spelling, and writing assessments available for Minnesota ABE…

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

ERIC Educational Resources Information Center

Naseri, Mahdieh; Zaferanieh, Elaheh

2012-01-01

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

Argumentative Reasoning in Online Discussion.

ERIC Educational Resources Information Center

Steinkuehler, Constance A.; Derry, Sharon J.; Levin, Joel R.; Kim, Jong-Baeg

This study compared the effects of three forms of online instruction on memory, belief change, and argumentation skill. Reading of a pro/con text was followed by: (1) online discussion in pairs compared to reading of the same text followed by two forms of individualized study techniques derived from the cognitive memory literature; (2)…

Evaluating Alternatives to Exclusive "He."

ERIC Educational Resources Information Center

Todd-Mancillas, William R.

A study was conducted to determine the effects on reading comprehension of the use of the exclusive pronoun "he" and more or less contrived alternatives. Subjects, 358 students enrolled in an introduction to human communication at a large northeastern university, read three different forms of the same essay. One essay form exclusively used "he,"…

Prevalence of Gendered Views of Reading in Thailand and Canada

ERIC Educational Resources Information Center

Sokal, Laura

2010-01-01

Recent large-scale testing of reading achievement indicates significant gender differences favoring girls in all countries tested, a situation that some researchers believe is the result of boys viewing reading as a feminine activity. Given that Canada has one of the world's smallest gender gaps in reading whereas Thailand has one of the largest,…

Item-Level Effects of the Read-Aloud Accommodation for Students with Reading Disabilities. Synthesis Report 65

ERIC Educational Resources Information Center

Bolt, Sara E.; Thurlow, Martha L.

2006-01-01

Research support for providing a read-aloud accommodation (i.e., having an individual read test items and directions aloud) to students with disabilities has been somewhat limited, particularly when merely examining effects of the accommodation on overall test scores for general groups of students with disabilities. The authors examined data on…

Methodological Aspects of Evaluation in Primary Reading.

ERIC Educational Resources Information Center

Henry, G.; Grisay, A.

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

Epilogue: Reading Comprehension Is Not a Single Ability-Implications for Assessment and Instruction.

PubMed

Kamhi, Alan G; Catts, Hugh W

2017-04-20

In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension. We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the "Instruction" section, we review the benefits and limitations of strategy instruction and highlight suggestions from the response articles to improve content and language knowledge. We argue that the only compelling reason to administer a standardized test of reading comprehension is when these tests are necessary to qualify students for special education services. Instruction should be focused on content knowledge, language knowledge, and specific task and learning requirements. This instruction may entail the use of comprehension strategies, particularly those that are specific to the task and focus on integrating new knowledge with prior knowledge.

Correlation Study of Adult English as a Second Language (ESL) and Adult Basic Education (ABE) Reading Tests. Final Report.

ERIC Educational Resources Information Center

Garreton, Rodrigo; Terdy, Dennis

In a study prompted by the need to standardize the reporting of educational progress of adult language minority students in Illinois, a commonly used adult English-as-a-Second-Language (ESL) reading test was compared with two frequently used Adult Basic Education (ABE) reading tests. The testing instruments used were the ELSA (English Language…

What Every Middle School Teacher Needs to Know about Reading Tests (From Someone Who Has Written Them)

ERIC Educational Resources Information Center

Fuhrken, Charles

2011-01-01

Tests require a special kind of savvy, a kind of critical thinking and knowledge application that is not always a part of classroom reading experiences. Who better to teach you how to prepare your students for reading tests than someone who has written them? Charles Fuhrken has spent years working with several major testing companies and…

The Effect of Background Knowledge and Reading Comprehension Test Items on Male and Female Performance

ERIC Educational Resources Information Center

Yazdanpanah, Khatereh

2007-01-01

The present article reports on a study investigating the interaction of a reading comprehension test with gender in a formal testing context and the performance of males and females on reading test items with regard to demands on strategy use. Participants were 187 (59 = female and 128 = male) international students ranging from 17 to 20 years of…

Evaluation of Floors and Item Gradients for Reading and Math Tests for Young Children

ERIC Educational Resources Information Center

Bradley-Johnson, Sharon; Durmusoglu, Gokce

2005-01-01

Ignoring the adequacy of floors and item gradients for tests used with young children can have serious consequences. Thus, because of the importance of early intervention for reading and math problems, we used the criteria suggested by Bracken for adequate floors and item gradients, and reviewed 15 reading tests and 12 math tests for ages 4-0…

Reading Assessment: Principles and Practices for Elementary Teachers. A Collection of Articles from "The Reading Teacher."

ERIC Educational Resources Information Center

Barrentine, Shelby J., Ed.

This compilation of articles from "The Reading Teacher" contrasts old and new approaches to reading assessment and offers methods that teachers can use in the classroom to build better readers. The articles suggest that in order to effectively assess young readers, one must integrate assessment with instruction, which requires new forms of…

The Social Construction of Meaning: Reading "Animal Farm" in the Classroom

ERIC Educational Resources Information Center

Yandell, John

2013-01-01

The novel, it has generally been assumed, was from its very beginnings a literary form designed to be read by solitary, silent individuals. One consequence of this assumption is that the class novel, read amid all the noise and sociality of the classroom, tends to be treated as a preparation for more authentic, private reading, or even as a poor…

Parents Helping Their Children Learn to Read: The Effectiveness of Paired Reading and Hearing Reading in a Developing Country Context

ERIC Educational Resources Information Center

Shah-Wundenberg, Mihika; Wyse, Dominic; Chaplain, Roland

2013-01-01

This paper reports research that investigated parental support for children's reading of English in an inner-city school in the developing country context of an Indian city, Ahmedabad. Children had oral proficiency in the regional language but were beginning to acquire conventional forms of literacy in English. Sociocultural mediation theory…

Progress Monitoring Instrument Development: Silent Reading Fluency, Vocabulary, and Reading Comprehension. Technical Report #1110

ERIC Educational Resources Information Center

Nese, Joseph F. T.; Anderson, Daniel; Hoelscher, Kyle; Tindal, Gerald; Alonzo, Julie

2011-01-01

Curriculum-based measurement (CBM) is designed to measure students' academic status and growth so the effectiveness of instruction may be evaluated. In the most popular forms of reading CBM, the student's oral reading fluency is assessed. This behavior is difficult to sample in a computer-based format, a limitation that may be a function of the…

Motivating Reading Comprehension: Concept-Oriented Reading Instruction

ERIC Educational Resources Information Center

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

2004-01-01

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

Visual acuity and legal visual requirement to drive a passenger vehicle.

PubMed

Kiel, A W; Butler, T; Alwitry, A

2003-07-01

(1). To test the consistency and ease with which number-plates of different component figures can be read under DVLA driving test conditions; (2). to test the relative difficulty of reading corresponding figures on registration plates of white and yellow backgrounds.Design Prospective study of consecutive eligible clinic patients. Ophthalmology outpatients. 210 individuals with a corrected visual acuity with both eyes open of between 6/9 and 6/12. The ability to read three different number-plates under standard DVLA driving-test conditions (ie at 20.5 m in good daylight with glasses if worn) and the ability to read identical number-plates against a white and a yellow background. There is a significant difference between the ease with which three different number-plates can be read depending on their letter and numeral composition, although this did not seem to be significantly affected by whether they were printed on a yellow or white background. Only 92.3% of subjects could read all the number-plates at the legal distance, 96.7% could read at least one number-plate at the legal distance and 3.3% of the test subjects could not read any of the number-plates at 20.5 m. The current test protocol used to obtain a driving licence and, moreover, the test the police will employ to assess visual competence to drive, is highly variable and is unlikely to give consistent repeatable results. The performance of those with equally good visual acuity is unpredictable and is highly dependent on the number-plate they are asked to read. This variability could exclude some who would otherwise pass the test or pass an individual with a visual acuity below accepted standards. The forthcoming changes in the regulations for design of number-plates is an ideal opportunity to standardise the whole testing procedure for driving visual acuity.

L'enseignement de la musique et de la langue seconde: pistes d'integration et consequences sur les apprentissages (The Teaching of Music and Second Language: Paths for Integration and Consequences for Instruction).

ERIC Educational Resources Information Center

Lowe, Anne S.

1998-01-01

An experiment in a grade 2 French immersion program compared performance of a group-taught music lessons totally integrated into classroom instruction and a group not given music instruction. Pre- and post-tests of tonal-rhythmic patterns and form that have commonalities with pronunciation, oral grammar, vocabulary, and reading comprehension found…

Metacognition and Reading: Comparing Three Forms of Metacognition in Normally Developing Readers and Readers with Dyslexia.

PubMed

Furnes, Bjarte; Norman, Elisabeth

2015-08-01

Metacognition refers to 'cognition about cognition' and includes metacognitive knowledge, strategies and experiences (Efklides, 2008; Flavell, 1979). Research on reading has shown that better readers demonstrate more metacognitive knowledge than poor readers (Baker & Beall, 2009), and that reading ability improves through strategy instruction (Gersten, Fuchs, Williams, & Baker, 2001). The current study is the first to specifically compare the three forms of metacognition in dyslexic (N = 22) versus normally developing readers (N = 22). Participants read two factual texts, with learning outcome measured by a memory task. Metacognitive knowledge and skills were assessed by self-report. Metacognitive experiences were measured by predictions of performance and judgments of learning. Individuals with dyslexia showed insight into their reading problems, but less general knowledge of how to approach text reading. They more often reported lack of available reading strategies, but groups did not differ in the use of deep and surface strategies. Learning outcome and mean ratings of predictions of performance and judgments of learning were lower in dyslexic readers, but not the accuracy with which metacognitive experiences predicted learning. Overall, the results indicate that dyslexic reading and spelling problems are not generally associated with lower levels of metacognitive knowledge, metacognitive strategies or sensitivity to metacognitive experiences in reading situations. 2015 The Authors. Dyslexia Published by John Wiley & Sons Ltd.

Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability.

PubMed

Clayton, Francina J; Sears, Claire; Davis, Alice; Hulme, Charles

2018-07-01

Paired-associate learning (PAL) tasks measure the ability to form a novel association between a stimulus and a response. Performance on such tasks is strongly associated with reading ability, and there is increasing evidence that verbal task demands may be critical in explaining this relationship. The current study investigated the relationships between different forms of PAL and reading ability. A total of 97 children aged 8-10 years completed a battery of reading assessments and six different PAL tasks (phoneme-phoneme, visual-phoneme, nonverbal-nonverbal, visual-nonverbal, nonword-nonword, and visual-nonword) involving both familiar phonemes and unfamiliar nonwords. A latent variable path model showed that PAL ability is captured by two correlated latent variables: auditory-articulatory and visual-articulatory. The auditory-articulatory latent variable was the stronger predictor of reading ability, providing support for a verbal account of the PAL-reading relationship. Copyright © 2018 The Authors. Published by Elsevier Inc. All rights reserved.

Expression of a non-coding RNA in ectromelia virus is required for normal plaque formation.

PubMed

Esteban, David J; Upton, Chris; Bartow-McKenney, Casey; Buller, R Mark L; Chen, Nanhai G; Schriewer, Jill; Lefkowitz, Elliot J; Wang, Chunlin

2014-02-01

Poxviruses are dsDNA viruses with large genomes. Many genes in the genome remain uncharacterized, and recent studies have demonstrated that the poxvirus transcriptome includes numerous so-called anomalous transcripts not associated with open reading frames. Here, we characterize the expression and role of an apparently non-coding RNA in orthopoxviruses, which we call viral hairpin RNA (vhRNA). Using a bioinformatics approach, we predicted expression of a transcript not associated with an open reading frame that is likely to form a stem-loop structure due to the presence of a 21 nt palindromic sequence. Expression of the transcript as early as 2 h post-infection was confirmed by northern blot and analysis of publicly available vaccinia virus infected cell transcriptomes. The transcription start site was determined by RACE PCE and transcriptome analysis, and early and late promoter sequences were identified. Finally, to test the function of the transcript we generated an ectromelia virus knockout, which failed to form plaques in cell culture. The important role of the transcript in viral replication was further demonstrated using siRNA. Although the function of the transcript remains unknown, our work contributes to evidence of an increasingly complex poxvirus transcriptome, suggesting that transcripts such as vhRNA not associated with an annotated open reading frame can play an important role in viral replication.

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

PubMed

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

2010-06-01

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

Annual Research Review: The nature and classification of reading disorders – a commentary on proposals for DSM-5

PubMed Central

Snowling, Margaret J; Hulme, Charles

2012-01-01

This article reviews our understanding of reading disorders in children and relates it to current proposals for their classification in DSM-5. There are two different, commonly occurring, forms of reading disorder in children which arise from different underlying language difficulties. Dyslexia (as defined in DSM-5), or decoding difficulty, refers to children who have difficulty in mastering the relationships between the spelling patterns of words and their pronunciations. These children typically read aloud inaccurately and slowly, and experience additional problems with spelling. Dyslexia appears to arise principally from a weakness in phonological (speech sound) skills, and there is good evidence that it can be ameliorated by systematic phonic teaching combined with phonological awareness training. The other major form of reading difficulty is reading comprehension impairment. These children read aloud accurately and fluently, but have difficulty understanding what they have read. Reading comprehension impairment appears to arise from weaknesses in a range of oral language skills including poor vocabulary knowledge, weak grammatical skills and difficulties in oral language comprehension. We suggest that the omission of reading comprehension impairment from DSM-5 is a serious one that should be remedied. Both dyslexia and reading comprehension impairment are dimensional in nature, and show strong continuities with other disorders of language. We argue that recognizing the continuities between reading and language disorders has important implications for assessment and treatment, and we note that the high rates of comorbidity between reading disorders and other seemingly disparate disorders (including ADHD and motor disorders) raises important challenges for understanding these disorders. PMID:22141434

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…

Analogical processes in children's understanding of spatial representations.

PubMed

Yuan, Lei; Uttal, David; Gentner, Dedre

2017-06-01

We propose that map reading can be construed as a form of analogical mapping. We tested 2 predictions that follow from this claim: First, young children's patterns of performance in map reading tasks should parallel those found in analogical mapping tasks; and, second, children will benefit from guided alignment instructions that help them see the relational correspondences between the map and the space. In 4 experiments, 3-year-olds completed a map reading task in which they were asked to find hidden objects in a miniature room, using a corresponding map. We manipulated the availability of guided alignment (showing children the analogical mapping between maps and spaces; Experiments 1, 2, and 3a), the format of guided alignment (gesture or relational language; Experiment 2), and the iconicity of maps (Experiments 3a and 3b). We found that (a) young children's difficulties in map reading follow from known patterns of analogical development-for example, focusing on object similarity over relational similarity; and (b) guided alignment based on analogical reasoning led to substantially better performance. Results also indicated that children's map reading performance was affected by the format of guided alignment, the iconicity of the maps, and the order of tasks. The results bear on the developmental mechanisms underlying young children's learning of spatial representations and also suggest ways to support this learning. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Relationship between Intrinsic Couplings of the Visual Word Form Area with Spoken Language Network and Reading Ability in Children and Adults

PubMed Central

Li, Yu; Zhang, Linjun; Xia, Zhichao; Yang, Jie; Shu, Hua; Li, Ping

2017-01-01

Reading plays a key role in education and communication in modern society. Learning to read establishes the connections between the visual word form area (VWFA) and language areas responsible for speech processing. Using resting-state functional connectivity (RSFC) and Granger Causality Analysis (GCA) methods, the current developmental study aimed to identify the difference in the relationship between the connections of VWFA-language areas and reading performance in both adults and children. The results showed that: (1) the spontaneous connectivity between VWFA and the spoken language areas, i.e., the left inferior frontal gyrus/supramarginal gyrus (LIFG/LSMG), was stronger in adults compared with children; (2) the spontaneous functional patterns of connectivity between VWFA and language network were negatively correlated with reading ability in adults but not in children; (3) the causal influence from LIFG to VWFA was negatively correlated with reading ability only in adults but not in children; (4) the RSFCs between left posterior middle frontal gyrus (LpMFG) and VWFA/LIFG were positively correlated with reading ability in both adults and children; and (5) the causal influence from LIFG to LSMG was positively correlated with reading ability in both groups. These findings provide insights into the relationship between VWFA and the language network for reading, and the role of the unique features of Chinese in the neural circuits of reading. PMID:28690507

The Relationship between Intrinsic Couplings of the Visual Word Form Area with Spoken Language Network and Reading Ability in Children and Adults.

PubMed

Li, Yu; Zhang, Linjun; Xia, Zhichao; Yang, Jie; Shu, Hua; Li, Ping

2017-01-01

Reading plays a key role in education and communication in modern society. Learning to read establishes the connections between the visual word form area (VWFA) and language areas responsible for speech processing. Using resting-state functional connectivity (RSFC) and Granger Causality Analysis (GCA) methods, the current developmental study aimed to identify the difference in the relationship between the connections of VWFA-language areas and reading performance in both adults and children. The results showed that: (1) the spontaneous connectivity between VWFA and the spoken language areas, i.e., the left inferior frontal gyrus/supramarginal gyrus (LIFG/LSMG), was stronger in adults compared with children; (2) the spontaneous functional patterns of connectivity between VWFA and language network were negatively correlated with reading ability in adults but not in children; (3) the causal influence from LIFG to VWFA was negatively correlated with reading ability only in adults but not in children; (4) the RSFCs between left posterior middle frontal gyrus (LpMFG) and VWFA/LIFG were positively correlated with reading ability in both adults and children; and (5) the causal influence from LIFG to LSMG was positively correlated with reading ability in both groups. These findings provide insights into the relationship between VWFA and the language network for reading, and the role of the unique features of Chinese in the neural circuits of reading.

The Discourse on Dangerous Reading in Nineteenth-Century Latvia.

PubMed

Daija, Pauls; Eglāja-Kristsone, Eva

During the nineteenth century, Latvian society experienced significant social and cultural changes due to a transition from agrarian to modern society and the emergence of a Latvian national culture. Reading, previously a mostly religious and practical activity, took new forms among the Latvian middle class and steadily began to be depicted as a dangerous pastime. In this essay, we have explored the connection between social change and pathological reading by turning attention to the rhetoric of the dangerous reading discourse, representations of effects of reading in the press, and the condemnation of female reading.

[Visual perception abilities in children with reading disabilities].

PubMed

Werpup-Stüwe, Lina; Petermann, Franz

2015-05-01

Visual perceptual abilities are increasingly being neglected in research concerning reading disabilities. This study measures the visual perceptual abilities of children with disabilities in reading. The visual perceptual abilities of 35 children with specific reading disorder and 30 controls were compared using the German version of the Developmental Test of Visual Perception – Adolescent and Adult (DTVP-A). 11 % of the children with specific reading disorder show clinically relevant performance on the DTVP-A. The perceptual abilities of both groups differ significantly. No significant group differences exist after controlling for general IQ or Perceptional Reasoning Index, but they do remain after controlling for Verbal Comprehension, Working Memory, and Processing Speed Index. The number of children with reading difficulties suffering from visual perceptual disorders has been underestimated. For this reason, visual perceptual abilities should always be tested when making a reading disorder diagnosis. Profiles of IQ-test results of children suffering from reading and visual perceptual disorders should be interpreted carefully.

Effects of individual differences in verbal skills on eye-movement patterns during sentence reading

PubMed Central

Kuperman, Victor; Van Dyke, Julie A.

2011-01-01

This study is a large-scale exploration of the influence that individual reading skills exert on eye-movement behavior in sentence reading. Seventy one non-college-bound 16–24 year-old speakers of English completed a battery of 18 verbal and cognitive skill assessments, and read a series of sentences as their eye movements were monitored. Statistical analyses were performed to establish what tests of reading abilities were predictive of eye-movement patterns across this population and how strong the effects were. We found that individual scores in rapid automatized naming and word identification tests (i) were the only participant variables with reliable predictivity throughout the time-course of reading; (ii) elicited effects that superceded in magnitude the effects of established predictors like word length or frequency; and (iii) strongly modulated the influence of word length and frequency on fixation times. We discuss implications of our findings for testing reading ability, as well as for research of eye-movements in reading. PMID:21709808

Grade 12 Diploma Examination, English 30. Part B: Reading (Multiple Choice). Readings Booklet. June 1988 Edition.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Intended for students taking the English 30 Grade 12 Diploma Examinations in Alberta, Canada, this test (to be administered along with a questions booklet) contains the reading selections portion of Part B, the reading component of the June 1988 tests. Representing the genres of fiction, nonfiction, poetry, and drama, the 10 selections consist of:…

SOME DIFFERENCES BETWEEN SILENT AND ORAL READING RESPONSES ON A STANDARDIZED READING TEST.

ERIC Educational Resources Information Center

LEIBERT, ROBERT E.

A STUDY DESIGNED TO IDENTIFY SOME OF THE DIFFERENCES BETWEEN THE RESPONSES ON THE GATES ADVANCED PRIMARY READING TEST AND THE KINDS OF RESPONSES OBTAINED FROM AN INFORMAL READING INVENTORY (IRI) IS REPORTED. SUBJECTS WERE 65 THIRD-GRADE PUPILS IN WEST BABYLON, NEW YORK. PUPILS AT THE SAME INSTRUCTIONAL LEVEL SCORED HIGHER IN THE RECOGNITION TEST…

Ecological, Psychological, and Cognitive Components of Reading Difficulties: Testing the Component Model of Reading in Fourth Graders across 38 Countries

ERIC Educational Resources Information Center

Chiu, Ming Ming; McBride-Chang, Catherine; Lin, Dan

2012-01-01

The authors tested the component model of reading (CMR) among 186,725 fourth grade students from 38 countries (45 regions) on five continents by analyzing the 2006 Progress in International Reading Literacy Study data using measures of ecological (country, family, school, teacher), psychological, and cognitive components. More than 91% of the…

Reading Instruction Affects the Cognitive Skills Supporting Early Reading Development

ERIC Educational Resources Information Center

McGeown, Sarah P.; Johnston, Rhona S.; Medford, Emma

2012-01-01

This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (0.22 S.D.) and post-test 5;03 (0.21 S.D.)) were taught to read either by an eclectic approach which included sight-word learning, guessing from context and…

Grade 12 Diploma Examination, English 33. Part B: Reading (Multiple Choice). Readings Booklet. June 1988 Edition.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Intended for students taking the English 33 Grade 12 Diploma Examinations in Alberta, Canada, this test (to be administered along with a questions booklet) contains the reading selections portion of Part B, the reading component of the June 1988 tests. The following short selections taken from fiction, nonfiction, poetry, drama, and day-to-day…

Enhancing Literacy in the Second Grade: Five Related Studies Using the Register Music/Reading Curriculum

ERIC Educational Resources Information Center

Darrow, Alice-Ann; Cassidy, Jane W.; Flowers, Patricia J.; Register, Dena; Sims, Wendy; Standley, Jayne M.; Menard, Elizabeth; Swedberg, Olivia

2009-01-01

The purpose of these five related studies was to ascertain the effects of a music curriculum designed to enhance reading skills of second-grade students. The dependent variables were subtest scores on the Gates-MacGinitie Reading Test administered pre and post the music/reading intervention. Results showed that the total test gain scores of…

The Effects of Group Bibliocounseling on Selected Fourth-Grade Students Who Are Underachieving in Reading.

ERIC Educational Resources Information Center

King, Norman Anthony

This study tested the effectiveness of bibliocounseling, group counseling using books as an adjunct, on 48 fourth-grade boys whose third-grade reading scores fell two or more stanines below their third-grade IQ scores. The Gates MacGinitie Reading Test, Survey D; the San Diego County Inventory of Reading Attitude; and the Self-Concept and…

Practical Issues in Field Based Testing of Oral Reading Fluency at Upper Elementary Grades

ERIC Educational Resources Information Center

Duesbery, Luke; Braun-Monegan, Jenelle; Werblow, Jacob; Braun, Drew

2012-01-01

In this series of studies, we explore the ideal frequency, duration, and relative effectiveness of measuring oral reading fluency. In study one, a sample of 389 fifth graders read out loud for 1 min and then took a traditional state-level standardized reading test. Results suggest administering three passages and using the median yields the…

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…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Comparison of IRT and CTT Using Secondary School Reading Comprehension Assessments

ERIC Educational Resources Information Center

Coggins, Joanne V.; Kim, Jwa K.; Briggs, Laura C.

2017-01-01

The Gates-MacGinitie Reading Comprehension Test, fourth edition (GMRT-4) and the ACT Reading Tests (ACT-R) were administered to 423 high school students in order to explore the similarities and dissimilarities of data produced through classical test theory (CTT) and item response theory (IRT) analysis. Despite the many advantages of IRT…

Two for One: Using QAR to Increase Reading Comprehension and Improve Test Scores

ERIC Educational Resources Information Center

Green, Susan

2016-01-01

This teaching tip describes an intervention used in a third-grade classroom implemented to help students pass an end-of-grade reading comprehension test. Low scores on a practice end-of-grade comprehension test prompted a re-examination of classroom reading instruction and a plan for intervention. This teaching tip describes the phases implemented…

Choice of Reading Comprehension Test Influences the Outcomes of Genetic Analyses

PubMed Central

Betjemann, Rebecca S.; Keenan, Janice M.; Olson, Richard K.; DeFries, John C.

2010-01-01

Does the choice of test for assessing reading comprehension influence the outcome of genetic analyses? A twin design compared two types of reading comprehension tests classified as primarily associated with word decoding (RC-D) or listening comprehension (RC-LC). For both types of tests, the overall genetic influence is high and nearly identical. However, the tests differed significantly in how they covary with the genes associated with decoding and listening comprehension. Although Cholesky decomposition showed that both types of comprehension tests shared significant genetic influence with both decoding and listening comprehension, RC-D tests shared most genetic variance with decoding, and RC-LC tests shared most with listening comprehension. Thus, different tests used to measure the same construct may manifest very different patterns of genetic covariation. These results suggest that the apparent discrepancies among the findings of previous twin studies of reading comprehension could be due at least in part to test differences. PMID:21804757

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

ERIC Educational Resources Information Center

Cockerham, Barbara Jean

2013-01-01

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

Computer Simulation and ESL Reading.

ERIC Educational Resources Information Center

Wu, Mary A.

It is noted that although two approaches to second language instruction--the communicative approach emphasizing genuine language use and computer assisted instruction--have come together in the form of some lower level reading instruction materials for English as a second language (ESL), advanced level ESL reading materials using computer…

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…

Venturing into Unknown Territory: Using Aesthetic Representations to Understand Reading Comprehension

ERIC Educational Resources Information Center

Cuero, Kimberley K.; Bonner, Jennifer; Smith, Brittaney; Schwartz, Michelle; Touchstone, Rose; Vela, Yvonne

2008-01-01

Based on Elliot Eisner's notions of multiple forms of representation and Rosenblatt's aesthetic/efferent responses to reading, a teacher educator/researcher had her undergraduate students explore their connections, using aesthetic representations, to a course entitled "Reading Comprehension". Each aesthetic representation revealed the complexities…

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

PubMed Central

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

2010-01-01

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

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

PubMed

Kruk, Richard S; Reynolds, Kristin A A

2012-06-01

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

Evaluating reading and metacognitive deficits in children and adolescents with attention deficit hyperactivity disorder.

PubMed

Alvarado, Jesús Ma; Puente, Aníbal; Jiménez, Virginia; Arrebillaga, Lorena

2011-05-01

The reading achievement of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) has scarcely been explored in research conducted in the Spanish language and when it has, the results have been contradictory. The focus of the present research is to analyze participants' reading competency and metacognitive strategies as they carry out reading comprehension tasks. The sample was comprised of 187 Argentine schoolchildren aged 9 to 13 years old. 94 constituted the control group and the clinical group consisted of 93 schoolchildren diagnosed with ADHD. The metacognitive assessment was made up of two metacognitive tests, the Reading Awareness Scale (ESCOLA; acronym in Spanish) and a Spanish adaptation of Metacognitive Awareness of Reading Strategies Inventory (MARSI), and one test of reading comprehension, the Evaluation of Reading Processes for Secondary Education Students (PROLEC-SE; acronym in Spanish). Students with ADHD had lower achievement on tests o reading comprehension compared to the control group. Nevertheless, our results suggest their difficulties did not stem from readin comprehension problems, but rather from alterations in their Executive Functions, because when subjects' reading comprehensio was equalized, students with ADHD still exhibited a lower level of Metacognition, particularly when it came to planning.

I Hope It Still Counts as Reading: The Cultural Production of Reading(s), Social Relations and Values in a Research Interview

ERIC Educational Resources Information Center

Moffatt, Lyndsay

2014-01-01

Using a form of analysis that sees talk as social interaction, this study examines how a teacher-librarian-researcher and a parent of elementary-aged children construct reading, readers and social in/equality in the context of a research interview. The analysis suggests that the participants produced equal and unequal social relations and values…

How Children Talk Together to Make Meaning from Texts: A Dialogic Perspective on Reading Comprehension Strategies

ERIC Educational Resources Information Center

Maine, Fiona

2013-01-01

This study considers reading comprehension as a dialogic transaction of making meaning from text. The concept of text and reading is taken to include the visual and multimodal as well as written forms. Case studies of children discussing texts are analysed to explore how children engage in inter-mental and intra-mental processes of reading,…

GLOSSARY TO READINGS IN HINDI LITERATURE.

ERIC Educational Resources Information Center

Wisconsin Univ., Madison. Indian Language and Area Center.

INCLUDED IN THIS GLOSSARY ARE THE IMPORTANT VOCABULARY ITEMS WHICH APPEAR IN THE VOLUME OF READINGS. THESE ITEMS ARE ARRANGED BY SELECTION AND ARE IN SERIAL ORDER. THE LISTING INCLUDES THE DEVANAGARI FORM, AN ABBREVIATION OF THE FORM CLASS, AND A SHORT ENGLISH GLOSS. WHEN A NUMBER OF TRANSLATIONS ARE POSSIBLE, THE FIRST ONE GIVEN IS APPROPRIATE TO…

Single chip camera device having double sampling operation

NASA Technical Reports Server (NTRS)

Fossum, Eric R. (Inventor); Nixon, Robert (Inventor)

2002-01-01

A single chip camera device is formed on a single substrate including an image acquisition portion for control portion and the timing circuit formed on the substrate. The timing circuit also controls the photoreceptors in a double sampling mode in which are reset level is first read and then after an integration time a charged level is read.

Difficulties in Auditory Organization as a Cause of Reading Backwardness? An Auditory Neuroscience Perspective

ERIC Educational Resources Information Center

Leong, Victoria; Goswami, Usha

2017-01-01

Over 30 years ago, it was suggested that difficulties in the "auditory organization" of word forms in the mental lexicon might cause reading difficulties. It was proposed that children used parameters such as rhyme and alliteration to organize word forms in the mental lexicon by acoustic similarity, and that such organization was…

Time perspective in hereditary cancer: psychometric properties of a short form of the Zimbardo Time Perspective Inventory in a community and clinical sample.

PubMed

Wakefield, Claire E; Homewood, Judi; Taylor, Alan; Mahmut, Mehmet; Meiser, Bettina

2010-10-01

We aimed to assess the psychometric properties of a 25-item short form of the Zimbardo Time Perspective Inventory in a community sample (N = 276) and in individuals with a strong family history of cancer, considering genetic testing for cancer risk (N = 338). In the community sample, individuals with high past-negative or present-fatalistic scores had higher levels of distress, as measured by depression, anxiety, and aggression. Similarly, in the patient sample, past-negative time perspective was positively correlated with distress, uncertainty, and postdecision regret when making a decision about genetic testing. Past-negative-oriented individuals were also more likely to be undecided about, or against, genetic testing. Hedonism was associated with being less likely to read the educational materials they received at their clinic, and fatalism was associated with having lower knowledge levels about genetic testing. The assessment of time perspective in individuals at increased risk of cancer can provide valuable clinical insights. However, further investigation of the psychometric properties of the short form of this scale is warranted, as it did not meet the currently accepted criteria for psychometric validation studies.

[Localization of scotomas in AMD by reading test : Random series of words in standardized format].

PubMed

Eisenbarth, W; Pado, U; Schriever, S; Schötschel, D; Feucht, N; MacKeben, M

2016-09-01

Reading performance that can be measured by reading tests depends on whether reading material with or without contextual continuity is used. The goal of this study was to create a German version of the SKread test and to evaluate it in a clinical setting. The evaluation of the SKread test was first performed on two groups of visually healthy subjects of different ages: a junior group of 25 persons with ages between 20 and 30 years (mean = 25.84 years, SD ± 2.41 years) and a senior group of 25 persons with ages between 51 and 84 years (mean = 62.40 ± 8.46 years). The same measurements were also performed on a group of 18 patients with age-related macular degeneration (AMD) with ages between 75 and 95 years (mean = 81.89 ± 5.48 years). The reading performance was also measured using Radner charts. Using reading material without syntactic continuity considerably slowed down the reading speed and increased the error rate. Median reading rates of 11.53 characters/s (CPS) for the junior group and 8.96 CPS for the senior group were clearly lower than those for the Radner charts (22.02 CPS and 18.48 CPS, respectively). In the AMD patients, a statistical analysis of the error rates showed a highly significant difference between the Radner charts and the SKread test (p = 0.00014). Furthermore, by analyzing the errors made in the SKread test information could be obtained about the position of central scotomas. The test-retest reliability of the SKread was very good. Information about the position of a central scotoma can be acquired by using the SKread test and an analysis of reading errors, which can augment effective clinical monitoring in AMD and subsequent visual rehabilitation.

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

PubMed

Sigalov, Nadine; Maidenbaum, Shachar; Amedi, Amir

2016-03-01

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

Visual Problems and Reading. Number 4.

ERIC Educational Resources Information Center

Griffin, Margaret; Eberly, Donald W.

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

Schemata as a Reading Strategy.

ERIC Educational Resources Information Center

Mustapha, Zaliha

Reading is a multileveled, interactive, and hypothesis-generating process in which readers construct a meaningful representation of text by using their knowledge of the world and of language. If reading involves grasping the significance of an input depending on the reader's mental cognitive-perceptual situation, then there is a form of background…

Teaching Reading through Language. TECHNIQUES.

ERIC Educational Resources Information Center

Jones, Edward V.

1986-01-01

Because reading is first and foremost a language comprehension process focusing on the visual form of spoken language, such teaching strategies as language experience and assisted reading have much to offer beginning readers. These techniques have been slow to become accepted by many adult literacy instructors; however, the two strategies,…

Teachers' Reading Guide. Revised.

ERIC Educational Resources Information Center

Smart, Margaret, Ed.

The reading program in the Fountain Valley School District is premised on meeting the individual needs of each child. This guide, presented in outline form, is to be used by individual teachers as a reminder and handbook of ideas after a series of conferences presenting the reading program conducted by the building instructional leaders. The…

Short-Form Science

ERIC Educational Resources Information Center

Murphy, Beth; Hedwall, Melissa; Dirks, Andrew; Stretch, Elizabeth

2017-01-01

Reading provides a unique window into the history and nature of science and the norms of scientific communication and supports students in developing critical-reading skills in engaging ways. Effective use of reading promotes a spirit of inquiry and an understanding of science concepts while also addressing expectations of the Common Core State…

The Online Reading Habits of Malaysian Students

ERIC Educational Resources Information Center

Abidin, Mohammad Jafre Bin Zainol; Pourmohammadi, Majid; Varasingam, Nalini A/P; Lean, Ooi Choon

2014-01-01

The purpose of this study is to ascertain the differences in online reading habits between genders and investigate the relationship between socio-economic status and online reading habits. Using a questionnaire, a quantitative approach was administered to 240 Form-Four students from four secondary schools in Penang Island, Malaysia. Findings…

Phonological and Lexical Reading in Italian Children with Dyslexia

ERIC Educational Resources Information Center

Orsolini, Margherita; Fanari, Rachele; Cerracchio, Sara; Famiglietti, Luisa

2009-01-01

In this study we explore the development of phonological and lexical reading in dyslexic children. We tested a group of 14 Italian children who have been diagnosed with dyslexia and whose reading age is end of grade 1. We compared this group with a group of 70 typically developing children who have been tested for reading at the end of grade 1.…

The Impact of Metacognition Strategies on Reading Comprehension Levels of Nonproficient High School Students

ERIC Educational Resources Information Center

Manderville, Tonya Butler

2012-01-01

At one high school, the goal for nonproficient reading students was to score at or above the 50th percentile to meet adequate yearly progress objectives. In 2010, the performance levels of nonproficient reading students tested with the state reading test in Grades 9 and 10 declined from the 47th to the 46th percentile. The purpose of this research…

Similar but Different: Differences in Comprehension Diagnosis on the Neale Analysis of Reading Ability and the York Assessment of Reading for Comprehension

ERIC Educational Resources Information Center

Colenbrander, Danielle; Nickels, Lyndsey; Kohnen, Saskia

2017-01-01

Background: Identifying reading comprehension difficulties is challenging. There are many comprehension tests to choose from, and a child's diagnosis can be influenced by various factors such as a test's format and content and the choice of diagnostic criteria. We investigate these issues with reference to the Neale Analysis of Reading Ability…

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

ERIC Educational Resources Information Center

Chester, Robert; And Others

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

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

ERIC Educational Resources Information Center

Dickens, Rachel H.; Meisinger, Elizabeth B.

2016-01-01

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

Application of the IRT and TRT Models to a Reading Comprehension Test

ERIC Educational Resources Information Center

Kim, Weon H.

2017-01-01

The purpose of the present study is to apply the item response theory (IRT) and testlet response theory (TRT) models to a reading comprehension test. This study applied the TRT models and the traditional IRT model to a seventh-grade reading comprehension test (n = 8,815) with eight testlets. These three models were compared to determine the best…

Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension

ERIC Educational Resources Information Center

Keenan, Janice M.; Betjemann, Rebecca S.; Olson, Richard K.

2008-01-01

Comprehension tests are often used interchangeably, suggesting an implicit assumption that they are all measuring the same thing. We examine the validity of this assumption by comparing some of the most popular reading comprehension measures used in research and clinical practice in the United States: the Gray Oral Reading Test (GORT), the two…

Does EFL Readers' Lexical and Grammatical Knowledge Predict Their Reading Ability? Insights from a Perceptron Artificial Neural Network Study

ERIC Educational Resources Information Center

Aryadoust, Vahid; Baghaei, Purya

2016-01-01

This study aims to examine the relationship between reading comprehension and lexical and grammatical knowledge among English as a foreign language students by using an Artificial Neural Network (ANN). There were 825 test takers administered both a second-language reading test and a set of psychometrically validated grammar and vocabulary tests.…

Evaluation of an Automated System for Reading and Interpreting Disk Diffusion Antimicrobial Susceptibility Testing of Fastidious Bacteria.

PubMed

Idelevich, Evgeny A; Becker, Karsten; Schmitz, Janne; Knaack, Dennis; Peters, Georg; Köck, Robin

2016-01-01

Results of disk diffusion antimicrobial susceptibility testing depend on individual visual reading of inhibition zone diameters. Therefore, automated reading using camera systems might represent a useful tool for standardization. In this study, the ADAGIO automated system (Bio-Rad) was evaluated for reading disk diffusion tests of fastidious bacteria. 144 clinical isolates (68 β-haemolytic streptococci, 28 Streptococcus pneumoniae, 18 viridans group streptococci, 13 Haemophilus influenzae, 7 Moraxella catarrhalis, and 10 Campylobacter jejuni) were tested on Mueller-Hinton agar supplemented with 5% defibrinated horse blood and 20 mg/L β-NAD (MH-F, Oxoid) according to EUCAST. Plates were read manually with a ruler and automatically using the ADAGIO system. Inhibition zone diameters, indicated by the automated system, were visually controlled and adjusted, if necessary. Among 1548 isolate-antibiotic combinations, comparison of automated vs. manual reading yielded categorical agreement (CA) without visual adjustment of the automatically determined zone diameters in 81.4%. In 20% (309 of 1548) of tests it was deemed necessary to adjust the automatically determined zone diameter after visual control. After adjustment, CA was 94.8%; very major errors (false susceptible interpretation), major errors (false resistant interpretation) and minor errors (false categorization involving intermediate result), calculated according to the ISO 20776-2 guideline, accounted to 13.7% (13 of 95 resistant results), 3.3% (47 of 1424 susceptible results) and 1.4% (21 of 1548 total results), respectively, compared to manual reading. The ADAGIO system allowed for automated reading of disk diffusion testing in fastidious bacteria and, after visual validation of the automated results, yielded good categorical agreement with manual reading.

Decomposing the relation between Rapid Automatized Naming (RAN) and reading ability.

PubMed

Arnell, Karen M; Joanisse, Marc F; Klein, Raymond M; Busseri, Michael A; Tannock, Rosemary

2009-09-01

The Rapid Automatized Naming (RAN) test involves rapidly naming sequences of items presented in a visual array. RAN has generated considerable interest because RAN performance predicts reading achievement. This study sought to determine what elements of RAN are responsible for the shared variance between RAN and reading performance using a series of cognitive tasks and a latent variable modelling approach. Participants performed RAN measures, a test of reading speed and comprehension, and six tasks, which tapped various hypothesised components of the RAN. RAN shared 10% of the variance with reading comprehension and 17% with reading rate. Together, the decomposition tasks explained 52% and 39% of the variance shared between RAN and reading comprehension and between RAN and reading rate, respectively. Significant predictors suggested that working memory encoding underlies part of the relationship between RAN and reading ability.

Certification Testing Methodology for Composite Structure. Volume 2. Methodology Development

DTIC Science & Technology

1986-10-01

parameter, sample size and fa- tigue test duration. The required input are 1. Residual strength Weibull shape parameter ( ALPR ) 2. Fatigue life Weibull shape...INPUT STRENGTH ALPHA’) READ(*,*) ALPR ALPRI = 1.O/ ALPR WRITE(*, 2) 2 FORMAT( 2X, ’PLEASE INPUT LIFE ALPHA’) READ(*,*) ALPL ALPLI - 1.0/ALPL WRITE(*, 3...3 FORMAT(2X,’PLEASE INPUT SAMPLE SIZE’) READ(*,*) N AN - N WRITE(*,4) 4 FORMAT(2X,’PLEASE INPUT TEST DURATION’) READ(*,*) T RALP - ALPL/ ALPR ARGR - 1

Impact of the Ability to Divide Attention on Reading Performance in Glaucoma.

PubMed

Swenor, Bonnielin K; Varadaraj, Varshini; Dave, Paulomi; West, Sheila K; Rubin, Gary S; Ramulu, Pradeep Y

2017-05-01

To determine if the ability to divide attention affects the relationship between glaucoma-related vision loss and reading speed. Better eye mean deviation (MD), contrast sensitivity (CS), and better-eye distance visual acuity (VA) were measured in 28 participants with glaucoma and 21 controls. Reading speeds were assessed using MNRead, IRest, and sustained silent reading tests (words per minute, wpm). The ability to divide attention was measured using the Brief Test of Attention (BTA; scored 0-10). Multivariable linear regression models were used to determine the relationship between visual factors and reading speeds. Effect modification by BTA score (low BTA: <7; high BTA: ≥7) was examined. Worse CS (per 0.1 log unit) was associated with slower maximum reading speed on MNRead test for participants with low BTA scores (β = -9 wpm; 95% confidence interval [CI]: -16, -2), but not for those with high BTA scores (β = -2 wpm; 95% CI: -6, +2). Similarly, for the IRest test, worse CS was associated with slower reading speeds (β = -12 wpm; 95% CI: -20, -4) among those with low, but not high BTA scores (β = -4 wpm; 95% CI: -10, +2). For the sustained silent reading test, glaucoma status (versus controls), worse visual field (VF) MD (per 5 dB), and worse CS were associated with 39%, 21%, and 19% slower reading speeds, respectively, for those with low BTA scores (P < 0.05), but these associations were not significant among those with high BTA scores (P > 0.1 for all). Decreased ability to divide attention, indicated by lower BTA scores, is associated with slower reading speeds in glaucoma with reduced CS and VF defects.

Impact of the Ability to Divide Attention on Reading Performance in Glaucoma

PubMed Central

Swenor, Bonnielin K.; Varadaraj, Varshini; Dave, Paulomi; West, Sheila K.; Rubin, Gary S.; Ramulu, Pradeep Y.

2017-01-01

Purpose To determine if the ability to divide attention affects the relationship between glaucoma-related vision loss and reading speed. Methods Better eye mean deviation (MD), contrast sensitivity (CS), and better-eye distance visual acuity (VA) were measured in 28 participants with glaucoma and 21 controls. Reading speeds were assessed using MNRead, IRest, and sustained silent reading tests (words per minute, wpm). The ability to divide attention was measured using the Brief Test of Attention (BTA; scored 0–10). Multivariable linear regression models were used to determine the relationship between visual factors and reading speeds. Effect modification by BTA score (low BTA: <7; high BTA: ≥7) was examined. Results Worse CS (per 0.1 log unit) was associated with slower maximum reading speed on MNRead test for participants with low BTA scores (β = −9 wpm; 95% confidence interval [CI]: −16, −2), but not for those with high BTA scores (β = −2 wpm; 95% CI: −6, +2). Similarly, for the IRest test, worse CS was associated with slower reading speeds (β = −12 wpm; 95% CI: −20, −4) among those with low, but not high BTA scores (β = −4 wpm; 95% CI: −10, +2). For the sustained silent reading test, glaucoma status (versus controls), worse visual field (VF) MD (per 5 dB), and worse CS were associated with 39%, 21%, and 19% slower reading speeds, respectively, for those with low BTA scores (P < 0.05), but these associations were not significant among those with high BTA scores (P > 0.1 for all). Conclusions Decreased ability to divide attention, indicated by lower BTA scores, is associated with slower reading speeds in glaucoma with reduced CS and VF defects. PMID:28460047

Assessment of Arabic phonological awareness and its relation to word reading ability.

PubMed

Abou-Elsaad, Tamer; Ali, Rawhia; Abd El-Hamid, Haidy

2016-12-01

Phonological awareness (PA) is one of the most important components in the development of normal reading ability. It refers to the ability to detect and manipulate the sound structure of words independently of their meaning. The current study aimed to assess Arabic PA skills and the relation to word reading abilities in Egyptian Arabic-speaking children. The designed assessment was applied to 80 typically developing children, divided into two subgroups ranging in age from 5 years 6 months to 8 years 6 months. The design of assessment involved six PA tasks covering three levels: rhyme awareness, syllabic awareness, and phonemic awareness, as well as the assessment of reading abilities that include real word and nonsense word reading tasks. Descriptive statistics (mean, standard deviation), Student's t tests, and Pearson correlation coefficient tests were used to analyze the data. The reliability of the test was proven using the test-retest procedure. Validity of the test was estimated through internal consistency validity. The results revealed that the Arabic PA assessment test (APAAT) proved to be a reliable and valid tool for assessing Arabic reading skills. Findings from the study provided important insights into the developmental patterns of Arabic PA. In addition, the findings revealed a strong relationship between phonological awareness skills and the proficiency in word reading abilities in Arabic school-aged children.

Development of a German reading span test with dual task design for application in cognitive hearing research.

PubMed

Carroll, Rebecca; Meis, Markus; Schulte, Michael; Vormann, Matthias; Kießling, Jürgen; Meister, Hartmut

2015-02-01

To report the development of a standardized German version of a reading span test (RST) with a dual task design. Special attention was paid to psycholinguistic control of the test items and time-sensitive scoring. We aim to establish our RST version to use for determining an individual's working memory in the framework of hearing research in German contexts. RST stimuli were controlled and pretested for psycholinguistic factors. The RST task was to read sentences, quickly determine their plausibility, and later recall certain words to determine a listener's individual reading span. RST results were correlated with outcomes of additional sentence-in-noise tests measured in an aided and an unaided listening condition, each at two reception thresholds. Item plausibility was pre-determined by 28 native German participants. An additional 62 listeners (45-86 years, M = 69.8) with mild-to-moderate hearing loss were tested for speech intelligibility and reading span in a multicenter study. The reading span test significantly correlated with speech intelligibility at both speech reception thresholds in the aided listening condition. Our German RST is standardized with respect to psycholinguistic construction principles of the stimuli, and is a cognitive correlate of intelligibility in a German matrix speech-in-noise test.

The appropriateness of the NC state-mandated reading competency test for deaf students as a criterion for high school graduation.

PubMed

Lollis, Jana; LaSasso, Carol

2009-01-01

Deaf students consistently score lower on standardized measures of reading comprehension than their hearing peers. Most of the studies that have been conducted to explain this phenomenon have focused on variables within the reader, and important differences have been found between deaf and hearing readers. More recently, in the face of increasingly high-stakes consequences, researchers are looking "outside" the reader, at the tests themselves, to determine whether there are fairness issues for special populations, such as deaf students. The study reported here, the first of its kind with deaf students, examines the North Carolina (NC) reading comprehension test. The study employs the same method used originally by NC to determine its appropriateness of the test for the general population of NC students. The experts in this article, like those in the original construction of the NC test, are familiar with the content of the reading curriculum in NC; however, the raters in this article bring a special perspective related to teaching and testing reading of students who are deaf. Findings from this study raise questions about the appropriateness of the NC reading test for deaf students. Implications for future research and instructional practice are discussed.

Sensitivity to Structure in the Speech Signal by Children with Speech Sound Disorder and Reading Disability

PubMed Central

Johnson, Erin Phinney; Pennington, Bruce F.; Lowenstein, Joanna H.; Nittrouer, Susan

2011-01-01

Purpose Children with speech sound disorder (SSD) and reading disability (RD) have poor phonological awareness, a problem believed to arise largely from deficits in processing the sensory information in speech, specifically individual acoustic cues. However, such cues are details of acoustic structure. Recent theories suggest that listeners also need to be able to integrate those details to perceive linguistically relevant form. This study examined abilities of children with SSD, RD, and SSD+RD not only to process acoustic cues but also to recover linguistically relevant form from the speech signal. Method Ten- to 11-year-olds with SSD (n = 17), RD (n = 16), SSD+RD (n = 17), and Controls (n = 16) were tested to examine their sensitivity to (1) voice onset times (VOT); (2) spectral structure in fricative-vowel syllables; and (3) vocoded sentences. Results Children in all groups performed similarly with VOT stimuli, but children with disorders showed delays on other tasks, although the specifics of their performance varied. Conclusion Children with poor phonemic awareness not only lack sensitivity to acoustic details, but are also less able to recover linguistically relevant forms. This is contrary to one of the main current theories of the relation between spoken and written language development. PMID:21329941

Analysis of the Mechanical Behavior and Surface Rugosity of Different Dental Die Materials.

PubMed

Niekawa, Ciro T; Kreve, Simone; A'vila, Gisseli Bertozzi; Godoy, Gilmar Gil; Eduardo Vieira da Silva, J R; Dias, Sergio Candido

2017-01-01

This work evaluated the mechanical and surface behavior of different die materials. The studied materials are polyurethane resin Exakto-Form (Bredent), Gypsum type IV, Fuji Rock EP (Gc), and Durone (Dentsply). Two metallic matrices molded in polyvinyl siloxane provided 30 cylindrical test specimens for the diametral compression test and 30 hemispherical test specimens for the surface rugosity test. The cylindrical test specimens were submitted to tests of diametral compression strength using a DL2000 universal assay machine, with a load cell of 2000 Kgf and constant speed of 1 mm/min connected to the software. Kruskal-Wallis and Dunn's nonparametric tests were used to analyze the results. The hemispheres were submitted to the surface rugosity assay using a SJ201-P rugosimeter with a sensitivity of 300 μm, speed of 0.5 mm/s, and cut-off of 0.8 mm, and the readings were taken on the convex surface of the test specimens and metallic matrix. Results were analyzed using with Fisher's least significant differences test (LSD) and Dunnett's test. Kruskal-Wallis test showed significant difference between die materials for diametral compression strength ( P = 0.002). Dunn's test showed significantly higher values for modified polyurethane resin (Exakto-Form). The gypsum type IV, which did not significantly differ regarding diametral compression strength, showed 34.0% (Durone) and 42.7% (Fuji Rock) lower values in comparison to Exakto-Form. Within the parameters adopted in this study, it is possible to conclude that Exakto-Form polyurethane resin showed higher resistance to compression and was closer to the metallic matrix rugosity, and, along with the gypsum type IV Durone, showed better reproducibility of details relative to the Fuji Rock.

Annual research review: the nature and classification of reading disorders--a commentary on proposals for DSM-5.

PubMed

Snowling, Margaret J; Hulme, Charles

2012-05-01

This article reviews our understanding of reading disorders in children and relates it to current proposals for their classification in DSM-5. There are two different, commonly occurring, forms of reading disorder in children which arise from different underlying language difficulties. Dyslexia (as defined in DSM-5), or decoding difficulty, refers to children who have difficulty in mastering the relationships between the spelling patterns of words and their pronunciations. These children typically read aloud inaccurately and slowly, and experience additional problems with spelling. Dyslexia appears to arise principally from a weakness in phonological (speech sound) skills, and there is good evidence that it can be ameliorated by systematic phonic teaching combined with phonological awareness training. The other major form of reading difficulty is reading comprehension impairment. These children read aloud accurately and fluently, but have difficulty understanding what they have read. Reading comprehension impairment appears to arise from weaknesses in a range of oral language skills including poor vocabulary knowledge, weak grammatical skills and difficulties in oral language comprehension. We suggest that the omission of reading comprehension impairment from DSM-5 is a serious one that should be remedied. Both dyslexia and reading comprehension impairment are dimensional in nature, and show strong continuities with other disorders of language. We argue that recognizing the continuities between reading and language disorders has important implications for assessment and treatment, and we note that the high rates of comorbidity between reading disorders and other seemingly disparate disorders (including ADHD and motor disorders) raises important challenges for understanding these disorders. © 2011 The Authors. Journal of Child Psychology and Psychiatry © 2011 Association for Child and Adolescent Mental Health.

The Effect of Prior Definitional Instruction of Targeted Vocabulary in German Texts on Vocabulary Knowledge and Reading Comprehension,

DTIC Science & Technology

1998-01-01

reduce the potential contribution of some form of instruction (Sternberg, 1987, Stahl & Fairbanks, 1987). As noted earlier, virtually all attempts at...step closer to practical reality . The grading sheets and the computerized program were used in the current study. 36 CHAPTER 3 PROCEDURES...values are virtually the same as they were on the immediate test. Non-Focus Focus Overall M SD M SD M SD No Lexical

4950TH Test Group (N) Final Report. Operation PLUMBBOB

DTIC Science & Technology

1980-12-01

READ INSTRUCTIONS BEFORE COMPLETING FORM 1. nlCiniNT’t CAT »LOC MUMBtR 1. TVPC Or RCPONT * PCRIOO COVCRCD ft. PCRrOMUINC ORC. RtPORT...r^ny letterr end gave rapid answers end decisions on individual questions and problen ercas as thej’ arose. The daily shuttle was giro utilised...encr^cmcy power tod con- Irnucd operations. CaT ^nications: All conminications normal except as noted under rrncrks. I.r-^arks: Reference Item

Use of Metallic Endosseous Implants as a Tooth Substitute.

DTIC Science & Technology

1979-06-01

exposed in the oral cavity and placed in function with the opposing dentition iBACKGROUND The development of a dental implant that will serve as a...contract year was spent in testing the dental implant as a single tooth replacement. The ultimate goal of this implant study was to develop a free-standing...to read and sign an informed consent form. SURGICAL PROCEDURES The dental implant was inserted into the edentulous area using the exact procedures as

Fire Resistance Testing of Bulkhead and Deck Penetrations.

DTIC Science & Technology

1985-10-01

consisted of a steel plate identical to that used in the Class A-0 assembly, but rockwool insulation was applied to the fire side of the steel plate and...penetration samples were then insulated with rockwool batts to form a Class A-60 assembly (Figure 2). Between nine and twenty-eight temperature readings...representative of Class A-O construction. The UL staff secured insulation ( rockwool batts) to the fire side of the steel plates and penetrating items to prepare

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

ERIC Educational Resources Information Center

McBride-Chang, Catherine; And Others

1993-01-01

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

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

ERIC Educational Resources Information Center

Hong-Nam, Kay

2014-01-01

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

Unlocking Short Read Sequencing for Metagenomics

DOE PAGES

Rodrigue, Sébastien; Materna, Arne C.; Timberlake, Sonia C.; ...

2010-07-28

We describe an experimental and computational pipeline yielding millions of reads that can exceed 200 bp with quality scores approaching that of traditional Sanger sequencing. The method combines an automatable gel-less library construction step with paired-end sequencing on a short-read instrument. With appropriately sized library inserts, mate-pair sequences can overlap, and we describe the SHERA software package that joins them to form a longer composite read.

The putative visual word form area is functionally connected to the dorsal attention network.

PubMed

Vogel, Alecia C; Miezin, Fran M; Petersen, Steven E; Schlaggar, Bradley L

2012-03-01

The putative visual word form area (pVWFA) is the most consistently activated region in single word reading studies (i.e., Vigneau et al. 2006), yet its function remains a matter of debate. The pVWFA may be predominantly used in reading or it could be a more general visual processor used in reading but also in other visual tasks. Here, resting-state functional connectivity magnetic resonance imaging (rs-fcMRI) is used to characterize the functional relationships of the pVWFA to help adjudicate between these possibilities. rs-fcMRI defines relationships based on correlations in slow fluctuations of blood oxygen level-dependent activity occurring at rest. In this study, rs-fcMRI correlations show little relationship between the pVWFA and reading-related regions but a strong relationship between the pVWFA and dorsal attention regions thought to be related to spatial and feature attention. The rs-fcMRI correlations between the pVWFA and regions of the dorsal attention network increase with age and reading skill, while the correlations between the pVWFA and reading-related regions do not. These results argue the pVWFA is not used predominantly in reading but is a more general visual processor used in other visual tasks, as well as reading.

The Putative Visual Word Form Area Is Functionally Connected to the Dorsal Attention Network

PubMed Central

Miezin, Fran M.; Petersen, Steven E.; Schlaggar, Bradley L.

2012-01-01

The putative visual word form area (pVWFA) is the most consistently activated region in single word reading studies (i.e., Vigneau et al. 2006), yet its function remains a matter of debate. The pVWFA may be predominantly used in reading or it could be a more general visual processor used in reading but also in other visual tasks. Here, resting-state functional connectivity magnetic resonance imaging (rs-fcMRI) is used to characterize the functional relationships of the pVWFA to help adjudicate between these possibilities. rs-fcMRI defines relationships based on correlations in slow fluctuations of blood oxygen level–dependent activity occurring at rest. In this study, rs-fcMRI correlations show little relationship between the pVWFA and reading-related regions but a strong relationship between the pVWFA and dorsal attention regions thought to be related to spatial and feature attention. The rs-fcMRI correlations between the pVWFA and regions of the dorsal attention network increase with age and reading skill, while the correlations between the pVWFA and reading-related regions do not. These results argue the pVWFA is not used predominantly in reading but is a more general visual processor used in other visual tasks, as well as reading. PMID:21690259

Universal brain systems for recognizing word shapes and handwriting gestures during reading

PubMed Central

Nakamura, Kimihiro; Kuo, Wen-Jui; Pegado, Felipe; Cohen, Laurent; Tzeng, Ovid J. L.; Dehaene, Stanislas

2012-01-01

Do the neural circuits for reading vary across culture? Reading of visually complex writing systems such as Chinese has been proposed to rely on areas outside the classical left-hemisphere network for alphabetic reading. Here, however, we show that, once potential confounds in cross-cultural comparisons are controlled for by presenting handwritten stimuli to both Chinese and French readers, the underlying network for visual word recognition may be more universal than previously suspected. Using functional magnetic resonance imaging in a semantic task with words written in cursive font, we demonstrate that two universal circuits, a shape recognition system (reading by eye) and a gesture recognition system (reading by hand), are similarly activated and show identical patterns of activation and repetition priming in the two language groups. These activations cover most of the brain regions previously associated with culture-specific tuning. Our results point to an extended reading network that invariably comprises the occipitotemporal visual word-form system, which is sensitive to well-formed static letter strings, and a distinct left premotor region, Exner’s area, which is sensitive to the forward or backward direction with which cursive letters are dynamically presented. These findings suggest that cultural effects in reading merely modulate a fixed set of invariant macroscopic brain circuits, depending on surface features of orthographies. PMID:23184998

Assessing neglect dyslexia with compound words.

PubMed

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

2016-10-01

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

Testing an alternate informed consent process.

PubMed

Yates, Bernice C; Dodendorf, Diane; Lane, Judy; LaFramboise, Louise; Pozehl, Bunny; Duncan, Kathleen; Knodel, Kendra

2009-01-01

One of the main problems in conducting clinical trials is low participation rate due to potential participants' misunderstanding of the rationale for the clinical trial or perceptions of loss of control over treatment decisions. The objective of this study was to test an alternate informed consent process in cardiac rehabilitation participants that involved the use of a multimedia flip chart to describe a future randomized clinical trial and then asked, hypothetically, if they would participate in the future trial. An attractive and inviting visual presentation of the study was created in the form of a 23-page flip chart that included 24 color photographs displaying information about the purpose of the study, similarities and differences between the two treatment groups, and the data collection process. We tested the flip chart in 35 cardiac rehabilitation participants. Participants were asked if they would participate in this future study on two occasions: immediately after the description of the flip chart and 24 hours later, after reading through the informed consent document. Participants were also asked their perceptions of the flip chart and consent process. Of the 35 participants surveyed, 19 (54%) indicated that they would participate in the future study. No participant changed his or her decision 24 hours later after reading the full consent form. The participation rate improved 145% over that of an earlier feasibility study where the recruitment rate was 22%. Most participants stated that the flip chart was helpful and informative and that the photographs were effective in communicating the purpose of the study. Participation rates could be enhanced in future clinical trials by using a visual presentation to explain and describe the study as part of the informed consent process. More research is needed to test alternate methods of obtaining informed consent.

[Tunisian adaptation of Hopkins Verbal Learning Test , Form 1].

PubMed

Dellagi, Lamia; Ben Azouz, Olfa; Johnson, Ines; Kebir, Oussama; Amado, Isabelle; Tabbane, Karim

2009-10-01

Memory impairment and verbal learning are the most common cognitive deficits associated with schizophrenia. Hopkins Verbal Learning Test (HVLT) is considered to be the most reliable test to asses memory and verbal learning in this mental illness. to create one form of the HVLT which would suit our linguistic and cultural context and to study the characteristics of this test in a group of healthy subjects. The HVLT consists of a list of 12 words belonging to 3 semantic categories and which are read orally to the subject with an immediate and differed recall. The first part of this work was to select words from a lexical database in order to create the list of the HVLT. The test was then administered to 103 subjects aged from 17- to 45-years-old (mean=27,4; SD =7,3) and having between 1 and 20 years of education ( mean=12,2; SD=5,3). No statistical difference was found within performances of the HVLT across gender and sex. Whereas, years of education was found to have an impact on performances. Although statistically difference was found across level of education. Our study permitted us to create one form of the HVLT which well suits our Tunisian context and which we could use to evaluate memory functions among people suffering from schizophrenia.

Effects of Textual Enhancement on English as a Foreign Language Learners' Anaphor Resolution Performance and Reading Comprehension in Taiwan

ERIC Educational Resources Information Center

Fang, Ting

2016-01-01

Successful anaphor comprehension in reading is related to the explicitness of the antecedent--anaphor relation. It mirrors one of the purposes of textual enhancement (TE), which is that it raises learners' awareness of linguistic forms by enhancing the salience of input. Therefore, learners notice the enhanced form and discover the rule or…

Effects of Three Forms of Reading-Based Output Activity on L2 Vocabulary Learning

ERIC Educational Resources Information Center

Rassaei, Ehsan

2017-01-01

The current study investigated the effects of three forms of output activity on EFL learners' recognition and recall of second language (L2) vocabulary. To this end, three groups of learners of English as a foreign language (EFL) were instructed to employ the following three output activities after reading two narrative texts: (1) summarizing the…

Does Increasing Textbook Portability Increase Reading Rates or Academic Performance?

ERIC Educational Resources Information Center

Stratton, Georgeana

2011-01-01

Since an alarming number of students do not read their textbooks, the author investigated whether students might more readily review their course information if it were available on MP3 files instead of in textbook form. Her hypotheses are that students who have access to textbook section summaries in MP3 form will cover more of the textbook…

Let's Go! Kindergarten Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

ERIC Educational Resources Information Center

Kiesner, Eileen

In this colorfully illustrated kindergarten activity, students read (and re-read) "My Blue Suitcase" (Sharon Katz), as an introduction to traveling. The book uses all of the basic forms of transportation and forms the transportation lesson outline. The activity gives the students the task of learning about each mode of transportation:…

Impact of a weekly reading program on orthopedic surgery residents' in-training examination.

PubMed

Weglein, Daniel G; Gugala, Zbigniew; Simpson, Suzanne; Lindsey, Ronald W

2015-05-01

In response to a decline in individual residents' performance and overall program performance on the Orthopaedic In-Training Examination (OITE), the authors' department initiated a daily literature reading program coupled with weekly tests on the assigned material. The goal of this study was to assess the effect of the reading program on individual residents' scores and the training program's OITE scores. The reading program consisted of daily review articles from the Journal of the American Academy of Orthopaedic Surgeons, followed by a weekly written examination consisting of multiple-choice or fill-in-the-blank questions. All articles were selected and all questions were written by the departmental chair. A questionnaire was given to assess residents' perceptions of the weekly tests. As a result of implementing the reading program for a 10-month period, residents' subsequent performance on the OITE significantly improved (mean score increase, 4, P<.0001; percentile score increase, 11, P=.0007). The difference in mean score was significant for residents in postgraduate years 3, 4, and 5. A statistically significant correlation was found between weekly test scores and performance on the OITE, with a significant correlation between weekly test scores and OITE percentile ranking. The study results also showed a positive correlation between reading test attendance and weekly test scores. Residents' anonymous questionnaire responses also demonstrated the reading program to be a valuable addition to the residency training curriculum. In conclusion, the study strongly supports the benefits of a weekly reading and examination program in enhancing the core knowledge of orthopedic surgery residents. Copyright 2015, SLACK Incorporated.

Adult Reading, Rated G.

ERIC Educational Resources Information Center

Lewis, Anne C.

2003-01-01

Suggests books for summer reading for Department of Education officials involved in closing all 16 ERIC Clearinghouses or touting the superiority of a Christian education, standardized test-makers, planners of the Gates Foundation, and the creator of the Algebra Project. For example, suggests that standardized test-makers read William Bennett's…

Laboratory Evaluation of a Smartphone-Based Electronic Reader of Rapid Dual Point-of-Care Tests for Antibodies to Human Immunodeficiency Virus and Treponema pallidum Infections.

PubMed

Herbst de Cortina, Sasha; Bristow, Claire C; Humphries, Romney; Vargas, Silver Keith; Konda, Kelika A; Caceres, Carlos F; Klausner, Jeffrey D

2017-07-01

Dual point-of-care tests for antibodies to human immunodeficiency virus (HIV) and Treponema pallidum allow for same-day testing and treatment and have been demonstrated to be cost-effective in preventing the adverse outcomes of HIV infection and syphilis. By recording and transmitting data as they are collected, electronic readers address challenges related to the decentralization of point-of-care testing. We evaluated a smartphone-based electronic reader using 201 sera tested with 2 dual rapid tests for detection of antibodies to HIV and T. pallidum in Los Angeles, USA, and Lima, Peru. Tests were read both visually and with the electronic reader. Enzyme immunoassay followed by Western blot and T. pallidum particle agglutination were the reference tests for HIV and T. pallidum, respectively. The sensitivities of the 2 rapid tests for detection of HIV were 94.1% and 97.0% for electronic readings. Both tests had a specificity of 100% for detection of HIV by electronic reading. The sensitivities of the 2 rapid tests for detection of T. pallidum were 86.5% and 92.4% for electronic readings. The specificities for detection of T. pallidum were 99.1% and 99.0% by electronic reading. There were no significant differences between the accuracies of visual and electronic readings, and the performance did not differ between the 2 study sites. Our results show the electronic reader to be a promising option for increasing the use of point-of-care testing programs.

Helping Students Select Appropriately Challenging Text: Application to a Test of Second Language Reading Ability. Research Report. ETS RR-17-33

ERIC Educational Resources Information Center

Sheehan, Kathleen M.

2017-01-01

A model-based approach for matching language learners to texts of appropriate difficulty is described. Results are communicated to test takers via a targeted reading range expressed on the reporting scale of an automated text complexity measurement tool (ATCMT). Test takers can use this feedback to select reading materials that are well matched to…

Differential vergence movements in reading Chinese and English: Greater fixation-initial binocular disparity is advantageous in reading the denser orthography.

PubMed

Hsiao, Yi-Ting; Shillcock, Richard; Obregón, Mateo; Kreiner, Hamutal; Roberts, Matthew A J; McDonald, Scott

2017-07-11

We explore two aspects of exovergence: we test whether smaller binocular fixation disparities accompany the shorter saccades and longer fixations observed in reading Chinese; we test whether potentially advantageous psychophysical effects of exovergence (cf. Arnold & Schindel, 2010; Kersten & Murray, 2010) transfer to text reading. We report differential exovergence in reading Chinese and English: Chinese readers begin fixations with more binocular disparity, but end fixations with a disparity closely similar to that of the English readers. We conclude that greater fixation-initial binocular fixation disparity can be adaptive in the reading of visually and cognitively denser text.

Testing of Photomultiplier Tubes in a Magnetic Field

NASA Astrophysics Data System (ADS)

Waldron, Zachary; A1 Collaboration

2016-09-01

The A1 collaboration at MAMI in Mainz, Germany has designed a neutron detector that can be used in experiments to measure the electric form factor of the neutron. They will measure elastic scattering from the neutron, using the polarized electron beam from MAMI at A1's experimental hall. The detector will be composed of two walls of staggered scintillator bars which will be read out by photomultiplier tubes (PMT), connected to both ends of each scintillator via light guides. The experiment requires a magnetic field with strength of 1 Tesla, 2m away from the first scintillator wall. The resulting fringe field is sufficient to disrupt the PMTs, despite the addition of Mu Metal shielding. The effects of the fringe field on these PMTs was tested to optimize the amplification of the PMTs. A Helmholtz Coil was designed to generate a controlled magnetic field with equivalent strength to the field that the PMTs will encounter. The PMTs were read out using a multi-channel analyzer, were tested at various angles relative to the magnetic field in order to determine the optimal orientation to minimize signal disruption. Tests were also performed to determine: the neutron detector response to cosmic radiation; and the best method for measuring a magnetic field's strength in two dimensions. National Science Foundation Grant No. IIA-1358175.

Ecological, psychological, and cognitive components of reading difficulties: testing the component model of reading in fourth graders across 38 countries.

PubMed

Chiu, Ming Ming; McBride-Chang, Catherine; Lin, Dan

2012-01-01

The authors tested the component model of reading (CMR) among 186,725 fourth grade students from 38 countries (45 regions) on five continents by analyzing the 2006 Progress in International Reading Literacy Study data using measures of ecological (country, family, school, teacher), psychological, and cognitive components. More than 91% of the differences in student difficulty occurred at the country (61%) and classroom (30%) levels (ecological), with less than 9% at the student level (cognitive and psychological). All three components were negatively associated with reading difficulties: cognitive (student's early literacy skills), ecological (family characteristics [socioeconomic status, number of books at home, and attitudes about reading], school characteristics [school climate and resources]), and psychological (students' attitudes about reading, reading self-concept, and being a girl). These results extend the CMR by demonstrating the importance of multiple levels of factors for reading deficits across diverse cultures.

The time course of cancer detection performance

NASA Astrophysics Data System (ADS)

Taylor-Phillips, Sian; Clarke, Aileen; Wallis, Matthew; Wheaton, Margot; Duncan, Alison; Gale, Alastair G.

2011-03-01

The purpose of this study was to measure how mammography readers' performance varies with time of day and time spent reading. This was investigated in screening practice and when reading an enriched case set. In screening practice records of time and date that each case was read, along with outcome (whether the woman was recalled for further tests, and biopsy results where performed) was extracted from records from one breast screening centre in UK (4 readers). Patterns of performance with time spent reading was also measured using an enriched test set (160 cases, 41% malignant, read three times by eight radiologists). Recall rates varied with time of day, with different patterns for each reader. Recall rates decreased as the reading session progressed both when reading the enriched test set and in screening practice. Further work is needed to expand this work to a greater number of breast screening centres, and to determine whether these patterns of performance over time can be used to optimize overall performance.

Reading therapy strengthens top–down connectivity in patients with pure alexia

PubMed Central

Penny, William; Barnes, Gareth R.; Crewes, Hilary; Wise, Richard J. S.; Price, Cathy J.; Leff, Alexander P.

2013-01-01

This study tested the efficacy of audio-visual reading training in nine patients with pure alexia, an acquired reading disorder caused by damage to the left ventral occipitotemporal cortex. As well as testing the therapy’s impact on reading speed, we investigated the functional reorganization underlying therapy-induced behavioural changes using magnetoencephalography. Reading ability was tested twice before training (t1 and t2) and twice after completion of the 6-week training period (t3 and t4). At t3 there was a significant improvement in word reading speed and reduction of the word length effect for trained words only. Magnetoencephalography at t3 demonstrated significant differences in reading network connectivity for trained and untrained words. The training effects were supported by increased bidirectional connectivity between the left occipital and ventral occipitotemporal perilesional cortex, and increased feedback connectivity from the left inferior frontal gyrus. Conversely, connection strengths between right hemisphere regions became weaker after training. PMID:23884814

Identifying with "Emma": Some Problems for the Feminist Reader.

ERIC Educational Resources Information Center

Moffat, Wendy

1991-01-01

Explores questions about the use of history in teaching literature and about the relation between academic reading (with its emphasis on form and the objectification of the reading process) and naive reading (which depends on a psychological identification with a character). Illustrates these issues through a discussion of a feminist reader's…

Reading as Gender Inquiry in English Language Learning

ERIC Educational Resources Information Center

Chi, Feng-ming

2013-01-01

Using Bourdieu's forms of symbolic capital as the analytical framework, this article reports how a Taiwanese female university student, Huei, played out her linguistic, social and cultural capital in reading and responding to female-centred texts in a course entitled "Gender and Reading". Journal entries were used as key sources for data…

Teachers' Theoretical Orientations toward Reading and Pupil Control Ideology: A National Survey.

ERIC Educational Resources Information Center

Morrison, Timothy G.; Wilcox, Brad; Madrigal, J. L.; Roberts, Susan; Hintze, Eric

1999-01-01

Examines relationships between 418 elementary school teachers' theoretical beliefs toward reading instruction and their attitudes about pupil control. Uses the Theoretical Orientation to Reading Profile (TORP) and the Pupil Control Ideology Form (PCI) for data collection. Finds as teachers' scores moved toward the whole language end of the TORP…

Education: Is Reading Important?

ERIC Educational Resources Information Center

USA Today, 1980

1980-01-01

Summarizes arguments in favor of teaching people to read. Arguments include that television and radio cannot help individuals adapt and retrain quickly in their jobs; promotion in the armed services and elsewhere depends upon a certain degree of reading expertise; and people are unable to fill out income tax and other forms if they do not possess…

Introducing and Sustaining Close Reading and Writing through Poetry

ERIC Educational Resources Information Center

Timmermans, Karren M.; Johnson, Angie

2017-01-01

Close reading of poetry scaffolds readers and writers as they come to understand the form and function of poetry and transfer those skills to writing. In this teaching tip, the authors explain a way in which primary teachers can introduce close reading and move young students toward composing and presenting poetry.

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…

Lectura y Vida: Revista Latinoamericana de Lectura. (Reading and Life: Latin American Reading Magazine). 1998.

ERIC Educational Resources Information Center

Lectura y Vida: Revista Latinoamericana de Lectura, 1998

1998-01-01

The four 1998 issues of the journal on literacy education, entirely in Spanish, include these articles: "The Inevitable Radical Weakness of Language: Some Reflections about Forming Readers and Citizens" (Daniel Goldin); "Relationships among Reading and Writing, Thematic Units, Learning Through Research...In Search of Effective…

A Comparison of Preschool Children's Discussions with Parents during Picture Book and Chapter Book Reading

ERIC Educational Resources Information Center

Leech, Kathryn A.; Rowe, Meredith L.

2014-01-01

Discussions that occur during book reading between parents and preschool children relate to children's language development, especially discussions during picture books that include extended discourse, a form of abstract language. While a recent report shows increased chapter book reading among families with preschool children, it is unknown…

Everyday Reading and Writing: English. 5112.24.

ERIC Educational Resources Information Center

Knowles, Marlene; Wardell, Arlene

A curriculum guide to help students improve their everyday English skills has been designed for the Dade County Public Schools. The course, for grades 8 through 12, is to help students learn to read, write, and interpret letters, business forms, instructions, signs, maps, and magazines. The practical subject matter emphasizes basic reading and…

Erupting with Great Force: Performing Text to Enhance Reading Comprehension

ERIC Educational Resources Information Center

Bullion-Mears, Ann; McCauley, Joyce K.; McWhorter, J. YeVette

2007-01-01

Performing text in the form of choral reading, rap, reader's theatre, and/or simulations offers students a powerful vehicle for understanding and recalling key concepts and significant details culled from textual materials. Creating a script, poem, or lyrics to perform requires repeated readings of a text, a practice that increases participants'…

The Concurrent Validity of Four Tests of Metalinguistic Awareness.

ERIC Educational Resources Information Center

Day, Kaaren C.; Day, H. D.

1991-01-01

Examines the concurrent validity of four metalinguistic awareness tests (Written Language Awareness Test, Test of Early Reading Ability, Linguistic Awareness in Reading Readiness Test, and the Concepts about Print Test). Finds rather low concurrent validity coefficients which suggests that further work is needed to clarify the operations required…

Linguistic diversity in a deaf prison population: implications for due process.

PubMed

Miller, Katrina R

2004-01-01

The entire deaf prison population in the state of Texas formed the basis for this research. The linguistic skills of prison inmates were assessed using the following measures: (1) Kannapell's categories of bilingualism, (2) adaptation of the diagnostic criteria for Primitive Personality Disorder, (3) reading scores on the Test of Adult Basic Education, and (4) an evaluation of sign language use and skills by a certified sign language interpreter who had worked with deaf inmates for the past 17 years. Deaf inmates with reading scores below the federal standard for literacy (grade level 2.9) were the group most likely to demonstrate linguistic incompetence to stand trial, meaning that they probably lacked the ability to understand the charges against them and/or were unable to participate in their own defenses. Based on the language abilities and reading scores of this population, up to 50% of deaf state prison inmates may not have received due process throughout their arrest and adjudication. Despite their adjudicative and/or linguistic incompetence, these individuals were convicted in many cases, possibly violating their constitutional rights and their rights under the Americans with Disabilities Act.

Giro form reading machine

NASA Astrophysics Data System (ADS)

Minh Ha, Thien; Niggeler, Dieter; Bunke, Horst; Clarinval, Jose

1995-08-01

Although giro forms are used by many people in daily life for money remittance in Switzerland, the processing of these forms at banks and post offices is only partly automated. We describe an ongoing project for building an automatic system that is able to recognize various items printed or written on a giro form. The system comprises three main components, namely, an automatic form feeder, a camera system, and a computer. These components are connected in such a way that the system is able to process a bunch of forms without any human interactions. We present two real applications of our system in the field of payment services, which require the reading of both machine printed and handwritten information that may appear on a giro form. One particular feature of giro forms is their flexible layout, i.e., information items are located differently from one form to another, thus requiring an additional analysis step to localize them before recognition. A commercial optical character recognition software package is used for recognition of machine-printed information, whereas handwritten information is read by our own algorithms, the details of which are presented. The system is implemented by using a client/server architecture providing a high degree of flexibility to change. Preliminary results are reported supporting our claim that the system is usable in practice.

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

ERIC Educational Resources Information Center

Roy, Jon F.

2016-01-01

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

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

ERIC Educational Resources Information Center

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

2008-01-01

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

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

ERIC Educational Resources Information Center

Carmichel-Hall, Cathy

2010-01-01

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

Reading in developmental prosopagnosia: Evidence for a dissociation between word and face recognition.

PubMed

Starrfelt, Randi; Klargaard, Solja K; Petersen, Anders; Gerlach, Christian

2018-02-01

Recent models suggest that face and word recognition may rely on overlapping cognitive processes and neural regions. In support of this notion, face recognition deficits have been demonstrated in developmental dyslexia. Here we test whether the opposite association can also be found, that is, impaired reading in developmental prosopagnosia. We tested 10 adults with developmental prosopagnosia and 20 matched controls. All participants completed the Cambridge Face Memory Test, the Cambridge Face Perception test and a Face recognition questionnaire used to quantify everyday face recognition experience. Reading was measured in four experimental tasks, testing different levels of letter, word, and text reading: (a) single word reading with words of varying length,(b) vocal response times in single letter and short word naming, (c) recognition of single letters and short words at brief exposure durations (targeting the word superiority effect), and d) text reading. Participants with developmental prosopagnosia performed strikingly similar to controls across the four reading tasks. Formal analysis revealed a significant dissociation between word and face recognition, as the difference in performance with faces and words was significantly greater for participants with developmental prosopagnosia than for controls. Adult developmental prosopagnosics read as quickly and fluently as controls, while they are seemingly unable to learn efficient strategies for recognizing faces. We suggest that this is due to the differing demands that face and word recognition put on the perceptual system. (PsycINFO Database Record (c) 2018 APA, 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…

Predicting Reading and Interpreting I. Q. Differences

ERIC Educational Resources Information Center

Miller, Wallace D.

1973-01-01

The purposes of this study were to determine which of the tests, PPVT, SIT, or Lorge-Thorndike (LT), may be the most useful to the classroom teacher in predicting reading achievement, for use in reading expectancy formulas, and for analyzing I.Q. scores obtained on different tests. (Author/RK)

Fostering Reading Excellence at Every Level of School through Reading Clinics

ERIC Educational Resources Information Center

Ortlieb, Evan; Grandstaff-Beckers, Gerlinde; Cheek, Earl H., Jr.

2012-01-01

With the increased emphasis on standardized testing from state and federal mandates, the need for reading remediation has intensified. Programs directed toward increasing student test scores have been put in place nationwide with mixed results. These initiatives include response to intervention (RTI), direct instruction, and individualized…

A Comparison of Piagetian Conservation Concepts with Reading Achievement.

ERIC Educational Resources Information Center

Caballero, Jane Alexis

This study involved a comparison of first and second grade students' performance on the Piagetian Task Administration Instrument (PTAI), the Metropolitan Readiness Test (MRT), and the Stanford Achievement Test (SAT) with actual reading achievement measured by placement on the Indiviudally Paced Instruction (IPI) Tracking Card in Reading, which was…

Using Reading Rate and Comprehension CBM to Predict High-Stakes Achievement

ERIC Educational Resources Information Center

Miller, Kelli Caldwell; Bell, Sherry Mee; McCallum, R. Steve

2015-01-01

Because of the increased emphasis on standardized testing results, scores from a high-stakes, end-of-year test (Tennessee Comprehensive Assessment Program [TCAP] Reading Composite) were used as the standard against which scores from a group-administered, curriculum-based measure (CBM), Monitoring Instructional Responsiveness: Reading (MIR:R), were…

A Low Vision Reading Comprehension Test.

ERIC Educational Resources Information Center

Watson, G. R.; And Others

1996-01-01

Fifty adults (ages 28-86) with macular degeneration were given the Low Vision Reading Comprehension Assessment (LVRCA) to test its reliability and validity in evaluating the reading comprehension of those with vision impairments. The LVRCA was found to take only nine minutes to administer and was a valid and reliable tool. (CR)

Structural Neural Substrates of Reading the Mind in the Eyes.

PubMed

Sato, Wataru; Kochiyama, Takanori; Uono, Shota; Sawada, Reiko; Kubota, Yasutaka; Yoshimura, Sayaka; Toichi, Motomi

2016-01-01

The ability to read the minds of others in their eyes plays an important role in human adaptation to social environments. Behavioral studies have resulted in the development of a test to measure this ability (Reading the Mind in the Eyes Test, revised version; Eyes Test), and have demonstrated that this ability is consistent over time. Although functional neuroimaging studies revealed brain activation while performing the Eyes Test, the structural neural substrates supporting consistent performance on the Eyes Test remain unclear. In this study, we assessed the Eyes Test and analyzed structural magnetic resonance images using voxel-based morphometry (VBM) in healthy participants. Test performance was positively associated with the gray matter volumes of the dorsomedial prefrontal cortex, inferior parietal lobule (temporoparietal junction), and precuneus in the left hemisphere. These results suggest that the fronto-temporoparietal network structures support the consistent ability to read the mind in the eyes.

Reliability and validity of a Kannada rate of reading test.

PubMed

Srinivasan, Krithica; Krishnan, Gopee; Wilkins, Arnold; Allen, Peter

2018-05-01

Kannada, one of the Dravidian languages, is the official language of Karnataka state of India. There is a need for a test using Kannada words that can assess visual aspects of reading independently of syntactic and semantic knowledge. A test of reading rate in Kannada was developed following the design principles of the Wilkins Rate of Reading Test (RRT). Fifteen high-frequency bisyllabic Kannada words were selected. Children were recruited from state and private schools that used Kannada or English as the medium of instruction. A total of 799 children from Grade 2 to 9 participated in the study. Reading rate was measured using the English RRT and the Kannada version twice in immediate succession during the first session. In 85 children, measurements using the Kannada RRT were repeated after an interval of 15 days. Pearson product moment correlation between the two immediately successive tests was 0.95 for the Kannada RRT and 0.91 for the English RRT. The correlation for the tests separated by an interval of 15 days was 0.83. When Kannada was the medium of instruction, there was little difference between test scores for Kannada and English. When English was the medium of instruction, test scores were greater in English. Scores increased as expected with age (P < 0.0001), similarly for Kannada and English tests. The newly developed Kannada RRT is both reliable and valid and can be used as a tool for measuring the visual aspects of reading.

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

PubMed

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

2017-08-01

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

Colateralization of Broca's area and the visual word form area in left-handers: fMRI evidence.

PubMed

Van der Haegen, Lise; Cai, Qing; Brysbaert, Marc

2012-09-01

Language production has been found to be lateralized in the left hemisphere (LH) for 95% of right-handed people and about 75% of left-handers. The prevalence of atypical right hemispheric (RH) or bilateral lateralization for reading and colateralization of production with word reading laterality has never been tested in a large sample. In this study, we scanned 57 left-handers who had previously been identified as being clearly left (N=30), bilateral (N=7) or clearly right (N=20) dominant for speech on the basis of fMRI activity in the inferior frontal gyrus (pars opercularis/pars triangularis) during a silent word generation task. They were asked to perform a lexical decision task, in which words were contrasted against checkerboards, to test the lateralization of reading in the ventral occipitotemporal region. Lateralization indices for both tasks correlated significantly (r=0.59). The majority of subjects showed most activity during lexical decision in the hemisphere that was identified as their word production dominant hemisphere. However, more than half of the sample (N=31) had bilateral activity for the lexical decision task without a clear dominant role for either the LH or RH, and three showed a crossed frontotemporal lateralization pattern. These findings have consequences for neurobiological models relating phonological and orthographic processes, and for lateralization measurements for clinical purposes. Copyright © 2011 Elsevier Inc. All rights reserved.

Making big sense from big data in toxicology by read-across.

PubMed

Hartung, Thomas

2016-01-01

Modern information technologies have made big data available in safety sciences, i.e., extremely large data sets that may be analyzed only computationally to reveal patterns, trends and associations. This happens by (1) compilation of large sets of existing data, e.g., as a result of the European REACH regulation, (2) the use of omics technologies and (3) systematic robotized testing in a high-throughput manner. All three approaches and some other high-content technologies leave us with big data--the challenge is now to make big sense of these data. Read-across, i.e., the local similarity-based intrapolation of properties, is gaining momentum with increasing data availability and consensus on how to process and report it. It is predominantly applied to in vivo test data as a gap-filling approach, but can similarly complement other incomplete datasets. Big data are first of all repositories for finding similar substances and ensure that the available data is fully exploited. High-content and high-throughput approaches similarly require focusing on clusters, in this case formed by underlying mechanisms such as pathways of toxicity. The closely connected properties, i.e., structural and biological similarity, create the confidence needed for predictions of toxic properties. Here, a new web-based tool under development called REACH-across, which aims to support and automate structure-based read-across, is presented among others.

Reading skills in Persian deaf children with cochlear implants and hearing aids.

PubMed

Rezaei, Mohammad; Rashedi, Vahid; Morasae, Esmaeil Khedmati

2016-10-01

Reading skills are necessary for educational development in children. Many studies have shown that children with hearing loss often experience delays in reading. This study aimed to examine reading skills of Persian deaf children with cochlear implant and hearing aid and compare them with normal hearing counterparts. The sample consisted of 72 s and third grade Persian-speaking children aged 8-12 years. They were divided into three equal groups including 24 children with cochlear implant (CI), 24 children with hearing aid (HA), and 24 children with normal hearing (NH). Reading performance of participants was evaluated by the "Nama" reading test. "Nama" provides normative data for hearing and deaf children and consists of 10 subtests and the sum of the scores is regarded as reading performance score. Results of ANOVA on reading test showed that NH children had significantly better reading performance than deaf children with CI and HA in both grades (P < 0.001). Post-hoc analysis, using Tukey test, indicated that there was no significant difference between HA and CI groups in terms of non-word reading, word reading, and word comprehension skills (respectively, P = 0.976, P = 0.988, P = 0.998). Considering the findings, cochlear implantation is not significantly more effective than hearing aid for improvement of reading abilities. It is clear that even with considerable advances in hearing aid technology, many deaf children continue to find literacy a challenging struggle. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Is testing a more effective learning strategy than note-taking?

PubMed

Rummer, Ralf; Schweppe, Judith; Gerst, Kathleen; Wagner, Simon

2017-09-01

The testing effect is both robust and generalizable. However, most of the underlying studies compare testing to a rather ineffective control condition: massed repeated reading. This article therefore compares testing with note-taking, which has been shown to be more effective than repeated reading. Experiment 1 is based on a 3 × 3 between-participants design with the factors learning condition (repeated reading vs. repeated testing vs. repeated note-taking) and final test delay (5 min vs. 1 week vs. 2 weeks). It shows that in the immediate condition, learning performance is best after note-taking. After 1 week, both the note-taking and the testing groups outperform the rereading group, and after 2 weeks, testing is superior to both note-taking and rereading. Since repeated notetaking may not be the most effective (and common) operationalization of note-taking, Experiment 2 contrasts repeated testing with 2 other note-taking conditions: note-taking plus note-reading and note-taking plus testing (with only a 2-week final test delay). Both conditions that include a testing phase result in better long-term learning than note-taking plus note-reading. In summary, our findings indicate that-in the long run-testing is a powerful learning tool both in isolation and in combination with note-taking. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

A Comparison of Seventh Grade Thai Students' Reading Comprehension and Motivation to Read English through Applied Instruction Based on the Genre-Based Approach and the Teacher's Manual

ERIC Educational Resources Information Center

Sawangsamutchai, Yutthasak; Rattanavich, Saowalak

2016-01-01

The objective of this research is to compare the English reading comprehension and motivation to read of seventh grade Thai students taught with applied instruction through the genre-based approach and teachers' manual. A randomized pre-test post-test control group design was used through the cluster random sampling technique. The data were…