Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade

PubMed Central

Connor, Carol McDonald; Phillips, Beth M.; Kaschak, Michael; Apel, Kenn; Kim, Young-Suk; Al Otaiba, Stephanie; Crowe, Elizabeth C.; Thomas-Tate, Shurita; Johnson, Lakeisha Cooper; Lonigan, Christopher J.

2015-01-01

This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies. PMID:26500420

Innovative Strategies to Develop Chemical Categories Using a Combination of Structural and Toxicological Properties.

PubMed

Batke, Monika; Gütlein, Martin; Partosch, Falko; Gundert-Remy, Ursula; Helma, Christoph; Kramer, Stefan; Maunz, Andreas; Seeland, Madeleine; Bitsch, Annette

2016-01-01

Interest is increasing in the development of non-animal methods for toxicological evaluations. These methods are however, particularly challenging for complex toxicological endpoints such as repeated dose toxicity. European Legislation, e.g., the European Union's Cosmetic Directive and REACH, demands the use of alternative methods. Frameworks, such as the Read-across Assessment Framework or the Adverse Outcome Pathway Knowledge Base, support the development of these methods. The aim of the project presented in this publication was to develop substance categories for a read-across with complex endpoints of toxicity based on existing databases. The basic conceptual approach was to combine structural similarity with shared mechanisms of action. Substances with similar chemical structure and toxicological profile form candidate categories suitable for read-across. We combined two databases on repeated dose toxicity, RepDose database, and ELINCS database to form a common database for the identification of categories. The resulting database contained physicochemical, structural, and toxicological data, which were refined and curated for cluster analyses. We applied the Predictive Clustering Tree (PCT) approach for clustering chemicals based on structural and on toxicological information to detect groups of chemicals with similar toxic profiles and pathways/mechanisms of toxicity. As many of the experimental toxicity values were not available, this data was imputed by predicting them with a multi-label classification method, prior to clustering. The clustering results were evaluated by assessing chemical and toxicological similarities with the aim of identifying clusters with a concordance between structural information and toxicity profiles/mechanisms. From these chosen clusters, seven were selected for a quantitative read-across, based on a small ratio of NOAEL of the members with the highest and the lowest NOAEL in the cluster (< 5). We discuss the limitations of the approach. Based on this analysis we propose improvements for a follow-up approach, such as incorporation of metabolic information and more detailed mechanistic information. The software enables the user to allocate a substance in a cluster and to use this information for a possible read- across. The clustering tool is provided as a free web service, accessible at http://mlc-reach.informatik.uni-mainz.de.

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

PubMed

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

2011-06-01

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

Revisiting Key Assumptions of the Reading Level Framework

ERIC Educational Resources Information Center

Halladay, Juliet L.

2012-01-01

Since Emmett Betts first devised a framework of independent, instructional, and frustration reading levels in the 1940s, these levels have played a large role in classroom assessment and instruction. It is important for teachers to have a deep understanding of the research that supports the reading level framework. This article identifies four key…

MO-D-213-06: Quantitative Image Quality Metrics Are for Physicists, Not Radiologists: How to Communicate to Your Radiologists Using Their Language

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

Szczykutowicz, T; Rubert, N; Ranallo, F

Purpose: A framework for explaining differences in image quality to non-technical audiences in medial imaging is needed. Currently, this task is something that is learned “on the job.” The lack of a formal methodology for communicating optimal acquisition parameters into the clinic effectively mitigates many technological advances. As a community, medical physicists need to be held responsible for not only advancing image science, but also for ensuring its proper use in the clinic. This work outlines a framework that bridges the gap between the results from quantitative image quality metrics like detectability, MTF, and NPS and their effect on specificmore » anatomical structures present in diagnostic imaging tasks. Methods: Specific structures of clinical importance were identified for a body, an extremity, a chest, and a temporal bone protocol. Using these structures, quantitative metrics were used to identify the parameter space that should yield optimal image quality constrained within the confines of clinical logistics and dose considerations. The reading room workflow for presenting the proposed changes for imaging each of these structures is presented. The workflow consists of displaying images for physician review consisting of different combinations of acquisition parameters guided by quantitative metrics. Examples of using detectability index, MTF, NPS, noise and noise non-uniformity are provided. During review, the physician was forced to judge the image quality solely on those features they need for diagnosis, not on the overall “look” of the image. Results: We found that in many cases, use of this framework settled mis-agreements between physicians. Once forced to judge images on the ability to detect specific structures inter reader agreement was obtained. Conclusion: This framework will provide consulting, research/industrial, or in-house physicists with clinically relevant imaging tasks to guide reading room image review. This framework avoids use of the overall “look” or “feel” to dictate acquisition parameter selection. Equipment grants GE Healthcare.« less

Pattern search in multi-structure data: a framework for the next-generation evidence-based medicine

NASA Astrophysics Data System (ADS)

Sukumar, Sreenivas R.; Ainsworth, Keela C.

2014-03-01

With the impetus towards personalized and evidence-based medicine, the need for a framework to analyze/interpret quantitative measurements (blood work, toxicology, etc.) with qualitative descriptions (specialist reports after reading images, bio-medical knowledgebase, etc.) to predict diagnostic risks is fast emerging. Addressing this need, we pose and answer the following questions: (i) How can we jointly analyze and explore measurement data in context with qualitative domain knowledge? (ii) How can we search and hypothesize patterns (not known apriori) from such multi-structure data? (iii) How can we build predictive models by integrating weakly-associated multi-relational multi-structure data? We propose a framework towards answering these questions. We describe a software solution that leverages hardware for scalable in-memory analytics and applies next-generation semantic query tools on medical data.

Holographic space and time: Emergent in what sense?

NASA Astrophysics Data System (ADS)

Vistarini, Tiziana

2017-08-01

This paper proposes a metaphysics for holographic duality. In addition to the AdS/CFT correspondence I also consider the dS/CFT conjecture of duality. Both involve non-perturbative string theory and both are exact dualities. But while the AdS/CFT keeps time at the margins of the story, the dS/CFT conjecture gives to time the "space" it deserves by presenting an interesting holographic model of it. My goals in this paper can be summarized in the following way. First, I argue that the formal structure and physical content of the duality do not support the standard philosophical reading of the relation in terms of grounding. Second, I put forward a philosophical scheme mainly extrapolated from the double aspect monism theory. I read holographic duality in this framework as it seems to fit the mathematical and physical structure of the duality smoothly. Inside this framework I propose a notion of spacetime emergence alternative to those ones commonly debated in the AdS/CFT physics and philosophy circles.

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

PubMed

Tseëlon, E

1995-10-01

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

Educational neuroscience: definitional, methodological, and interpretive issues.

PubMed

Byrnes, James P; Vu, Lien T

2015-01-01

In this study, we hope to accomplish three aims as follows: (1) provide greater clarity regarding the nature and scope of the field of educational neuroscience, (2) propose a framework for understanding when and how neuroscientific research could be informative for educational practice, and (3) describe some examples of neuroscientific findings from the domains of reading and mathematics that are informative according to this framework. We propose that psychological models of learning-related processes should be the basis of instructional decisions, and that neuroscientific evidence in combination with traditional evidence from psychological experiments should be used to decide among competing psychological models. Our review of the neuroscientific evidence for both reading and mathematics suggests that while much has been learned over the past 20 years, there is still a 'disconnect' between contemporary psychological models that emphasize higher level skills and neuroscientific studies that focus on lower level skills. Moreover, few researchers have used neuroscientific evidence to decide among psychological models, but have focused instead on identifying the brain regions that subtend component skills of reading and math. Nevertheless, neuroscientific studies have confirmed the intrinsic relationship between reading and spoken language, revealed interesting predictive relationships between anatomical structures and reading and math disabilities, and there is the potential for fruitful collaborations between neuroscientists and psychologists in the future. © 2015 John Wiley & Sons, Ltd.

High-throughput literature mining to support read-across ...

EPA Pesticide Factsheets

Building scientific confidence in the development and evaluation of read-across remains an ongoing challenge. Approaches include establishing systematic frameworks to identify sources of uncertainty and ways to address them. One source of uncertainty is related to characterizing biological similarity. Many research efforts are underway such as structuring mechanistic data in adverse outcome pathways and investigating the utility of high throughput (HT)/high content (HC) screening data. A largely untapped resource for read-across to date is the biomedical literature. This information has the potential to support read-across by facilitating the identification of valid source analogues with similar biological and toxicological profiles as well as providing the mechanistic understanding for any prediction made. A key challenge in using biomedical literature is to convert and translate its unstructured form into a computable format that can be linked to chemical structure. We developed a novel text-mining strategy to represent literature information for read across. Keywords were used to organize literature into toxicity signatures at the chemical level. These signatures were integrated with HT in vitro data and curated chemical structures. A rule-based algorithm assessed the strength of the literature relationship, providing a mechanism to rank and visualize the signature as literature ToxPIs (LitToxPIs). LitToxPIs were developed for over 6,000 chemicals for a varie

Pattern Search in Multi-structure Data: A Framework for the Next-Generation Evidence-based Medicine

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

Sukumar, Sreenivas R; Ainsworth, Keela C

With the advent of personalized and evidence-based medicine, the need for a framework to analyze/interpret quantitative measurements (blood work, toxicology, etc.) with qualitative descriptions (specialist reports after reading images, bio-medical knowledge-bases) to predict diagnostic risks is fast emerging. Addressing this need, we pose and address the following questions (i) How can we jointly analyze both qualitative and quantitative data ? (ii) Is the fusion of multi-structure data expected to provide better insights than either of them individually ? We present experiments on two bio-medical data sets - mammography and traumatic brain studies to demonstrate architectures and tools for evidence-pattern search.

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

PubMed

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

2013-02-01

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

CSB: a Python framework for structural bioinformatics.

PubMed

Kalev, Ivan; Mechelke, Martin; Kopec, Klaus O; Holder, Thomas; Carstens, Simeon; Habeck, Michael

2012-11-15

Computational Structural Biology Toolbox (CSB) is a cross-platform Python class library for reading, storing and analyzing biomolecular structures with rich support for statistical analyses. CSB is designed for reusability and extensibility and comes with a clean, well-documented API following good object-oriented engineering practice. Stable release packages are available for download from the Python Package Index (PyPI) as well as from the project's website http://csb.codeplex.com. ivan.kalev@gmail.com or michael.habeck@tuebingen.mpg.de

Word Knowledge in a Theory of Reading Comprehension

ERIC Educational Resources Information Center

Perfetti, Charles; Stafura, Joseph

2014-01-01

We reintroduce a wide-angle view of reading comprehension, the Reading Systems Framework, which places word knowledge in the center of the picture, taking into account the progress made in comprehension research and theory. Within this framework, word-to-text integration processes can serve as a model for the study of local comprehension…

Mississippi Language Arts Framework with the Process of Instructional Intervention, 2000.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson.

This Language Arts Framework provides a description of what students should know and do in English, language arts, and reading classrooms, kindergarten through twelfth grade. The framework addresses the interrelatedness of reading, writing, speaking, listening, and viewing. The intent is to raise expectations for student performance, provide…

Using Self-Regulation as a Framework for Implementing Strategy Instruction to Foster Reading Comprehension

ERIC Educational Resources Information Center

Souvignier, Elmar; Mokhlesgerami, Judith

2006-01-01

Research on the implementation of reading strategies suggests that self-regulated learning might be a powerful framework to optimize effects on reading comprehension. Models of self-regulation emphasize that the teaching of strategy knowledge (Strat) has to be complemented by offering skills of cognitive (CSR) and motivational (MSR) aspects of…

Retrofitting Non-Cognitive-Diagnostic Reading Assessment under the Generalized DINA Model Framework

ERIC Educational Resources Information Center

Chen, Huilin; Chen, Jinsong

2016-01-01

Cognitive diagnosis models (CDMs) are psychometric models developed mainly to assess examinees' specific strengths and weaknesses in a set of skills or attributes within a domain. By adopting the Generalized-DINA model framework, the recently developed general modeling framework, we attempted to retrofit the PISA reading assessments, a…

Use of read-across and computer-based predictive analysis for the safety assessment of PEG cocamines.

PubMed

Skare, Julie A; Blackburn, Karen; Wu, Shengde; Re, Thomas A; Duche, Daniel; Ringeissen, Stephanie; Bjerke, Donald L; Srinivasan, Viny; Eisenmann, Carol

2015-04-01

In the European Union animal testing has been eliminated for cosmetic ingredients while the US Cosmetic Ingredient Review Expert Panel may request data from animal studies. The use of read-across and predictive toxicology provides a path for filling data gaps without additional animal testing. The PEG cocamines are tertiary amines with an alkyl group derived from coconut fatty acids and two PEG chains of varying length. Toxicology data gaps for the PEG cocamines can be addressed by read-across based on structure-activity relationship using the framework described by Wu et al. (2010) for identifying suitable structural analogs. Data for structural analogs supports the conclusion that the PEG cocamines are non-genotoxic and not expected to exhibit systemic or developmental/reproductive toxicity with use in cosmetics. Due to lack of reliable dermal sensitization data for suitable analogs, this endpoint was addressed using predictive software (TIMES SS) as a first step (Laboratory of Mathematical Chemistry). The prediction for PEG cocamines was the same as that for PEGs, which have been concluded to not present a significant concern for dermal sensitization. This evaluation for PEG cocamines demonstrates the utility of read-across and predictive toxicology tools to assess the safety of cosmetic ingredients. Copyright © 2015 Elsevier Inc. All rights reserved.

SCIFIO: an extensible framework to support scientific image formats.

PubMed

Hiner, Mark C; Rueden, Curtis T; Eliceiri, Kevin W

2016-12-07

No gold standard exists in the world of scientific image acquisition; a proliferation of instruments each with its own proprietary data format has made out-of-the-box sharing of that data nearly impossible. In the field of light microscopy, the Bio-Formats library was designed to translate such proprietary data formats to a common, open-source schema, enabling sharing and reproduction of scientific results. While Bio-Formats has proved successful for microscopy images, the greater scientific community was lacking a domain-independent framework for format translation. SCIFIO (SCientific Image Format Input and Output) is presented as a freely available, open-source library unifying the mechanisms of reading and writing image data. The core of SCIFIO is its modular definition of formats, the design of which clearly outlines the components of image I/O to encourage extensibility, facilitated by the dynamic discovery of the SciJava plugin framework. SCIFIO is structured to support coexistence of multiple domain-specific open exchange formats, such as Bio-Formats' OME-TIFF, within a unified environment. SCIFIO is a freely available software library developed to standardize the process of reading and writing scientific image formats.

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

PubMed

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

2009-04-01

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

The Influence of Properties of the Test and Their Interactions with Reader Characteristics on Reading Comprehension: An Explanatory Item Response Study

ERIC Educational Resources Information Center

Kulesz, Paulina A.; Francis, David J.; Barnes, Marcia A.; Fletcher, Jack M.

2016-01-01

Component skills and discourse frameworks of reading have identified characteristics of readers and texts that influence comprehension. However, these 2 frameworks have not previously been integrated in a comprehensive and systematic way to explain performance on any standardized assessment of reading comprehension that is in widespread use across…

Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students

ERIC Educational Resources Information Center

Tighe, Elizabeth L.; Wagner, Richard K.; Schatschneider, Christopher

2015-01-01

This study demonstrates the utility of applying a causal indicator modeling framework to investigate important predictors of reading comprehension in third, seventh, and tenth grade students. The results indicated that a 4-factor multiple indicator multiple indicator cause (MIMIC) model of reading comprehension provided adequate fit at each grade…

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

ERIC Educational Resources Information Center

Normore, Lorraine

2011-01-01

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

Pragmatism and structuralism in occupational therapy: the long conversation.

PubMed

Hooper, Barb; Wood, Wendy

2002-01-01

The history of occupational therapy may be understood as a continual transaction between two cultural discourses: pragmatism and structuralism. Pragmatism is a way of thinking that presupposes humans are agentic by nature and knowledge is tentative and created within particular contexts. Structuralism is a way of thinking that assumes humans are composites of recurring general frameworks and that knowledge is objective and can be generalized to multiple contexts. Early in the field's history, both pragmatist and structuralist assumptions about the human and knowledge produced different readings, or interpretations, of what constituted the appropriate tools, methods, and outcomes for occupational therapy. Consequently, occupational therapy adopted an interesting mix of pragmatist language regarding the human and structuralist approaches to knowledge, resulting in professional identity problems still experienced today. However, recent developments offer an opportunity for occupational therapists to correct old identity problems through critically evaluating incompatible assumptions and carefully reading the prevailing cultural ethos.

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

ERIC Educational Resources Information Center

Haney, Gail; Thistlethwaite, Linda

1991-01-01

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

Double-letter processing in surface dyslexia and dysgraphia following a left temporal lesion: A multimodal neuroimaging study.

PubMed

Tomasino, Barbara; Marin, Dario; Maieron, Marta; D'Agostini, Serena; Fabbro, Franco; Skrap, Miran; Luzzatti, Claudio

2015-12-01

Neuropsychological data about acquired impairments in reading and writing provide a strong basis for the theoretical framework of the dual-route models. The present study explored the functional neuroanatomy of the reading and spelling processing system. We describe the reading and writing performance of patient CF, an Italian native speaker who developed an extremely selective reading and spelling deficit (his spontaneous speech, oral comprehension, repetition and oral picture naming were almost unimpaired) in processing double letters associated with surface dyslexia and dysgraphia, following a tumor in the left temporal lobe. In particular, the majority of CF's errors in spelling were phonologically plausible substitutions, errors concerning letter numerosity of consonants, and syllabic phoneme-to-grapheme conversion (PGC) errors. A similar pattern of impairment also emerged in his reading behavior, with a majority of lexical stress errors (the only possible type of surface reading errors in the Italian language, due the extreme regularity of print-to-sound correspondence). CF's neuropsychological profile was combined with structural neuroimaging data, fiber tracking, and functional maps and compared to that of healthy control participants. We related CF's deficit to a dissociation between impaired ventral/lexical route (as evidenced by a fractional anisotropy - FA decrease along the inferior fronto-occipital fasciculus - IFOF) and relatively preserved dorsal/phonological route (as evidenced by a rather full integrity of the superior longitudinal fasciculus - SLF). In terms of functional processing, the lexical-semantic ventral route network was more activated in controls than in CF, while the network supporting the dorsal route was shared by CF and the control participants. Our results are discussed within the theoretical framework of dual-route models of reading and spelling, emphasize the importance of the IFOF both in lexical reading and spelling, and offer a better comprehension of the neurological and functional substrates involved in written language and, in particular, in surface dyslexia and dysgraphia and in doubling/de-doubling consonant sounds and letters. Copyright © 2015 Elsevier Ltd. All rights reserved.

Beyond Recall in Reading Comprehension: Five Key Planning Decisions.

ERIC Educational Resources Information Center

Sinatra, Richard; Annacone, Dominic

Over the years, teacher questions have consistently aimed at literal comprehension, indicating that teachers lack understanding of the reading-thinking-questioning hierarchy. Benjamin Bloom's "Cognitive Taxonomy" can serve as a hierarchical framework for the design of questions. Within this framework, a teacher can confront decision…

t4 report*: Toward Good Read-Across Practice (GRAP) Guidance

PubMed Central

Ball, Nicholas; Cronin, Mark T. D.; Shen, Jie; Blackburn, Karen; Booth, Ewan D.; Bouhifd, Mounir; Donley, Elizabeth; Egnash, Laura; Hastings, Charles; Juberg, Daland R.; Kleensang, Andre; Kleinstreuer, Nicole; Kroese, E. Dinant; Lee, Adam C.; Luechtefeld, Thomas; Maertens, Alexandra; Marty, Sue; Naciff, Jorge M.; Palmer, Jessica; Pamies, David; Penman, Mike; Richarz, Andrea-Nicole; Russo, Daniel P.; Stuard, Sharon B.; Patlewicz, Grace; van Ravenzwaay, Bennard; Wu, Shengde; Zhu, Hao; Hartung, Thomas

2017-01-01

Summary Grouping of substances and utilizing read-across of data within those groups represents an important data gap filling technique for chemical safety assessments. Categories/analogue groups are typically developed based on structural similarity and, increasingly often, also on mechanistic (biological) similarity. While read-across can play a key role in complying with legislation such as the European REACH regulation, the lack of consensus regarding the extent and type of evidence necessary to support it often hampers its successful application and acceptance by regulatory authorities. Despite a potentially broad user community, expertise is still concentrated across a handful of organizations and individuals. In order to facilitate the effective use of read-across, this document presents the state of the art, summarizes insights learned from reviewing ECHA published decisions regarding the relative successes/pitfalls surrounding read-across under REACH, and compiles the relevant activities and guidance documents. Special emphasis is given to the available existing tools and approaches, an analysis of ECHA's published final decisions associated with all levels of compliance checks and testing proposals, the consideration and expression of uncertainty, the use of biological support data, and the impact of the ECHA Read-Across Assessment Framework (RAAF) published in 2015. PMID:26863606

Measuring Reading Comprehension with the Lexile Framework.

ERIC Educational Resources Information Center

Stenner, A. Jackson

This paper shows how the concept of general objectivity can be used to improve behavioral science measurement, particularly as it applies to the Lexile Framework, a tool for objectively measuring reading comprehension. It begins with a dialogue between a physicist and a psychometrician that details some of the differences between physical science…

Designing Caregiver-Implemented Shared-Reading Interventions to Overcome Implementation Barriers

ERIC Educational Resources Information Center

Justice, Laura M.; Logan, Jessica R.; Damschroder, Laura

2015-01-01

Purpose: This study presents an application of the theoretical domains framework (TDF; Michie et al., 2005), an integrative framework drawing on behavior-change theories, to speech-language pathology. Methods: A multistep procedure was used to identify barriers affecting caregivers' implementation of shared-reading interventions with their…

CAAT Altex workshop paper entitled "Towards Good Read ...

EPA Pesticide Factsheets

Grouping of substances and utilizing read-across within those groups represents an important data gap filling technique for chemical safety assessments. Categories/analogue groups are typically developed based on structural similarity, and increasingly often, also on mechanistic similarity. While read-across can play a key role in complying with legislations such as the European REACH legislation, the lack of consensus regarding the extent and type of evidence necessary to support it often hampers it’s successful application and acceptance by regulatory authorities. Despite a potentially broad user community, expertise is still concentrated across a handful of organizations and individuals. In order to facilitate the effective use of read-across, this document aims to summarize the state-of-the-art, summarise insights learned from reviewing ECHA published decisions as far as the relative successes/pitfalls surrounding read-across under the REACH and compile the relevant activities and guidance documents. Special emphasis is given to the available existing tools and approaches, the consideration and expression of uncertainty, the use of biological support data and the potential impact of the ECHA Read-Across Assessment Framework (RAAF) which was published in 2015. This is a paper that summarises different activities and research needs for read-across for regulatory purposes that has been compiled as a result of a CAAT initiative led by Thomas Hartung.

Predictors of Foreign Language Reading Comprehension in a Hypermedia Reading Environment

ERIC Educational Resources Information Center

Akbulut, Yavuz

2008-01-01

This study investigated factors affecting second/foreign language (L2) reading comprehension in a hypermedia environment within the theoretical framework of dual coding and cognitive load theories, and interactive models of L2 reading. The independent variables were reading ability, topic interest, prior topical knowledge, and the number of times…

Secondary Teachers Perceptions of the Advantages and Disadvantages of Sustained Silent Reading

ERIC Educational Resources Information Center

Feliciani, Meghan Lynn

2013-01-01

Educators often use reading programs to address younger students' reading abilities and teachers' perceptions of those reading abilities; however, few researchers have examined teachers' perceptions of the effects of sustained silent reading on middle and high school students. The conceptual framework for this study was based on social learning…

GAAP: Genome-organization-framework-Assisted Assembly Pipeline for prokaryotic genomes.

PubMed

Yuan, Lina; Yu, Yang; Zhu, Yanmin; Li, Yulai; Li, Changqing; Li, Rujiao; Ma, Qin; Siu, Gilman Kit-Hang; Yu, Jun; Jiang, Taijiao; Xiao, Jingfa; Kang, Yu

2017-01-25

Next-generation sequencing (NGS) technologies have greatly promoted the genomic study of prokaryotes. However, highly fragmented assemblies due to short reads from NGS are still a limiting factor in gaining insights into the genome biology. Reference-assisted tools are promising in genome assembly, but tend to result in false assembly when the assigned reference has extensive rearrangements. Herein, we present GAAP, a genome assembly pipeline for scaffolding based on core-gene-defined Genome Organizational Framework (cGOF) described in our previous study. Instead of assigning references, we use the multiple-reference-derived cGOFs as indexes to assist in order and orientation of the scaffolds and build a skeleton structure, and then use read pairs to extend scaffolds, called local scaffolding, and distinguish between true and chimeric adjacencies in the scaffolds. In our performance tests using both empirical and simulated data of 15 genomes in six species with diverse genome size, complexity, and all three categories of cGOFs, GAAP outcompetes or achieves comparable results when compared to three other reference-assisted programs, AlignGraph, Ragout and MeDuSa. GAAP uses both cGOF and pair-end reads to create assemblies in genomic scale, and performs better than the currently available reference-assisted assembly tools as it recovers more assemblies and makes fewer false locations, especially for species with extensive rearranged genomes. Our method is a promising solution for reconstruction of genome sequence from short reads of NGS.

Cultivating Students' Reading Literacy Using Digital Lexile-Based Reading in a Chinese Primary School

ERIC Educational Resources Information Center

Norte, Patricia; Negreiros, Joao; Correia, Ana

2017-01-01

This Macau study investigates the unwillingness of primary 5 Chinese native students to read in English on a Lexile® Framework based digital reading platform provided by their school, with visible negative consequences on their English reading literacy, and whether or not it is possible for teachers to help improve students' reading literacy by…

Building Background Knowledge through Reading: Rethinking Text Sets

ERIC Educational Resources Information Center

Lupo, Sarah M.; Strong, John Z.; Lewis, William; Walpole, Sharon; McKenna, Michael C.

2018-01-01

To increase reading volume and help students access challenging texts, the authors propose a four-dimensional framework for text sets. The quad text set framework is designed around a target text: a challenging content area text, such as a canonical literary work, research article, or historical primary source document. The three remaining…

Instructional Uses of the Lexile Framework.

ERIC Educational Resources Information Center

Stenner, A. Jackson

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

Using the Instructional Level as a Criterion to Target Reading Interventions

ERIC Educational Resources Information Center

Parker, David C.; Burns, Matthew K.

2014-01-01

The instructional hierarchy offers a useful framework for targeting academic interventions. Within this framework, the accuracy with which a student reads might function as an indicator that the student should receive an intervention that focuses either on accuracy or on fluency. The current study examined whether the instructional level for…

DNA Base Flipping: A General Mechanism for Writing, Reading, and Erasing DNA Modifications

PubMed Central

Cheng, Xiaodong

2017-01-01

The modification of DNA bases is a classic hallmark of epigenetics. Four forms of modified cytosine—5-methylcytosine, 5-hydroxymethylcytosine, 5-formylcytosine, and 5-carboxylcytosine—have been discovered in eukaryotic DNA. In addition to cytosine carbon-5 modifications, cytosine and adenine methylated in the exocyclic amine—N4-methylcytosine and N6-methyladenine—are other modified DNA bases discovered even earlier. Each modified base can be considered a distinct epigenetic signal with broader biological implications beyond simple chemical changes. Since 1994, crystal structures of proteins and enzymes involved in writing, reading, and erasing modified bases have become available. Here, we present a structural synopsis of writers, readers, and erasers of the modified bases from prokaryotes and eukaryotes. Despite significant differences in structures and functions, they are remarkably similar regarding their engagement in flipping a target base/nucleotide within DNA for specific recognitions and/or reactions. We thus highlight base flipping as a common structural framework broadly applied by distinct classes of proteins and enzymes across phyla for epigenetic regulations of DNA. PMID:27826845

Active Reading Behaviors in Tablet-Based Learning

ERIC Educational Resources Information Center

Palilonis, Jennifer; Bolchini, Davide

2015-01-01

Active reading is fundamental to learning. However, there is little understanding about whether traditional active reading frameworks sufficiently characterize how learners study multimedia tablet textbooks. This paper explores the nature of active reading in the tablet environment through a qualitative study that engaged 30 students in an active…

The Effects of an Integrated Reading Comprehension Strategy: A Culturally Responsive Teaching Approach for Fifth-Grade Students' Reading Comprehension

ERIC Educational Resources Information Center

Bui, Yvonne N.; Fagan, Yvette M.

2013-01-01

The study evaluated the effects of the Integrated Reading Comprehension Strategy on two levels. The Integrated Reading Comprehension Strategy integrated story grammar instruction and story maps, prior knowledge and prediction method, and word webs through a culturally responsive teaching framework; the Integrated Reading Comprehension Strategy…

Can the Simple View Deal with the Complexities of Reading?

ERIC Educational Resources Information Center

Kirby, John R.; Savage, Robert S.

2008-01-01

We review the Simple View of Reading (SVR) model and examine its nature, applicability and validity. We describe the SVR as an abstract framework for understanding the relationship between global linguistic comprehension and word-reading abilities in reading comprehension (RC). We argue that the SVR is neither a full theory of reading nor a…

Active Reading Documents (ARDs): A Tool to Facilitate Meaningful Learning through Reading

ERIC Educational Resources Information Center

Dubas, Justin M.; Toledo, Santiago A.

2015-01-01

Presented here is a practical tool called the Active Reading Document (ARD) that can give students the necessary incentive to engage with the text/readings. By designing the tool to incrementally develop student understanding of the material through reading using Marzano's Taxonomy as a framework, the ARD offers support through scaffolding as they…

Effects of Peer Tutoring on Reading Self-Concept

ERIC Educational Resources Information Center

Flores, Marta; Duran, David

2013-01-01

This study investigates the development of the Reading Self-Concept and of the mechanisms underlying it, within a framework of a reading programme based on peer tutoring. The multiple methodological design adopted allowed for a quantitative approach which showed statistically significant changes in the Reading Self-Concept of those students who…

The Reading Turn-Around: A Five Part Framework for Differentiated Instruction. Practitioners Bookshelf, Language & Literacy Series

ERIC Educational Resources Information Center

Jones, Stephanie; Clarke, Lane; Enriquez, Grace

2009-01-01

This book demonstrates a five-part framework for teachers, reading specialists, and literacy coaches who want to help their least engaged students become powerful readers. Merging theory and practice, the guide offers successful strategies to reach your "struggling" learners. The authors show how you can "turn-around" your instructional practice,…

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

ERIC Educational Resources Information Center

Vongkrachang, Salila; Chinwonno, Apasara

2015-01-01

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

English-Language Learners' Reading Achievement: Dialectical Relationships between Policy and Practices in Meaning-Making Opportunities

ERIC Educational Resources Information Center

Pacheco, Mariana

2010-01-01

This case study of reading activity in third-grade bilingual classrooms at a state-sanctioned "successful" school examines the influences of the California accountability framework--Proposition 227, No Child Left Behind, and the federal Reading First program--on shifting beliefs and practices around what "counts" as reading.…

Readability and Reading Ability.

ERIC Educational Resources Information Center

Wright, Benjamin D.; Stenner, A. Jackson

This document discusses the measurement of reading ability and the readability of books by application of the Lexile framework. It begins by stating the importance of uniform measures. It then discusses the history of reading ability testing, based on the assumption that no researcher has been able to measure more than one kind of reading ability.…

Culturally Familiar Tasks on Reading Performance and Self-Efficacy of Culturally and Linguistically Diverse Students

ERIC Educational Resources Information Center

Kelley, Heather M.; Siwatu, Kamau Oginga; Tost, Jeremy R.; Martinez, James

2015-01-01

Grounded in the theoretical frameworks of constructivism and social cognitive theory, this study examined utilising culturally responsive pedagogy through a Latino themed reading task with the intention of increasing reading achievement and reading self-efficacy beliefs for culturally and linguistically diverse students. The research was conducted…

Constructing Reading: Building Conceptions of Literacy in a Volunteer Read-Aloud Program

ERIC Educational Resources Information Center

Dawes, Erika Thulin

2007-01-01

This study describes the interactions of three adult-child reading partnerships in a program that matches corporate volunteers with "at risk" students for weekly hour-long story reading sessions. Using discourse analysis within a sociocultural framework, the researcher identified variation in the way these partners were constructing the act and…

SDS: A Framework for Scientific Data Services

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

Dong, Bin; Byna, Surendra; Wu, Kesheng

2013-10-31

Large-scale scientific applications typically write their data to parallel file systems with organizations designed to achieve fast write speeds. Analysis tasks frequently read the data in a pattern that is different from the write pattern, and therefore experience poor I/O performance. In this paper, we introduce a prototype framework for bridging the performance gap between write and read stages of data access from parallel file systems. We call this framework Scientific Data Services, or SDS for short. This initial implementation of SDS focuses on reorganizing previously written files into data layouts that benefit read patterns, and transparently directs read callsmore » to the reorganized data. SDS follows a client-server architecture. The SDS Server manages partial or full replicas of reorganized datasets and serves SDS Clients' requests for data. The current version of the SDS client library supports HDF5 programming interface for reading data. The client library intercepts HDF5 calls and transparently redirects them to the reorganized data. The SDS client library also provides a querying interface for reading part of the data based on user-specified selective criteria. We describe the design and implementation of the SDS client-server architecture, and evaluate the response time of the SDS Server and the performance benefits of SDS.« less

Graph mining for next generation sequencing: leveraging the assembly graph for biological insights.

PubMed

Warnke-Sommer, Julia; Ali, Hesham

2016-05-06

The assembly of Next Generation Sequencing (NGS) reads remains a challenging task. This is especially true for the assembly of metagenomics data that originate from environmental samples potentially containing hundreds to thousands of unique species. The principle objective of current assembly tools is to assemble NGS reads into contiguous stretches of sequence called contigs while maximizing for both accuracy and contig length. The end goal of this process is to produce longer contigs with the major focus being on assembly only. Sequence read assembly is an aggregative process, during which read overlap relationship information is lost as reads are merged into longer sequences or contigs. The assembly graph is information rich and capable of capturing the genomic architecture of an input read data set. We have developed a novel hybrid graph in which nodes represent sequence regions at different levels of granularity. This model, utilized in the assembly and analysis pipeline Focus, presents a concise yet feature rich view of a given input data set, allowing for the extraction of biologically relevant graph structures for graph mining purposes. Focus was used to create hybrid graphs to model metagenomics data sets obtained from the gut microbiomes of five individuals with Crohn's disease and eight healthy individuals. Repetitive and mobile genetic elements are found to be associated with hybrid graph structure. Using graph mining techniques, a comparative study of the Crohn's disease and healthy data sets was conducted with focus on antibiotics resistance genes associated with transposase genes. Results demonstrated significant differences in the phylogenetic distribution of categories of antibiotics resistance genes in the healthy and diseased patients. Focus was also evaluated as a pure assembly tool and produced excellent results when compared against the Meta-velvet, Omega, and UD-IDBA assemblers. Mining the hybrid graph can reveal biological phenomena captured by its structure. We demonstrate the advantages of considering assembly graphs as data-mining support in addition to their role as frameworks for assembly.

An Integrated Framework Advancing Membrane Protein Modeling and Design

PubMed Central

Weitzner, Brian D.; Duran, Amanda M.; Tilley, Drew C.; Elazar, Assaf; Gray, Jeffrey J.

2015-01-01

Membrane proteins are critical functional molecules in the human body, constituting more than 30% of open reading frames in the human genome. Unfortunately, a myriad of difficulties in overexpression and reconstitution into membrane mimetics severely limit our ability to determine their structures. Computational tools are therefore instrumental to membrane protein structure prediction, consequently increasing our understanding of membrane protein function and their role in disease. Here, we describe a general framework facilitating membrane protein modeling and design that combines the scientific principles for membrane protein modeling with the flexible software architecture of Rosetta3. This new framework, called RosettaMP, provides a general membrane representation that interfaces with scoring, conformational sampling, and mutation routines that can be easily combined to create new protocols. To demonstrate the capabilities of this implementation, we developed four proof-of-concept applications for (1) prediction of free energy changes upon mutation; (2) high-resolution structural refinement; (3) protein-protein docking; and (4) assembly of symmetric protein complexes, all in the membrane environment. Preliminary data show that these algorithms can produce meaningful scores and structures. The data also suggest needed improvements to both sampling routines and score functions. Importantly, the applications collectively demonstrate the potential of combining the flexible nature of RosettaMP with the power of Rosetta algorithms to facilitate membrane protein modeling and design. PMID:26325167

The Evolution of Reading in the Age of Digitisation: An Integrative Framework for Reading Research

ERIC Educational Resources Information Center

Mangen, Anne; Weel, Adriaan

2016-01-01

In the course of digitisation, the range of substrates for textual reading is being expanded to include a number of screen-based technologies and reading devices, such as e-readers (e.g. Kindle) and tablets (e.g. iPad). These technologies have distinctly different affordances than paper has. Given that textual reading is at the same time likely to…

Could Specific Braille Reading Difficulties Result from Developmental Dyslexia?

ERIC Educational Resources Information Center

Veispak, Anneli; Ghesquiere, Pol

2010-01-01

A proportion of children with visual impairments have specific reading difficulties that cannot be easily explained. This article reviews the data on problems with braille reading and interprets them from the framework of the temporal-processing deficit theory of developmental dyslexia.

Children with Down Syndrome Use Phonological Knowledge in Reading.

ERIC Educational Resources Information Center

Gombert, Jean-Emile

2002-01-01

Discusses an experiment that links phonological awareness and reading performance in children with Down syndrome. Examines the results within the framework of the author's metalinguistic development theory in which alphabet reading is a pacemaker for the development of explicit phonological awareness. (PM)

The Effects of Stress on Reading: A Comparison of First-Language versus Intermediate Second-Language Reading Comprehension

ERIC Educational Resources Information Center

Rai, Manpreet K.; Loschky, Lester C.; Harris, Richard Jackson

2015-01-01

This study investigated how resource-demanding reading tasks and stressful conditions affect 1st-language (L1) and intermediate 2nd-language (L2) reading comprehension. Using the attentional control theory framework (Eysenck, Derakshan, Santos, & Calvo, 2007), we investigated the roles of central executive working memory (WM) resources,…

Supporting the Development of Silent Reading Fluency: An Evidence-Based Framework for the Intermediate Grades (3-6)

ERIC Educational Resources Information Center

Reutzel, D. Ray; Juth, Stephanie

2014-01-01

Developing silent fluent reading is an important goal to be achieved in elementary literacy instruction. This article reviews characteristics of effective silent reading fluency instruction and practice. Next, the authors make the case for four components of effective silent reading fluency practice routines. Finally, the authors describe two…

The Reading Problem in Urban Schools: Who Has It and What Has Been Done About It?

ERIC Educational Resources Information Center

Van Strat, Georgena

Identification of ingredients of successful urban reading programs in order to effect an increase in reading achievement in urban schools is the purpose of this paper. An historical-sociological framework is established. Pertinent literature which seeks to explain the causes of reading failure in urban schools is reviewed. Among the topics…

Comprehension and Knowledge Components That Predict L2 Reading: A Latent-Trait Approach

ERIC Educational Resources Information Center

Yamashita, Junko; Shiotsu, Toshihiko

2017-01-01

Among predictors of second language (L2) reading, both first language (L1) reading and L2 listening embody the complexities of comprehension ability in their construct. Their contributions to L2 reading have rarely been examined together, probably because of the different theoretical frameworks in which they are postulated. Therefore, the field…

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…

Research Review: Reading Comprehension in Developmental Disorders of Language and Communication

ERIC Educational Resources Information Center

Ricketts, Jessie

2011-01-01

Background: Deficits in reading airment (SLI), Down syndrome (DS) and autism spectrum disorders (ASD). Methods: In this review (based on a search of the ISI Web of Knowledge database to 2011), the Simple View of Reading is used as a framework for considering reading comprehension in these groups. Conclusions: There is substantial evidence for…

Evaluation of Reading Skills in the Wisconsin Prototypic System of Reading Instruction.

ERIC Educational Resources Information Center

Peterson, Joseph M.; Knight, Diana

A system designed to provide a framework for the individualization of reading instruction is discussed. The heart of the system is a mastery checklist of reading skills for each child which provides teachers with a means for discovering the specific skill needs of their students. Initially, the system depended upon individual assessment exercises…

Middle School Reading Assessment: Measuring What Matters under a RTI Framework

ERIC Educational Resources Information Center

O'reilly, Tenaha; Sabatini, John; Bruce, Kelly; Pillarisetti, Srinivasa; McCormick, Carina

2012-01-01

This article presents a prototype reading assessment designed to measure and support component and integrated reading skills. The work is motivated by the need to create a new generation of assessments that are better aligned with the research in cognitive science, reading and learning. An assessment that synthesizes advances in these areas may…

Evaluation of Response to Intervention Practices for Elementary School Reading. NCEE 2016-4000

ERIC Educational Resources Information Center

Balu, Rekha; Zhu, Pei; Doolittle, Fred; Schiller, Ellen; Jenkins, Joseph; Gersten, Russell

2015-01-01

Response to Intervention (RtI) is a framework for collecting and using data to match students to interventions of varying intensity. This study examines the implementation of RtI in Grade 1-3 reading in 13 states during the 2011-12 school year, focusing on 146 schools that were experienced with RtI. Full implementation of the RtI framework in…

Reading for Integration, Identifying Complementary Threshold Concepts: The ACRL "Framework" in Conversation with "Naming What We Know: Threshold Concepts of Writing"

ERIC Educational Resources Information Center

Johnson, Brittney; McCracken, I. Moriah

2016-01-01

In 2015, threshold concepts formed the foundation of two disciplinary documents: The "ACRL Framework for Information Literacy" (2015) and "Naming What We Know: Threshold Concepts of Writing Studies" (2015). While there is no consensus in the fields about the value of threshold concepts in teaching, reading the six Frames in the…

Reading Framework for the 2009 National Assessment of Educational Progress

ERIC Educational Resources Information Center

National Assessment Governing Board, 2008

2008-01-01

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

Effects of Explicit Instruction in Cognitive and Metacognitive Reading Strategies on Iranian EFL Students' Reading Performance and Strategy Transfer

ERIC Educational Resources Information Center

Aghaie, Reza; Zhang, Lawrence Jun

2012-01-01

This study explored the impact of explicit teaching of reading strategies on English-as-a-foreign-language (EFL) students' reading performance in Iran. The study employed a questionnaire adapted from Chamot and O'Malley's (1994) cognitive and metacognitive strategies framework. To test the effects of explicit teaching of cognitive and…

An Occupation and Participation Approach to Reading Intervention (OPARI) Part I: Defining Reading as an Occupation

ERIC Educational Resources Information Center

Grajo, Lenin C.; Candler, Catherine

2016-01-01

This is the first of two papers that explore a role that occupational therapy can play in supporting children with reading challenges. Part I presents the grounding framework for an occupation and participation approach to reading intervention (OPARI) and serves to introduce the clinical application of the approach presented in Part II. In this…

The Effects of a Reader's Theater Instructional Intervention on Second Grade Students' Reading Fluency and Comprehension Skills

ERIC Educational Resources Information Center

Johnson, Diane D.

2011-01-01

An estimated 75% of students who are poor readers in third grade continue to be lower achieving readers in ninth grade. The National Reading Panel has identified fluency as a prominent cause of reading comprehension problems which ultimately affect overall reading development. The purpose of this study was to test the theoretical framework of…

Metrological Traceability in the Social Sciences: A Model from Reading Measurement

NASA Astrophysics Data System (ADS)

Stenner, A. Jackson; Fisher, William P., Jr.

2013-09-01

The central importance of reading ability in learning makes it the natural place to start in formative and summative assessments in education. The Lexile Framework for Reading constitutes a commercial metrological traceability network linking books, test results, instructional materials, and students in elementary and secondary English and Spanish language reading education in the U.S., Canada, Mexico, and Australia.

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

ERIC Educational Resources Information Center

Klapwijk, Nanda M.

2015-01-01

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

Reciprocal Relations between Intrinsic Reading Motivation and Reading Competence: A Comparison between Native and Immigrant Students in Germany

ERIC Educational Resources Information Center

Miyamoto, Ai; Pfost, Maximilian; Artelt, Cordula

2018-01-01

The present study compares native and immigrant students regarding the direction and the strength of the relation between intrinsic reading motivation and reading competence. Within the framework of the German National Educational Panel Study, 4,619 secondary school students were included in the analyses. The present study confirmed the reciprocal…

Empirical Validation of Reading Proficiency Guidelines

ERIC Educational Resources Information Center

Clifford, Ray; Cox, Troy L.

2013-01-01

The validation of ability scales describing multidimensional skills is always challenging, but not impossible. This study applies a multistage, criterion-referenced approach that uses a framework of aligned texts and reading tasks to explore the validity of the ACTFL and related reading proficiency guidelines. Rasch measurement and statistical…

Grade Expectations for Vermont's Framework of Standards and Learning Opportunities, Spring 2004 (Mathematics, Reading and Writing)

ERIC Educational Resources Information Center

Vermont Department of Education, 2004

2004-01-01

This document, "Grade Expectations for Vermont's Framework of Standards and Learning Opportunities" (hereafter "Vermont's Grade Expectations"), is an important companion to "Vermont's Framework." These Grade Expectations (GEs) serve the same purposes as "Vermont's Framework," but articulate learning…

ATLAS (Automatic Tool for Local Assembly Structures) - A Comprehensive Infrastructure for Assembly, Annotation, and Genomic Binning of Metagenomic and Metaranscripomic Data

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

White, Richard A.; Brown, Joseph M.; Colby, Sean M.

ATLAS (Automatic Tool for Local Assembly Structures) is a comprehensive multiomics data analysis pipeline that is massively parallel and scalable. ATLAS contains a modular analysis pipeline for assembly, annotation, quantification and genome binning of metagenomics and metatranscriptomics data and a framework for reference metaproteomic database construction. ATLAS transforms raw sequence data into functional and taxonomic data at the microbial population level and provides genome-centric resolution through genome binning. ATLAS provides robust taxonomy based on majority voting of protein coding open reading frames rolled-up at the contig level using modified lowest common ancestor (LCA) analysis. ATLAS provides robust taxonomy based onmore » majority voting of protein coding open reading frames rolled-up at the contig level using modified lowest common ancestor (LCA) analysis. ATLAS is user-friendly, easy install through bioconda maintained as open-source on GitHub, and is implemented in Snakemake for modular customizable workflows.« less

Evaluation of Response to Intervention Practices for Elementary School Reading. Executive Summary. NCEE 2016-4000

ERIC Educational Resources Information Center

Balu, Rekha; Zhu, Pei; Doolittle, Fred; Schiller, Ellen; Jenkins, Joseph; Gersten, Russell

2015-01-01

Response to Intervention (RtI) is a framework for collecting and using data to match students to interventions of varying intensity. This study examines the implementation of RtI in Grade 1-3 reading in 13 states during the 2011-12 school year, focusing on 146 schools that were experienced with RtI. Full implementation of the RtI framework in…

Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework

PubMed Central

Puranik, Cynthia S.; Lonigan, Christopher J.

2014-01-01

Researchers and educators use the term emergent literacy to refer to a broad set of skills and attitudes that serve as foundational skills for acquiring success in later reading and writing; however, models of emergent literacy have generally focused on reading and reading-related behaviors. Hence, the primary aim of this study was to articulate and evaluate a theoretical model of the components of emergent writing. Alternative models of the structure of individual and developmental differences of emergent writing and writing-related skills were examined in 372 preschool children who ranged in age from 3- to 5-years using confirmatory factor analysis. Results from a confirmatory factor analysis provide evidence that these emergent writing skills are best described by three correlated but distinct factors, (a) Conceptual Knowledge, (b) Procedural Knowledge, and (c) Generative Knowledge. Evidence that these three emergent writing factors show different patterns of relations to emergent literacy constructs is presented. Implications for understanding the development of writing and assessment of early writing skills are discussed. PMID:25316955

A framework to build scientific confidence in read across results. (SOT CE course presentation)

EPA Science Inventory

Read-across acceptance is remains a major hurdle primarily due to the lack of objectivity and clarity on how to practically address uncertainties. One avenue that can be exploited to build scientific confidence in the development and evaluation of read-across is by taking advant...

Applying Current Approaches to the Teaching of Reading

ERIC Educational Resources Information Center

Villanueva de Debat, Elba

2006-01-01

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

The Listening and Reading Comprehension (LARC) Program....Experiential Based Sequential Training.

ERIC Educational Resources Information Center

Blumenstyk, Holly; And Others

The LARC (Listening and Reading Comprehension) Program, an experiential based story grammar approach to listening and reading comprehension is described, and a pilot study of its effectiveness with communication handicapped children is reviewed. The LARC framework translates children's own recent experiences into sequenced story episodes which are…

Motivating Readers: Helping Students Set and Attain Personal Reading Goals

ERIC Educational Resources Information Center

Cabral-Márquez, Consuelo

2015-01-01

The motivational, cognitive, and performance benefits associated with setting goals are presented in light of goal-setting theory. These theoretical principles provide a framework that teachers can use to guide students in setting and pursuing personal reading goals that are proximal, specific, and compatible with students' reading abilities…

Investigating Connections among Reading, Writing, and Language Development: A Multiliteracies Perspective

ERIC Educational Resources Information Center

Paesani, Kate

2016-01-01

This study explores relationships among reading literature, creative writing, and language development in a university-level advanced French grammar course through the theoretical lens of the multiliteracies framework. The goal is to investigate reading-writing connections and whether these literacy practices facilitate students' understanding and…

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade

ERIC Educational Resources Information Center

Connor, Carol McDonald; Phillips, Beth M.; Kaschak, Michael; Apel, Kenn; Kim, Young-Suk; Al Otaiba, Stephanie; Crowe, Elizabeth C.; Thomas-Tate, Shurita; Johnson, Lakeisha Cooper; Lonigan, Christopher J.

2014-01-01

This paper describes the theoretical framework, as well as the development and testing of the intervention, "Comprehension Tools for Teachers" (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for…

An Examination of ESL Taiwanese University Students' Multimodal Reading Responses

ERIC Educational Resources Information Center

Lee, Hsiao-Chien

2013-01-01

This article reports an empirical study conducted in a Taiwanese English as a second language university class. Reader response theory is the theoretical framework guiding the study. Fifty-nine university students were encouraged to collaboratively create multimodal responses to a classic English reading. Taking an aesthetic reading stance, the…

Early Response-to-Intervention Measures and Criteria as Predictors of Reading Disability in 3rd Grade

ERIC Educational Resources Information Center

Beach, Kristen Dawn

2012-01-01

Reading is the most valuable skill children must master early in schooling. Unfortunately, many students struggle to read and may be identified as having a Reading Disability (RD). In this dissertation, I explored the usefulness of the Response-to-Intervention (RtI) framework for identifying children with RD by examining the use of 1st and 2nd…

Classification Accuracy of Oral Reading Fluency and Maze in Predicting Performance on Large-Scale Reading Assessments

ERIC Educational Resources Information Center

Decker, Dawn M.; Hixson, Michael D.; Shaw, Amber; Johnson, Gloria

2014-01-01

The purpose of this study was to examine whether using a multiple-measure framework yielded better classification accuracy than oral reading fluency (ORF) or maze alone in predicting pass/fail rates for middle-school students on a large-scale reading assessment. Participants were 178 students in Grades 7 and 8 from a Midwestern school district.…

Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students

PubMed Central

Tighe, Elizabeth L.; Wagner, Richard K.; Schatschneider, Christopher

2015-01-01

This study demonstrates the utility of applying a causal indicator modeling framework to investigate important predictors of reading comprehension in third, seventh, and tenth grade students. The results indicated that a 4-factor multiple indicator multiple indicator cause (MIMIC) model of reading comprehension provided adequate fit at each grade level. This model included latent predictor constructs of decoding, verbal reasoning, nonverbal reasoning, and working memory and accounted for a large portion of the reading comprehension variance (73% to 87%) across grade levels. Verbal reasoning contributed the most unique variance to reading comprehension at all grade levels. In addition, we fit a multiple group 4-factor MIMIC model to investigate the relative stability (or variability) of the predictor contributions to reading comprehension across development (i.e., grade levels). The results revealed that the contributions of verbal reasoning, nonverbal reasoning, and working memory to reading comprehension were stable across the three grade levels. Decoding was the only predictor that could not be constrained to be equal across grade levels. The contribution of decoding skills to reading comprehension was higher in third grade and then remained relatively stable between seventh and tenth grade. These findings illustrate the feasibility of using MIMIC models to explain individual differences in reading comprehension across the development of reading skills. PMID:25821346

Classification and Identification of Reading and Math Disabilities: The Special Case of Comorbidity

ERIC Educational Resources Information Center

Branum-Martin, Lee; Fletcher, Jack M.; Stuebing, Karla K.

2013-01-01

Much of learning disabilities research relies on categorical classification frameworks that use psychometric tests and cut points to identify children with reading or math difficulties. However, there is increasing evidence that the attributes of reading and math learning disabilities are dimensional, representing correlated continua of severity.…

Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers

ERIC Educational Resources Information Center

Allen, Kelly Lee

2016-01-01

College reading programs are traditionally remedial or developmental in nature and often take a decontextualized skills based approach to reading and to supporting college readers (Holschuh & Paulson, 2013). Skills oriented deficit-based approaches to reading provide deficit-based frameworks for readers to construct self-perceptions. TLS 239…

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…

Reading Strategies and Approaches to Learning of Bilingual Primary School Pupils

ERIC Educational Resources Information Center

Rao, Zhenhui; Gu, Peter Yongqi; Zhang, Lawrence Jun; Hu, Guangwei

2007-01-01

The research reported here investigated primary school pupils' use of reading strategies. The study differed from most of the previous studies on reading strategies in that (1) the participants were young bilinguals in multicultural Singapore; (2) the data were examined within the Student Approaches to Learning (SAL) framework developed by John…

Teacher Perceptions of One-to-One Mobile Devices in Middle School Reading

ERIC Educational Resources Information Center

Still, Maridale

2017-01-01

Middle school reading teachers in a south Texas school district were surveyed to obtain a clearer understanding of one-to-one mobile device usage in the middle school reading classroom specifically regarding collaborative and active learning environments. The theoretical framework reviewed emerging learning theories that have steered effective…

Lexile Perspectives.

ERIC Educational Resources Information Center

Wright, Benjamin D.; Stenner, A. Jackson

2000-01-01

Discusses the use of the Lexile Framework(R) in several areas. Lexiles have been established for various job groups, and they may serve as an indication of reading ability for a given job. The uses of lexiles in school and in reading education are discussed, as is the achievement of Lexile reading abilities as indicators of probable income. (SLD)

KEEP Reading Research 1974: Overall Strategy and Preliminary Results. Technical Report No. 23.

ERIC Educational Resources Information Center

Tharp, Roland G.; And Others

Reading research is an important aspect of the Kamehameha Early Education Program. This report describes the overall strategy of the reading research program, which is based on a conceptual framework that divides lines of inquiry into motivation, linguistics, instructional procedures, and correlational analysis. Preliminary results for each of…

The Effect of Key on Vocal Sight-Reading Achievement

ERIC Educational Resources Information Center

Henry, Michele L.

2013-01-01

At its most basic level, sight-reading can be defined as the production of accurate pitch and rhythm from a previously unseen musical score. For vocalists, sight-reading principally involves the production of pitches by determining their relationship within a tonal framework. The ability to mentally conceive tonal function and convert it into…

Can cognitive models explain brain activation during word and pseudoword reading? A meta-analysis of 36 neuroimaging studies.

PubMed

Taylor, J S H; Rastle, Kathleen; Davis, Matthew H

2013-07-01

Reading in many alphabetic writing systems depends on both item-specific knowledge used to read irregular words (sew, yacht) and generative spelling-sound knowledge used to read pseudowords (tew, yash). Research into the neural basis of these abilities has been directed largely by cognitive accounts proposed by the dual-route cascaded and triangle models of reading. We develop a framework that enables predictions for neural activity to be derived from cognitive models of reading using 2 principles: (a) the extent to which a model component or brain region is engaged by a stimulus and (b) how much effort is exerted in processing that stimulus. To evaluate the derived predictions, we conducted a meta-analysis of 36 neuroimaging studies of reading using the quantitative activation likelihood estimation technique. Reliable clusters of activity are localized during word versus pseudoword and irregular versus regular word reading and demonstrate a great deal of convergence between the functional organization of the reading system put forward by cognitive models and the neural systems activated during reading tasks. Specifically, left-hemisphere activation clusters are revealed reflecting orthographic analysis (occipitotemporal cortex), lexical and/or semantic processing (anterior fusiform, middle temporal gyrus), spelling-sound conversion (inferior parietal cortex), and phonological output resolution (inferior frontal gyrus). Our framework and results establish that cognitive models of reading are relevant for interpreting neuroimaging studies and that neuroscientific studies can provide data relevant for advancing cognitive models. This article thus provides a firm empirical foundation from which to improve integration between cognitive and neural accounts of the reading process. 2013 APA, all rights reserved

Three DIBELS Tasks vs. Three Informal Reading/Spelling Tasks: A Comparison of Predictive Validity

ERIC Educational Resources Information Center

Morris, Darrell; Trathen, Woodrow; Perney, Jan; Gill, Tom; Schlagal, Robert; Ward, Devery; Frye, Elizabeth M.

2017-01-01

Within a developmental framework, this study compared the predictive validity of three DIBELS tasks (phoneme segmentation fluency [PSF], nonsense word fluency [NWF], and oral reading fluency [ORF]) with that of three alternative tasks drawn from the field of reading (phonemic spelling [phSPEL], word recognition-timed [WR-t], and graded passage…

Promoting Reading Attitudes of Girls and Boys: A New Challenge for Educational Policy? Multi-Group Analyses across Four European Countries

ERIC Educational Resources Information Center

Nonte, Sonja; Hartwich, Lea; Willems, Ariane S.

2018-01-01

Background: Numerous studies have investigated the relationships between various student, home and contextual factors and reading achievement. However, the relationship between such factors and reading attitudes has been investigated far less, despite the fact that theoretical frameworks of large-scale assessments and school effectiveness research…

A Historical View of the Impact of a Secondary Literacy Framework

ERIC Educational Resources Information Center

Cazier, James S.

2011-01-01

Little is known about the impact of staff development programs on student reading comprehension performance. This study examined the impact of staff supported through "Reading Next"'s Project C.R.I.S.S. on middle and high school student remedial reading performance in one Southwestern U.S. school district from 2005 to 2010. This…

Reading Interventions for the Improvements of the Reading Performances of Bilingual and Bi-Dialectal Children

ERIC Educational Resources Information Center

Johnson, Afra Kaletta

2012-01-01

The purpose of this quasi-experimental study examines the effects of reading interventions for bi-lingual and bi-dialectal Broward County School District middle school children using research-based strategies combined with metacognitive and meta-comprehension frameworks. The experimental study reports findings on the effects of an 8-week…

R [to the Fifth Power]: The Sustained Silent Reading Makeover that Transformed Readers

ERIC Educational Resources Information Center

Kelley, Michelle; Clausen-Grace, Nicki

2006-01-01

This article reports on a retooled Sustained Silent Reading (SSR) block in an intermediate classroom designed to meet the needs of all students. The authors discuss the benefits and obstacles to SSR and include the framework and classroom management tips that aided their successful implementation of an independent reading block. Students engaged…

"Este Libro Es Mi Historia": Mother-Child Interactions during Storybook Reading in a Mexican-American Household.

ERIC Educational Resources Information Center

Manyak, Patrick

A study explored the storybook reading experiences between Ms. Garza and her children. A broad conception of the zone of proximal development, involving use, adaptation, and transformation of culturally shaped tools in the process of shared activity, provides the framework for examining this particular Mexican-American family's reading behavior.…

Introducing Intertextuality-Aware Instruction as a Novel Approach of Teaching Reading Passages in EFL Context

ERIC Educational Resources Information Center

Khaghaninejad, Mohammad Saber

2014-01-01

This study was an attempt to investigate the possible effect of intertextuality-aware instruction of reading passages on a sample of intermediate EFL learners of both genders. First, the intertextuality deployed through the reading passages of the study's course-book was focused inspired by Fairclough's (192) framework in terms of genre, text…

Contributions of Academic Language, Perspective Taking, and Complex Reasoning to Deep Reading Comprehension

ERIC Educational Resources Information Center

LaRusso, Maria; Kim, Ha Yeon; Selman, Robert; Uccelli, Paola; Dawson, Theo; Jones, Stephanie; Donovan, Suzanne; Snow, Catherine

2016-01-01

"Deep reading comprehension" refers to the process required to succeed at tasks defined by the Common Core State Literacy Standards, as well as to achieve proficiency on the more challenging reading tasks in the Program for International Student Assessment (PISA) framework. The purpose of this study was to test the hypothesis that three…

Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework

ERIC Educational Resources Information Center

Puranik, Cynthia S.; Lonigan, Christopher J.

2014-01-01

Researchers and educators use the term "emergent literacy" to refer to a broad set of skills and attitudes that serve as foundational skills for acquiring success in later reading and writing; however, models of emergent literacy have generally focused on reading and reading-related behaviors. Hence, the primary aim of this study was to…

Improving Reading and Literacy in Grades 1-5: A Resource Guide to Research-Based Programs.

ERIC Educational Resources Information Center

St. John, Edward P.; Loescher, Siri Ann; Bardzell, Jeffrey S.

Early reading and literacy have become the focus of policymakers, with a renewed emphasis on the early grades. This resource provides a guide to important and effective research-based reading programs. The guide's in-depth coverage analyzes and compares features, frameworks, tools, methods, and reform components for the following 17 major reading…

SURF's Up: An Outline of an Innovative Framework for Teaching Mental Computation to Students in the Early Years of Schooling

ERIC Educational Resources Information Center

Russo, James

2015-01-01

In this article James Russo presents the Strategies, Understanding, Reading and Fast Facts Framework (SURF) for mental computation. He explains how this framework can be used to deepen mathematical understanding and build mental flexibility.

Developmental relations between reading fluency and reading comprehension: A longitudinal study from grade one to two

PubMed Central

Kim, Young-Suk; Wagner, Richard K.; Lopez, Danielle

2012-01-01

From a developmental framework, relations among list reading fluency, oral and silent reading fluency, listening comprehension, and reading comprehension might be expected to change as children’s reading skills develop. We examined developmental relations among these constructs in a latent-variable longitudinal study of first- and second-grade students. Results showed that list reading fluency was uniquely related to reading comprehension in grade one, but not in grade two after accounting for text reading fluency (oral or silent) and listening comprehension. In contrast, text reading fluency was uniquely related to reading comprehension in grade two, but not in grade one, after accounting for list reading fluency and listening comprehension. When oral and silent reading fluency were compared, oral reading fluency was uniquely related to reading comprehension after accounting for silent reading fluency in grade one whereas in grade two, silent reading fluency was uniquely related to reading comprehension after accounting for oral reading fluency. PMID:22726256

Evaluation of Word Attack Skills.

ERIC Educational Resources Information Center

Follettie, Joseph F.

A framework for more apt and sensitive evaluation of generalized word attack skill--the heart of oral reading skill--is presented. The paper envisions the design and development of oral reading instruction as bounded by a fully-specified evaluation scheme. (Author)

Effects of Reading Strategies and Depth of Vocabulary Knowledge on Turkish EFL Learners' Text Inferencing Skills

ERIC Educational Resources Information Center

Çakir, Abdulvahit; Ünaldi, Ihsan; Arslan, Fadime Yalçin; Kiliç, Mehmet

2016-01-01

Within the framework of foreign language teaching and learning, reading strategies, depth of vocabulary knowledge and text inferencing skills have not been researched extensively. This study tries to fill this gap by analyzing the effects of reading strategies used by Turkish EFL learners and their depth of vocabulary knowledge on their text…

My Virtual Reading Coach: "An Analysis of Usage and Impact," 2013-14. Technical Note. Volume 3, Number 2

ERIC Educational Resources Information Center

Urdegar, Steven M.

2014-01-01

My Virtual Reading Coach (MVRC) is an online program for students who have been identified as struggling readers. It is used as an intervention within the Response to Intervention (RtI) framework, as well as for students with disabilities. The software addresses reading sub-skills (i.e., comprehension, fluency, phonemic awareness, phonics, and…

easyCBM[R] Slope Reliability: Letter Names, Word Reading Fluency, and Passage Reading Fluency. Technical Report #1111

ERIC Educational Resources Information Center

Patarapichayatham, Chalie; Anderson, Daniel; Irvin, P. Shawn; Kamata, Akhito; Alonzo, Julie; Tindal, Gerald

2011-01-01

Within a response to intervention (RTI) framework, students are administered multiple tests of equivalent difficulty. Changes in students' scores over time are then attributed to changes in learning. In the current study, we evaluated the reliability of score changes (i.e., slope) for the easyCBM[R] letter names, word reading fluency, and passage…

The Impact of Response to Intervention on Student Reading Achievement in Urban Elementary Schools

ERIC Educational Resources Information Center

Weaver, Wendy Smyth

2011-01-01

The purpose of this study was to determine if the implementation of a Response to Intervention framework had a positive impact on student reading achievement in urban elementary schools. This was a causal-comparative study that examined the reading performance of a sample of kindergarten through grade three students who experienced the Response to…

Literacy Sign Language Application Using Visual Phonics: A Theoretical Framework

ERIC Educational Resources Information Center

Abdulghafoor, Maath S.; Ahmad, Azlina; Huang, Jiung-Yao

2015-01-01

Literacy is the ability to read and write. Being able to read and write is an important skill in modern society. Deaf and hard of hearing (D/HH) students' literacy achievement has been reported as lower than that of hearing students. This research focuses on the literacy skills of D/HH students, aiming to determine their reading/writing skills and…

The Potential Sources of Foreign Language Reading Anxiety in a Jordanian EFL Context: A Theoretical Framework

ERIC Educational Resources Information Center

Ahmad, Ismail Sheikh; Al-Shboul, Murad M.; Nordin, Mohamad Sahari; Rahman, Zainurin Abdul; Burhan, Mohd; Madarsha, Kamal Basha

2013-01-01

The last decade has witnessed an increasing research trend on foreign language reading anxiety as a skill related to but distinct from foreign language anxiety. However, sources of foreign language reading anxiety have rarely been investigated. Thus, the current study responds to the study by (Saito, Horwitz, & Garza, 1999) and extends the…

Literature Frameworks: From Apples to Zoos. Second Edition. Professional Growth Series.

ERIC Educational Resources Information Center

McElmeel, Sharron L.

Intended for use by teachers in preschool through intermediate grade classrooms, library media specialists, and other educators, this book presents 26 literature frameworks that involve students in reading and sharing literature in connection with thematic units. Each framework suggests books and literature-related materials to coincide with…

Literature Frameworks--From Apples to Zoos. Professional Growth Series.

ERIC Educational Resources Information Center

McElmeel, Sharron L.

Intended for use by teachers in preschool through intermediate grade classrooms, library media specialists, and other educators, this book presents 26 literature frameworks that involve students in reading and sharing literature in connection with thematic units. Each framework suggests books and literature-related materials to coincide with…

Emotionally Intelligent Interventions for Students with Reading Disabilities

ERIC Educational Resources Information Center

Pellitteri, John; Dealy, Michael; Fasano, Charles; Kugler, John

2006-01-01

The construct of emotional intelligence provides a framework for understanding emotional processes in students with reading disabilities. The components of emotional intelligence include the perception of emotions, emotional facilitation of thinking, emotional knowledge, and emotional regulation. This article examines underlying affective…

Understanding visualization: a formal approach using category theory and semiotics.

PubMed

Vickers, Paul; Faith, Joe; Rossiter, Nick

2013-06-01

This paper combines the vocabulary of semiotics and category theory to provide a formal analysis of visualization. It shows how familiar processes of visualization fit the semiotic frameworks of both Saussure and Peirce, and extends these structures using the tools of category theory to provide a general framework for understanding visualization in practice, including: Relationships between systems, data collected from those systems, renderings of those data in the form of representations, the reading of those representations to create visualizations, and the use of those visualizations to create knowledge and understanding of the system under inspection. The resulting framework is validated by demonstrating how familiar information visualization concepts (such as literalness, sensitivity, redundancy, ambiguity, generalizability, and chart junk) arise naturally from it and can be defined formally and precisely. This paper generalizes previous work on the formal characterization of visualization by, inter alia, Ziemkiewicz and Kosara and allows us to formally distinguish properties of the visualization process that previous work does not.

A partnership model for a reflective narrative for researcher and participant.

PubMed

Murphy, Gill; Peters, Kath; Wilkes, Lesley; Jackson, Debra

2016-09-01

Background Conceptual frameworks are important to ensure a clear underpinning research philosophy. Further, the use of conceptual frameworks can support structured research processes. Aim To present a partnership model for a reflective narrative for researcher and participant. Discussion This paper positions the underpinning philosophical framework of the model in social constructionism (the idea that jointly constructed understandings form the basis for shared assumptions) and narrative enquiry. The model has five stages - study design, invitation to share a research space and partnership, a metaphorical research space, building a community story, and reading the community story to others. Core principles of the partnership model are continual reflection by the researcher, potential reflections by participants, reciprocal sharing, and partnership in research. Conclusion A 'trajectory of self' for both participants and researchers can be enhanced within reflective partnerships. Implications for practice This model can be applied to studies that use narrative enquiry and are seeking a humanistic approach with participant engagement.

Predictive framework for estimating exposure of birds to pharmaceuticals

USGS Publications Warehouse

Bean, Thomas G.; Arnold, Kathryn E.; Lane, Julie M.; Bergström, Ed; Thomas-Oates, Jane; Rattner, Barnett A.; Boxall, Allistair B.A.

2017-01-01

We present and evaluate a framework for estimating concentrations of pharmaceuticals over time in wildlife feeding at wastewater treatment plants (WWTPs). The framework is composed of a series of predictive steps involving the estimation of pharmaceutical concentration in wastewater, accumulation into wildlife food items, and uptake by wildlife with subsequent distribution into, and elimination from, tissues. Because many pharmacokinetic parameters for wildlife are unavailable for the majority of drugs in use, a read-across approach was employed using either rodent or human data on absorption, distribution, metabolism, and excretion. Comparison of the different steps in the framework against experimental data for the scenario where birds are feeding on a WWTP contaminated with fluoxetine showed that estimated concentrations in wastewater treatment works were lower than measured concentrations; concentrations in food could be reasonably estimated if experimental bioaccumulation data are available; and read-across from rodent data worked better than human to bird read-across. The framework provides adequate predictions of plasma concentrations and of elimination behavior in birds but yields poor predictions of distribution in tissues. The approach holds promise, but it is important that we improve our understanding of the physiological similarities and differences between wild birds and domesticated laboratory mammals used in pharmaceutical efficacy/safety trials, so that the wealth of data available can be applied more effectively in ecological risk assessments.

Predictive framework for estimating exposure of birds to pharmaceuticals.

PubMed

Bean, Thomas G; Arnold, Kathryn E; Lane, Julie M; Bergström, Ed; Thomas-Oates, Jane; Rattner, Barnett A; Boxall, Alistair B A

2017-09-01

We present and evaluate a framework for estimating concentrations of pharmaceuticals over time in wildlife feeding at wastewater treatment plants (WWTPs). The framework is composed of a series of predictive steps involving the estimation of pharmaceutical concentration in wastewater, accumulation into wildlife food items, and uptake by wildlife with subsequent distribution into, and elimination from, tissues. Because many pharmacokinetic parameters for wildlife are unavailable for the majority of drugs in use, a read-across approach was employed using either rodent or human data on absorption, distribution, metabolism, and excretion. Comparison of the different steps in the framework against experimental data for the scenario where birds are feeding on a WWTP contaminated with fluoxetine showed that estimated concentrations in wastewater treatment works were lower than measured concentrations; concentrations in food could be reasonably estimated if experimental bioaccumulation data are available; and read-across from rodent data worked better than human to bird read-across. The framework provides adequate predictions of plasma concentrations and of elimination behavior in birds but yields poor predictions of distribution in tissues. The approach holds promise, but it is important that we improve our understanding of the physiological similarities and differences between wild birds and domesticated laboratory mammals used in pharmaceutical efficacy/safety trials, so that the wealth of data available can be applied more effectively in ecological risk assessments. Environ Toxicol Chem 2017;36:2335-2344. © 2017 SETAC. © 2017 SETAC.

An Extension of a Parallel-Distributed Processing Framework of Reading Aloud in Japanese: Human Nonword Reading Accuracy Does Not Require a Sequential Mechanism

ERIC Educational Resources Information Center

Ikeda, Kenji; Ueno, Taiji; Ito, Yuichi; Kitagami, Shinji; Kawaguchi, Jun

2017-01-01

Humans can pronounce a nonword (e.g., rint). Some researchers have interpreted this behavior as requiring a sequential mechanism by which a grapheme-phoneme correspondence rule is applied to each grapheme in turn. However, several parallel-distributed processing (PDP) models in English have simulated human nonword reading accuracy without a…

A Traumatic Reading of Twentieth-Century Rhetorical Theory: The Belgian Holocaust, Malines, Perelman, and de Man

ERIC Educational Resources Information Center

Frank, David A.

2007-01-01

In this essay, I seek to read the rhetorical theories set forth by Belgians Chaim Perelman and Paul de Man as responses to the Holocaust. To accomplish this aspiration, I draw from Dominick LaCapra's framework for the analysis of trauma and its expression in historical and theoretical texts. Reading the rhetorical theories of Perelman and de Man,…

An Investigation of Read Speech of Arabic Students Learning Turkish as a Second Language in Terms of Stress and Pause

ERIC Educational Resources Information Center

Derman, Serdar; Bardakçi, Mehmet; Öztürk, Mustafa Serkan

2017-01-01

Suprasegmental features are essential in conveying meaning; however, they are one of the neglected topics in teaching Turkish as a foreign/second language. This paper aims to examine read speech by Arabic students learning Turkish as a second language and describe their read speech in terms of stress and pause. Within this framework, 34 Syrian…

How Adults in Developmental Reading Courses Describe Their Educational Life Experiences: A Phenomenological Case Study Examining Whether Experiences Influence Reading Attitudes and Decision-Making Processes

ERIC Educational Resources Information Center

Reece Armour, Ashley

2017-01-01

The purpose of this phenomenological case study is to explore the reading attitudes and decision-making skills of college freshmen enrolled in remedial language arts courses. The theoretical framework guiding this study is qualitative phenomenology explained by Baxter and Jack (2008). This specific type of research "provides tools for…

Cognitive Constraints on the Simple View of Reading: A Longitudinal Study in Children with Intellectual Disabilities

ERIC Educational Resources Information Center

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

2018-01-01

The present article aimed to explore how the development of reading comprehension is affected when its cognitive basis is compromised. The simple view of reading was adopted as the theoretical framework. The study followed 76 children with mild intellectual disabilities (average IQ = 60.38, age 121 months) across a period of 3 years. The children…

Using high-throughput literature mining to support read-across predictions of toxicity (SOT)

EPA Science Inventory

Building scientific confidence in the development and evaluation of read-across remains an ongoing challenge. Approaches include establishing systematic frameworks to identify sources of uncertainty and ways to address them. One source of uncertainty is related to characterizing ...

High-throughput literature mining to support read-across predictions of toxicity (ASCCT meeting)

EPA Science Inventory

Building scientific confidence in the development and evaluation of read-across remains an ongoing challenge. Approaches include establishing systematic frameworks to identify sources of uncertainty and ways to address them. One source of uncertainty is related to characterizing ...

The Multicultural Classroom: Readings for Content-Area Teachers.

ERIC Educational Resources Information Center

Richard-Amato, Patricia A., Comp.; Snow, Marguerite Ann

Readings in part 1 include the following: "Language Minority Students in Multicultural Classrooms" (D. Brinton and others); "Language Proficiency, Bilingualism, and Academic Achievement" (J. Cummins);"A Conceptual Framework for the Integration of Language and Content Instruction" (M. A. Snow and others); "The…

Helping children with reading difficulties: some things we have learned so far

NASA Astrophysics Data System (ADS)

McArthur, Genevieve; Castles, Anne

2017-03-01

A substantial proportion of children struggle to learn to read. This not only impairs their academic achievement, but increases their risk of social, emotional, and mental health problems. In order to help these children, reading scientists have worked hard for over a century to better understand the nature of reading difficulties and the people who have them. The aim of this perspective is to outline some of the things that we have learned so far, and to provide a framework for considering the causes of reading difficulties and the most effective ways to treat them.

PIRLS 2016 Assessment Framework

ERIC Educational Resources Information Center

Mullis, Ina V. S., Ed.; Martin, Michael O., Ed.

2013-01-01

Because developing reading literacy ability is vital to every student's growth and maturation, the International Association for the Evaluation of Educational Achievement, more widely known as IEA, has been conducting regular international assessments of reading literacy and the factors associated with its acquisition in countries around the world…

The Simple View of Reading as a Framework for National Literacy Initiatives: A Hierarchical Model of Pupil-Level and Classroom-Level Factors

ERIC Educational Resources Information Center

Savage, Robert; Burgos, Giovani; Wood, Eileen; Piquette, Noella

2015-01-01

The Simple View of Reading (SVR) describes Reading Comprehension as the product of distinct child-level variance in decoding (D) and linguistic comprehension (LC) component abilities. When used as a model for educational policy, distinct classroom-level influences of each of the components of the SVR model have been assumed, but have not yet been…

Book Clubs. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

Book clubs provide a reading framework designed to supplement or organize regular classroom reading instruction for students in grades K-8. This review focuses on "Book Club" (Raphael & McMahon, 1994) and "Literature Circles" (Daniels, 2002), but it uses the general lowercase) term "book clubs" to embrace both…

Black Language Patterns and Reading Instructions.

ERIC Educational Resources Information Center

Asante, Molefi Kete

An approach to reading instruction utilizing communicative styles from the black community is suggested by the metatheoretical framework outlined in this essay. The social class constructs, language deficit models, case histories, surrealistic rhetoric and lyrical quality of black discourse can be conceptualized within the context of the following…

Should We Use a Capital Framework to Understand Culture? Applying Cultural Capital to Communities of Color

ERIC Educational Resources Information Center

Hinton, Kip Austin

2015-01-01

Social science research on communities of color has long been shaped by theories of social and cultural capital. This article is a hermeneutic reading of metaphorical capital frameworks, including community cultural wealth and funds of knowledge. Financial capital, the basis of these frameworks, is premised on unequal exchange. Money only becomes…

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

PubMed

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

2016-01-01

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

Using E-Z Reader to Simulate Eye Movements in Nonreading Tasks: A Unified Framework for Understanding the Eye-Mind Link

ERIC Educational Resources Information Center

Reichle, Erik D.; Pollatsek, Alexander; Rayner, Keith

2012-01-01

Nonreading tasks that share some (but not all) of the task demands of reading have often been used to make inferences about how cognition influences when the eyes move during reading. In this article, we use variants of the E-Z Reader model of eye-movement control in reading to simulate eye-movement behavior in several of these tasks, including…

Integrating Relational Reasoning and Knowledge Revision during Reading

ERIC Educational Resources Information Center

Kendeou, Panayiota; Butterfuss, Reese; Van Boekel, Martin; O'Brien, Edward J.

2017-01-01

Our goal in this theoretical contribution is to connect research on knowledge revision and relational reasoning. To achieve this goal, first, we review the "knowledge revision components framework" (KReC) that provides an account of knowledge revision processes, specifically as they unfold during reading of texts. Second, we review a…

Passage Equivalency and Predictive Validity of Oral Reading Fluency Measures

ERIC Educational Resources Information Center

Checca, Christopher Jason

2012-01-01

The use of oral reading fluency (ORF) passages within a Response to Intervention (RTI) framework is examined. Significant limitations within the current ORF research are discussed. The passage equivalency and readability scores for DIBELS Next, AIMSweb, and a school district's curriculum's ORF passages are evaluated using Generalizability Theory…

Factors Influencing Student Achievement in Reading

ERIC Educational Resources Information Center

Dawkins, Lakeshia Darby

2017-01-01

The purpose of this study was to understand the reasons, as perceived by elementary school teachers at the target Title I school, for low student achievement in reading. The conceptual framework that guided this study was the ecological theory that postulates that students' academic achievement is influenced by several subsystems that affect human…

Causal Connections in Beginning Reading: The Importance of Rhyme.

ERIC Educational Resources Information Center

Goswami, Usha

2000-01-01

Discusses the implications of Goswami and Bryant's (1990) theory about important causal connections in reading for classroom teaching, and reviews more recent "rhyme and analogy" research within this framework. Discusses new research on the nature of the English spelling system and the representation of linguistic knowledge. Emphasizes the…

Understanding How Adolescents with Reading Difficulties Utilize Technology-Based Tools

ERIC Educational Resources Information Center

Marino, Matthew T.

2009-01-01

This article reports the findings from a study that examined how adolescent students with reading difficulties utilized cognitive tools that were embedded in a technology-based middle school science curriculum. The curriculum contained salient features of the Universal Design for Learning (UDL) theoretical framework. Sixteen general education…

Responsiveness to Intervention in Reading: Architecture and Practices

ERIC Educational Resources Information Center

Jenkins, Joseph R.; Schiller, Ellen; Blackorby, Jose; Thayer, Sara Kalb; Tilly, W. David

2013-01-01

This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the…

Writing System Variation and Its Consequences for Reading and Dyslexia

ERIC Educational Resources Information Center

Daniels, Peter T.; Share, David L.

2018-01-01

Most current theories of reading and dyslexia derive from a relatively narrow empirical base: research on English and a handful of other European alphabets. Furthermore, the two dominant theoretical frameworks for describing cross-script diversity--orthographic depth and psycholinguistic grain size theory--are also deeply entrenched in Anglophone…

75 FR 43515 - National Assessment Governing Board; Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-26

... frameworks, developing appropriate student achievement levels for each grade and subject tested, developing... 12 economics, grades 4 and 8 reading, and grades 4 and 8 writing. The writing items are for the 2011 operational assessment; the reading items are for the 2013 pilot test; and the economics items are for the...

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

ERIC Educational Resources Information Center

Morgan, Argiro Louchis

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

Early Intervention for Reading Difficulties: The Interactive Strategies Approach

ERIC Educational Resources Information Center

Scanlon, Donna M.; Anderson, Kimberly L.; Sweeney, Joan M.

2010-01-01

This book presents a research-supported framework for early literacy instruction that aligns with multi-tiered response-to-intervention (RTI) models. The book focuses on giving teachers a better understanding of literacy development and how to effectively support children as they begin to read and write. The authors' interactive strategies…

EFL Reading Instruction: Communicative Task-Based Approach

ERIC Educational Resources Information Center

Sidek, Harison Mohd

2012-01-01

The purpose of this study was to examine the overarching framework of EFL (English as a Foreign Language) reading instructional approach reflected in an EFL secondary school curriculum in Malaysia. Based on such analysis, a comparison was made if Communicative Task-Based Language is the overarching instructional approach for the Malaysian EFL…

Opening a Window into Reading Development: Eye Movements' Role within a Broader Literacy Research Framework

ERIC Educational Resources Information Center

Miller, Brett; O'Donnell, Carol

2013-01-01

insight into how readers process text. The heart of this work spans roughly 40 years reflecting the maturity of both the topics under study and experimental approaches used to investigate reading. Recent technological advancements offer increased flexibility to the field, providing…

DistMap: a toolkit for distributed short read mapping on a Hadoop cluster.

PubMed

Pandey, Ram Vinay; Schlötterer, Christian

2013-01-01

With the rapid and steady increase of next generation sequencing data output, the mapping of short reads has become a major data analysis bottleneck. On a single computer, it can take several days to map the vast quantity of reads produced from a single Illumina HiSeq lane. In an attempt to ameliorate this bottleneck we present a new tool, DistMap - a modular, scalable and integrated workflow to map reads in the Hadoop distributed computing framework. DistMap is easy to use, currently supports nine different short read mapping tools and can be run on all Unix-based operating systems. It accepts reads in FASTQ format as input and provides mapped reads in a SAM/BAM format. DistMap supports both paired-end and single-end reads thereby allowing the mapping of read data produced by different sequencing platforms. DistMap is available from http://code.google.com/p/distmap/

DistMap: A Toolkit for Distributed Short Read Mapping on a Hadoop Cluster

PubMed Central

Pandey, Ram Vinay; Schlötterer, Christian

2013-01-01

With the rapid and steady increase of next generation sequencing data output, the mapping of short reads has become a major data analysis bottleneck. On a single computer, it can take several days to map the vast quantity of reads produced from a single Illumina HiSeq lane. In an attempt to ameliorate this bottleneck we present a new tool, DistMap - a modular, scalable and integrated workflow to map reads in the Hadoop distributed computing framework. DistMap is easy to use, currently supports nine different short read mapping tools and can be run on all Unix-based operating systems. It accepts reads in FASTQ format as input and provides mapped reads in a SAM/BAM format. DistMap supports both paired-end and single-end reads thereby allowing the mapping of read data produced by different sequencing platforms. DistMap is available from http://code.google.com/p/distmap/ PMID:24009693

THE LANGUAGE OF ELEMENTARY SCHOOL CHILDREN--ITS RELATIONSHIP TO THE LANGUAGE OF READING TEXTBOOKS AND THE QUALITY OF READING OF SELECTED CHILDREN.

ERIC Educational Resources Information Center

STRICKLAND, RUTH G.

THIS STUDY WAS DESIGNED TO (1) ANALYZE THE ORAL LANGUAGE STRUCTURE OF FIRST- THROUGH SIXTH-GRADE CHILDREN, (2) COMPARE THAT STRUCTURE WITH THE LANGUAGE STRUCTURE IN BOOKS BY WHICH CHILDREN ARE TAUGHT TO READ, AND (3) ASCERTAIN, AT THE SECOND-GRADE LEVEL, THE INFLUENCE OF ANY DETERMINED DIFFERENCES ON THE QUALITY OF READING, READING INTERPRETATION,…

Investigating Disciplinary Literacy: A Framework for Collaborative Professional Learning

ERIC Educational Resources Information Center

Dobbs, Christina L.; Ippolito, Jacy; Charner-Laird, Megin

2017-01-01

"Investigating Disciplinary Literacy" provides practical, research-based guidance for teachers seeking to strengthen students' reading, writing, and communication skills in subjects from the humanities to the sciences. The authors present a framework for conducting professional development cycles based on disciplinary literacy-related…

A Framework for Relating Cognitive to Neural Systems. Cognitive Science Program, Technical Report No. 84-2.

ERIC Educational Resources Information Center

Posner, Michael I.

This paper reviews the aspects of cognitive science that relate best to using electrical and magnetic recording to understand the function of brain systems. It outlines a framework for relating cognitive activities of daily life (typing, reading) to underlying neural systems. The framework uses five levels of analysis: task, elementary operations,…

User-level framework for performance monitoring of HPC applications

NASA Astrophysics Data System (ADS)

Hristova, R.; Goranov, G.

2013-10-01

HP-SEE is an infrastructure that links the existing HPC facilities in South East Europe in a common infrastructure. The analysis of the performance monitoring of the High-Performance Computing (HPC) applications in the infrastructure can be useful for the end user as diagnostic for the overall performance of his applications. The existing monitoring tools for HP-SEE provide to the end user only aggregated information for all applications. Usually, the user does not have permissions to select only the relevant information for him and for his applications. In this article we present a framework for performance monitoring of the HPC applications in the HP-SEE infrastructure. The framework provides standardized performance metrics, which every user can use in order to monitor his applications. Furthermore as a part of the framework a program interface is developed. The interface allows the user to publish metrics data from his application and to read and analyze gathered information. Publishing and reading through the framework is possible only with grid certificate valid for the infrastructure. Therefore the user is authorized to access only the data for his applications.

PIRLS 2016 Assessment Framework. 2nd Edition

ERIC Educational Resources Information Center

Mullis, Ina V. S., Ed.; Martin, Michael O., Ed.

2015-01-01

The "PIRLS 2016 Assessment Framework, 2nd Edition" provides the foundation for the three international assessments planned as part of the International Association for the Evaluation of Educational Achievement's Progress in International Reading Literacy Study (PIRLS) 2016: PIRLS, PIRLS Literacy, and ePIRLS. PIRLS represents the…

Multimodal Semiosis in Science Read-Alouds: Extending Beyond Text Delivery

NASA Astrophysics Data System (ADS)

Oliveira, Alandeom W.; Rivera, Seema; Glass, Rory; Mastroianni, Michael; Wizner, Francine; Amodeo, Vincent

2014-10-01

This study examines elementary teachers reading children's science books aloud to students in the US. Our findings show that science read-aloud semiosis (meaning-making) extends beyond text delivery. In addition to making a written text orally available to students, teachers also deploy different types of gestures (pointing and iconic gesticulation) and pictorial representations (narrative and conceptual) as they scaffold students' understandings. Further, teachers are shown to engage in two distinct forms of meaning-making: multimodal description and multimodal explanation. A conceptual framework is proposed that elementary science educators can use to systematically incorporate multimodality into aloud reading practices.

What Research Says about Text Complexity and Learning to Read

ERIC Educational Resources Information Center

Allington, Richard L.; McCuiston, Kimberly; Billen, Monica

2015-01-01

The CCSS framework indicates more difficult texts are to be used with students. However, the rationale for increasing text difficulty, decreasing text difficulty, is unsupported by the research that shows texts have been increasing in difficulty for at least 50 years. Oral reading accuracy is a traditional method of estimating text difficulty. For…

Teaching with the Story Engram.

ERIC Educational Resources Information Center

Fuller, Renee

This paper offers a description of the Ball-Stick-Bird reading system which has been used successfully to teach students with IQs as low as 20 to read with comprehension. A summary of research findings on this approach is presented as well as a discussion of these findings within a neurological/behavioral/evolutionary framework. A new theory of…

Science IDEAS: A Research-Based K-5 Interdisciplinary Instructional Model Linking Science and Literacy

ERIC Educational Resources Information Center

Romance, Nancy R.; Vitale, Michael R.

2012-01-01

Science IDEAS is an evidence-based model that reflects interdisciplinary research findings that support the integration of literacy (e.g., reading comprehension) within science instruction in grades K-5. Presented is a framework for planning integrated science and literacy instruction in which six elements (hands-on investigations, reading,…

Rural U.S.A.: Persistence and Change.

ERIC Educational Resources Information Center

Ford, Thomas R., Ed.

In 1974 the Rural Sociological Society commissioned a survey on changes that were occuring in different segments of rural society in the United States; information from that survey is presented in the volume of readings. Using an ecological perspective as the analytic framework, the readings focus on the adaption of humans to their environment a…

The Core Components of Reading Instruction in Chinese

ERIC Educational Resources Information Center

Ho, Connie Suk-Han; Wong, Yau-Kai; Yeung, Pui-Sze; Chan, David Wai-ock; Chung, Kevin Kien-Hoa; Lo, Sau-Ching; Luan, Hui

2012-01-01

The present study aimed at identifying core components of reading instruction in Chinese within the framework of the tiered intervention model. A curriculum with four teaching components of cognitive-linguistic skills was implemented in a Program school for 3 years since Grade 1. The findings showed that the Tier 1 intervention was effective in…

Mentoring the Educational Leader: A Practical Framework for Success

ERIC Educational Resources Information Center

Strike, Kimberly T.; Nickelsen, John

2011-01-01

This book provides short, pertinent content relevant to everyday events within a school. Based on theory and experience, the practical application is directly aligned to administrative duties, and chapters can be read as needed. The format allows the administrator to read the content, apply the information through completion of a follow-up…

Self-Regulated Learning Procedure for University Students: The "Meaningful Text-Reading" Strategy

ERIC Educational Resources Information Center

Roman Sanchez, Jose Maria

2004-01-01

Introduction: Experimental validation of a self-regulated learning procedure for university students, i.e. the "meaningful text-reading" strategy, is reported in this paper. The strategy's theoretical framework is the "ACRA Model" of learning strategies. The strategy consists of a flexible, recurring sequence of five mental operations of written…

Clinical Reasoning in the Assessment and Intervention Planning for a Reading Disability

ERIC Educational Resources Information Center

Sotelo-Dynega, Marlene

2017-01-01

The purpose of this article is to provide the reader with insight into the clinical reasoning process involved in the assessment and intervention planning for a child with a reading disability. A Cattell-Horn-Carroll (CHC) theoretical/neuropsychological approach shall serve as the foundational theoretical framework for this case study, and…

The Role of Identity in Reading Comprehension Development

ERIC Educational Resources Information Center

Hall, Leigh A.

2016-01-01

The purpose of this year-long project was to examine an instructional framework intended to help middle school teachers create instruction that responds to students' reading identities while also helping students learn the skills they need to be successful readers. The project used a formative design approach in order to achieve 3 pedagogical…

Arts Integration and Students' Reading Achievement: A Formative Evaluation Study

ERIC Educational Resources Information Center

Hosfelt, Patricia D.

2017-01-01

The purpose of this dissertation was to evaluate essential components of an arts-integration program that may contribute to improved student achievement in elementary reading at the school of study through a formative evaluation. Stufflebeam's CIPP model of program evaluation served as the conceptual framework for the study's findings. Creative…

Improving L2 Reading Comprehension through Emotionalized Dynamic Assessment Procedures

ERIC Educational Resources Information Center

Abdolrezapour, Parisa

2017-01-01

The paper reports a study on an emotionally-loaded dynamic assessment procedure used with Iranian EFL learners. It focuses on the effect of using emotional intelligence characteristics (based on Goleman's framework) as a tool for motivating learners while performing reading tasks. The study with 50 intermediate learners aged 12-15 used three…

Bridging Literacy Acquisition and Self-Regulated Learning: Using a SRL Framework to Support Struggling Readers

ERIC Educational Resources Information Center

Holtzheuser, Sierra; McNamara, John

2014-01-01

Reading is conceptualized as a hierarchy of component skills where lower order emergent literacy skills set the foundation for higher order reading skills such as fluency and comprehension. Approximately 20% of readers struggle within this hierarchical process (Fielding, Kerr, & Rosier, 2007). Struggling readers are susceptible to the Matthew…

Research-Based Reading Instruction in an Adult Basic Education Program

ERIC Educational Resources Information Center

Perin, Dolores; Greenberg, Daphne

2007-01-01

There is a growing emphasis in adult basic education on research-based reading instruction. Using Kruidenier's (2002) framework of principles and trends, we describe research-based techniques found during a visit to an adult basic education program. We also describe how the program moved to research-based instruction, and the factors that seem…

Effects of Electronic Reading Environments' Structure on L2 Reading Comprehension

ERIC Educational Resources Information Center

Al-Seghayer, Khalid

2017-01-01

This study examines the effects of an electronic reading environment's structure on second language (L2) reading comprehension. In particular, this study explores whether clarifying the underlying structure of an electronic text, along with the ways in which its units or nodes are organized and interrelated results in better comprehension as well…

Improving L2 Reading Comprehension through Emotionalized Dynamic Assessment Procedures.

PubMed

Abdolrezapour, Parisa

2017-06-01

The paper reports a study on an emotionally-loaded dynamic assessment procedure used with Iranian EFL learners. It focuses on the effect of using emotional intelligence characteristics (based on Goleman's framework) as a tool for motivating learners while performing reading tasks. The study with 50 intermediate learners aged 12-15 used three modalities: a control group, which was taught under institute's normal procedures; a comparison group, which received dynamic assessment (DA); and an experimental group, which received emotionalized dynamic assessment (EDA) procedures, in the form of an intervention focusing on characteristics of Goleman's emotional intelligence framework with the express purpose of inducing them to work with their emotions. Results showed that applying EDA procedures to reading assessment tasks made a difference in learners' level of performance in comparison to those who went through pure DA procedures who in turn performed significantly better than those who did not received DA in any form.

The Reading-Writing Connection II: Text Structure and Reading Comprehension.

ERIC Educational Resources Information Center

Schatzberg-Smith, Kathleen

1987-01-01

Distinguishes between macrostructures and microstructures in text, reviews research on the comprehension of text structures, and concludes that both theory and research support the presence of a link between text structure and reading comprehension. (DMM)

Online Sentence Reading in People With Aphasia: Evidence From Eye Tracking

PubMed Central

Knilans, Jessica

2015-01-01

Purpose There is a lot of evidence that people with aphasia have more difficulty understanding structurally complex sentences (e.g., object clefts) than simpler sentences (subject clefts). However, subject clefts also occur more frequently in English than object clefts. Thus, it is possible that both structural complexity and frequency affect how people with aphasia understand these structures. Method Nine people with aphasia and 8 age-matched controls participated in the study. The stimuli consisted of 24 object cleft and 24 subject cleft sentences. The task was eye tracking during reading, which permits a more fine-grained analysis of reading performance than measures such as self-paced reading. Results As expected, controls had longer reading times for critical regions in object cleft sentences compared with subject cleft sentences. People with aphasia showed the predicted effects of structural frequency. Effects of structural complexity in people with aphasia did not emerge on their first pass through the sentence but were observed when they were rereading critical regions of complex sentences. Conclusions People with aphasia are sensitive to both structural complexity and structural frequency when reading. However, people with aphasia may use different reading strategies than controls when confronted with relatively infrequent and complex sentence structures. PMID:26383779

Online Sentence Reading in People With Aphasia: Evidence From Eye Tracking.

PubMed

Knilans, Jessica; DeDe, Gayle

2015-11-01

There is a lot of evidence that people with aphasia have more difficulty understanding structurally complex sentences (e.g., object clefts) than simpler sentences (subject clefts). However, subject clefts also occur more frequently in English than object clefts. Thus, it is possible that both structural complexity and frequency affect how people with aphasia understand these structures. Nine people with aphasia and 8 age-matched controls participated in the study. The stimuli consisted of 24 object cleft and 24 subject cleft sentences. The task was eye tracking during reading, which permits a more fine-grained analysis of reading performance than measures such as self-paced reading. As expected, controls had longer reading times for critical regions in object cleft sentences compared with subject cleft sentences. People with aphasia showed the predicted effects of structural frequency. Effects of structural complexity in people with aphasia did not emerge on their first pass through the sentence but were observed when they were rereading critical regions of complex sentences. People with aphasia are sensitive to both structural complexity and structural frequency when reading. However, people with aphasia may use different reading strategies than controls when confronted with relatively infrequent and complex sentence structures.

A Procedural Content Generation-Based Framework for Educational Games: Toward a Tailored Data-Driven Game for Developing Early English Reading Skills

ERIC Educational Resources Information Center

Hooshyar, Danial; Yousefi, Moslem; Lim, Heuiseok

2018-01-01

Automated content generation for educational games has become an emerging research problem, as manual authoring is often time consuming and costly. In this article, we present a procedural content generation framework that intends to produce educational game content from the viewpoint of both designer and user. This framework generates content by…

Designing Caregiver-Implemented Shared-Reading Interventions to Overcome Implementation Barriers

PubMed Central

Logan, Jessica R.; Damschroder, Laura

2015-01-01

Purpose This study presents an application of the theoretical domains framework (TDF; Michie et al., 2005), an integrative framework drawing on behavior-change theories, to speech-language pathology. Methods A multistep procedure was used to identify barriers affecting caregivers' implementation of shared-reading interventions with their children with language impairment (LI). The authors examined caregiver-level data corresponding to implementation issues from two randomized controlled trials and mapped these to domains in the TDF as well as empirically validated behavior-change techniques. Results Four barriers to implementation were identified as potentially affecting caregivers' implementation: time pressures, reading difficulties, discomfort with reading, and lack of awareness of benefits. These were mapped to 3 TDF domains: intentions, beliefs about capabilities, and skills. In turn, 4 behavior-change techniques were identified as potential vehicles for affecting these domains: reward, feedback, model, and encourage. An ongoing study is described that is determining the effects of these techniques for improving caregivers' implementation of a shared-reading intervention. Conclusions A description of the steps to identifying barriers to implementation, in conjunction with an ongoing experiment that will explicitly determine whether behavior-change techniques affect these barriers, provides a model for how implementation science can be used to identify and overcome implementation barriers in the treatment of communication disorders. PMID:26262941

Designing Caregiver-Implemented Shared-Reading Interventions to Overcome Implementation Barriers.

PubMed

Justice, Laura M; Logan, Jessica R; Damschroder, Laura

2015-12-01

This study presents an application of the theoretical domains framework (TDF; Michie et al., 2005), an integrative framework drawing on behavior-change theories, to speech-language pathology. A multistep procedure was used to identify barriers affecting caregivers' implementation of shared-reading interventions with their children with language impairment (LI). The authors examined caregiver-level data corresponding to implementation issues from two randomized controlled trials and mapped these to domains in the TDF as well as empirically validated behavior-change techniques. Four barriers to implementation were identified as potentially affecting caregivers' implementation: time pressures, reading difficulties, discomfort with reading, and lack of awareness of benefits. These were mapped to 3 TDF domains: intentions, beliefs about capabilities, and skills. In turn, 4 behavior-change techniques were identified as potential vehicles for affecting these domains: reward, feedback, model, and encourage. An ongoing study is described that is determining the effects of these techniques for improving caregivers' implementation of a shared-reading intervention. A description of the steps to identifying barriers to implementation, in conjunction with an ongoing experiment that will explicitly determine whether behavior-change techniques affect these barriers, provides a model for how implementation science can be used to identify and overcome implementation barriers in the treatment of communication disorders.

A Fast Approximate Algorithm for Mapping Long Reads to Large Reference Databases.

PubMed

Jain, Chirag; Dilthey, Alexander; Koren, Sergey; Aluru, Srinivas; Phillippy, Adam M

2018-04-30

Emerging single-molecule sequencing technologies from Pacific Biosciences and Oxford Nanopore have revived interest in long-read mapping algorithms. Alignment-based seed-and-extend methods demonstrate good accuracy, but face limited scalability, while faster alignment-free methods typically trade decreased precision for efficiency. In this article, we combine a fast approximate read mapping algorithm based on minimizers with a novel MinHash identity estimation technique to achieve both scalability and precision. In contrast to prior methods, we develop a mathematical framework that defines the types of mapping targets we uncover, establish probabilistic estimates of p-value and sensitivity, and demonstrate tolerance for alignment error rates up to 20%. With this framework, our algorithm automatically adapts to different minimum length and identity requirements and provides both positional and identity estimates for each mapping reported. For mapping human PacBio reads to the hg38 reference, our method is 290 × faster than Burrows-Wheeler Aligner-MEM with a lower memory footprint and recall rate of 96%. We further demonstrate the scalability of our method by mapping noisy PacBio reads (each ≥5 kbp in length) to the complete NCBI RefSeq database containing 838 Gbp of sequence and >60,000 genomes.

Teacher Teams and School Processes in Scaling-Up a Content Literacy Innovation in High Schools. Final Report: The Evaluation of the Scale-Up of Reading Apprenticeship through the Reading Apprenticeship Improving Secondary Education (RAISE) Project. Research Report

ERIC Educational Resources Information Center

Newman, Denis; Zacamy, Jenna; Lazarev, Valeriy; Lin, Li; Jaciw, Andrew P.; Hegseth, Whitney

2015-01-01

We report on the scaling up of a high school content literacy framework, Reading Apprenticeship, over a period of four years as part of the independent evaluation of an Investing in Innovation grant from the U.S. Department of Education to WestEd's Strategic Literacy Institute (SLI). Our goal was to understand the school processes that support…

HTSeq--a Python framework to work with high-throughput sequencing data.

PubMed

Anders, Simon; Pyl, Paul Theodor; Huber, Wolfgang

2015-01-15

A large choice of tools exists for many standard tasks in the analysis of high-throughput sequencing (HTS) data. However, once a project deviates from standard workflows, custom scripts are needed. We present HTSeq, a Python library to facilitate the rapid development of such scripts. HTSeq offers parsers for many common data formats in HTS projects, as well as classes to represent data, such as genomic coordinates, sequences, sequencing reads, alignments, gene model information and variant calls, and provides data structures that allow for querying via genomic coordinates. We also present htseq-count, a tool developed with HTSeq that preprocesses RNA-Seq data for differential expression analysis by counting the overlap of reads with genes. HTSeq is released as an open-source software under the GNU General Public Licence and available from http://www-huber.embl.de/HTSeq or from the Python Package Index at https://pypi.python.org/pypi/HTSeq. © The Author 2014. Published by Oxford University Press.

Effects of grammatical categories on letter detection in continuous text.

PubMed

Foucambert, Denis; Zuniga, Michael

2012-02-01

The present study focuses on the interplay between the linguistic principles and the psycholinguistic processes involved in reading. Results from 56 participants on a letter detection task reveal that readers do not process all function words in the same manner. Omission rates were highest for function words occupying the head of maximal projections such as complementizers and determiners. Prepositions were shown to occupy an intermediary position between content and function words, with omission rates varying depending on their semantic load. Together these results appear to bolster and offer a finer grained picture of the role of function words within the framework of both the Guidance Organization (Greenberg et al. in Psychon Bull Rev 11(3):428-433, 2004) and Attentional Disengagement (Roy-Charland et al. in Percept Psychophys 69(3):324-337, 2007) reading models. The results of the present study are discussed using an X-bar theory approach with the goal of refining the structural account of letter detection errors.

Eye Movements Reveal the Influence of Event Structure on Reading Behavior.

PubMed

Swets, Benjamin; Kurby, Christopher A

2016-03-01

When we read narrative texts such as novels and newspaper articles, we segment information presented in such texts into discrete events, with distinct boundaries between those events. But do our eyes reflect this event structure while reading? This study examines whether eye movements during the reading of discourse reveal how readers respond online to event structure. Participants read narrative passages as we monitored their eye movements. Several measures revealed that event structure predicted eye movements. In two experiments, we found that both early and overall reading times were longer for event boundaries. We also found that regressive saccades were more likely to land on event boundaries, but that readers were less likely to regress out of an event boundary. Experiment 2 also demonstrated that tracking event structure carries a working memory load. Eye movements provide a rich set of online data to test the cognitive reality of event segmentation during reading. Copyright © 2015 Cognitive Science Society, Inc.

Examining and Predicting College Students' Reading Intentions and Behaviors: An Application of the Theory of Reasoned Action

ERIC Educational Resources Information Center

Burak, Lydia

2004-01-01

This study examined the recreational reading attitudes, intentions, and behaviors of college students. The theory of reasoned action provided the framework for the investigation and prediction of the students' intentions and behaviors. Two hundred and one students completed questionnaires developed according to the guidelines for the construction…

Framework Fuels the Need to Read: Strategies Boost Literacy of Students in Content-Area Classes

ERIC Educational Resources Information Center

Schoenbach, Ruth; Greenleaf, Cynthia L.; Hale, Gina

2010-01-01

Middle and high school teachers across academic disciplines face increased pressure to address the Common Core State Standards (CCSS) for English language arts and for literacy in history/social studies, science, and technical subjects. This means that the responsibility of preparing students to read, write, talk, and think critically about…

Combining Reading Quizzes and Error Analysis to Motivate Students to Grow

ERIC Educational Resources Information Center

Wang, Jiawen; Selby, Karen L.

2017-01-01

In the spirit of scholarship in teaching and learning at the college level, we suggested and experimented with reading quizzes in combination with error analysis as one way not only to get students better prepared for class but also to provide opportunities for reflection under frameworks of mastery learning and mind growth. Our mixed-method…

The Effect of Accelerated Reader on Reading Scores in a Rural School District

ERIC Educational Resources Information Center

Hunter, Teresa A.

2013-01-01

In this study, the implementation of Accelerated Reader (AR), a computer-assisted supplemental reading program, was investigated as a research-based instructional strategy to assess whether it aided a high-performing, rural school district in meeting adequate yearly progress goals. The theoretical framework was based on Vygotsky's zone of…

Law and Justice CTE Program Offers a Hands-On Approach to Learning

ERIC Educational Resources Information Center

Klein, Jennifer

2013-01-01

Tom Washburn, founder of the Law and Justice Program in Fulton County Schools in Atlanta, Georgia, sees career and technical education (CTE) as a framework for gains in reading comprehension, public speaking, math and science. "It's a holistic approach to learning, framed by law and justice. Behind the scenes we're reading novels, improving…

An Analysis of Two Reading Intervention Programs: How Do the Words, Texts, and Programs Compare?

ERIC Educational Resources Information Center

Murray, Maria S.; Munger, Kristen A.; Hiebert, Elfrieda H.

2014-01-01

In this study, the student texts and teacher guides of two reading intervention programs for at-risk, first-grade students were analyzed and compared: Fountas and Pinnell's "Leveled Literacy Intervention" (LLI) and Scott Foresman's "My Sidewalks" (MS). The analyses drew on the framework of available theory and…

Identification of Reading Problems in First Grade within a Response-to-Intervention Framework

ERIC Educational Resources Information Center

Speece, Deborah L.; Schatschneider, Christopher; Silverman, Rebecca; Case, Lisa Pericola; Cooper, David H.; Jacobs, Dawn M.

2011-01-01

Models of Response to Intervention (RTI) include parameters of assessment and instruction. This study focuses on assessment with the purpose of developing a screening battery that validly and efficiently identifies first-grade children at risk for reading problems. In an RTI model, these children would be candidates for early intervention. We…

Orthographic Processing Efficiency in Developmental Dyslexia: An Investigation of Age and Treatment Factors at the Sublexical Level

ERIC Educational Resources Information Center

O'Brien, Beth A.; Wolf, Maryanne; Miller, Lynne T.; Lovett, Maureen W.; Morris, Robin

2011-01-01

Reading fluency beyond decoding is a limitation to many children with developmental reading disorders. In the interest of remediating dysfluency, contributing factors need to be explored and understood in a developmental framework. The focus of this study is orthographic processing in developmental dyslexia, and how it may contribute to reading…

Phonological Working Memory in German Children with Poor Reading and Spelling Abilities

ERIC Educational Resources Information Center

Steinbrink, Claudia; Klatte, Maria

2008-01-01

Deficits in verbal short-term memory have been identified as one factor underlying reading and spelling disorders. However, the nature of this deficit is still unclear. It has been proposed that poor readers make less use of phonological coding, especially if the task can be solved through visual strategies. In the framework of Baddeley's…

Validity Evidence for the Test of Silent Reading Efficiency and Comprehension (TOSREC)

ERIC Educational Resources Information Center

Johnson, Evelyn S.; Pool, Juli L.; Carter, Deborah R.

2011-01-01

An essential component of a response to intervention (RTI) framework is a screening process that is both accurate and efficient. The purpose of this study was to analyze the validity evidence for the "Test of Silent Reading Efficiency and Comprehension" (TOSREC) to determine its potential for use within a screening process. Participants included…

An Exploration of Schema Theory in Intensive Reading

ERIC Educational Resources Information Center

Shen, Yanxia

2008-01-01

Considering the difficulties in understanding the global meaning of texts, this paper intends to give some suggestions on how to help students reach a deeper understanding of texts in intensive reading classroom within the framework of schema theory. The purpose of this paper is expressed in three ways. The first is to give a brief overview of…

A Multiple Strategy Framework Supporting Vocabulary Development for Students with Reading Comprehension Deficits

ERIC Educational Resources Information Center

Woolley, Gary

2010-01-01

Poor comprehenders are generally students who have significant language-learning deficits. A particular problem for students with poor comprehension is that they have difficulty learning new vocabulary because they are inclined to read less, and are unable to apply new meanings to unfamiliar words. This leads to the situation where the gap widens…

A Reason to Read: Linking Literacy and the Arts

ERIC Educational Resources Information Center

Landay, Eileen; Wootton, Kurt

2012-01-01

"A Reason to Read" is the culminating work of the ArtsLiteracy Project, an ambitious and wide-ranging collaborative that aims to promote literacy through rich and sustained instruction in the arts. At the heart of the book is the "Performance Cycle," a flexible framework for curriculum and lesson planning that can be adapted to…

Detecting Different Types of Reading Difficulties: A Comparison of Tests

ERIC Educational Resources Information Center

Moore, Danielle M.; Porter, Melanie A.; Kohnen, Saskia; Castles, Anne

2012-01-01

The focus of this paper is on the assessment of the two main processes that children must acquire at the single word reading level: word recognition (lexical) and decoding (nonlexical) skills. Guided by the framework of the dual route model, this study aimed to (1) investigate the impact of item characteristics on test performance, and (2)…

An Examination of Treatment Effects of a First Grade Literacy Intervention Using a Regression Discontinuity Design

ERIC Educational Resources Information Center

Chaparro, Erin A.; Smolkowski, Keith; Baker, Scott K.; Fien, Hank; Smith, Jean Louise M.

2012-01-01

Response to Intervention (RTI) is a tiered instructional delivery framework developed to meet the needs of all students and has the potential to improve reading achievement, prevent reading problems, and improve identification accuracy for learning disabilities. Tier 1 typically occurs in the context of the general education classroom and is…

How to Reach First-Grade Struggling Readers: An Integrated Instructional Approach

ERIC Educational Resources Information Center

Solari, Emily J.; Denton, Carolyn A.; Haring, Christa

2017-01-01

Struggling readers who are in need of Tier 2 supplemental reading instruction within a multitier system of support (MTSS) or a response to intervention are defined as those who are performing in the bottom 20% in reading-related skills as compared with their classroom peers. An MTSS model is a framework for instruction that provides increasing…

Curriculum-Based Measurement of Reading Progress Monitoring: The Importance of Growth Magnitude and Goal Setting in Decision Making

ERIC Educational Resources Information Center

Van Norman, Ethan R.; Christ, Theodore J.; Newell, Kirsten W.

2017-01-01

Research regarding the technical adequacy of growth estimates from curriculum-based measurement of reading progress monitoring data suggests that current decision-making frameworks are likely to yield inaccurate recommendations unless data are collected for extensive periods of time. Instances where data may not need to be collected for long…

Curriculum-Based Measurement of Oral Reading: A Preliminary Investigation of Confidence Interval Overlap to Detect Reliable Growth

ERIC Educational Resources Information Center

Van Norman, Ethan R.

2016-01-01

Curriculum-based measurement of oral reading (CBM-R) progress monitoring data is used to measure student response to instruction. Federal legislation permits educators to use CBM-R progress monitoring data as a basis for determining the presence of specific learning disabilities. However, decision making frameworks originally developed for CBM-R…

Translating Vocabulary Research to Social Studies Instruction: Before, during, and after Text-Reading Strategies

ERIC Educational Resources Information Center

Hairrell, Angela; Simmons, Deborah; Swanson, Elizabeth; Edmonds, Meaghan; Vaughn, Sharon; Rupley, William H.

2011-01-01

In the upper elementary grades, content-area text gains increasing importance as a primary source of reading and information. This article focuses on the specialized vocabulary demands of social studies texts and presents a framework of teaching and learning strategies based on vocabulary research. Strategies are introduced before, during, and…

From Research to Practice: A Framework for Contextualizing Teaching and Learning

ERIC Educational Resources Information Center

Ambrose, Valerie K.; Davis, C. Amelia; Ziegler, Mary F.

2013-01-01

Developmental reading instructors are increasingly pressured to include real-world content in their curriculum to bring contextualized teaching and learning to life. The purpose of this practitioner-focused article is to tie knowledge about contextualized teaching and learning with classroom application techniques. We present a framework that…

BAMSI: a multi-cloud service for scalable distributed filtering of massive genome data.

PubMed

Ausmees, Kristiina; John, Aji; Toor, Salman Z; Hellander, Andreas; Nettelblad, Carl

2018-06-26

The advent of next-generation sequencing (NGS) has made whole-genome sequencing of cohorts of individuals a reality. Primary datasets of raw or aligned reads of this sort can get very large. For scientific questions where curated called variants are not sufficient, the sheer size of the datasets makes analysis prohibitively expensive. In order to make re-analysis of such data feasible without the need to have access to a large-scale computing facility, we have developed a highly scalable, storage-agnostic framework, an associated API and an easy-to-use web user interface to execute custom filters on large genomic datasets. We present BAMSI, a Software as-a Service (SaaS) solution for filtering of the 1000 Genomes phase 3 set of aligned reads, with the possibility of extension and customization to other sets of files. Unique to our solution is the capability of simultaneously utilizing many different mirrors of the data to increase the speed of the analysis. In particular, if the data is available in private or public clouds - an increasingly common scenario for both academic and commercial cloud providers - our framework allows for seamless deployment of filtering workers close to data. We show results indicating that such a setup improves the horizontal scalability of the system, and present a possible use case of the framework by performing an analysis of structural variation in the 1000 Genomes data set. BAMSI constitutes a framework for efficient filtering of large genomic data sets that is flexible in the use of compute as well as storage resources. The data resulting from the filter is assumed to be greatly reduced in size, and can easily be downloaded or routed into e.g. a Hadoop cluster for subsequent interactive analysis using Hive, Spark or similar tools. In this respect, our framework also suggests a general model for making very large datasets of high scientific value more accessible by offering the possibility for organizations to share the cost of hosting data on hot storage, without compromising the scalability of downstream analysis.

The Key Practice, Discuss and Debate Ideas: Conceptual Framework, Literature Review, and Provisional Learning Progressions for Argumentation. Research Report. ETS RR-15-33

ERIC Educational Resources Information Center

Deane, Paul; Song, Yi

2015-01-01

In this paper, we provide a comprehensive literature review on the development of key argumentation skills to lay a foundation for a framework of the key practice, discuss and debate ideas, which is centrally involved in the expectations for academic reading and writing. Specifically, the framework includes 5 phases of core activities and related…

Realistic Simulations of Coronagraphic Observations with WFIRST

NASA Astrophysics Data System (ADS)

Rizzo, Maxime; Zimmerman, Neil; Roberge, Aki; Lincowski, Andrew; Arney, Giada; Stark, Chris; Jansen, Tiffany; Turnbull, Margaret; WFIRST Science Investigation Team (Turnbull)

2018-01-01

We present a framework to simulate observing scenarios with the WFIRST Coronagraphic Instrument (CGI). The Coronagraph and Rapid Imaging Spectrograph in Python (crispy) is an open-source package that can be used to create CGI data products for analysis and development of post-processing routines. The software convolves time-varying coronagraphic PSFs with realistic astrophysical scenes which contain a planetary architecture, a consistent dust structure, and a background field composed of stars and galaxies. The focal plane can be read out by a WFIRST electron-multiplying CCD model directly, or passed through a WFIRST integral field spectrograph model first. Several elementary post-processing routines are provided as part of the package.

Projective limits of state spaces I. Classical formalism

NASA Astrophysics Data System (ADS)

Lanéry, Suzanne; Thiemann, Thomas

2017-01-01

In this series of papers, we investigate the projective framework initiated by Jerzy Kijowski (1977) and Andrzej Okołów (2009, 2013, 2014), which describes the states of a quantum (field) theory as projective families of density matrices. A short reading guide to the series can be found in [27]. The present first paper aims at clarifying the classical structures that underlies this formalism, namely projective limits of symplectic manifolds [27, subsection 2.1]. In particular, this allows us to discuss accurately the issues hindering an easy implementation of the dynamics in this context, and to formulate a strategy for overcoming them [27, subsection 4.1].

Reading for Answers and Reading for Questions.

ERIC Educational Resources Information Center

Bronson, David B.

1984-01-01

Examines the implications of structuralism for reading and English instruction. Argues that, according to Structuralism, literature worth reading confronts readers with the gap between writing and thought and forces them to consider their own thinking and, in a larger sense, their own place within the culture. (MM)

The Interplay of Reader Goals, Working Memory, and Text Structure During Reading

PubMed Central

Bohn-Gettler, Catherine M.; Kendeou, Panayiota

2014-01-01

In the current study we examined the complex interactions of instructional context, text properties, and reader characteristics during comprehension. College students were tasked with the goal of reading for study versus entertainment (instructional context) while thinking-aloud about four different expository text structures (text properties). Working memory also was assessed (reader characteristics). Reading goals and working memory interacted to influence paraphrasing and non-coherence processes when thinking aloud. Reading goals, working memory, and text structure all interacted to influence text-based inferences. Text structure also influenced knowledge-based inferences. Post-reading recall was highest for those with the instructional goal of reading for study (compared to entertainment), as well as for problem-response and compare-contrast texts (compared to descriptive and chronological texts). Implications of the findings are discussed. PMID:25018581

Web-Based Text Structure Strategy Instruction Improves Seventh Graders' Content Area Reading Comprehension

ERIC Educational Resources Information Center

Wijekumar, Kausalai; Meyer, Bonnie J. F.; Lei, Puiwa

2017-01-01

Reading comprehension in the content areas is a challenge for many middle grade students. Text structure-based instruction has yielded positive outcomes in reading comprehension at all grade levels in small and large studies. The text structure strategy delivered via the web, called Intelligent Tutoring System for the Text Structure Strategy…

Expository Text and Middle School Students: Some Lessons Learned.

ERIC Educational Resources Information Center

Street, Chris

2002-01-01

Presents the "Structured Reading Lesson" as one simple way to structure reading activities so that the before, during, and after phases of the reading experience are all touched upon. Considers how reading strategies that students have developed to comprehend fictional narratives do not always help them with textbooks. Presents…

Reading Recovery--German Style. Short Report.

ERIC Educational Resources Information Center

Chambers, Gary N.

1995-01-01

This paper describes the Reading Recovery program implemented at a special needs school in Kiel, Germany. The program is intended to offer primary-grade pupils a second chance to obtain reading and writing skills. The highly structured reading program involves isolation of difficulties, work on word structure, learning consonant-vowel combinations…

Keeping the Peace in an Age of Conflict: Debating the U.S. Role. Choices for the 21st Century.

ERIC Educational Resources Information Center

Lhowe, Mary, Ed.

This document presents a particularly challenging unit that thrusts students into the new foreign policy frontier that has developed since the end of the Cold War. The unit contains background reading and foreign policy options. The first part of the background reading introduces students to the institutions and conceptual framework of the…

Differences between the Relationship of L1 Learners' Performance in Integrated Writing with Both Independent Listening and Independent Reading Cognitive Skills

ERIC Educational Resources Information Center

Cheong, Choo Mui; Zhu, Xinhua; Liao, Xian

2018-01-01

In recent decades, integrated language competence has been highlighted in the language curricula taught in schools and institutions, and the relationship between test-takers' performance on integrated tasks and comprehension sources has been much studied. The current study employed the frameworks of reading and listening comprehension processes to…

What Does It Mean to Be a Girl? Teachers' Representations of Gender in Supplementary Reading Materials for South African Schools

ERIC Educational Resources Information Center

Dentith, Audrey M.; Sailors, Misty; Sethusha, Mantsose

2016-01-01

Education reform, including methods to create greater gender equality, is an ongoing process in post-Apartheid South Africa. Using an African feminism theoretical framework and a critical content analysis approach, we examined the representation of female characters in a subset of supplementary reading titles created under an international…

Use of the Curriculum Research Framework (CRF) for Developing a Reading-Comprehension Curricular Supplement for the Primary Grades

ERIC Educational Resources Information Center

Elementary School Journal, 2016

2016-01-01

This article describes nine phases of curriculum-development activities conducted by the Language and Reading Research Consortium (LARRC), the end result of which was to arrive at a research-based supplemental curriculum that could be used by teachers of English-speaking or bilingual Spanish-English-speaking children in prekindergarten and…

A Case Study of Struggle and Success: Profiling a Third Grader's Reading and Writing in a Multimodal Curriculum

ERIC Educational Resources Information Center

Wiseman, Angela M.; Pendleton, Melissa; Christiansen, Christine; Nesheim, Nicole

2017-01-01

This article reports findings on a case study of Ellie as she participates in a language arts curriculum that incorporates multimodal literacy practices--including photography, drama, and art--to teach reading and writing. Our study was informed by the theoretical framework of multimodal social semiotics, which provides insight into how…

Alignment Content Analysis of NAEP 2009 Reading Assessment Analysis Based on Method of Surveys of Enacted Curriculum

ERIC Educational Resources Information Center

Blank, Rolf K.; Smithson, John

2010-01-01

Beginning in summer 2009, the complete set of NAEP student assessment items for grades 4 and 8 Science and Reading 2009 assessments were analyzed for comparison to the National Assessment of Educational Progress (NAEP) Item Specifications which are based on the NAEP Assessment Frameworks for these subjects (National Assessment Governing Board,…

The Same but Different: Making Meaning from Modified Texts with Cross-Cultural Themes

ERIC Educational Resources Information Center

Leung, Cynthia B.; Bennett, Susan V.; Gunn, AnnMarie Alberton

2017-01-01

Reader response theory provides the framework for the present study that explored literary elements and cultural responses of fifth-grade students to two modified versions of a cross-cultural text, "Homesick: My Own Story" by Jean Fritz. One group of students read the first chapter of the book and another group read a modified basal…

Reading Assessment: A Primer for Teachers and Coaches. Second Edition. Solving Problems in the Teaching of Literacy

ERIC Educational Resources Information Center

Caldwell, JoAnne Schudt

2007-01-01

Now in a revised and expanded second edition, this invaluable book provides teachers and coaches with the information and tools they need to get started on the complex process of reading assessment. Grounded in a solid scientific framework, the book presents practical strategies that enable teachers to recognize "good reader" behaviors, assess…

Towards a Balanced Literacy Instruction: Understanding Reading Skills within a Whole Language Paradigm.

ERIC Educational Resources Information Center

Lavadenz, Magaly

The goals outlined in the California Language Arts Framework (1987) include a call for Language Arts instruction that promotes a love of reading through a sense of personal fulfillment, a sense of effectiveness through which students acquire a range of lifelong learning strategies that foster full participation in the world of work and the access…

Multilevel Analysis of Multiple-Baseline Data Evaluating Precision Teaching as an Intervention for Improving Fluency in Foundational Reading Skills for at Risk Readers

ERIC Educational Resources Information Center

Brosnan, Julie; Moeyaert, Mariola; Brooks Newsome, Kendra; Healy, Olive; Heyvaert, Mieke; Onghena, Patrick; Van den Noortgate, Wim

2018-01-01

In this article, multiple-baseline across participants designs were used to evaluate the impact of a precision teaching (PT) program, within a Tier 2 Response to Intervention framework, targeting fluency in foundational reading skills with at risk kindergarten readers. Thirteen multiple-baseline design experiments that included participation from…

Feasibility of Building Bridges between School and Homes in Developing ESL Literacy: The SPIRE Project

ERIC Educational Resources Information Center

BavaHarji, Madhubala; Letchumanan, Krishnaveni; Bhar, Sareen Kaur

2014-01-01

This paper presents a feasible framework for building bridges between schools and homes to develop five year olds ESL literacy skills, using storybooks as a springboard. A reading program, i.e. Smart Partnership in Reading in English (SPIRE) was designed in response to the government's aspiration to raise literacy rates to 100% by 2020 and the…

Content Analysis of 1998-2012 Empirical Studies in Science Reading Using a Self-Regulated Learning Lens

ERIC Educational Resources Information Center

Hsu, Ying-Shao; Yen, Miao-Hsuan; Chang, Wen-Hua; Wang, Chia-Yu; Chen, Sufen

2016-01-01

There is an increasing interest in conducting reading-related studies in science education using a self-regulated learning (SRL) lens. This exploration involved a content analysis of 34 articles (38 studies in total) in highly regarded journals from 1998 to 2012 using an SRL interpretative framework to reveal critical features and relationships in…

Performance characteristics of a visual-search human-model observer with sparse PET image data

NASA Astrophysics Data System (ADS)

Gifford, Howard C.

2012-02-01

As predictors of human performance in detection-localization tasks, statistical model observers can have problems with tasks that are primarily limited by target contrast or structural noise. Model observers with a visual-search (VS) framework may provide a more reliable alternative. This framework provides for an initial holistic search that identifies suspicious locations for analysis by a statistical observer. A basic VS observer for emission tomography focuses on hot "blobs" in an image and uses a channelized nonprewhitening (CNPW) observer for analysis. In [1], we investigated this model for a contrast-limited task with SPECT images; herein, a statisticalnoise limited task involving PET images is considered. An LROC study used 2D image slices with liver, lung and soft-tissue tumors. Human and model observers read the images in coronal, sagittal and transverse display formats. The study thus measured the detectability of tumors in a given organ as a function of display format. The model observers were applied under several task variants that tested their response to structural noise both at the organ boundaries alone and over the organs as a whole. As measured by correlation with the human data, the VS observer outperformed the CNPW scanning observer.

The Contribution of the Left Mid-fusiform Cortical Thickness to Chinese and English Reading in a Large Chinese Sample

PubMed Central

Zhang, Mingxia; Li, Jin; Chen, Chuansheng; Mei, Leilei; Xue, Gui; Lu, Zhonglin; Chen, Chunhui; He, Qinghua; Wei, Miao; Dong, Qi

2012-01-01

Previous functional neuroimaging studies have shown that the left mid-fusiform cortex plays a critical role in reading. However, there is very limited research relating this region’s anatomical structure to reading performance either in native or second language. Using structural MRI and three reading tasks (Chinese characters, English words, and alphabetic pseudowords) and a non-reading task (visual-auditory learning), this study investigated the contributions of the left mid-fusiform cortical thickness to reading in a large sample of 226 Chinese subjects. Results showed that cortical thickness in the left mid-fusiform gyrus was positively correlated with performance on all three reading tasks but not with the performance on the non-reading task. Our findings provide structural evidence for the left mid-fusiform cortex as the “gateway” region for reading Chinese and English. The absence of the association between the left mid-fusiform cortical thickness and non-reading performance implied the specific role of this area in reading skills, not in general language skills. PMID:23022094

Conceptualization of Depth of Vocabulary Knowledge with Academic Reading Comprehension

ERIC Educational Resources Information Center

Hasan, Md. Kamrul; Shabdin, Ahmad Affendi

2016-01-01

The present study embodies a conceptual framework, and it studies the concept regarding the depth of vocabulary knowledge. Literature review is employed as a foundation for developing the conceptual framework for the present study. The current study suggests that different dimensions of depth of vocabulary knowledge, namely paradigmatic relations,…

Applying the Grossman et al. Theoretical Framework: The Case of Reading

ERIC Educational Resources Information Center

Kucan, Linda; Palincsar, Annemarie Sullivan; Busse, Tracy; Heisey, Natalie; Klingelhofer, Rachel; Rimbey, Michelle; Schutz, Kristine

2011-01-01

Background/Context: This article describes the application of the theoretical framework proposed by Grossman and her colleagues to a research effort focusing on text-based discussion as a context for comprehension instruction. According to Grossman and her colleagues, a useful way to consider the teaching of complex practices to candidates is to…

Development of a Framework for Teaching Mathematics in Depth

ERIC Educational Resources Information Center

LaFramenta, Joanne Jensen

2011-01-01

This study illuminates the practice of teaching mathematics in depth by developing a framework to serve practicing teachers and those who educate teachers. A thorough reading of the literature that began with all of the volumes in the decades since the publication of the Standards (1989) identified six elements that were profitable for effective…

Young drivers' engagement with social interactive technology on their smartphone: Critical beliefs to target in public education messages.

PubMed

Gauld, Cassandra S; Lewis, Ioni M; White, Katherine M; Watson, Barry

2016-11-01

The current study forms part of a larger study based on the Step Approach to Message Design and Testing (SatMDT), a new and innovative framework designed to guide the development and evaluation of health communication messages, including road safety messages. This four step framework is based on several theories, including the Theory of Planned Behaviour. The current study followed steps one and two of the SatMDT framework and utilised a quantitative survey to validate salient beliefs (behavioural, normative, and control) about initiating, monitoring/reading, and responding to social interactive technology on smartphones by N=114 (88F, 26M) young drivers aged 17-25 years. These beliefs had been elicited in a prior in-depth qualitative study. A subsequent critical beliefs analysis identified seven beliefs as potential targets for public education messages, including, 'slow-moving traffic' (control belief - facilitator) for both monitoring/reading and responding behaviours; 'feeling at ease that you had received an expected communication' (behavioural belief -advantage) for monitoring/reading behaviour; and 'friends/peers more likely to approve' (normative belief) for responding behaviour. Potential message content targeting these seven critical beliefs is discussed in accordance with the SatMDT. Copyright © 2016 Elsevier Ltd. All rights reserved.

Eye Movements Reveal the Influence of Event Structure on Reading Behavior

ERIC Educational Resources Information Center

Swets, Benjamin; Kurby, Christopher A.

2016-01-01

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

The Effect Structured Participation Experiences Have on Pre-Service Teachers' Preparedness to Teach Reading

ERIC Educational Resources Information Center

Brannon, Diana; Fiene, Judy

2013-01-01

Many pre-service teachers express a lack of confidence and preparedness to face the challenges of teaching reading in today's classrooms. The current study looks at whether Structured Participation Experiences (SPE) in reading increase pre-service teachers' preparedness to teach reading compared to more traditional unstructured field experiences.…

ScanIndel: a hybrid framework for indel detection via gapped alignment, split reads and de novo assembly.

PubMed

Yang, Rendong; Nelson, Andrew C; Henzler, Christine; Thyagarajan, Bharat; Silverstein, Kevin A T

2015-12-07

Comprehensive identification of insertions/deletions (indels) across the full size spectrum from second generation sequencing is challenging due to the relatively short read length inherent in the technology. Different indel calling methods exist but are limited in detection to specific sizes with varying accuracy and resolution. We present ScanIndel, an integrated framework for detecting indels with multiple heuristics including gapped alignment, split reads and de novo assembly. Using simulation data, we demonstrate ScanIndel's superior sensitivity and specificity relative to several state-of-the-art indel callers across various coverage levels and indel sizes. ScanIndel yields higher predictive accuracy with lower computational cost compared with existing tools for both targeted resequencing data from tumor specimens and high coverage whole-genome sequencing data from the human NIST standard NA12878. Thus, we anticipate ScanIndel will improve indel analysis in both clinical and research settings. ScanIndel is implemented in Python, and is freely available for academic use at https://github.com/cauyrd/ScanIndel.

Research review: reading comprehension in developmental disorders of language and communication.

PubMed

Ricketts, Jessie

2011-11-01

Deficits in reading airment (SLI), Down syndrome (DS) and autism spectrum disorders (ASD). In this review (based on a search of the ISI Web of Knowledge database to 2011), the Simple View of Reading is used as a framework for considering reading comprehension in these groups. There is substantial evidence for reading comprehension impairments in SLI and growing evidence that weaknesses in this domain are common in DS and ASD. Further, in these groups reading comprehension is typically more impaired than word recognition. However, there is also evidence that some children and adolescents with DS, ASD and a history of SLI develop reading comprehension and word recognition skills at or above the age appropriate level. This review of the literature indicates that factors including word recognition, oral language, nonverbal ability and working memory may explain reading comprehension difficulties in SLI, DS and ASD. In addition, it highlights methodological issues, implications of poor reading comprehension and fruitful areas for future research. © 2011 The Author. Journal of Child Psychology and Psychiatry © 2011 Association for Child and Adolescent Mental Health.

Modified section method for laser-welding of ill-fitting cp Ti and Ni-Cr alloy one-piece cast implant-supported frameworks.

PubMed

Tiossi, R; Falcão-Filho, H; Aguiar Júnior, F A; Rodrigues, R C; Mattos, M da G; Ribeiro, R F

2010-05-01

This study aimed to verify the effect of modified section method and laser-welding on the accuracy of fit of ill-fitting commercially pure titanium (cp Ti) and Ni-Cr alloy one-piece cast frameworks. Two sets of similar implant-supported frameworks were constructed. Both groups of six 3-unit implant-supported fixed partial dentures were cast as one-piece [I: Ni-Cr (control) and II: cp Ti] and evaluated for passive fitting in an optical microscope with both screws tightened and with only one screw tightened. All frameworks were then sectioned in the diagonal axis at the pontic region (III: Ni-Cr and IV: cp Ti). Sectioned frameworks were positioned in the matrix (10-Ncm torque) and laser-welded. Passive fitting was evaluated for the second time. Data were submitted to anova and Tukey-Kramer honestly significant difference tests (P < 0.05). With both screws tightened, one-piece cp Ti group II showed significantly higher misfit values (27.57 +/- 5.06 microm) than other groups (I: 11.19 +/- 2.54 microm, III: 12.88 +/- 2.93 microm, IV: 13.77 +/- 1.51 microm) (P < 0.05). In the single-screw-tightened test, with readings on the opposite side to the tightened side, Ni-Cr cast as one-piece (I: 58.66 +/- 14.30 microm) was significantly different from cp Ti group after diagonal section (IV: 27.51 +/- 8.28 microm) (P < 0.05). On the tightened side, no significant differences were found between groups (P > 0.05). Results showed that diagonally sectioning ill-fitting cp Ti frameworks lowers misfit levels of prosthetic implant-supported frameworks and also improves passivity levels of the same frameworks when compared to one-piece cast structures.

A case for the sentence in reading comprehension.

PubMed

Scott, Cheryl M

2009-04-01

This article addresses sentence comprehension as a requirement of reading comprehension within the framework of the narrow view of reading that was advocated in the prologue to this forum. The focus is on the comprehension requirements of complex sentences, which are characteristic of school texts. Topics included in this discussion are (a) evidence linking sentence comprehension and syntax with reading, (b) syntactic properties of sentences that make them difficult to understand, (c) clinical applications for the assessment of sentence comprehension as it relates to reading, and (d) evidence and methods for addressing sentence complexity in treatment. Sentence complexity can create comprehension problems for struggling readers. The contribution of sentence comprehension to successful reading has been overlooked in models that emphasize domain-general comprehension strategies at the text level. The author calls for the evaluation of sentence comprehension within the context of content domains where complex sentences are found.

AlignerBoost: A Generalized Software Toolkit for Boosting Next-Gen Sequencing Mapping Accuracy Using a Bayesian-Based Mapping Quality Framework.

PubMed

Zheng, Qi; Grice, Elizabeth A

2016-10-01

Accurate mapping of next-generation sequencing (NGS) reads to reference genomes is crucial for almost all NGS applications and downstream analyses. Various repetitive elements in human and other higher eukaryotic genomes contribute in large part to ambiguously (non-uniquely) mapped reads. Most available NGS aligners attempt to address this by either removing all non-uniquely mapping reads, or reporting one random or "best" hit based on simple heuristics. Accurate estimation of the mapping quality of NGS reads is therefore critical albeit completely lacking at present. Here we developed a generalized software toolkit "AlignerBoost", which utilizes a Bayesian-based framework to accurately estimate mapping quality of ambiguously mapped NGS reads. We tested AlignerBoost with both simulated and real DNA-seq and RNA-seq datasets at various thresholds. In most cases, but especially for reads falling within repetitive regions, AlignerBoost dramatically increases the mapping precision of modern NGS aligners without significantly compromising the sensitivity even without mapping quality filters. When using higher mapping quality cutoffs, AlignerBoost achieves a much lower false mapping rate while exhibiting comparable or higher sensitivity compared to the aligner default modes, therefore significantly boosting the detection power of NGS aligners even using extreme thresholds. AlignerBoost is also SNP-aware, and higher quality alignments can be achieved if provided with known SNPs. AlignerBoost's algorithm is computationally efficient, and can process one million alignments within 30 seconds on a typical desktop computer. AlignerBoost is implemented as a uniform Java application and is freely available at https://github.com/Grice-Lab/AlignerBoost.

Multi-Tiered Systems of Supports: An Investigative Study of Their Impact on Third Grade Reading Test Scores in an Urban District

ERIC Educational Resources Information Center

Haynes, Heather A.

2012-01-01

This study analyzed the impact of implementing response to intervention (RTI), a three-tiered system of intervention of increasing intensity, in this case for reading, schoolwide in 32 elementary schools. When a three-tiered framework is applied schoolwide, with all students and addressing academic and/or behavioral curricular instruction, it is…

DIF Analysis across Genders for Reading Comprehension Part of English Language Achievement Exam as a Foreign Language

ERIC Educational Resources Information Center

Ögretmen, Tuncay

2015-01-01

The purpose of this study is to carry out differential item functioning (DIF) analysis for content areas of a reading comprehension subtest using four area indices within Item Response Theory (IRT) framework. The differences in the magnitudes of the area indices were compared based on the subject areas. The DIF analysis was carried out across…

Playing Their Way into Literacies: Reading, Writing, and Belonging in the Early Childhood Classroom. Language & Literacy Series

ERIC Educational Resources Information Center

Wohlwend, Karen E.

2011-01-01

Karen Wohlwend provides a new framework for rethinking the boundaries between literacy and play, so that play itself is viewed as a literacy practice along with reading, writing, and design. Through a variety of theoretical lenses, the author presents a portrait of literacy play that connects three play groups: the girls and, importantly, boys,…

A Systematic Review and Summarization of the Recommendations and Research Surrounding Curriculum-Based Measurement of Oral Reading Fluency (CBM-R) Decision Rules

ERIC Educational Resources Information Center

Ardoin, Scott P.; Christ, Theodore J.; Morena, Laura S.; Cormier, Damien C.; Klingbeil, David A.

2013-01-01

Research and policy have established that data are necessary to guide decisions within education. Many of these decisions are made within problem solving and response to intervention frameworks for service delivery. Curriculum-Based Measurement in Reading (CBM-R) is a widely used data collection procedure within those models of service delivery.…

The Objective Measurement of Reading Comprehension: In Response to Technical Questions Raised by the California Department of Education Technical Study Group.

ERIC Educational Resources Information Center

Stenner, A. Jackson; Burdick, Donald S.

This document discusses in depth the theoretical background of the Lexile Framework, which is based on the assumption that reading comprehension is the best predictor of success in higher education and job performance, and that it is the most tested construct in education. The first section defines measurement and differentiates between specific…

Listening to the Otherness of the Other: Envisioning Listening Based on a Hermeneutical Reading of Lévinas

ERIC Educational Resources Information Center

Koskinen, Camilla A.-L.; Lindström, Unni Å.

2013-01-01

The aim of this article is to elucidate the essence of listening through a hermeneutical reading of the works of philosopher Emmanuel Lévinas. This research is grounded in the human scientific caring tradition that is founded on an ethical order and explicitly theoretical framework. Listening as an ethical bearing is interpreted as a desire to…

The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks

ERIC Educational Resources Information Center

Fuchs, Douglas; Compton, Donald L.; Fuchs, Lynn S.; Bouton, Bobette; Caffrey, Erin

2011-01-01

The purpose of this study was to examine the construct and predictive validity of a dynamic assessment (DA) of decoding learning. Students (N = 318) were assessed in the fall of first grade on an array of instruments that were given in hopes of forecasting responsiveness to reading instruction. These instruments included DA as well as…

Using Encoding Instruction to Improve the Reading and Spelling Performances of Elementary Students at Risk for Literacy Difficulties: A Best-Evidence Synthesis

ERIC Educational Resources Information Center

Weiser, Beverly; Mathes, Patricia

2011-01-01

Although connectionist models provide a framework explaining how the decoding and encoding abilities work reciprocally to enhance reading and spelling ability, encoding instruction in today's schools is not a priority. Although a limited amount of high-quality experimental or control studies to date (N = 11) give empirical support to using direct,…

lazar: a modular predictive toxicology framework

PubMed Central

Maunz, Andreas; Gütlein, Martin; Rautenberg, Micha; Vorgrimmler, David; Gebele, Denis; Helma, Christoph

2013-01-01

lazar (lazy structure–activity relationships) is a modular framework for predictive toxicology. Similar to the read across procedure in toxicological risk assessment, lazar creates local QSAR (quantitative structure–activity relationship) models for each compound to be predicted. Model developers can choose between a large variety of algorithms for descriptor calculation and selection, chemical similarity indices, and model building. This paper presents a high level description of the lazar framework and discusses the performance of example classification and regression models. PMID:23761761

Embracing the sacred: an indigenous framework for tomorrow's sustainability science

Treesearch

Kekuhi Kealiikanakaoleohaililani; Christian P. Giardina

2016-01-01

Mahalo (thank you) for reading our paper. What you will find is an attempt to synthesize and compare the strengths and weaknesses of Indigenous and Western perspectives on sustainability and a proposed path leading to the integration of these two perspectives into a sustainability framework that considers resources as much more than commodities. We enter into this...

The Effects of Using Bloom's Taxonomy to Align Reading Instruction with the Virginia Standards of Learning Framework for English

ERIC Educational Resources Information Center

Crews, Charla Faulkner

2010-01-01

This study examined the effects of aligning the "Virginia Standards of Learning (SOL)" English Framework with Bloom's Taxonomy on student achievement. Changes prompted by "No Child Left Behind" legislation increased accountability for student success, as well as mandated testing to determine annual academic growth of all…

Drama in the Key Stage 3 English Framework. Key Stage 3: National Strategy.

ERIC Educational Resources Information Center

Department for Education and Skills, London (England).

Effective drama teaching improves the following student skills: speaking and listening, reading and writing through developing thinking, communication skills, and critical analysis. Drama is part of young people's core curriculum entitlement in the United Kingdom. It is included in the English Curriculum Orders and in the Key Stage 3 Framework for…

School Processes That Can Drive Scaling-Up of an Innovation or Contribute to Its Abandonment

ERIC Educational Resources Information Center

Newman, Denis; Zacamy, Jenna; Lazarev, Valeriy; Lin, Li

2017-01-01

This five-year study focused on school processes that promoted the scaling-up of a high school academic literacy framework, Reading Apprenticeship, developed by WestEd's Strategic Literacy Initiative (SLI). Implementing an innovative strategy for scaling-up involving school-based cross-disciplinary teacher teams, SLI brought the framework to 274…

PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving

ERIC Educational Resources Information Center

OECD Publishing, 2017

2017-01-01

What is important for citizens to know and be able to do? The OECD Programme for International Student Assessment (PISA) seeks to answer that question through the most comprehensive and rigorous international assessment of student knowledge and skills. The PISA 2015 Assessment and Analytical Framework presents the conceptual foundations of the…

Reading Economics, Thinking Education: The Relevance--and Irrelevance--of Economic Theory for Curriculum Research

ERIC Educational Resources Information Center

Rutkowski, David; Rutkowski, Leslie; Langfeldt, Gjert

2012-01-01

This paper aims to better understand economists' increasingly influential voice to the conversation of schooling and education. It draws on curriculum theory to develop a framework for analysis of current economic research in education. The framework consists of the following tri-partition: the political, the practical, and the programmatical.…

The Role of Structured Cooperative Learning Groups for Enhancing Chinese Primary Students' Reading Comprehension

ERIC Educational Resources Information Center

Law, Yin-Kum

2014-01-01

The present study aimed to compare the effectiveness of two types of cooperative learning groups used in reciprocal teaching (RT) classes (i.e. high-structured vs. low-structured groups) for enhancing students' reading comprehension. The participants were 235 Hong Kong Chinese Grade 6 students in nine classes. Reading comprehension tests and…

Repeat-aware modeling and correction of short read errors.

PubMed

Yang, Xiao; Aluru, Srinivas; Dorman, Karin S

2011-02-15

High-throughput short read sequencing is revolutionizing genomics and systems biology research by enabling cost-effective deep coverage sequencing of genomes and transcriptomes. Error detection and correction are crucial to many short read sequencing applications including de novo genome sequencing, genome resequencing, and digital gene expression analysis. Short read error detection is typically carried out by counting the observed frequencies of kmers in reads and validating those with frequencies exceeding a threshold. In case of genomes with high repeat content, an erroneous kmer may be frequently observed if it has few nucleotide differences with valid kmers with multiple occurrences in the genome. Error detection and correction were mostly applied to genomes with low repeat content and this remains a challenging problem for genomes with high repeat content. We develop a statistical model and a computational method for error detection and correction in the presence of genomic repeats. We propose a method to infer genomic frequencies of kmers from their observed frequencies by analyzing the misread relationships among observed kmers. We also propose a method to estimate the threshold useful for validating kmers whose estimated genomic frequency exceeds the threshold. We demonstrate that superior error detection is achieved using these methods. Furthermore, we break away from the common assumption of uniformly distributed errors within a read, and provide a framework to model position-dependent error occurrence frequencies common to many short read platforms. Lastly, we achieve better error correction in genomes with high repeat content. The software is implemented in C++ and is freely available under GNU GPL3 license and Boost Software V1.0 license at "http://aluru-sun.ece.iastate.edu/doku.php?id = redeem". We introduce a statistical framework to model sequencing errors in next-generation reads, which led to promising results in detecting and correcting errors for genomes with high repeat content.

A Practical Framework for Cartographic Design

NASA Astrophysics Data System (ADS)

Denil, Mark

2018-05-01

Creation of a map artifact that can be recognized, accepted, read, and absorbed is the cartographer's chief responsibility. This involves bringing coherence and order out of chaos and randomness through the construction of map artifacts that mediate processes of social communication. Maps are artifacts, first and foremost: they are artifacts with particular formal attributes. It is the formal aspects of the map artifact that allows it to invoke and sustain a reading as a map. This paper examines Cartographic Design as the sole means at the cartographer's disposal for constructing the meaning bearing artifacts we know as maps, by placing it in a center of a practical analytic framework. The framework draws together the Theoretic and Craft aspects of map making, and examines how Style and Taste operate through the rubric of a schema of Mapicity to produce high quality maps. The role of the Cartographic Canon, and the role of Critique, are also explored, and a few design resources are identified.

Collaborative Information Retrieval Method among Personal Repositories

NASA Astrophysics Data System (ADS)

Kamei, Koji; Yukawa, Takashi; Yoshida, Sen; Kuwabara, Kazuhiro

In this paper, we describe a collaborative information retrieval method among personal repositorie and an implementation of the method on a personal agent framework. We propose a framework for personal agents that aims to enable the sharing and exchange of information resources that are distributed unevenly among individuals. The kernel of a personal agent framework is an RDF(resource description framework)-based information repository for storing, retrieving and manipulating privately collected information, such as documents the user read and/or wrote, email he/she exchanged, web pages he/she browsed, etc. The repository also collects annotations to information resources that describe relationships among information resources and records of interaction between the user and information resources. Since the information resources in a personal repository and their structure are personalized, information retrieval from other users' is an important application of the personal agent. A vector space model with a personalized concept-base is employed as an information retrieval mechanism in a personal repository. Since a personalized concept-base is constructed from information resources in a personal repository, it reflects its user's knowledge and interests. On the other hand, it leads to another problem while querying other users' personal repositories; that is, simply transferring query requests does not provide desirable results. To solve this problem, we propose a query equalization scheme based on a relevance feedback method for collaborative information retrieval between personalized concept-bases. In this paper, we describe an implementation of the collaborative information retrieval method and its user interface on the personal agent framework.

Reading Fluency and Its Intervention.

ERIC Educational Resources Information Center

Wolf, Maryanne; Katzir-Cohen, Tami

2001-01-01

Confronts 3 large lacunae in research on reading fluency: definition, component structure, and theory-based intervention. Presents a developmental- and component-based definition of reading fluency. Discusses how different types of current fluency interventions correspond to particular components in fluency's structure and to particular phases of…

Developing Basic and Higher Level Reading Processing Skills: Exploring an Instructional Framework with the Progress in International Reading Literacy Study (PIRLS) 2006 Database

ERIC Educational Resources Information Center

Deasy, Michael Joseph

2012-01-01

Concern over worldwide literacy rates prompted the United Nations to establish the UN Literacy Decade (2003-2012) with one area of focus being to provide support to schools to develop effective literacy programs (UNESCO, 2005). This study addressed the area of providing support to schools to develop effective literacy programs by exploring the…

Designing deep sequencing experiments: detecting structural variation and estimating transcript abundance.

PubMed

Bashir, Ali; Bansal, Vikas; Bafna, Vineet

2010-06-18

Massively parallel DNA sequencing technologies have enabled the sequencing of several individual human genomes. These technologies are also being used in novel ways for mRNA expression profiling, genome-wide discovery of transcription-factor binding sites, small RNA discovery, etc. The multitude of sequencing platforms, each with their unique characteristics, pose a number of design challenges, regarding the technology to be used and the depth of sequencing required for a particular sequencing application. Here we describe a number of analytical and empirical results to address design questions for two applications: detection of structural variations from paired-end sequencing and estimating mRNA transcript abundance. For structural variation, our results provide explicit trade-offs between the detection and resolution of rearrangement breakpoints, and the optimal mix of paired-read insert lengths. Specifically, we prove that optimal detection and resolution of breakpoints is achieved using a mix of exactly two insert library lengths. Furthermore, we derive explicit formulae to determine these insert length combinations, enabling a 15% improvement in breakpoint detection at the same experimental cost. On empirical short read data, these predictions show good concordance with Illumina 200 bp and 2 Kbp insert length libraries. For transcriptome sequencing, we determine the sequencing depth needed to detect rare transcripts from a small pilot study. With only 1 Million reads, we derive corrections that enable almost perfect prediction of the underlying expression probability distribution, and use this to predict the sequencing depth required to detect low expressed genes with greater than 95% probability. Together, our results form a generic framework for many design considerations related to high-throughput sequencing. We provide software tools http://bix.ucsd.edu/projects/NGS-DesignTools to derive platform independent guidelines for designing sequencing experiments (amount of sequencing, choice of insert length, mix of libraries) for novel applications of next generation sequencing.

DB2: a probabilistic approach for accurate detection of tandem duplication breakpoints using paired-end reads.

PubMed

Yavaş, Gökhan; Koyutürk, Mehmet; Gould, Meetha P; McMahon, Sarah; LaFramboise, Thomas

2014-03-05

With the advent of paired-end high throughput sequencing, it is now possible to identify various types of structural variation on a genome-wide scale. Although many methods have been proposed for structural variation detection, most do not provide precise boundaries for identified variants. In this paper, we propose a new method, Distribution Based detection of Duplication Boundaries (DB2), for accurate detection of tandem duplication breakpoints, an important class of structural variation, with high precision and recall. Our computational experiments on simulated data show that DB2 outperforms state-of-the-art methods in terms of finding breakpoints of tandem duplications, with a higher positive predictive value (precision) in calling the duplications' presence. In particular, DB2's prediction of tandem duplications is correct 99% of the time even for very noisy data, while narrowing down the space of possible breakpoints within a margin of 15 to 20 bps on the average. Most of the existing methods provide boundaries in ranges that extend to hundreds of bases with lower precision values. Our method is also highly robust to varying properties of the sequencing library and to the sizes of the tandem duplications, as shown by its stable precision, recall and mean boundary mismatch performance. We demonstrate our method's efficacy using both simulated paired-end reads, and those generated from a melanoma sample and two ovarian cancer samples. Newly discovered tandem duplications are validated using PCR and Sanger sequencing. Our method, DB2, uses discordantly aligned reads, taking into account the distribution of fragment length to predict tandem duplications along with their breakpoints on a donor genome. The proposed method fine tunes the breakpoint calls by applying a novel probabilistic framework that incorporates the empirical fragment length distribution to score each feasible breakpoint. DB2 is implemented in Java programming language and is freely available at http://mendel.gene.cwru.edu/laframboiselab/software.php.

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Nano-Enriched and Autonomous Sensing Framework for Dissolved Oxygen.

PubMed

Shehata, Nader; Azab, Mohammed; Kandas, Ishac; Meehan, Kathleen

2015-08-14

This paper investigates a nano-enhanced wireless sensing framework for dissolved oxygen (DO). The system integrates a nanosensor that employs cerium oxide (ceria) nanoparticles to monitor the concentration of DO in aqueous media via optical fluorescence quenching. We propose a comprehensive sensing framework with the nanosensor equipped with a digital interface where the sensor output is digitized and dispatched wirelessly to a trustworthy data collection and analysis framework for consolidation and information extraction. The proposed system collects and processes the sensor readings to provide clear indications about the current or the anticipated dissolved oxygen levels in the aqueous media.

Logical metonymy resolution in a words-as-cues framework: evidence from self-paced reading and probe recognition.

PubMed

Zarcone, Alessandra; Padó, Sebastian; Lenci, Alessandro

2014-06-01

Logical metonymy resolution (begin a book → begin reading a book or begin writing a book) has traditionally been explained either through complex lexical entries (qualia structures) or through the integration of the implicit event via post-lexical access to world knowledge. We propose that recent work within the words-as-cues paradigm can provide a more dynamic model of logical metonymy, accounting for early and dynamic integration of complex event information depending on previous contextual cues (agent and patient). We first present a self-paced reading experiment on German subordinate sentences, where metonymic sentences and their paraphrased version differ only in the presence or absence of the clause-final target verb (Der Konditor begann die Glasur → Der Konditor begann, die Glasur aufzutragen/The baker began the icing → The baker began spreading the icing). Longer reading times at the target verb position in a high-typicality condition (baker + icing → spread ) compared to a low-typicality (but still plausible) condition (child + icing → spread) suggest that we make use of knowledge activated by lexical cues to build expectations about events. The early and dynamic integration of event knowledge in metonymy interpretation is bolstered by further evidence from a second experiment using the probe recognition paradigm. Presenting covert events as probes following a high-typicality or a low-typicality metonymic sentence (Der Konditor begann die Glasur → AUFTRAGEN/The baker began the icing → SPREAD), we obtain an analogous effect of typicality at 100 ms interstimulus interval. © 2014 Cognitive Science Society, Inc.

Simplifying Decision Making: A Practical Framework

DTIC Science & Technology

2014-06-01

Force MBa (HRM), Preston University , 2012 Mohmad Safhree Sidek Major, Royal Malaysian Air Force MSc (SEaL), Warwick University , 2009 Submitted... Malaysian role in Bangsamoro Framework Agreement. • No apparent regional or international disapproval. • Delay in taking stern action...smagll weapons were no match for the Malaysian forces. The Malaysian prime minister could have read that the international community had a high

Diagnostic Assessment of Reading and Listening in a Second or Foreign Language: Elaborating on Diagnostic Principles

ERIC Educational Resources Information Center

Harding, Luke; Alderson, J. Charles; Brunfaut, Tineke

2015-01-01

Alderson, Brunfaut and Harding (2014) recently investigated how diagnosis is practised across a range of professions in order to develop a tentative framework for a theory of diagnosis in second or foreign language (SFL) assessment. In articulating this framework, a set of five broad principles were proposed, encompassing the entire enterprise of…

Leading Education Reform Initiatives: How SWIFT (Schoolwide Integrated Framework for Transformation) Coordinates and Enhances Impact. Issue Brief #2

ERIC Educational Resources Information Center

Kingston, Mary; Richards, Curtis; Blank, Rolf; Stonemeier, Jennifer; Trader, Barbara; East, Bill

2014-01-01

In this Issue Brief we discuss the impact that the Schoolwide Integrated Framework for Transformation (SWIFT) has on improving the outcomes of several current federal, state, district, and school education reform initiatives. Federal initiatives include Race to the Top, School Improvement Grants, and Campaign for Grade-Level Reading; Common Core…

Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy

ERIC Educational Resources Information Center

Goldman, Susan R.; Britt, M. Anne; Brown, Willard; Cribb, Gayle; George, MariAnne; Greenleaf, Cynthia; Lee, Carol D.; Shanahan, Cynthia

2016-01-01

This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas--literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline…

Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework of Core Processes and Constructs

ERIC Educational Resources Information Center

Goldman, Susan R.; Britt, M. Anne; Brown, Willard; Cribb, Gayle; George, MariAnne; Greenleaf, Cynthia; Lee, Carol D.; Shanahan, Cynthia

2016-01-01

This paper presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas--literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline…

Introducing Pre-university Students to Primary Scientific Literature Through Argumentation Analysis

NASA Astrophysics Data System (ADS)

Koeneman, Marcel; Goedhart, Martin; Ossevoort, Miriam

2013-10-01

Primary scientific literature is one of the most important means of communication in science, written for peers in the scientific community. Primary literature provides an authentic context for showing students how scientists support their claims. Several teaching strategies have been proposed using (adapted) scientific publications, some for secondary education, but none of these strategies focused specifically on scientific argumentation. The purpose of this study is to evaluate a strategy for teaching pre-university students to read unadapted primary scientific literature, translated into students' native language, based on a new argumentation analysis framework. This framework encompasses seven types of argumentative elements: motive, objective, main conclusion, implication, support, counterargument and refutation. During the intervention, students studied two research articles. We monitored students' reading comprehension and their opinion on the articles and activities. After the intervention, we measured students' ability to identify the argumentative elements in a third unadapted and translated research article. The presented framework enabled students to analyse the article by identifying the motive, objective, main conclusion and implication and part of the supports. Students stated that they found these activities useful. Most students understood the text on paragraph level and were able to read the article with some help for its vocabulary. We suggest that primary scientific literature has the potential to show students important aspects of the scientific process and to learn scientific vocabulary in an authentic context.

Perception of patterns of musical beat distribution in phonological developmental dyslexia: significant longitudinal relations with word reading and reading comprehension.

PubMed

Goswami, Usha; Huss, Martina; Mead, Natasha; Fosker, Tim; Verney, John P

2013-05-01

In a recent study, we reported that the accurate perception of beat structure in music ('perception of musical meter') accounted for over 40% of the variance in single word reading in children with and without dyslexia (Huss et al., 2011). Performance in the musical task was most strongly associated with the auditory processing of rise time, even though beat structure was varied by manipulating the duration of the musical notes. Here we administered the same musical task a year later to 88 children with and without dyslexia, and used new auditory processing measures to provide a more comprehensive picture of the auditory correlates of the beat structure task. We also measured reading comprehension and nonword reading in addition to single word reading. One year later, the children with dyslexia performed more poorly in the musical task than younger children reading at the same level, indicating a severe perceptual deficit for musical beat patterns. They now also had significantly poorer perception of sound rise time than younger children. Longitudinal analyses showed that the musical beat structure task was a significant longitudinal predictor of development in reading, accounting for over half of the variance in reading comprehension along with a linguistic measure of phonological awareness. The non-linguistic musical beat structure task is an important independent longitudinal and concurrent predictor of variance in reading attainment by children. The different longitudinal versus concurrent associations between musical beat perception and auditory processing suggest that individual differences in the perception of rhythmic timing are an important shared neural basis for individual differences in children in linguistic and musical processing. Copyright © 2012 Elsevier Ltd. All rights reserved.

Expediting Scientific Data Analysis with Reorganization of Data

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

Byna, Surendra; Wu, Kesheng

2013-08-19

Data producers typically optimize the layout of data files to minimize the write time. In most cases, data analysis tasks read these files in access patterns different from the write patterns causing poor read performance. In this paper, we introduce Scientific Data Services (SDS), a framework for bridging the performance gap between writing and reading scientific data. SDS reorganizes data to match the read patterns of analysis tasks and enables transparent data reads from the reorganized data. We implemented a HDF5 Virtual Object Layer (VOL) plugin to redirect the HDF5 dataset read calls to the reorganized data. To demonstrate themore » effectiveness of SDS, we applied two parallel data organization techniques: a sort-based organization on a plasma physics data and a transpose-based organization on mass spectrometry imaging data. We also extended the HDF5 data access API to allow selection of data based on their values through a query interface, called SDS Query. We evaluated the execution time in accessing various subsets of data through existing HDF5 Read API and SDS Query. We showed that reading the reorganized data using SDS is up to 55X faster than reading the original data.« less

AlignerBoost: A Generalized Software Toolkit for Boosting Next-Gen Sequencing Mapping Accuracy Using a Bayesian-Based Mapping Quality Framework

PubMed Central

Zheng, Qi; Grice, Elizabeth A.

2016-01-01

Accurate mapping of next-generation sequencing (NGS) reads to reference genomes is crucial for almost all NGS applications and downstream analyses. Various repetitive elements in human and other higher eukaryotic genomes contribute in large part to ambiguously (non-uniquely) mapped reads. Most available NGS aligners attempt to address this by either removing all non-uniquely mapping reads, or reporting one random or "best" hit based on simple heuristics. Accurate estimation of the mapping quality of NGS reads is therefore critical albeit completely lacking at present. Here we developed a generalized software toolkit "AlignerBoost", which utilizes a Bayesian-based framework to accurately estimate mapping quality of ambiguously mapped NGS reads. We tested AlignerBoost with both simulated and real DNA-seq and RNA-seq datasets at various thresholds. In most cases, but especially for reads falling within repetitive regions, AlignerBoost dramatically increases the mapping precision of modern NGS aligners without significantly compromising the sensitivity even without mapping quality filters. When using higher mapping quality cutoffs, AlignerBoost achieves a much lower false mapping rate while exhibiting comparable or higher sensitivity compared to the aligner default modes, therefore significantly boosting the detection power of NGS aligners even using extreme thresholds. AlignerBoost is also SNP-aware, and higher quality alignments can be achieved if provided with known SNPs. AlignerBoost’s algorithm is computationally efficient, and can process one million alignments within 30 seconds on a typical desktop computer. AlignerBoost is implemented as a uniform Java application and is freely available at https://github.com/Grice-Lab/AlignerBoost. PMID:27706155

Text World Theory and real world readers: From literature to life in a Belfast prison

PubMed Central

Canning, Patricia

2017-01-01

Cognitive stylistics offers a range of frameworks for understanding (amongst other things) what producers of literary texts ‘do’ with language and how they ‘do’ it. Less prevalent, however, is an understanding of the ways in which these same frameworks offer insights into what readers ‘do’ (and how they ‘do’ it). Text World Theory (Werth, 1999; Gavins, 2007; Whiteley, 2011) has proved useful for understanding how and why readers construct mental representations engendered by the act of reading. However, research on readers’ responses to literature has largely focused on an ‘idealised’ reader or an ‘experimental’ subject-reader often derived from within the academy and conducted using contrived or amended literary fiction. Moreover, the format of traditional book groups (participants read texts privately and discuss them at a later date) as well as online community forums such as Goodreads, means that such studies derive data from post-hoc, rather than real-time textual encounters and discussions. The current study is the first of its kind in analysing real-time reading contexts with real readers during a researcher-led literary project (‘read.live.learn’) in Northern Ireland’s only female prison. In doing so, the study is unique in addressing experimental and post hoc bias. Using Text World Theory, the paper considers the personal and social impact of reader engagement in the talk of the participants. As such, it has three interrelated aims: to argue for the social and personal benefits of reading stylistically rich literature in real-time reading groups; to demonstrate the efficacy of stylistics for understanding how those benefits come about, and to demonstrate the inter-disciplinary value of stylistics, particularly its potential for traversing traditional research parameters. PMID:29278261

Text World Theory and real world readers: From literature to life in a Belfast prison.

PubMed

Canning, Patricia

2017-05-01

Cognitive stylistics offers a range of frameworks for understanding (amongst other things) what producers of literary texts 'do' with language and how they 'do' it. Less prevalent, however, is an understanding of the ways in which these same frameworks offer insights into what readers 'do' (and how they 'do' it). Text World Theory (Werth, 1999; Gavins, 2007; Whiteley, 2011) has proved useful for understanding how and why readers construct mental representations engendered by the act of reading. However, research on readers' responses to literature has largely focused on an 'idealised' reader or an 'experimental' subject-reader often derived from within the academy and conducted using contrived or amended literary fiction. Moreover, the format of traditional book groups (participants read texts privately and discuss them at a later date) as well as online community forums such as Goodreads, means that such studies derive data from post-hoc, rather than real-time textual encounters and discussions. The current study is the first of its kind in analysing real-time reading contexts with real readers during a researcher-led literary project ('read.live.learn') in Northern Ireland's only female prison. In doing so, the study is unique in addressing experimental and post hoc bias. Using Text World Theory, the paper considers the personal and social impact of reader engagement in the talk of the participants. As such, it has three interrelated aims: to argue for the social and personal benefits of reading stylistically rich literature in real-time reading groups; to demonstrate the efficacy of stylistics for understanding how those benefits come about, and to demonstrate the inter-disciplinary value of stylistics, particularly its potential for traversing traditional research parameters.

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

PubMed

Roch, Maja; Florit, Elena; Levorato, Chiara

2011-01-01

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

Predicting reading outcomes with progress monitoring slopes among middle grade students

PubMed Central

Tolar, Tammy D.; Barth, Amy E.; Fletcher, Jack M.; Francis, David J.; Vaughn, Sharon

2013-01-01

Effective implementation of response-to-intervention (RTI) frameworks depends on efficient tools for monitoring progress. Evaluations of growth (i.e., slope) may be less efficient than evaluations of status at a single time point, especially if slopes do not add to predictions of outcomes over status. We examined progress monitoring slope validity for predicting reading outcomes among middle school students by evaluating latent growth models for different progress monitoring measure-outcome combinations. We used multi-group modeling to evaluate the effects of reading ability, reading intervention, and progress monitoring administration condition on slope validity. Slope validity was greatest when progress monitoring was aligned with the outcome (i.e., word reading fluency slope was used to predict fluency outcomes in contrast to comprehension outcomes), but effects varied across administration conditions (viz., repeated reading of familiar vs. novel passages). Unless the progress monitoring measure is highly aligned with outcome, slope may be an inefficient method for evaluating progress in an RTI context. PMID:24659899

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Teaching Expository Text Structures

ERIC Educational Resources Information Center

Montelongo, Jose; Berber-Jimenez, Lola; Hernandez, Anita C.; Hosking, David

2006-01-01

Many students enter high school unskilled in the art of reading to learn from science textbooks. Even students who can read full-length novels often find science books difficult to read because students have relatively little practice with the various types of expository text structures used by such textbooks (Armbruster, 1991). Expository text…

Reading in the Australian Curriculum English: Describing the Effects of Structure and Organisation on Multimodal Texts

ERIC Educational Resources Information Center

Exley, Beryl; Cottrell, Amber

2012-01-01

The recently introduced "Australian Curriculum: English" (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2012) requires students to "read" multimodal text and describe the effects of structure and organisation. We begin this article by tracing the variable understandings of what reading multimodal text might…

The Relation of Morphological Awareness and Syntactic Awareness to Adults' Reading Comprehension: Is Vocabulary Knowledge a Mediating Variable?

ERIC Educational Resources Information Center

Guo, Ying; Roehrig, Alysia D.; Williams, Rihana S.

2011-01-01

The authors' goal was to examine the structural relationships among vocabulary knowledge, morphological awareness, syntactic awareness, and reading comprehension in English-speaking adults. Structural equation analysis of data collected from 151 participants revealed that morphological awareness affected reading comprehension directly. Syntactic…

[A metapsychological reading of questioning by police and during criminal investigations].

PubMed

Sztulman, H; Rousseaux, N

1990-01-01

The pursuit and reception of a confession during police interrogation and cross examination lead to a dynamic interaction between interrogator and interrogated which can be examined under the light of psychoanalytical concepts. This reference framework enables a reading of the different positions occupied by the interrogator with regard to the interrogated, and allows to understand certain mechanisms in the arrival of a confession as well as some of its effects.

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.

Reading paths, eye drawings, and word islands: Movement in Un coup de dés.

PubMed

Loos, Ruth

2012-01-01

In the framework of an artistic-scientific project on eye-movements during reading, my collaborators from the psychology department at the KU Leuven and I had a close look at the poem "Un coup de dés jamais n'abolira le hasard" ("A throw of the dice will never abolish chance") by Stéphane Mallarmé. The poem is an intriguing example of nonlinear writing, of a typographic game with white and space, and of an interweaving of different reading lines. These specific features evoke multiple reading methods. The animation, Movement in Un coup de dés, created during the still-ongoing collaboration interweaves a horizontal and a vertical reading method, two spontaneous ways of reading that point at the poem's intriguing ambiguity. Not only are we interested in different methods of reading; the scientific representations of eye movements themselves are a rich source of images with much artistic potential. We explore eye movements as "eye drawings" in new images characterized both by a scientific and by an artistic perspective.

Reading paths, eye drawings, and word islands: Movement in Un coup de dés

PubMed Central

Loos, Ruth

2012-01-01

In the framework of an artistic–scientific project on eye-movements during reading, my collaborators from the psychology department at the KU Leuven and I had a close look at the poem “Un coup de dés jamais n'abolira le hasard” (“A throw of the dice will never abolish chance”) by Stéphane Mallarmé. The poem is an intriguing example of nonlinear writing, of a typographic game with white and space, and of an interweaving of different reading lines. These specific features evoke multiple reading methods. The animation, Movement in Un coup de dés, created during the still-ongoing collaboration interweaves a horizontal and a vertical reading method, two spontaneous ways of reading that point at the poem's intriguing ambiguity. Not only are we interested in different methods of reading; the scientific representations of eye movements themselves are a rich source of images with much artistic potential. We explore eye movements as “eye drawings” in new images characterized both by a scientific and by an artistic perspective. PMID:23145266

Brain structure correlates of component reading processes: implications for reading disability.

PubMed

Phinney, Erin; Pennington, Bruce F; Olson, Richard; Filley, Christopher M; Filipek, Pauline A

2007-08-01

Brain structures implicated in developmental dyslexia (reading disability - RD) vary greatly across structural magnetic resonance imaging (MRI) studies due to methodological differences regarding the definition of RD and the exact measurements of a specific brain structure. The current study attempts to resolve some of those methodological concerns by examining brain volume as it relates to components of proposed RD subtypes. We performed individual regression analyses on total cerebral volume, neocortical volume, subcortical volume, 9 neo-cortical structures and 2 sub-cortical structures. These analyses used three dimensions of reading, phonemic ability (PA), orthographic ability, and rapid naming (RN) ability, while accounting for total cerebral volume, age, and performance IQ (PIQ). Primary analyses included membership to a group (poor reader vs. good reader) in the analysis. The result was a significant interaction between PA and reading ability as it predicts total cerebral volume. Analyses revealed that poor readers lacked a relationship between PA and brain size, but that good readers had a significant positive relationship. This pattern of interaction was not present for the other two reading component factors. These findings bring into question the general belief that individuals with RD are at the low end of a reading ability distribution and do not have a unique disorder. Additional analyses revealed only a few significant relationships between brain size and task performance, most notably a positive correlation between orthographic ability and the angular gyrus (AG), as well as a negative correlation between RN ability and the parietal operculum (PO).

Does Performance in Digital Reading Relate to Computer Game Playing? A Study of Factor Structure and Gender Patterns in 15-Year-Olds' Reading Literacy Performance

ERIC Educational Resources Information Center

Rasmusson, Maria; Åberg-Bengtsson, Lisbeth

2015-01-01

Data from a Swedish PISA-sample were used (1) to identify a digital reading factor, (2) to investigate gender differences in this factor (if found), and (3) to explore how computer game playing might relate to digital reading performance and gender. The analyses were conducted with structural equation modeling techniques. In addition to an overall…

A stimulus-centered reading disorder for words and numbers: Is it neglect dyslexia?

PubMed

Arduino, Lisa S; Daini, Roberta; Caterina Silveri, Maria

2005-12-01

A single case, RCG, showing a unilateral reading disorder without unilateral spatial neglect was studied. The disorder was characterized by substitutions of the initial (left) letters of words, nonwords and Arabic numbers, independently of egocentered spatial coordinates. MRI showed a bilateral lesion with the involvement of the splenium. Although, within the framework of the visual word recognition model proposed by Caramazza and Hillis (1990), RCG disorder could be defined as a stimulus-centered neglect dyslexia, we discuss the hypothesis of a dissociation in neural correlates and mechanisms between the syndrome of unilateral spatial neglect and such a unilateral reading disorder.

Redefining Individual Growth and Development Indicators: Phonological Awareness.

PubMed

Wackerle-Hollman, Alisha K; Schmitt, Braden A; Bradfield, Tracy A; Rodriguez, Michael C; McConnell, Scott R

2015-01-01

Learning to read is one of the most important indicators of academic achievement. The development of early literacy skills during the preschool years is associated with improved reading outcomes in later grades. One of these skill areas, phonological awareness, shows particular importance because of its strong link to later reading success. Presented here are two studies that describe the development and revision of four measures of phonological awareness skills: Individual Growth and Development Indicators Sound Blending, Syllable Sameness, Rhyming, and Alliteration 2.0. The authors discuss the measure development process, revision, and utility within an early childhood Response to Intervention framework. © Hammill Institute on Disabilities 2013.

Lessons to be learned: how a comprehensive neurobiological framework of atypical reading development can inform educational practice

PubMed Central

Ozernov-Palchik, Ola; Yu, Xi; Wang, Yingying; Gaab, Nadine

2016-01-01

Dyslexia is a heritable reading disorder with an estimated prevalence of 5–17%. A multiple deficit model has been proposed that illustrates dyslexia as an outcome of multiple risks and protective factors interacting at the genetic, neural, cognitive, and environmental levels. Here we review the evidence on each of these levels and discuss possible underlying mechanisms and their reciprocal interactions along a developmental timeline. Current and potential implications of neuroscientific findings for contemporary challenges in the field of dyslexia, as well as for reading development and education in general, are then discussed. PMID:27766284

Open Reading Frame Phylogenetic Analysis on the Cloud

PubMed Central

2013-01-01

Phylogenetic analysis has become essential in researching the evolutionary relationships between viruses. These relationships are depicted on phylogenetic trees, in which viruses are grouped based on sequence similarity. Viral evolutionary relationships are identified from open reading frames rather than from complete sequences. Recently, cloud computing has become popular for developing internet-based bioinformatics tools. Biocloud is an efficient, scalable, and robust bioinformatics computing service. In this paper, we propose a cloud-based open reading frame phylogenetic analysis service. The proposed service integrates the Hadoop framework, virtualization technology, and phylogenetic analysis methods to provide a high-availability, large-scale bioservice. In a case study, we analyze the phylogenetic relationships among Norovirus. Evolutionary relationships are elucidated by aligning different open reading frame sequences. The proposed platform correctly identifies the evolutionary relationships between members of Norovirus. PMID:23671843

The Effect of Screen Size on Mobile Phone User Comprehension of Health Information and Application Structure: An Experimental Approach.

PubMed

Al Ghamdi, Ebtisam; Yunus, Faisal; Da'ar, Omar; El-Metwally, Ashraf; Khalifa, Mohamed; Aldossari, Bakheet; Househ, Mowafa

2016-01-01

This research analyzes the impact of mobile phone screen size on user comprehension of health information and application structure. Applying experimental approach, we asked randomly selected users to read content and conduct tasks on a commonly used diabetes mobile application using three different mobile phone screen sizes. We timed and tracked a number of parameters, including correctness, effectiveness of completing tasks, content ease of reading, clarity of information organization, and comprehension. The impact of screen size on user comprehension/retention, clarity of information organization, and reading time were mixed. It is assumed on first glance that mobile screen size would affect all qualities of information reading and comprehension, including clarity of displayed information organization, reading time and user comprehension/retention of displayed information, but actually the screen size, in this experimental research, did not have significant impact on user comprehension/retention of the content or on understanding the application structure. However, it did have significant impact on clarity of information organization and reading time. Participants with larger screen size took shorter time reading the content with a significant difference in the ease of reading. While there was no significant difference in the comprehension of information or the application structures, there were a higher task completion rate and a lower number of errors with the bigger screen size. Screen size does not directly affect user comprehension of health information. However, it does affect clarity of information organization, reading time and user's ability to recall information.

Reading Ability and the Utilization of Orthographic Structure in Reading. Technical Report No. 515.

ERIC Educational Resources Information Center

Massaro, Dominic W.; Taylor, Glen A.

Previous research has demonstrated that readers utilize orthographic structure in their perceptual recognition of letter strings. Two experiments were conducted to assess whether this utilization varied with reading ability. Anagrams of words were made to create strings that orthogonally combined high and low single letter positional frequency and…

Teacher Need-Structure and Instructional Preference in Reading: A Pilot Study.

ERIC Educational Resources Information Center

Duncan, Patricia H.

Thirty-one experienced teachers enrolled in graduate reading courses served as subjects in a study conducted to determine whether simple instruments could be developed to assess teacher need structure, frequency of teacher behaviors related to reading, and the relationship between the two. A 25-item instrument was developed based on Abraham…

The Relationship of Morphological Analysis and Morphological Decoding to Reading Comprehension

ERIC Educational Resources Information Center

Deacon, S. Hélène; Tong, Xiuli; Francis, Kathryn

2017-01-01

The ultimate goal of children's reading development is the full and fluid understanding of texts. Morphological structure awareness, or children's awareness of the minimal units of meaning in language, has been identified as a key skill influencing reading comprehension. Here, we evaluate the roles of morphological structure awareness and two…

Pragmatic open space box utilization: asteroid survey model using distributed objects management based articulation (DOMBA)

NASA Astrophysics Data System (ADS)

Mohammad, Atif Farid; Straub, Jeremy

2015-05-01

A multi-craft asteroid survey has significant data synchronization needs. Limited communication speeds drive exacting performance requirements. Tables have been used in Relational Databases, which are structure; however, DOMBA (Distributed Objects Management Based Articulation) deals with data in terms of collections. With this, no read/write roadblocks to the data exist. A master/slave architecture is created by utilizing the Gossip protocol. This facilitates expanding a mission that makes an important discovery via the launch of another spacecraft. The Open Space Box Framework facilitates the foregoing while also providing a virtual caching layer to make sure that continuously accessed data is available in memory and that, upon closing the data file, recharging is applied to the data.

All Good Readers Are the Same, but Every Low-Skilled Reader Is Different: An Eye-Tracking Study Using PISA Data

ERIC Educational Resources Information Center

Krstic, Ksenija; Šoškic, Andela; Kovic, Vanja; Holmqvist, Kenneth

2018-01-01

PISA results show that a considerable number of 15-year-old pupils after 8 to 10 years of schooling have a low level of functional reading literacy, as defined in the PISA framework. While PISA results help identify the level of reading competency, they do not reveal what might be the reasons why some students fail to solve the tasks. One way to…

The Impact of the Reading Apprenticeship Improving Secondary Education (RAISE) Project on Academic Literacy in High School: A Report of a Randomized Experiment in Pennsylvania and California Schools. Research Report

ERIC Educational Resources Information Center

Fancsali, Cheri; Abe, Yasuyo; Pyatigorsky, Mikhail; Ortiz, Lorena; Chan, Vincent; Saltares, Eliana; Toby, Megan; Schellinger, Adam; Jaciw, Andrew

2015-01-01

The Reading Apprenticeship instructional framework was developed by WestEd's Strategic Literacy Initiative (SLI) two decades ago to help teachers provide the literacy support students need to be successful readers in the content areas. It has since reached over 100,000 teachers in schools across the country, at the middle school, high school, and…

WikiHyperGlossary (WHG): an information literacy technology for chemistry documents.

PubMed

Bauer, Michael A; Berleant, Daniel; Cornell, Andrew P; Belford, Robert E

2015-01-01

The WikiHyperGlossary is an information literacy technology that was created to enhance reading comprehension of documents by connecting them to socially generated multimedia definitions as well as semantically relevant data. The WikiHyperGlossary enhances reading comprehension by using the lexicon of a discipline to generate dynamic links in a document to external resources that can provide implicit information the document did not explicitly provide. Currently, the most common method to acquire additional information when reading a document is to access a search engine and browse the web. This may lead to skimming of multiple documents with the novice actually never returning to the original document of interest. The WikiHyperGlossary automatically brings information to the user within the current document they are reading, enhancing the potential for deeper document understanding. The WikiHyperGlossary allows users to submit a web URL or text to be processed against a chosen lexicon, returning the document with tagged terms. The selection of a tagged term results in the appearance of the WikiHyperGlossary Portlet containing a definition, and depending on the type of word, tabs to additional information and resources. Current types of content include multimedia enhanced definitions, ChemSpider query results, 3D molecular structures, and 2D editable structures connected to ChemSpider queries. Existing glossaries can be bulk uploaded, locked for editing and associated with multiple social generated definitions. The WikiHyperGlossary leverages both social and semantic web technologies to bring relevant information to a document. This can not only aid reading comprehension, but increases the users' ability to obtain additional information within the document. We have demonstrated a molecular editor enabled knowledge framework that can result in a semantic web inductive reasoning process, and integration of the WikiHyperGlossary into other software technologies, like the Jikitou Biomedical Question and Answer system. Although this work was developed in the chemical sciences and took advantage of open science resources and initiatives, the technology is extensible to other knowledge domains. Through the DeepLit (Deeper Literacy: Connecting Documents to Data and Discourse) startup, we seek to extend WikiHyperGlossary technologies to other knowledge domains, and integrate them into other knowledge acquisition workflows.

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

ERIC Educational Resources Information Center

Culmo, Jill R.

2009-01-01

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

S3DB core: a framework for RDF generation and management in bioinformatics infrastructures

PubMed Central

2010-01-01

Background Biomedical research is set to greatly benefit from the use of semantic web technologies in the design of computational infrastructure. However, beyond well defined research initiatives, substantial issues of data heterogeneity, source distribution, and privacy currently stand in the way towards the personalization of Medicine. Results A computational framework for bioinformatic infrastructure was designed to deal with the heterogeneous data sources and the sensitive mixture of public and private data that characterizes the biomedical domain. This framework consists of a logical model build with semantic web tools, coupled with a Markov process that propagates user operator states. An accompanying open source prototype was developed to meet a series of applications that range from collaborative multi-institution data acquisition efforts to data analysis applications that need to quickly traverse complex data structures. This report describes the two abstractions underlying the S3DB-based infrastructure, logical and numerical, and discusses its generality beyond the immediate confines of existing implementations. Conclusions The emergence of the "web as a computer" requires a formal model for the different functionalities involved in reading and writing to it. The S3DB core model proposed was found to address the design criteria of biomedical computational infrastructure, such as those supporting large scale multi-investigator research, clinical trials, and molecular epidemiology. PMID:20646315

Cultivating the scientific research ability of undergraduate students in teaching of genetics.

PubMed

Xing, Wan-jin; Morigen, Morigen

2016-11-20

The classroom is the main venue for undergraduate teaching. It is worth pondering how to cultivate undergraduate's research ability in classroom teaching. Here we introduce the practices and experiences in teaching reform in genetics for training the research quality of undergraduate students from six aspects: (1) constructing the framework for curriculum framework systematicaly, (2) using the teaching content to reflect research progress, (3) explaining knowledge points with research activities, (4) explaining the scientific principles and experiments with PPT animation, (5) improving English reading ability through bilingual teaching, and (6) testing students' analysing ability through examination. These reforms stimulate undergraduate students' enthusiasm for learning, cultivate their ability to find, analyze and solve scientific problems, and improve their English reading and literature reviewing capacity, which lay a foundation for them to enter the field of scientific research.

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

EPA Science Inventory

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

Mind-Reading in Young Adults with ASD: Does Structure Matter?

ERIC Educational Resources Information Center

Ponnet, Koen; Buysse, Ann; Roeyers, Herbert; De Clercq, Armand

2008-01-01

This study further elaborates on the mind-reading impairments of young adults with autism spectrum disorder (ASD). The hypothesis is that differences in mind-reading abilities between subjects with ASD and control subjects become more apparent when they have to infer thoughts and feelings of other persons in a less structured or more chaotic…

What Is Wrong with ANOVA and Multiple Regression? Analyzing Sentence Reading Times with Hierarchical Linear Models

ERIC Educational Resources Information Center

Richter, Tobias

2006-01-01

Most reading time studies using naturalistic texts yield data sets characterized by a multilevel structure: Sentences (sentence level) are nested within persons (person level). In contrast to analysis of variance and multiple regression techniques, hierarchical linear models take the multilevel structure of reading time data into account. They…

Role of emotional intelligence in the military transformation process.

DTIC Science & Technology

2016-06-10

corporate - finance /our-insights/enduring-ideas-the-7-s-framework. 18 Kotter John, “Leading Change; Why Transformation Efforts Fail,” In HBR’s 10 Must Reads...business-functions/ strategy-and- corporate - finance /our-insights/enduring-ideas-the-7-s-framework. Formica, Michael D. “Building Irreversible...Only leadership can blast through the many sources of corporate inertia. Only leadership can motivate the actions needed to alter behavior in any

Predicted secondary structure similarity in the absence of primary amino acid sequence homology: hepatitis B virus open reading frames.

PubMed Central

Schaeffer, E; Sninsky, J J

1984-01-01

Proteins that are related evolutionarily may have diverged at the level of primary amino acid sequence while maintaining similar secondary structures. Computer analysis has been used to compare the open reading frames of the hepatitis B virus to those of the woodchuck hepatitis virus at the level of amino acid sequence, and to predict the relative hydrophilic character and the secondary structure of putative polypeptides. Similarity is seen at the levels of relative hydrophilicity and secondary structure, in the absence of sequence homology. These data reinforce the proposal that these open reading frames encode viral proteins. Computer analysis of this type can be more generally used to establish structural similarities between proteins that do not share obvious sequence homology as well as to assess whether an open reading frame is fortuitous or codes for a protein. PMID:6585835

L2 Reading in Thailand: Vocational College Students' Application of Reading Strategies to Their Reading of English Texts

ERIC Educational Resources Information Center

Kasemsap, Bharani; Lee, Hugo Yu-Hsiu

2015-01-01

This study aims to explore the application of reading strategies to the reading of English texts by Thai vocational college students. Data were collected via questionnaire surveys, think-aloud experiments and semi-structured interviews. The research results reveal different typologies of reading strategies adopted by lower and higher level English…

Mapping and phasing of structural variation in patient genomes using nanopore sequencing.

PubMed

Cretu Stancu, Mircea; van Roosmalen, Markus J; Renkens, Ivo; Nieboer, Marleen M; Middelkamp, Sjors; de Ligt, Joep; Pregno, Giulia; Giachino, Daniela; Mandrile, Giorgia; Espejo Valle-Inclan, Jose; Korzelius, Jerome; de Bruijn, Ewart; Cuppen, Edwin; Talkowski, Michael E; Marschall, Tobias; de Ridder, Jeroen; Kloosterman, Wigard P

2017-11-06

Despite improvements in genomics technology, the detection of structural variants (SVs) from short-read sequencing still poses challenges, particularly for complex variation. Here we analyse the genomes of two patients with congenital abnormalities using the MinION nanopore sequencer and a novel computational pipeline-NanoSV. We demonstrate that nanopore long reads are superior to short reads with regard to detection of de novo chromothripsis rearrangements. The long reads also enable efficient phasing of genetic variations, which we leveraged to determine the parental origin of all de novo chromothripsis breakpoints and to resolve the structure of these complex rearrangements. Additionally, genome-wide surveillance of inherited SVs reveals novel variants, missed in short-read data sets, a large proportion of which are retrotransposon insertions. We provide a first exploration of patient genome sequencing with a nanopore sequencer and demonstrate the value of long-read sequencing in mapping and phasing of SVs for both clinical and research applications.

The Multilingual Reader: Advantages in Understanding and Decoding German Sentence Structure when Reading German as an L3

ERIC Educational Resources Information Center

Peyer, Elisabeth; Kaiser, Irmtraud; Berthele, Raphael

2010-01-01

This study investigates Italian and French students' grammatical problems while reading in German as an L3 or L4. For the study, we developed a reading test which consists of invented encyclopaedia articles on imaginary animals. These articles enabled us to test various grammatical structures for their receptive difficulty. This paper discusses…

Interprofessional Teamwork Education: Moving Toward the Patient-Centered Approach.

PubMed

Moradi, Kamran; Najarkolai, Atena Rahmati; Keshmiri, Fatemeh

2016-10-01

HOW TO OBTAIN CONTACT HOURS BY READING THIS ISSUE Instructions: 1.3 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded after you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. In order to obtain contact hours you must: 1. Read the article, "Interprofessional Teamwork Education: Moving Toward the Patient-Centered Approach," found on pages 449-460, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website to register for contact hour credit. You will be asked to provide your name, contact information, and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until September 30, 2019. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. OBJECTIVES Explain the recommended framework in teaching and implementing interprofessional competencies. Identify suggested core competencies to implement interprofessional collaborative practice. DISCLOSURE STATEMENT Neither the planners nor the author have any conflicts of interest to disclose. The aim of this study is to develop and contextualize a competency framework for interprofessional teamwork in Iran. The study was conducted in three phases. First, the competencies of interprofessional teamwork were extracted from the literature. In the second phase, the content validity of the initial framework was assessed by the experts through the Delphi rounds. Content validity ratio (CVR) and item-level content validity index (I-CVI) were used for quantitative analysis. Finally, in the third phase, the importance and utility of interprofessional teamwork competencies were assessed by the experts. Initial framework was constructed with 28 competencies. Quantitative analysis by CVR indicated a score of less than .49 for three items. These items were excluded from the framework. The I-CVI for all items in the framework was higher than .78. The final framework was developed and validated with 16 competencies. The developed framework is recommended for teaching and assessment of interprofessional teamwork competencies. J Contin Educ Nurs. 2016;47(10):449-460. Copyright 2016, SLACK Incorporated.

Does reading in shallow L1 orthography slow attrition of language-specific morphological structures?

PubMed

Zaretsky, Elena; Bar-Shalom, Eva G

2010-01-01

This study looks at the relationship between L1 (Russian) attrition and L1 reading ability in Russian-English-speaking bilingual children. Ten Russian-English bilingual children and 10 adults participated in this study. Nine out of 10 children participants were born in the US and used L1 as their primary language of interaction within the family, but the intensity and the length of uninterrupted L1 exposure differed for each child. All participants were tested on perception (grammaticality judgement) and production (narrative) tasks to assess their sensitivity to and retention of the morphosyntactic structure of L1. All children showed some attrition of grammatical morphemes, specifically in the Russian systems of declension and conjugation; however, the degree of attrition correlated with reading ability in L1, i.e. children with L1 reading skills showed a lesser degree of attrition for some language-specific morphosyntactic structures. This finding shows interdependence of oral and reading skills and points to the role reading in language with shallow orthography may play in preservation of L1 grammatical structures in oral language. The implications for the clinical applications are also discussed.

When Do Children Read Books?

ERIC Educational Resources Information Center

van Ours, Jan C.

2008-01-01

This paper investigates the reading of fiction books by 15 year olds in 18 OECD countries. It appears that girls read fiction books more often than boys, whereas boys read comic books more often than girls. Parental education, family structure, and the number of books and televisions at home influence the intensity with which children read fiction…

[Design of primers to DNA of lactic acid bacteria].

PubMed

Lashchevskiĭ, V V; Kovalenko, N K

2003-01-01

Primers LP1-LP2 to the gene 16S rRNA have been developed, which permit to differentiate lactic acid bacteria: Lactobacillus plantarum, L. delbrueckii subsp. bulgaricus and Streptococcus salivarius subsp. thermophilus. The strain-specific and species-specific differentiations are possible under different annealing temperature. Additional fragments, which are synthesized outside the framework of gene 16S rRNA reading, provide for the strain-specific type of differentiation, and the fragment F864 read in the gene 16S rRNA permits identifying L. plantarum.

Connectionist neuropsychology: uncovering ultimate causes of acquired dyslexia.

PubMed

Woollams, Anna M

2014-01-01

Acquired dyslexia offers a unique window on to the nature of the cognitive and neural architecture supporting skilled reading. This paper provides an integrative overview of recent empirical and computational work on acquired dyslexia within the context of the primary systems framework as implemented in connectionist neuropsychological models. This view proposes that damage to general visual, phonological or semantic processing abilities are the root causes of different forms of acquired dyslexia. Recent case-series behavioural evidence concerning pure alexia, phonological dyslexia and surface dyslexia that supports this perspective is presented. Lesion simulations of these findings within connectionist models of reading demonstrate the viability of this approach. The commitment of such models to learnt representations allows them to capture key aspects of performance in each type of acquired dyslexia, particularly the associated non-reading deficits, the role of relearning and the influence of individual differences in the premorbid state of the reading system. Identification of these factors not only advances our understanding of acquired dyslexia and the mechanisms of normal reading but they are also relevant to the complex interactions underpinning developmental reading disorders.

Connectionist neuropsychology: uncovering ultimate causes of acquired dyslexia

PubMed Central

Woollams, Anna M.

2014-01-01

Acquired dyslexia offers a unique window on to the nature of the cognitive and neural architecture supporting skilled reading. This paper provides an integrative overview of recent empirical and computational work on acquired dyslexia within the context of the primary systems framework as implemented in connectionist neuropsychological models. This view proposes that damage to general visual, phonological or semantic processing abilities are the root causes of different forms of acquired dyslexia. Recent case-series behavioural evidence concerning pure alexia, phonological dyslexia and surface dyslexia that supports this perspective is presented. Lesion simulations of these findings within connectionist models of reading demonstrate the viability of this approach. The commitment of such models to learnt representations allows them to capture key aspects of performance in each type of acquired dyslexia, particularly the associated non-reading deficits, the role of relearning and the influence of individual differences in the premorbid state of the reading system. Identification of these factors not only advances our understanding of acquired dyslexia and the mechanisms of normal reading but they are also relevant to the complex interactions underpinning developmental reading disorders. PMID:24324241

Opening a Window into Reading Development: Eye Movements’ Role Within a Broader Literacy Research Framework

PubMed Central

Miller, Brett; O’Donnell, Carol

2013-01-01

The cumulative body of eye movement research provides significant insight into how readers process text. The heart of this work spans roughly 40 years reflecting the maturity of both the topics under study and experimental approaches used to investigate reading. Recent technological advancements offer increased flexibility to the field providing the potential to more concertedly study reading and literacy from an individual differences perspective. Historically, eye movement research focused far less on developmental issues related to individual differences in reading; however, this issue and the broader change it represents signal a meaningful transition inclusive of individual differences. The six papers in this special issue signify the recent, increased attention to and recognition of eye movement research’s transition to emphasize individual differences in reading while appreciating early contributions (e.g., Rayner, 1986) in this direction. We introduce these six papers and provide some historical context for the use of eye movement methodology to examine reading and context for the eye movement field’s early transition to examining individual differences, culminating in future research recommendations. PMID:24391304

Opening a Window into Reading Development: Eye Movements' Role Within a Broader Literacy Research Framework.

PubMed

Miller, Brett; O'Donnell, Carol

2013-01-01

The cumulative body of eye movement research provides significant insight into how readers process text. The heart of this work spans roughly 40 years reflecting the maturity of both the topics under study and experimental approaches used to investigate reading. Recent technological advancements offer increased flexibility to the field providing the potential to more concertedly study reading and literacy from an individual differences perspective. Historically, eye movement research focused far less on developmental issues related to individual differences in reading; however, this issue and the broader change it represents signal a meaningful transition inclusive of individual differences. The six papers in this special issue signify the recent, increased attention to and recognition of eye movement research's transition to emphasize individual differences in reading while appreciating early contributions (e.g., Rayner, 1986) in this direction. We introduce these six papers and provide some historical context for the use of eye movement methodology to examine reading and context for the eye movement field's early transition to examining individual differences, culminating in future research recommendations.

Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences.

PubMed

Peterson, Robin L; Boada, Richard; McGrath, Lauren M; Willcutt, Erik G; Olson, Richard K; Pennington, Bruce F

The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years ( N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders.

Visual processing during natural reading

PubMed Central

Weiss, Béla; Knakker, Balázs; Vidnyánszky, Zoltán

2016-01-01

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

The influence of sense-contingent argument structure frequencies on ambiguity resolution in aphasia.

PubMed

Huck, Anneline; Thompson, Robin L; Cruice, Madeline; Marshall, Jane

2017-06-01

Verbs with multiple senses can show varying argument structure frequencies, depending on the underlying sense. When acknowledge is used to mean 'recognise', it takes a direct object (DO), but when it is used to mean 'admit' it prefers a sentence complement (SC). The purpose of this study was to investigate whether people with aphasia (PWA) can exploit such meaning-structure probabilities during the reading of temporarily ambiguous sentences, as demonstrated for neurologically healthy individuals (NHI) in a self-paced reading study (Hare et al., 2003). Eleven people with mild or moderate aphasia and eleven neurologically healthy control participants read sentences while their eyes were tracked. Using adapted materials from the study by Hare et al. target sentences containing an SC structure (e.g. He acknowledged (that) his friends would probably help him a lot) were presented following a context prime that biased either a direct object (DO-bias) or sentence complement (SC-bias) reading of the verbs. Half of the stimuli sentences did not contain that so made the post verbal noun phrase (his friends) structurally ambiguous. Both groups of participants were influenced by structural ambiguity as well as by the context bias, indicating that PWA can, like NHI, use their knowledge of a verb's sense-based argument structure frequency during online sentence reading. However, the individuals with aphasia showed delayed reading patterns and some individual differences in their sensitivity to context and ambiguity cues. These differences compared to the NHI may contribute to difficulties in sentence comprehension in aphasia. Copyright © 2017 Elsevier Ltd. All rights reserved.

Strawberry: Fast and accurate genome-guided transcript reconstruction and quantification from RNA-Seq.

PubMed

Liu, Ruolin; Dickerson, Julie

2017-11-01

We propose a novel method and software tool, Strawberry, for transcript reconstruction and quantification from RNA-Seq data under the guidance of genome alignment and independent of gene annotation. Strawberry consists of two modules: assembly and quantification. The novelty of Strawberry is that the two modules use different optimization frameworks but utilize the same data graph structure, which allows a highly efficient, expandable and accurate algorithm for dealing large data. The assembly module parses aligned reads into splicing graphs, and uses network flow algorithms to select the most likely transcripts. The quantification module uses a latent class model to assign read counts from the nodes of splicing graphs to transcripts. Strawberry simultaneously estimates the transcript abundances and corrects for sequencing bias through an EM algorithm. Based on simulations, Strawberry outperforms Cufflinks and StringTie in terms of both assembly and quantification accuracies. Under the evaluation of a real data set, the estimated transcript expression by Strawberry has the highest correlation with Nanostring probe counts, an independent experiment measure for transcript expression. Strawberry is written in C++14, and is available as open source software at https://github.com/ruolin/strawberry under the MIT license.

Mothers' reading skills and child survival in Nigeria: examining the relevance of mothers' decision-making power.

PubMed

Smith-Greenaway, Emily

2013-11-01

Mothers' literacy skills are emerging as a key determinant of children's health and survival in low-income contexts, with emphasis on the cognitive and psychological agency that literacy skills provide. This work has clearly established a strong association between mothers' reading skills--a key subcomponent of broader literacy and language skills--and child mortality. However, this relatively nascent literature has not yet considered how broader social structures condition the process. In Nigeria and in sub-Saharan Africa more broadly, gender-based social inequality constrains many mothers' decision-making power over children's health matters; this structural feature may condition the association between mothers' reading skills and child mortality. This paper uses data from the 2003 Nigerian Demographic and Health Survey (N = 12,076) to test the conditionality of the relationship between mothers' reading skills and child survival on mothers' decision-making power, highlighting how structural realities should factor more heavily into this individual-action-oriented literature. Among Nigerian children whose mothers have decision-making power, mothers' reading skills convey a 27 percent lower risk of child mortality; however, for children whose mothers lack decision-making power, mothers' reading skills do not yield a significant survival advantage. Overall, these findings support the need for future work to further analyze how broader social structures condition the benefits of mothers' reading skills for children's health. Copyright © 2013 Elsevier Ltd. All rights reserved.

Mothers’ Reading Skills and Child Survival in Nigeria: Examining the Relevance of Mothers’ Decision-Making Power

PubMed Central

Smith-Greenaway, Emily

2013-01-01

Mothers’ literacy skills are emerging as a key determinant of children’s health and survival in low-income contexts, with emphasis on the cognitive and psychological agency that literacy skills provide. This work has clearly established a strong association between mothers’ reading skills—a key subcomponent of broader literacy and language skills—and child mortality. However, this relatively nascent literature has not yet considered how broader social structures condition the process. In Nigeria and in sub-Saharan Africa more broadly, gender-based social inequality constrains many mothers’ decision-making power over children’s health matters; this structural feature may condition the association between mothers’ reading skills and child mortality. This paper uses data from the 2003 Nigerian Demographic and Health Survey (N = 12,076) to test the conditionality of the relationship between mothers’ reading skills and child survival on mothers’ decision-making power, highlighting how structural realities should factor more heavily into this individual-action-oriented literature. Among Nigerian children whose mothers have decision-making power, mothers’ reading skills convey a 27 percent lower risk of child mortality; however, for children whose mothers lack decision-making power, mothers’ reading skills do not yield a significant survival advantage. Overall, these findings support the need for future work to further analyze how broader social structures condition the benefits of mothers’ reading skills for children’s health. PMID:24161100

The roles of birth inputs and outputs in predicting health, behaviour and test scores in early childhood.

PubMed

Li, Kai; Poirier, Dale J

2003-11-30

The goal of this study is to address directly the predictive value of birth inputs and outputs, particularly birth weight, for measures of early childhood development in a simultaneous equations modelling framework. Strikingly, birth outputs have virtually no structural/causal effects on early childhood developmental outcomes, and only maternal smoking and drinking during pregnancy have some effects on child height. Not surprisingly, family child-rearing environment has sizeable negative and positive effects on a behavioural problems index and a mathematics/reading test score, respectively, and a mildly surprising negative effect on child height. Despite little evidence of a structural/causal effect of birth weight on early childhood developmental outcomes, our results demonstrate that birth weight nonetheless has strong predictive effects on early childhood outcomes. Furthermore, these effects are largely invariant to whether family child-rearing environment is taken into account. Family child-rearing environment has both structural and predictive effects on early childhood outcomes, but they are largely orthogonal and in addition to the effects of birth weight. Copyright 2003 John Wiley & Sons, Ltd.

FUNCTIONAL NETWORK ARCHITECTURE OF READING-RELATED REGIONS ACROSS DEVELOPMENT

PubMed Central

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

2013-01-01

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

Investigating the Relationships among Metacognitive Strategy Training, Willingness to Read English Medical Texts, and Reading Comprehension Ability Using Structural Equation Modeling

ERIC Educational Resources Information Center

Hassanpour, Masoumeh; Ghonsooly, Behzad; Nooghabi, Mehdi Jabbari; Shafiee, Mohammad Naser

2017-01-01

This quasi-experimental study examined the relationship between students' metacognitive awareness and willingness to read English medical texts. So, a model was proposed and tested using structural equation modeling (SEM) with R software. Participants included 98 medical students of two classes. One class was assigned as the control group and the…

Does Structure of Content Delivery or Degree of Professional Development Support Matter for Student Reading Growth in High-Poverty Settings?

ERIC Educational Resources Information Center

Amendum, Steven J.; Fitzgerald, Jill

2013-01-01

We addressed whether the degree of structure of reading content delivery to the children or degree of professional development support for the teachers was related to kindergarten through second-grade students' 2-year reading growth in high-poverty, low-performing schools. There were four categories of data sources: (a) classroom,…

Relations among Personal Initiative and the Development of Reading Strategy Knowledge and Reading Comprehension

ERIC Educational Resources Information Center

Warner, Greta J.; Fay, Doris; Spörer, Nadine

2017-01-01

Reading comprehension is a self-regulated activity that depends on the proactive effort of the reader. Therefore, the authors studied the effects of personal initiative (PI) on the development of reading comprehension, mediated by reading strategy knowledge. Structural equation modelling was applied to a longitudinal study with two data waves…

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

ERIC Educational Resources Information Center

Ketcham, Clay A., Ed.

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

An Overview of Psycholinguistic Reading Theory.

ERIC Educational Resources Information Center

Hayes, Christopher G.

In the most adequate psycholinguistic model of the reading process the proficient silent reader decodes directly from graphic surface structure into deep structure, with no decoding into oral surface structure. Three cue systems used by all proficient readers include graphic cues (letters and words), syntactic cues (the grammatical arrangement of…

Reading skill and structural brain development

PubMed Central

Houston, S.M.; Lebel, C.; Katzir, T.; Manis, F.R.; Kan, E.; Rodriguez, G.R.; Sowell, E.R.

2014-01-01

Reading is a learned skill that is likely influenced by both brain maturation and experience. Functional imaging studies have identified brain regions important for skilled reading, but the structural brain changes that co-occur with reading acquisition remain largely unknown. We investigated maturational volume changes in brain reading regions and their association with performance on reading measures. Sixteen typically developing children (5-15 years old, 8 male, mean age of sample=10.06 ±3.29) received two magnetic resonance imaging (MRI) scans, (mean inter-scan interval =2.19 years), and were administered a battery of cognitive measures. Volume changes between time points in five bilateral cortical regions of interest were measured, and assessed for relationships to three measures of reading. Better baseline performances on measures of word reading, fluency and rapid naming, independent of age and total cortical gray matter volume change, were associated with volume decrease in the left inferior parietal cortex. Better baseline performance on a rapid naming measure was associated with volume decrease in the left inferior frontal region. These results suggest that children who are better readers, and who perhaps read more than less skilled readers, exhibit different development trajectories in brain reading regions. Understanding relationships between reading performance, reading experience and brain maturation trajectories may help with the development and evaluation of targeted interventions. PMID:24407200

On forward inferences of fast and slow readers. An eye movement study

PubMed Central

Hawelka, Stefan; Schuster, Sarah; Gagl, Benjamin; Hutzler, Florian

2015-01-01

Unimpaired readers process words incredibly fast and hence it was assumed that top-down processing, such as predicting upcoming words, would be too slow to play an appreciable role in reading. This runs counter the major postulate of the predictive coding framework that our brain continually predicts probable upcoming sensory events. This means, it may generate predictions about the probable upcoming word during reading (dubbed forward inferences). Trying to asses these contradictory assumptions, we evaluated the effect of the predictability of words in sentences on eye movement control during silent reading. Participants were a group of fluent (i.e., fast) and a group of speed-impaired (i.e., slow) readers. The findings indicate that fast readers generate forward inferences, whereas speed-impaired readers do so to a reduced extent - indicating a significant role of predictive coding for fluent reading. PMID:25678030

Interaction Quality During Partner Reading

ERIC Educational Resources Information Center

Meisinger, Elizabeth B.; Schwanenflugel, Paula J.; Bradley, Barbara A.; Stahl, Steven A.

2004-01-01

The influence of social relationships, positive interdependence, and teacher structure on the quality of partner reading interactions was examined. Partner reading, a scripted cooperative learning strategy, is often used in classrooms to promote the development of fluent and automatic reading skills. Forty-three pairs of second grade children were…

Extending the Common Framework for Earth Observation Data to other Disciplinary Data and Programmatic Access

NASA Astrophysics Data System (ADS)

Evans, B. J. K.; Wyborn, L. A.; Druken, K. A.; Richards, C. J.; Trenham, C. E.; Wang, J.

2016-12-01

The Australian National Computational Infrastructure (NCI) manages a large geospatial repository (10+ PBytes) of Earth systems, environmental, water management and geophysics research data, co-located with a petascale supercomputer and an integrated research cloud. NCI has applied the principles of the "Common Framework for Earth-Observation Data" (the Framework) to the organisation of these collections enabling a diverse range of researchers to explore different aspects of the data and, in particular, for seamless programmatic data analysis, both in-situ access and via data services. NCI provides access to the collections through the National Environmental Research Data Interoperability Platform (NERDIP) - a comprehensive and integrated data platform with both common and emerging services designed to enable data accessibility and citability. Applying the Framework across the range of datasets ensures that programmatic access, both in-situ and network methods, work as uniformly as possible for any dataset, using both APIs and data services. NCI has also created a comprehensive quality assurance framework to regularise compliance checks across the data, library APIs and data services, and to establish a comprehensive set of benchmarks to quantify both functionality and performance perspectives for the Framework. The quality assurance includes organisation of datasets through a data management plan, which anchors the data directory structure, version controls and data information services so that they are kept aligned with operational changes over time. Specific attention has been placed on the way data are packed inside the files. Our experience has shown that complying with standards such as CF and ACDD is still not enough to ensure that all data services or software packages correctly read the data. Further, data may not be optimally organised for the different access patterns, which causes poor performance of the CPUs and bandwidth utilisation. We will also discuss some gaps in the Framework that have emerged and our approach to resolving these.

Using the Delphi questionnaire technique to create a reading comprehension resource guide for middle school science teachers

NASA Astrophysics Data System (ADS)

Wegner, Molly F.

As students begin middle school, they are expected to possess and apply a wide array of nonfiction reading strategies if they are to comprehend new concepts from nonfiction texts. Although strategies and resource guides for fiction reading are available, an effective nonfiction reading comprehension resource guide tailored to middle school science teachers is lacking. The conceptual framework guiding this study is based on schema theory that supports the use of prior knowledge as a foundation for learning. The purpose of this project study was to address this local problem by providing middle school science teachers with a user-friendly resource for nonfiction reading comprehension strategies in a science context. The research question examined nonfiction reading comprehension strategies that could supplement middle school science teachers' instructional practices to increase student comprehension in science, as reflected on the results of state standardized tests. This project study consulted science and language arts teachers using a Delphi questionnaire technique to achieve a consensus through multiple iterations of questionnaires. Science teachers identified 7 areas of concern as students read nonfiction texts, and language arts teachers suggested effective reading comprehension strategies to address these areas. Based on the consensus of reading comprehension strategies and review of literature, a resource guide for middle school science teachers was created. By improving reading comprehension in content areas, teachers may not only increase student learning, but also underscore the importance of literacy relating to life-long learning through future occupations, academic endeavors, and society as well.

Identification and Analysis of the Biosynthetic Gene Cluster Encoding the Thiopeptide Antibiotic Cyclothiazomycin in Streptomyces hygroscopicus 10-22▿ †

PubMed Central

Wang, Jiang; Yu, Yi; Tang, Kexuan; Liu, Wen; He, Xinyi; Huang, Xi; Deng, Zixin

2010-01-01

Thiopeptide antibiotics are an important class of natural products resulting from posttranslational modifications of ribosomally synthesized peptides. Cyclothiazomycin is a typical thiopeptide antibiotic that has a unique bridged macrocyclic structure derived from an 18-amino-acid structural peptide. Here we reported cloning, sequencing, and heterologous expression of the cyclothiazomycin biosynthetic gene cluster from Streptomyces hygroscopicus 10-22. Remarkably, successful heterologous expression of a 22.7-kb gene cluster in Streptomyces lividans 1326 suggested that there is a minimum set of 15 open reading frames that includes all of the functional genes required for cyclothiazomycin production. Six genes of these genes, cltBCDEFG flanking the structural gene cltA, were predicted to encode the enzymes required for the main framework of cyclothiazomycin, and two enzymes encoded by a putative operon, cltMN, were hypothesized to participate in the tailoring step to generate the tertiary thioether, leading to the final cyclization of the bridged macrocyclic structure. This rigorous bioinformatics analysis based on heterologous expression of cyclothiazomycin resulted in an ideal biosynthetic model for us to understand the biosynthesis of thiopeptides. PMID:20154110

BnmrOffice: A Free Software for β-nmr Data Analysis

NASA Astrophysics Data System (ADS)

Saadaoui, Hassan

A data-analysis framework with a graphical user interface (GUI) is developed to analyze β-nmr spectra in an automated and intuitive way. This program, named BnmrOffice is written in C++ and employs the QT libraries and tools for designing the GUI, and the CERN's Minuit optimization routines for minimization. The program runs under multiple platforms, and is available for free under the terms of the GNU GPL standards. The GUI is structured in tabs to search, plot and analyze data, along other functionalities. The user can tweak the minimization options; and fit multiple data files (or runs) using single or global fitting routines with pre-defined or new models. Currently, BnmrOffice reads TRIUMF's MUD data and ASCII files, and can be extended to other formats.

Sparse Tensor Decomposition for Haplotype Assembly of Diploids and Polyploids.

PubMed

Hashemi, Abolfazl; Zhu, Banghua; Vikalo, Haris

2018-03-21

Haplotype assembly is the task of reconstructing haplotypes of an individual from a mixture of sequenced chromosome fragments. Haplotype information enables studies of the effects of genetic variations on an organism's phenotype. Most of the mathematical formulations of haplotype assembly are known to be NP-hard and haplotype assembly becomes even more challenging as the sequencing technology advances and the length of the paired-end reads and inserts increases. Assembly of haplotypes polyploid organisms is considerably more difficult than in the case of diploids. Hence, scalable and accurate schemes with provable performance are desired for haplotype assembly of both diploid and polyploid organisms. We propose a framework that formulates haplotype assembly from sequencing data as a sparse tensor decomposition. We cast the problem as that of decomposing a tensor having special structural constraints and missing a large fraction of its entries into a product of two factors, U and [Formula: see text]; tensor [Formula: see text] reveals haplotype information while U is a sparse matrix encoding the origin of erroneous sequencing reads. An algorithm, AltHap, which reconstructs haplotypes of either diploid or polyploid organisms by iteratively solving this decomposition problem is proposed. The performance and convergence properties of AltHap are theoretically analyzed and, in doing so, guarantees on the achievable minimum error correction scores and correct phasing rate are established. The developed framework is applicable to diploid, biallelic and polyallelic polyploid species. The code for AltHap is freely available from https://github.com/realabolfazl/AltHap . AltHap was tested in a number of different scenarios and was shown to compare favorably to state-of-the-art methods in applications to haplotype assembly of diploids, and significantly outperforms existing techniques when applied to haplotype assembly of polyploids.

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.

The Contributions of Intrinsic and Extrinsic Reading Motivation to the Development of Reading Competence over Summer Vacation

ERIC Educational Resources Information Center

Schaffner, Ellen; Schiefele, Ulrich

2016-01-01

This study addressed the role of reading motivation as a potential determinant of losses or gains in reading competence over six weeks of summer vacation (SV). Based on a sample of 223 third-grade elementary students, structural equation analyses showed that intrinsic reading motivation before SV contributed positively to both word and sentence…

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

PubMed

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

2013-06-27

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

Literary and Personal Criticism for Preservice Teachers: A Pedagogical Imperative.

ERIC Educational Resources Information Center

Roberts, Sherron Killingsworth

1998-01-01

Provides a theoretical framework for designing a children's literature course that requires preservice teachers to critically analyze literature in ways that are personally meaningful. Suggests how preservice teachers can read children's literature intensively rather than extensively. (PA)

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…

ENGLEWOOD PUBLIC SCHOOLS ELEMENTARY READING GUIDE.

ERIC Educational Resources Information Center

TROUT, JOHN; AND OTHERS

THE READING GUIDE OF THE ENGLEWOOD PUBLIC SCHOOLS, NEW JERSEY, EMPHASIZES INDIVIDUALIZED INSTRUCTION. TEACHERS ARE URGED TO BE LESS CONCERNED WITH TEXTBOOK MATERIAL AND MORE CONCERNED WITH PUPIL ABILITY. THE FOLLOWING THREE PREMISES GUIDE THE READING PROGRAM--(1) GRADE PLACEMENTS ARE NO LONGER AN ADEQUATE BASIS FOR STRUCTURING THE READING PROGRAM.…

Treatment Effects for Adolescent Struggling Readers: An Application of Moderated Mediation

ERIC Educational Resources Information Center

Roberts, Greg; Fletcher, Jack M.; Stuebing, Karla K.; Barth, Amy E.; Vaughn, Sharon

2013-01-01

This study used multigroup structural equations to evaluate the possibility that a theory-driven, evidence-based, yearlong reading program for sixth-grade struggling readers moderates the interrelationships among elements of the simple model of reading (i.e., listening comprehension, word reading, and reading comprehension; Hoover & Gough,…

Review of Reading, Writing and Mathematics Disabilities.

ERIC Educational Resources Information Center

Liberman, Isabelle Y.

The paper focuses on reading-disabled students with emphasis on the need for theory-driven research and improvements in the training of teachers in reading instruction. Among abilities that should be tested in research on causes of reading disability are the child's understanding of the phonological structure of written language, a specifically…

Cognitive Processing in Oral and Silent Reading Comprehension.

ERIC Educational Resources Information Center

Salasoo, Aita

1986-01-01

Reading rates and comprehension measures that probed recognition of various levels of text structure were collected for passages read orally and silently by 16 college students. Results showed that memory traces of text microstructure created in oral reading were accessed faster during memory-based comprehension tasks than traces established by…

Relationships among Cortical Thickness, Reading Skill, and Print Exposure in Adults

ERIC Educational Resources Information Center

Goldman, Jason G.; Manis, Frank R.

2013-01-01

This study investigated relationships among cortical thickness in the left-hemisphere reading network, and reading skill and experience in adult nonimpaired readers. Given the relationship between print exposure and reading, it is possible that print exposure is related to cortical structure. The pattern of correlations indicated that individuals…

Framework Programmable Platform for the Advanced Software Development Workstation (FPP/ASDW). Demonstration framework document. Volume 2: Framework process description

NASA Technical Reports Server (NTRS)

Mayer, Richard J.; Blinn, Thomas M.; Dewitte, Paula S.; Crump, John W.; Ackley, Keith A.

1992-01-01

In the second volume of the Demonstration Framework Document, the graphical representation of the demonstration framework is given. This second document was created to facilitate the reading and comprehension of the demonstration framework. It is designed to be viewed in parallel with Section 4.2 of the first volume to help give a picture of the relationships between the UOB's (Unit of Behavior) of the model. The model is quite large and the design team felt that this form of presentation would make it easier for the reader to get a feel for the processes described in this document. The IDEF3 (Process Description Capture Method) diagrams of the processes of an Information System Development are presented. Volume 1 describes the processes and the agents involved with each process, while this volume graphically shows the precedence relationships among the processes.

Deeper than Shallow: Evidence for Structure-Based Parsing Biases in Second-Language Sentence Processing

ERIC Educational Resources Information Center

Witzel, Jeffrey; Witzel, Naoko; Nicol, Janet

2012-01-01

This study examines the reading patterns of native speakers (NSs) and high-level (Chinese) nonnative speakers (NNSs) on three English sentence types involving temporarily ambiguous structural configurations. The reading patterns on each sentence type indicate that both NSs and NNSs were biased toward specific structural interpretations. These…

Linking English-Language Test Scores onto the Common European Framework of Reference: An Application of Standard-Setting Methodology. TOEFL iBT Research Report TOEFL iBt-06. ETS RR-08-34

ERIC Educational Resources Information Center

Tannenbaum, Richard J.; Wylie, E. Caroline

2008-01-01

The Common European Framework of Reference (CEFR) describes language proficiency in reading, writing, speaking, and listening on a 6-level scale. In this study, English-language experts from across Europe linked CEFR levels to scores on three tests: the TOEFL® iBT test, the TOEIC® assessment, and the TOEIC "Bridge"™ test.…

Genotyping in the cloud with Crossbow.

PubMed

Gurtowski, James; Schatz, Michael C; Langmead, Ben

2012-09-01

Crossbow is a scalable, portable, and automatic cloud computing tool for identifying SNPs from high-coverage, short-read resequencing data. It is built on Apache Hadoop, an implementation of the MapReduce software framework. Hadoop allows Crossbow to distribute read alignment and SNP calling subtasks over a cluster of commodity computers. Two robust tools, Bowtie and SOAPsnp, implement the fundamental alignment and variant calling operations respectively, and have demonstrated capabilities within Crossbow of analyzing approximately one billion short reads per hour on a commodity Hadoop cluster with 320 cores. Through protocol examples, this unit will demonstrate the use of Crossbow for identifying variations in three different operating modes: on a Hadoop cluster, on a single computer, and on the Amazon Elastic MapReduce cloud computing service.

Using hidden Markov models and observed evolution to annotate viral genomes.

PubMed

McCauley, Stephen; Hein, Jotun

2006-06-01

ssRNA (single stranded) viral genomes are generally constrained in length and utilize overlapping reading frames to maximally exploit the coding potential within the genome length restrictions. This overlapping coding phenomenon leads to complex evolutionary constraints operating on the genome. In regions which code for more than one protein, silent mutations in one reading frame generally have a protein coding effect in another. To maximize coding flexibility in all reading frames, overlapping regions are often compositionally biased towards amino acids which are 6-fold degenerate with respect to the 64 codon alphabet. Previous methodologies have used this fact in an ad hoc manner to look for overlapping genes by motif matching. In this paper differentiated nucleotide compositional patterns in overlapping regions are incorporated into a probabilistic hidden Markov model (HMM) framework which is used to annotate ssRNA viral genomes. This work focuses on single sequence annotation and applies an HMM framework to ssRNA viral annotation. A description of how the HMM is parameterized, whilst annotating within a missing data framework is given. A Phylogenetic HMM (Phylo-HMM) extension, as applied to 14 aligned HIV2 sequences is also presented. This evolutionary extension serves as an illustration of the potential of the Phylo-HMM framework for ssRNA viral genomic annotation. The single sequence annotation procedure (SSA) is applied to 14 different strains of the HIV2 virus. Further results on alternative ssRNA viral genomes are presented to illustrate more generally the performance of the method. The results of the SSA method are encouraging however there is still room for improvement, and since there is overwhelming evidence to indicate that comparative methods can improve coding sequence (CDS) annotation, the SSA method is extended to a Phylo-HMM to incorporate evolutionary information. The Phylo-HMM extension is applied to the same set of 14 HIV2 sequences which are pre-aligned. The performance improvement that results from including the evolutionary information in the analysis is illustrated.

From data to analysis: linking NWChem and Avogadro with the syntax and semantics of Chemical Markup Language.

PubMed

de Jong, Wibe A; Walker, Andrew M; Hanwell, Marcus D

2013-05-24

Multidisciplinary integrated research requires the ability to couple the diverse sets of data obtained from a range of complex experiments and computer simulations. Integrating data requires semantically rich information. In this paper an end-to-end use of semantically rich data in computational chemistry is demonstrated utilizing the Chemical Markup Language (CML) framework. Semantically rich data is generated by the NWChem computational chemistry software with the FoX library and utilized by the Avogadro molecular editor for analysis and visualization. The NWChem computational chemistry software has been modified and coupled to the FoX library to write CML compliant XML data files. The FoX library was expanded to represent the lexical input files and molecular orbitals used by the computational chemistry software. Draft dictionary entries and a format for molecular orbitals within CML CompChem were developed. The Avogadro application was extended to read in CML data, and display molecular geometry and electronic structure in the GUI allowing for an end-to-end solution where Avogadro can create input structures, generate input files, NWChem can run the calculation and Avogadro can then read in and analyse the CML output produced. The developments outlined in this paper will be made available in future releases of NWChem, FoX, and Avogadro. The production of CML compliant XML files for computational chemistry software such as NWChem can be accomplished relatively easily using the FoX library. The CML data can be read in by a newly developed reader in Avogadro and analysed or visualized in various ways. A community-based effort is needed to further develop the CML CompChem convention and dictionary. This will enable the long-term goal of allowing a researcher to run simple "Google-style" searches of chemistry and physics and have the results of computational calculations returned in a comprehensible form alongside articles from the published literature.

From data to analysis: linking NWChem and Avogadro with the syntax and semantics of Chemical Markup Language

PubMed Central

2013-01-01

Background Multidisciplinary integrated research requires the ability to couple the diverse sets of data obtained from a range of complex experiments and computer simulations. Integrating data requires semantically rich information. In this paper an end-to-end use of semantically rich data in computational chemistry is demonstrated utilizing the Chemical Markup Language (CML) framework. Semantically rich data is generated by the NWChem computational chemistry software with the FoX library and utilized by the Avogadro molecular editor for analysis and visualization. Results The NWChem computational chemistry software has been modified and coupled to the FoX library to write CML compliant XML data files. The FoX library was expanded to represent the lexical input files and molecular orbitals used by the computational chemistry software. Draft dictionary entries and a format for molecular orbitals within CML CompChem were developed. The Avogadro application was extended to read in CML data, and display molecular geometry and electronic structure in the GUI allowing for an end-to-end solution where Avogadro can create input structures, generate input files, NWChem can run the calculation and Avogadro can then read in and analyse the CML output produced. The developments outlined in this paper will be made available in future releases of NWChem, FoX, and Avogadro. Conclusions The production of CML compliant XML files for computational chemistry software such as NWChem can be accomplished relatively easily using the FoX library. The CML data can be read in by a newly developed reader in Avogadro and analysed or visualized in various ways. A community-based effort is needed to further develop the CML CompChem convention and dictionary. This will enable the long-term goal of allowing a researcher to run simple “Google-style” searches of chemistry and physics and have the results of computational calculations returned in a comprehensible form alongside articles from the published literature. PMID:23705910

Assessment of oral storytelling abilities of Latino junior high school students with learning handicaps.

PubMed

Goldstein, B C; Harris, K C; Klein, M D

1993-02-01

This study investigated the relationship between reading comprehension and oral storytelling abilities. Thirty-one Latino junior high school students with learning handicaps were selected as subjects based on learning handicapped designation, home language, and language proficiency status. Reading comprehension was measured by the Reading Comprehension subtest of the Peabody Individual Achievement Test. Storytelling was measured by (a) the Oral Production subtest of the Language Assessment Scales using the standard scoring protocol and (b) a story structure analysis. A comparison of the standard scoring protocol and reading comprehension revealed no relationship, while the comparison of the story structure analysis and reading comprehension revealed a significant correlation. The implications of these results for language assessment of bilingual students are discussed.

Reading Comprehension Performance of Adolescents with Learning Disabilities.

ERIC Educational Resources Information Center

Snider, Vicki E.

1989-01-01

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

Visualization and dissemination of global crustal models on virtual globes

NASA Astrophysics Data System (ADS)

Zhu, Liang-feng; Pan, Xin; Sun, Jian-zhong

2016-05-01

Global crustal models, such as CRUST 5.1 and its descendants, are very useful in a broad range of geoscience applications. The current method for representing the existing global crustal models relies heavily on dedicated computer programs to read and work with those models. Therefore, it is not suited to visualize and disseminate global crustal information to non-geological users. This shortcoming is becoming obvious as more and more people from both academic and non-academic institutions are interested in understanding the structure and composition of the crust. There is a pressing need to provide a modern, universal and user-friendly method to represent and visualize the existing global crustal models. In this paper, we present a systematic framework to easily visualize and disseminate the global crustal structure on virtual globes. Based on crustal information exported from the existing global crustal models, we first create a variety of KML-formatted crustal models with different levels of detail (LODs). And then the KML-formatted models can be loaded into a virtual globe for 3D visualization and model dissemination. A Keyhole Markup Language (KML) generator (Crust2KML) is developed to automatically convert crustal information obtained from the CRUST 1.0 model into KML-formatted global crustal models, and a web application (VisualCrust) is designed to disseminate and visualize those models over the Internet. The presented framework and associated implementations can be conveniently exported to other applications to support visualizing and analyzing the Earth's internal structure on both regional and global scales in a 3D virtual-globe environment.

Fixation-related FMRI analysis in the domain of reading research: using self-paced eye movements as markers for hemodynamic brain responses during visual letter string processing.

PubMed

Richlan, Fabio; Gagl, Benjamin; Hawelka, Stefan; Braun, Mario; Schurz, Matthias; Kronbichler, Martin; Hutzler, Florian

2014-10-01

The present study investigated the feasibility of using self-paced eye movements during reading (measured by an eye tracker) as markers for calculating hemodynamic brain responses measured by functional magnetic resonance imaging (fMRI). Specifically, we were interested in whether the fixation-related fMRI analysis approach was sensitive enough to detect activation differences between reading material (words and pseudowords) and nonreading material (line and unfamiliar Hebrew strings). Reliable reading-related activation was identified in left hemisphere superior temporal, middle temporal, and occipito-temporal regions including the visual word form area (VWFA). The results of the present study are encouraging insofar as fixation-related analysis could be used in future fMRI studies to clarify some of the inconsistent findings in the literature regarding the VWFA. Our study is the first step in investigating specific visual word recognition processes during self-paced natural sentence reading via simultaneous eye tracking and fMRI, thus aiming at an ecologically valid measurement of reading processes. We provided the proof of concept and methodological framework for the analysis of fixation-related fMRI activation in the domain of reading research. © The Author 2013. Published by Oxford University Press.

A Randomized Controlled Trial on The Beneficial Effects of Training Letter-Speech Sound Integration on Reading Fluency in Children with Dyslexia

PubMed Central

Fraga González, Gorka; Žarić, Gojko; Tijms, Jurgen; Bonte, Milene; van der Molen, Maurits W.

2015-01-01

A recent account of dyslexia assumes that a failure to develop automated letter-speech sound integration might be responsible for the observed lack of reading fluency. This study uses a pre-test-training-post-test design to evaluate the effects of a training program based on letter-speech sound associations with a special focus on gains in reading fluency. A sample of 44 children with dyslexia and 23 typical readers, aged 8 to 9, was recruited. Children with dyslexia were randomly allocated to either the training program group (n = 23) or a waiting-list control group (n = 21). The training intensively focused on letter-speech sound mapping and consisted of 34 individual sessions of 45 minutes over a five month period. The children with dyslexia showed substantial reading gains for the main word reading and spelling measures after training, improving at a faster rate than typical readers and waiting-list controls. The results are interpreted within the conceptual framework assuming a multisensory integration deficit as the most proximal cause of dysfluent reading in dyslexia. Trial Registration: ISRCTN register ISRCTN12783279 PMID:26629707

Quality Measurements in Radiology: A Systematic Review of the Literature and Survey of Radiology Benefit Management Groups.

PubMed

Narayan, Anand; Cinelli, Christina; Carrino, John A; Nagy, Paul; Coresh, Josef; Riese, Victoria G; Durand, Daniel J

2015-11-01

As the US health care system transitions toward value-based reimbursement, there is an increasing need for metrics to quantify health care quality. Within radiology, many quality metrics are in use, and still more have been proposed, but there have been limited attempts to systematically inventory these measures and classify them using a standard framework. The purpose of this study was to develop an exhaustive inventory of public and private sector imaging quality metrics classified according to the classic Donabedian framework (structure, process, and outcome). A systematic review was performed in which eligibility criteria included published articles (from 2000 onward) from multiple databases. Studies were double-read, with discrepancies resolved by consensus. For the radiology benefit management group (RBM) survey, the six known companies nationally were surveyed. Outcome measures were organized on the basis of standard categories (structure, process, and outcome) and reported using Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The search strategy yielded 1,816 citations; review yielded 110 reports (29 included for final analysis). Three of six RBMs (50%) responded to the survey; the websites of the other RBMs were searched for additional metrics. Seventy-five unique metrics were reported: 35 structure (46%), 20 outcome (27%), and 20 process (27%) metrics. For RBMs, 35 metrics were reported: 27 structure (77%), 4 process (11%), and 4 outcome (11%) metrics. The most commonly cited structure, process, and outcome metrics included ACR accreditation (37%), ACR Appropriateness Criteria (85%), and peer review (95%), respectively. Imaging quality metrics are more likely to be structural (46%) than process (27%) or outcome (27%) based (P < .05). As national value-based reimbursement programs increasingly emphasize outcome-based metrics, radiologists must keep pace by developing the data infrastructure required to collect outcome-based quality metrics. Copyright © 2015 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Factorial and Construct Validity of a New Instrument for the Assessment of Reading Motivation

ERIC Educational Resources Information Center

Schiefele, Ulrich; Schaffner, Ellen

2016-01-01

Reading motivation has been defined consistently as a multidimensional construct. However, there is some disagreement regarding the number and nature of the dimensions of reading motivation. In particular, there is a lack of studies investigating the dimensional structure and measurement invariance (e.g., across gender) of reading motivation…

Teaching Children with Hearing Loss in Reading Recovery

ERIC Educational Resources Information Center

Charlesworth, Ann; Charlesworth, Robert; Raban, Bridie; Rickards, Field

2006-01-01

This study quantitatively analyzed the structure of Reading Recovery lessons for children with hearing loss by examining and comparing the supportive interactions of three Reading Recovery teachers of 12 children with hearing loss and three Reading Recovery teachers of 12 hearing children. All of the children were in the second year of primary…

Can Reading Questions Foster Active Learning? A Study of Six College Courses

ERIC Educational Resources Information Center

Koontz, T. M.; Plank, K. M.

2011-01-01

Many instructors strive to encourage student reading outside of class and active learning in class. One pedagogical tool, structured reading questions, can help do both. Using examples from question sets across six courses, the authors illustrate how reading questions can help students achieve the six active-learning principles described by…

Comparison of Taiwanese and Canadian Students' Metacognitive Awareness of Science Reading, Text, and Strategies

ERIC Educational Resources Information Center

Wang, Jing-Ru; Chen, Shin-Feng; Fang, I.; Chou, Ching-Ting

2014-01-01

This study used a Chinese-language version of the Index of Science Reading Awareness to explore the science reading metacognition and comprehension of Taiwanese students. Structural equation modelling results confirmed the underlying model comprised three clusters of metacognitive knowledge: beliefs and confidence in science reading, knowledge of…

Close Analysis of Texts with Structure (CATS): An Intervention to Teach Reading Comprehension to At-Risk Second Graders

ERIC Educational Resources Information Center

Williams, Joanna P.; Kao, Jenny C.; Pao, Lisa S.; Ordynans, Jill G.; Atkins, J. Grant; Cheng, Rong; DeBonis, Daniel

2016-01-01

We developed and evaluated an intervention that teaches reading comprehension via expository text structure training to second graders in urban public schools at risk for academic failure. Fifty lessons on 5 basic text structures (sequence, comparison, causation, description, and problem-solution) were embedded in a social studies curriculum that…

Reading and the Structure of the English Language.

ERIC Educational Resources Information Center

Ediger, Marlow

Understanding the structure of the English language can assist learners in getting the feeling for what comes next sequentially in oral or silent reading. Noting that the structure of knowledge movement during the 1960s-1970s emphasized the selection of what is relevant and important to teach and that pupils learn ideas inductively, this paper…

Morphological Structure Processing during Word Recognition and Its Relationship to Character Reading among Third-Grade Chinese Children

ERIC Educational Resources Information Center

Liu, Duo; McBride-Chang, Catherine

2014-01-01

In the present study, we explored the characteristics of morphological structure processing during word recognition among third grade Chinese children and its possible relationship with Chinese character reading. By using the modified priming lexical decision paradigm, a significant morphological structure priming effect was found in the subject…

Collaborative Research and Development (CR&D) III Task Order 0090: Image Processing Framework: From Acquisition and Analysis to Archival Storage

DTIC Science & Technology

2013-05-01

contract or a PhD di sse rtation typically are a " proo f- of-concept" code base that can onl y read a single set of inputs and are not designed ...AFRL-RX-WP-TR-2013-0210 COLLABORATIVE RESEARCH AND DEVELOPMENT (CR&D) III Task Order 0090: Image Processing Framework: From...public release; distribution unlimited. See additional restrictions described on inside pages. STINFO COPY AIR FORCE RESEARCH LABORATORY

Text (Oral) Reading Fluency as a Construct in Reading Development: An Investigation of Its Mediating Role for Children from Grades 1 to 4

ERIC Educational Resources Information Center

Kim, Young-Suk Grace; Wagner, Richard K.

2015-01-01

In the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4 and employing structural equation models. Results showed that the role of text…

VariantBam: filtering and profiling of next-generational sequencing data using region-specific rules.

PubMed

Wala, Jeremiah; Zhang, Cheng-Zhong; Meyerson, Matthew; Beroukhim, Rameen

2016-07-01

We developed VariantBam, a C ++ read filtering and profiling tool for use with BAM, CRAM and SAM sequencing files. VariantBam provides a flexible framework for extracting sequencing reads or read-pairs that satisfy combinations of rules, defined by any number of genomic intervals or variant sites. We have implemented filters based on alignment data, sequence motifs, regional coverage and base quality. For example, VariantBam achieved a median size reduction ratio of 3.1:1 when applied to 10 lung cancer whole genome BAMs by removing large tags and selecting for only high-quality variant-supporting reads and reads matching a large dictionary of sequence motifs. Thus VariantBam enables efficient storage of sequencing data while preserving the most relevant information for downstream analysis. VariantBam and full documentation are available at github.com/jwalabroad/VariantBam rameen@broadinstitute.org Supplementary data are available at Bioinformatics online. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Digital Storytelling

ERIC Educational Resources Information Center

Iacchia, Flora

2005-01-01

Today, schools are actively looking for new ways to enable their students to develop storytelling skills. These skills should empower children and young adults to practice collaborative learning on many levels, from reading and writing to painting and project management. In this framework, digital painting provides educators with innovative…

Numeracy, Literacy and Newman's Error Analysis

ERIC Educational Resources Information Center

White, Allan Leslie

2010-01-01

Newman (1977, 1983) defined five specific literacy and numeracy skills as crucial to performance on mathematical word problems: reading, comprehension, transformation, process skills, and encoding. Newman's Error Analysis (NEA) provided a framework for considering the reasons that underlay the difficulties students experienced with mathematical…

Gadamer, Hermeneutics, and Composition.

ERIC Educational Resources Information Center

Chamberlain, Lori

Reader-response criticism may elucidate the relationship between reading and knowing. Unfortunately, discussions of stylistics and convention in anthologies of reader response criticism tend to focus on fairly specialized literary problems. David Bleich's subjective paradigm provides a framework through which the study of both response and…

UAE University Male Students' Interests Impact on Reading and Writing Performance and Improvement

ERIC Educational Resources Information Center

Al Murshidi, Ghadah

2014-01-01

The study examined the impact of the conjunction of structured journal writing and reading for pleasure on students' reading and writing skills. Forty male students from UAE University participated in the study. The participants are of different academic abilities, majors and nationalities. Many of them have little experience with reading for…

Awesome Adventures. Texas Reading Club, 1985. A Planning and Programming Handbook.

ERIC Educational Resources Information Center

Phelan, Jody; Otstott, Michele

Designed to encourage Texas youth to maintain reading skill levels achieved at the end of the school year and to encourage library use during the summer months and throughout the year, the Texas Reading Club programs usually include a structured reading program and a variety of entertaining literature related storyhours, puppet shows, films, and…

Teaching Reading and Spelling to Adult Learners: The Multisensory Structured Language Approach

ERIC Educational Resources Information Center

Ali, Shamim

2012-01-01

All over the World most effective methods for teaching reading to beginning-level adults have been applied. My continuing challenge has been to determine how reading acquisition research can be applied to teaching reading to adults. In this article, I describe the techniques I have found most useful; I hope other teachers working with beginning…

Relations among Reading Skills and Sub-Skills and Text-Level Reading Proficiency in Developing Readers

ERIC Educational Resources Information Center

Hudson, Roxanne F.; Torgesen, Joseph K.; Lane, Holly B.; Turner, Stephen J.

2012-01-01

Despite the recent attention to text reading fluency, few studies have studied the construct of oral reading rate and accuracy in connected text in a model that simultaneously examines many of the important variables in a multi-leveled fashion with young readers. Using Structural Equation Modeling, this study examined the measurement and…

Impaired Oral Reading in Two Atypical Dyslexics: A Comparison with a Computational Lexical-Analogy Model

ERIC Educational Resources Information Center

Marchand, Y.; Friedman, R.B.

2005-01-01

A computational model of reading was developed based upon the notion that the structural relationship between orthography and phonology is of greater importance than the dimension of semantics for the reading aloud of single words. Degradation of this model successfully simulated the reading performance of two patients with atypical acquired…

The Effects of Text Structure Instruction on Expository Reading Comprehension: A Meta-Analysis

ERIC Educational Resources Information Center

Hebert, Michael; Bohaty, Janet J.; Nelson, J. Ron; Brown, Jessica

2016-01-01

In this meta-analysis of 45 studies involving students in Grades 2-12, the authors present evidence on the effects of text structure instruction on the expository reading comprehension of students. The meta-analysis was deigned to answer 2 sets of questions. The first set of questions examined the effectiveness of text structure instruction on…

Single haplotype assembly of the human genome from a hydatidiform mole.

PubMed

Steinberg, Karyn Meltz; Schneider, Valerie A; Graves-Lindsay, Tina A; Fulton, Robert S; Agarwala, Richa; Huddleston, John; Shiryev, Sergey A; Morgulis, Aleksandr; Surti, Urvashi; Warren, Wesley C; Church, Deanna M; Eichler, Evan E; Wilson, Richard K

2014-12-01

A complete reference assembly is essential for accurately interpreting individual genomes and associating variation with phenotypes. While the current human reference genome sequence is of very high quality, gaps and misassemblies remain due to biological and technical complexities. Large repetitive sequences and complex allelic diversity are the two main drivers of assembly error. Although increasing the length of sequence reads and library fragments can improve assembly, even the longest available reads do not resolve all regions. In order to overcome the issue of allelic diversity, we used genomic DNA from an essentially haploid hydatidiform mole, CHM1. We utilized several resources from this DNA including a set of end-sequenced and indexed BAC clones and 100× Illumina whole-genome shotgun (WGS) sequence coverage. We used the WGS sequence and the GRCh37 reference assembly to create an assembly of the CHM1 genome. We subsequently incorporated 382 finished BAC clone sequences to generate a draft assembly, CHM1_1.1 (NCBI AssemblyDB GCA_000306695.2). Analysis of gene, repetitive element, and segmental duplication content show this assembly to be of excellent quality and contiguity. However, comparison to assembly-independent resources, such as BAC clone end sequences and PacBio long reads, indicate misassembled regions. Most of these regions are enriched for structural variation and segmental duplication, and can be resolved in the future. This publicly available assembly will be integrated into the Genome Reference Consortium curation framework for further improvement, with the ultimate goal being a completely finished gap-free assembly. © 2014 Steinberg et al.; Published by Cold Spring Harbor Laboratory Press.

Single haplotype assembly of the human genome from a hydatidiform mole

PubMed Central

Steinberg, Karyn Meltz; Schneider, Valerie A.; Graves-Lindsay, Tina A.; Fulton, Robert S.; Agarwala, Richa; Huddleston, John; Shiryev, Sergey A.; Morgulis, Aleksandr; Surti, Urvashi; Warren, Wesley C.; Church, Deanna M.; Eichler, Evan E.; Wilson, Richard K.

2014-01-01

A complete reference assembly is essential for accurately interpreting individual genomes and associating variation with phenotypes. While the current human reference genome sequence is of very high quality, gaps and misassemblies remain due to biological and technical complexities. Large repetitive sequences and complex allelic diversity are the two main drivers of assembly error. Although increasing the length of sequence reads and library fragments can improve assembly, even the longest available reads do not resolve all regions. In order to overcome the issue of allelic diversity, we used genomic DNA from an essentially haploid hydatidiform mole, CHM1. We utilized several resources from this DNA including a set of end-sequenced and indexed BAC clones and 100× Illumina whole-genome shotgun (WGS) sequence coverage. We used the WGS sequence and the GRCh37 reference assembly to create an assembly of the CHM1 genome. We subsequently incorporated 382 finished BAC clone sequences to generate a draft assembly, CHM1_1.1 (NCBI AssemblyDB GCA_000306695.2). Analysis of gene, repetitive element, and segmental duplication content show this assembly to be of excellent quality and contiguity. However, comparison to assembly-independent resources, such as BAC clone end sequences and PacBio long reads, indicate misassembled regions. Most of these regions are enriched for structural variation and segmental duplication, and can be resolved in the future. This publicly available assembly will be integrated into the Genome Reference Consortium curation framework for further improvement, with the ultimate goal being a completely finished gap-free assembly. PMID:25373144

ClimateSpark: An in-memory distributed computing framework for big climate data analytics

NASA Astrophysics Data System (ADS)

Hu, Fei; Yang, Chaowei; Schnase, John L.; Duffy, Daniel Q.; Xu, Mengchao; Bowen, Michael K.; Lee, Tsengdar; Song, Weiwei

2018-06-01

The unprecedented growth of climate data creates new opportunities for climate studies, and yet big climate data pose a grand challenge to climatologists to efficiently manage and analyze big data. The complexity of climate data content and analytical algorithms increases the difficulty of implementing algorithms on high performance computing systems. This paper proposes an in-memory, distributed computing framework, ClimateSpark, to facilitate complex big data analytics and time-consuming computational tasks. Chunking data structure improves parallel I/O efficiency, while a spatiotemporal index is built for the chunks to avoid unnecessary data reading and preprocessing. An integrated, multi-dimensional, array-based data model (ClimateRDD) and ETL operations are developed to address big climate data variety by integrating the processing components of the climate data lifecycle. ClimateSpark utilizes Spark SQL and Apache Zeppelin to develop a web portal to facilitate the interaction among climatologists, climate data, analytic operations and computing resources (e.g., using SQL query and Scala/Python notebook). Experimental results show that ClimateSpark conducts different spatiotemporal data queries/analytics with high efficiency and data locality. ClimateSpark is easily adaptable to other big multiple-dimensional, array-based datasets in various geoscience domains.

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

PubMed Central

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

2016-01-01

The purpose of this study was to examine the directionality of the relationship between text reading prosody and reading comprehension in the upper grades of primary school. We compared three theoretical possibilities: Two unidirectional relations from text reading prosody to reading comprehension and from reading comprehension to text reading prosody and a bidirectional relation between text reading prosody and reading comprehension. Further, we controlled for autoregressive effects and included decoding efficiency as a measure of general reading skill. Participants were 99 Dutch children, followed longitudinally, from fourth- to sixth-grade. Structural equation modeling showed that the bidirectional relation provided the best fitting model. In fifth-grade, text reading prosody was related to prior decoding and reading comprehension, whereas in sixth-grade, reading comprehension was related to prior text reading prosody. As such, the results suggest that the relation between text reading prosody and reading comprehension is reciprocal, but dependent on grade level. PMID:27667916

Text (Oral) Reading Fluency as a Construct in Reading Development: An Investigation of its Mediating Role for Children from Grades 1 to 4

PubMed Central

Kim, Young-Suk Grace; Wagner, Richard K.

2015-01-01

In the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4, and employing structural equation models. Results showed that the role of text reading fluency changes over time as children’s reading proficiency develops. In the beginning phase of reading development (Grade 1), text reading fluency was not independently related to reading comprehension over and above word reading fluency and listening comprehension. In Grades 2 to 4, however, text reading fluency completely mediated the relation between word reading fluency and reading comprehension whereas it partially mediated the relation between listening comprehension and reading comprehension. These results suggest that text reading fluency is a dissociable construct that plays a developmentally changing role in reading acquisition. PMID:25848201

The Structure of Phonological Processing and Its Relationship to Basic Reading

ERIC Educational Resources Information Center

Nelson, Jason M.; Lindstrom, Jennifer H.; Lindstrom, Will; Denis, Daniel

2012-01-01

We investigated various structural models of phonological processing and the relationship of phonological processing abilities to basic reading. Data were collected on 116 kindergarten and first grade students. The specific ability model, which included phonological awareness, phonological memory, and rapid automatized naming as separate…

Extending the FairRoot framework to allow for simulation and reconstruction of free streaming data

NASA Astrophysics Data System (ADS)

Al-Turany, M.; Klein, D.; Manafov, A.; Rybalchenko, A.; Uhlig, F.

2014-06-01

The FairRoot framework is the standard framework for simulation, reconstruction and data analysis for the FAIR experiments. The framework is designed to optimise the accessibility for beginners and developers, to be flexible and to cope with future developments. FairRoot enhances the synergy between the different physics experiments. As a first step toward simulation of free streaming data, the time based simulation was introduced to the framework. The next step is the event source simulation. This is achieved via a client server system. After digitization the so called "samplers" can be started, where sampler can read the data of the corresponding detector from the simulation files and make it available for the reconstruction clients. The system makes it possible to develop and validate the online reconstruction algorithms. In this work, the design and implementation of the new architecture and the communication layer will be described.

The LSST metrics analysis framework (MAF)

NASA Astrophysics Data System (ADS)

Jones, R. L.; Yoachim, Peter; Chandrasekharan, Srinivasan; Connolly, Andrew J.; Cook, Kem H.; Ivezic, Željko; Krughoff, K. S.; Petry, Catherine; Ridgway, Stephen T.

2014-07-01

We describe the Metrics Analysis Framework (MAF), an open-source python framework developed to provide a user-friendly, customizable, easily-extensible set of tools for analyzing data sets. MAF is part of the Large Synoptic Survey Telescope (LSST) Simulations effort. Its initial goal is to provide a tool to evaluate LSST Operations Simulation (OpSim) simulated surveys to help understand the effects of telescope scheduling on survey performance, however MAF can be applied to a much wider range of datasets. The building blocks of the framework are Metrics (algorithms to analyze a given quantity of data), Slicers (subdividing the overall data set into smaller data slices as relevant for each Metric), and Database classes (to access the dataset and read data into memory). We describe how these building blocks work together, and provide an example of using MAF to evaluate different dithering strategies. We also outline how users can write their own custom Metrics and use these within the framework.

Learning Resources and Technology. A Guide to Program Development.

ERIC Educational Resources Information Center

Connecticut State Dept. of Education, Hartford.

This guide provides a framework to assist all Connecticut school districts in planning effective learning resources centers and educational technology programs capable of providing: a well developed library media component; shared instructional design responsibilities; reading for enrichment; integration of computers into instruction; distance…

Literacy Achievement through Sustained Professional Development

ERIC Educational Resources Information Center

Fisher, Douglas; Frey, Nancy; Nelson, John

2012-01-01

Development efforts, the 44 schools in this study increased students' reading proficiency. Over the years, teams of teachers from each school were provided professional development and opportunities to lead their colleagues in implementation of the instructional framework. The teachers used their instructional materials as resources to plan…

Reconceptualizing Working Memory in Educational Research

ERIC Educational Resources Information Center

Fenesi, Barbara; Sana, Faria; Kim, Joseph A.; Shore, David I.

2015-01-01

In recent years, research from cognitive science has provided a solid theoretical framework to develop evidence-based interventions in education. In particular, research into reading, writing, language, mathematics and multimedia learning has been guided by the application of Baddeley's multicomponent model of working memory. However, an…

Biomechanical ToolKit: Open-source framework to visualize and process biomechanical data.

PubMed

Barre, Arnaud; Armand, Stéphane

2014-04-01

C3D file format is widely used in the biomechanical field by companies and laboratories to store motion capture systems data. However, few software packages can visualize and modify the integrality of the data in the C3D file. Our objective was to develop an open-source and multi-platform framework to read, write, modify and visualize data from any motion analysis systems using standard (C3D) and proprietary file formats (used by many companies producing motion capture systems). The Biomechanical ToolKit (BTK) was developed to provide cost-effective and efficient tools for the biomechanical community to easily deal with motion analysis data. A large panel of operations is available to read, modify and process data through C++ API, bindings for high-level languages (Matlab, Octave, and Python), and standalone application (Mokka). All these tools are open-source and cross-platform and run on all major operating systems (Windows, Linux, MacOS X). Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Unraveling Difficult Sentences: Strategies to Support Reading Comprehension

ERIC Educational Resources Information Center

Zipoli, Richard P., Jr.

2017-01-01

The ability to understand sentences contributes to students' reading comprehension. However, many reading programs tend to underemphasize explicit instruction aimed at enhancing students' knowledge of sentence structures. Children with language impairments, students with learning disabilities, and English language learners may particularly benefit…

Improving Student Reading through Parents' Implementation of a Structured Reading Program

ERIC Educational Resources Information Center

Mitchell, Courtney; Begeny, John C.

2014-01-01

Parent tutoring offers potential as a means for assisting the large percentage of students who need to improve their reading skills. The primary purpose of this study was to examine the impact of a reading fluency intervention program when used by parents in the home during the summer months. Specifically, this study evaluated the effects of the…

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

ERIC Educational Resources Information Center

Grow, Gerald

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

Clarifying Goals in the Teaching of Reading - Teaching a Foreign Language: From the Reading Specialist's Viewpoint.

ERIC Educational Resources Information Center

Leffert, Beatrice G.

From the perspective of a reading consultant, the processes of thinking and reading apply to efficient learning. Language teachers should know: (1) the difference between surface structure and deep meaning of an utterance, (2) the importance of "affect" on learning: the reader's personal involvement with the material and with its presentation,…

Supplemental Summer Literacy Instruction: Implications for Preventing Summer Reading Loss

ERIC Educational Resources Information Center

McDaniel, Sara C.; McLeod, Ragan; Carter, Coddy L.; Robinson, Cecil

2017-01-01

Summer reading loss is a prevalent problem that occurs primarily for students who are not exposed to or encouraged to read at home or in summer programs when school is out. This problem prevails among early readers from low-income backgrounds. This study provided 31 six and seven-year-old children with a structured guided reading program through…

The Effects of Family Cultural Capital and Reading Motivation on Reading Behaviour in Elementary School Students

ERIC Educational Resources Information Center

Chiu, Shao-I; Hong, Fu-Yuan; Hu, Hsiu-yuan

2015-01-01

This study proposed and tested a structural model of the effects of family cultural capital and reading motivation on reading behaviour in elementary school students. Participants were 467 fifth and sixth graders from elementary schools in Changhua County, Taiwan. The instruments employed in this study included the Family Cultural Capital Scale,…

Are There any Real Differences between Reading Instruction in the Elementary School and in the High School?

ERIC Educational Resources Information Center

Artley, A. Sterl

The factors which determine the nature of a reading program are discussed in order to identify differences in reading instruction at the elementary and secondary levels. These factors are the developmental status of the learner, the demands of the curriculum, and the structure of the reading process. The differences in the developmental status of…

Predicting Levels of Reading and Writing Achievement in Typically Developing, English-Speaking 2nd and 5th Graders

PubMed Central

Jones, Jasmin Niedo; Abbott, Robert D.; Berninger, Virginia W.

2014-01-01

Human traits tend to fall along normal distributions. The aim of this research was to evaluate an evidence-based conceptual framework for predicting expected individual differences in reading and writing achievement outcomes for typically developing readers and writers in early and middle childhood from Verbal Reasoning with or without Working Memory Components (phonological, orthographic, and morphological word storage and processing units, phonological and orthographic loops, and rapid switching attention for cross-code integration). Verbal Reasoning (reconceptualized as Bidirectional Cognitive-Linguistic Translation) plus the Working Memory Components (reconceptualized as a language learning system) accounted for more variance than Verbal Reasoning alone, except for handwriting for which Working Memory Components alone were better predictors. Which predictors explained unique variance varied within and across reading (oral real word and pseudoword accuracy and rate, reading comprehension) and writing (handwriting, spelling, composing) skills and grade levels (second and fifth) in this longitudinal study. Educational applications are illustrated and theoretical and practical significance discussed. PMID:24948868

svviz: a read viewer for validating structural variants.

PubMed

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

2015-12-15

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

Imitated Prosodic Fluency Predicts Reading Comprehension Ability in Good and Poor High School Readers

PubMed Central

Breen, Mara; Kaswer, Lianne; Van Dyke, Julie A.; Krivokapić, Jelena; Landi, Nicole

2016-01-01

Researchers have established a relationship between beginning readers' silent comprehension ability and their prosodic fluency, such that readers who read aloud with appropriate prosody tend to have higher scores on silent reading comprehension assessments. The current study was designed to investigate this relationship in two groups of high school readers: Specifically Poor Comprehenders (SPCs), who have adequate word level and phonological skills but poor reading comprehension ability, and a group of age- and decoding skill-matched controls. We compared the prosodic fluency of the two groups by determining how effectively they produced prosodic cues to syntactic and semantic structure in imitations of a model speaker's production of syntactically and semantically varied sentences. Analyses of pitch and duration patterns revealed that speakers in both groups produced the expected prosodic patterns; however, controls provided stronger durational cues to syntactic structure. These results demonstrate that the relationship between prosodic fluency and reading comprehension continues past the stage of early reading instruction. Moreover, they suggest that prosodically fluent speakers may also generate more fluent implicit prosodic representations during silent reading, leading to more effective comprehension. PMID:27486409

MAWRID: A Model of Arabic Word Reading in Development.

PubMed

Saiegh-Haddad, Elinor

2017-07-01

This article offers a model of Arabic word reading according to which three conspicuous features of the Arabic language and orthography shape the development of word reading in this language: (a) vowelization/vocalization, or the use of diacritical marks to represent short vowels and other features of articulation; (b) morphological structure, namely, the predominance and transparency of derivational morphological structure in the linguistic and orthographic representation of the Arabic word; and (c) diglossia, specifically, the lexical and lexico-phonological distance between the spoken and the standard forms of Arabic words. It is argued that the triangulation of these features governs the acquisition and deployment of reading mechanisms across development. Moreover, the difficulties that readers encounter in their journey from beginning to skilled reading may be better understood if evaluated within these language-specific features of Arabic language and orthography.

Socrates: identification of genomic rearrangements in tumour genomes by re-aligning soft clipped reads

PubMed Central

Schröder, Jan; Hsu, Arthur; Boyle, Samantha E.; Macintyre, Geoff; Cmero, Marek; Tothill, Richard W.; Johnstone, Ricky W.; Shackleton, Mark; Papenfuss, Anthony T.

2014-01-01

Motivation: Methods for detecting somatic genome rearrangements in tumours using next-generation sequencing are vital in cancer genomics. Available algorithms use one or more sources of evidence, such as read depth, paired-end reads or split reads to predict structural variants. However, the problem remains challenging due to the significant computational burden and high false-positive or false-negative rates. Results: In this article, we present Socrates (SOft Clip re-alignment To idEntify Structural variants), a highly efficient and effective method for detecting genomic rearrangements in tumours that uses only split-read data. Socrates has single-nucleotide resolution, identifies micro-homologies and untemplated sequence at break points, has high sensitivity and high specificity and takes advantage of parallelism for efficient use of resources. We demonstrate using simulated and real data that Socrates performs well compared with a number of existing structural variant detection tools. Availability and implementation: Socrates is released as open source and available from http://bioinf.wehi.edu.au/socrates. Contact: papenfuss@wehi.edu.au Supplementary information: Supplementary data are available at Bioinformatics online. PMID:24389656

A dual-route cascaded model of reading by deaf adults: evidence for grapheme to viseme conversion.

PubMed

Elliott, Eeva A; Braun, Mario; Kuhlmann, Michael; Jacobs, Arthur M

2012-01-01

There is an ongoing debate whether deaf individuals access phonology when reading, and if so, what impact the ability to access phonology might have on reading achievement. However, the debate so far has been theoretically unspecific on two accounts: (a) the phonological units deaf individuals may have of oral language have not been specified and (b) there seem to be no explicit cognitive models specifying how phonology and other factors operate in reading by deaf individuals. We propose that deaf individuals have representations of the sublexical structure of oral-aural language which are based on mouth shapes and that these sublexical units are activated during reading by deaf individuals. We specify the sublexical units of deaf German readers as 11 "visemes" and incorporate the viseme set into a working model of single-word reading by deaf adults based on the dual-route cascaded model of reading aloud by Coltheart, Rastle, Perry, Langdon, and Ziegler (2001. DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256. doi: 10.1037//0033-295x.108.1.204). We assessed the indirect route of this model by investigating the "pseudo-homoviseme" effect using a lexical decision task in deaf German reading adults. We found a main effect of pseudo-homovisemy, suggesting that at least some deaf individuals do automatically access sublexical structure during single-word reading.

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

ERIC Educational Resources Information Center

Peugeot, Megan A.

2017-01-01

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

An Ideal Remedial Reading Program.

ERIC Educational Resources Information Center

Boettcher, Judith A.

An ideal secondary level remedial reading program would be based on the philosophy that both freedom and structure are required, that learning demands involvement and feedback, and that success breeds success. Such programs should be structured (i.e., based on clearly defined content and a clearly designated mode of presentation). There are many…

Views of Classroom Teachers Concerning Students with Reading Difficulties

ERIC Educational Resources Information Center

Kayabasi, Zehra Esra Ketenoglu

2017-01-01

This study aimed to try to understand the views and attitudes of classroom teachers concerning students with reading difficulties. Data was collected using the semi-structured interview technique, which is among the qualitative data collection techniques. The researcher prepared a semi-structured interview with 5 questions to be addressed to…

Structural Location and Reputed Influence in State Reading Policy Issue Networks

ERIC Educational Resources Information Center

Young, Tamara V.; Lewis, Wayne D.; Sanders, Marla S.

2010-01-01

Using data about collaborative relationships among 109 reading policy actors from four states, this study investigated the extent to which social capital, operationalized as spanning structural holes, predicted a policy actor's reputed influence. Regression analysis showed that after controlling for state, centrality, and government entity, having…

A Comparison of Schools: Teacher Knowledge of Explicit Code-Based Reading Instruction

ERIC Educational Resources Information Center

Cohen, Rebecca A.; Mather, Nancy; Schneider, Deborah A.; White, Jennifer M.

2017-01-01

One-hundred-fourteen kindergarten through third-grade teachers from seven different schools were surveyed using "The Survey of Preparedness and Knowledge of Language Structure Related to Teaching Reading to Struggling Students." The purpose was to compare their definitions and application knowledge of language structure, phonics, and…

The merits and problems of Neuropsychiatric Inventory as an assessment tool in people with dementia and other neurological disorders.

PubMed

Lai, Claudia K Y

2014-01-01

The Neuropsychiatric Inventory (NPI) is one of the most commonly used assessment scales for assessing symptoms in people with dementia and other neurological disorders. This paper analyzes its conceptual framework, measurement mode, psychometric properties, and merits and problems. All articles discussing the psychometric properties and factor structure of the NPI were searched for in Medline via Ovid. The abstracts of these papers were read to determine their relevance to the purpose of this paper. If deemed appropriate, a full paper was then obtained and read. The NPI has reasonably good content validity and internal consistency, and good test-retest and interrater reliability. There is limited information about its sensitivity, specificity, positive and negative predictive values, and, in particular, responsiveness. Merits of the NPI include being comprehensive, avoiding symptom overlap, ease of use, and flexibility. It has problems in scoring (no multiples of 5, 7, and 11) and, therefore, analysis using parametric tests may not be appropriate. The use of individual subscales also warrants further investigation. In terms of its content and concurrent validity, intra- and interrater reliability, test-retest reliability, and internal consistency, the NPI can be considered as valid and reliable, and can be used across different ethnic groups. The tool is most likely unable to deliver as good a performance in terms of discriminating between different disorders. More studies are required to further evaluate its psychometric properties, particularly in the areas of factor structure and responsiveness. The clinical utility of the NPI also needs to be further explored.

ARYANA: Aligning Reads by Yet Another Approach

PubMed Central

2014-01-01

Motivation Although there are many different algorithms and software tools for aligning sequencing reads, fast gapped sequence search is far from solved. Strong interest in fast alignment is best reflected in the $106 prize for the Innocentive competition on aligning a collection of reads to a given database of reference genomes. In addition, de novo assembly of next-generation sequencing long reads requires fast overlap-layout-concensus algorithms which depend on fast and accurate alignment. Contribution We introduce ARYANA, a fast gapped read aligner, developed on the base of BWA indexing infrastructure with a completely new alignment engine that makes it significantly faster than three other aligners: Bowtie2, BWA and SeqAlto, with comparable generality and accuracy. Instead of the time-consuming backtracking procedures for handling mismatches, ARYANA comes with the seed-and-extend algorithmic framework and a significantly improved efficiency by integrating novel algorithmic techniques including dynamic seed selection, bidirectional seed extension, reset-free hash tables, and gap-filling dynamic programming. As the read length increases ARYANA's superiority in terms of speed and alignment rate becomes more evident. This is in perfect harmony with the read length trend as the sequencing technologies evolve. The algorithmic platform of ARYANA makes it easy to develop mission-specific aligners for other applications using ARYANA engine. Availability ARYANA with complete source code can be obtained from http://github.com/aryana-aligner PMID:25252881

ARYANA: Aligning Reads by Yet Another Approach.

PubMed

Gholami, Milad; Arbabi, Aryan; Sharifi-Zarchi, Ali; Chitsaz, Hamidreza; Sadeghi, Mehdi

2014-01-01

Although there are many different algorithms and software tools for aligning sequencing reads, fast gapped sequence search is far from solved. Strong interest in fast alignment is best reflected in the $10(6) prize for the Innocentive competition on aligning a collection of reads to a given database of reference genomes. In addition, de novo assembly of next-generation sequencing long reads requires fast overlap-layout-concensus algorithms which depend on fast and accurate alignment. We introduce ARYANA, a fast gapped read aligner, developed on the base of BWA indexing infrastructure with a completely new alignment engine that makes it significantly faster than three other aligners: Bowtie2, BWA and SeqAlto, with comparable generality and accuracy. Instead of the time-consuming backtracking procedures for handling mismatches, ARYANA comes with the seed-and-extend algorithmic framework and a significantly improved efficiency by integrating novel algorithmic techniques including dynamic seed selection, bidirectional seed extension, reset-free hash tables, and gap-filling dynamic programming. As the read length increases ARYANA's superiority in terms of speed and alignment rate becomes more evident. This is in perfect harmony with the read length trend as the sequencing technologies evolve. The algorithmic platform of ARYANA makes it easy to develop mission-specific aligners for other applications using ARYANA engine. ARYANA with complete source code can be obtained from http://github.com/aryana-aligner.

Design of short Italian sentences to assess near vision performance.

PubMed

Calossi, Antonio; Boccardo, Laura; Fossetti, Alessandro; Radner, Wolfgang

2014-01-01

To develop and validate 28 short Italian sentences for the construction of the Italian version of the Radner Reading Chart to simultaneously measure near visual acuity and reading speed. 41 sentences were constructed in Italian language, following the procedure defined by Radner, to obtain "sentence optotypes" with comparable structure and with the same lexical and grammatical difficulty. Sentences were statistically selected and used in 211 normal, non-presbyopic, native Italian-speaking persons. The most equally matched sentences in terms of reading speed and number of reading errors were selected. To assess the validity of the reading speed results obtained with the 28 selected short sentences, we compared the reading speed and reading errors with the average obtained by reading two long 4th-grade paragraphs (97 and 90 words) under the same conditions. The overall mean reading speed of the tested persons was 189±26wpm. The 28 sentences more similar in terms of reading times were selected, achieving a coefficient of variation (the relative SD) of 2.2%. The reliability analyses yielded an overall Cronbach's alpha coefficient of 0.98. The correlation between the short sentences and the long paragraph was high (r=0.85, P<0.0001). The 28 short single Italian sentences optotypes were highly comparable in syntactical structure, number, position, and length of words, lexical difficulty, and reading length. The resulting Italian Radner Reading Chart is precise (high consistency) and practical (short sentences) and therefore useful for research and clinical practice to simultaneously measure near reading acuity and reading speed. Copyright © 2013 Spanish General Council of Optometry. Published by Elsevier Espana. All rights reserved.

Clustering of reads with alignment-free measures and quality values.

PubMed

Comin, Matteo; Leoni, Andrea; Schimd, Michele

2015-01-01

The data volume generated by Next-Generation Sequencing (NGS) technologies is growing at a pace that is now challenging the storage and data processing capacities of modern computer systems. In this context an important aspect is the reduction of data complexity by collapsing redundant reads in a single cluster to improve the run time, memory requirements, and quality of post-processing steps like assembly and error correction. Several alignment-free measures, based on k-mers counts, have been used to cluster reads. Quality scores produced by NGS platforms are fundamental for various analysis of NGS data like reads mapping and error detection. Moreover future-generation sequencing platforms will produce long reads but with a large number of erroneous bases (up to 15 %). In this scenario it will be fundamental to exploit quality value information within the alignment-free framework. To the best of our knowledge this is the first study that incorporates quality value information and k-mers counts, in the context of alignment-free measures, for the comparison of reads data. Based on this principles, in this paper we present a family of alignment-free measures called D (q) -type. A set of experiments on simulated and real reads data confirms that the new measures are superior to other classical alignment-free statistics, especially when erroneous reads are considered. Also results on de novo assembly and metagenomic reads classification show that the introduction of quality values improves over standard alignment-free measures. These statistics are implemented in a software called QCluster (http://www.dei.unipd.it/~ciompin/main/qcluster.html).

The Reader Effect (Instruction/Awareness of Text Structure) and Text Effect (Well-Structured vs. Bad-Structured Texts) on First and Second/Foreign Language Reading Comprehension and Recall--What Does Research Teach Us?

ERIC Educational Resources Information Center

Chang, Carrie

This paper first gives a brief chronological overview of reading theory development and a short introduction to schema theory, and then comprehensively reviews, comments, and synthesizes research-based studies, published between 1980 and 2002, that examined the effect of text structure (reader effect and text effect) on L1 and L2 reading…

Structural changes in white matter are uniquely related to children’s reading development

PubMed Central

Myers, Chelsea A.; Vandermosten, Maaike; Farris, Emily A.; Hancock, Roeland; Gimenez, Paul; Black, Jessica M.; Casto, Brandi; Drahos, Miroslav; Tumber, Mandeep; Hendren, Robert L.; Hulme, Charles; Hoeft, Fumiko

2014-01-01

This study examined whether variations in brain development between kindergarten and Grade 3 predicted individual differences in reading ability at the latter time point. Structural MRI measurements indicated that increases in volume of two left temporo-parietal white matter clusters are unique predictors of reading outcome at Grade 3. Using diffusion MRI, the larger of these two clusters was identified as a location where fibers of the long segment of arcuate fasciculus and superior corona radiata intersect, and the smaller cluster as the posterior arcuate fasciculus. Bias-free regression analyses using regions-of-interest from prior literature revealed white matter volume changes in temporo-parietal white matter, together with preliteracy measures, predicted 56% of the variance in reading outcomes. Our findings demonstrate the important contribution of developmental differences in areas of left dorsal white matter, often implicated in phonological processing, as a sensitive early biomarker for later reading abilities, and by extension, reading difficulties. PMID:25212581

Long-read sequencing data analysis for yeasts.

PubMed

Yue, Jia-Xing; Liti, Gianni

2018-06-01

Long-read sequencing technologies have become increasingly popular due to their strengths in resolving complex genomic regions. As a leading model organism with small genome size and great biotechnological importance, the budding yeast Saccharomyces cerevisiae has many isolates currently being sequenced with long reads. However, analyzing long-read sequencing data to produce high-quality genome assembly and annotation remains challenging. Here, we present a modular computational framework named long-read sequencing data analysis for yeasts (LRSDAY), the first one-stop solution that streamlines this process. Starting from the raw sequencing reads, LRSDAY can produce chromosome-level genome assembly and comprehensive genome annotation in a highly automated manner with minimal manual intervention, which is not possible using any alternative tool available to date. The annotated genomic features include centromeres, protein-coding genes, tRNAs, transposable elements (TEs), and telomere-associated elements. Although tailored for S. cerevisiae, we designed LRSDAY to be highly modular and customizable, making it adaptable to virtually any eukaryotic organism. When applying LRSDAY to an S. cerevisiae strain, it takes ∼41 h to generate a complete and well-annotated genome from ∼100× Pacific Biosciences (PacBio) running the basic workflow with four threads. Basic experience working within the Linux command-line environment is recommended for carrying out the analysis using LRSDAY.

Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial

PubMed Central

Flaugnacco, Elena; Lopez, Luisa; Terribili, Chiara; Montico, Marcella; Zoia, Stefania; Schön, Daniele

2015-01-01

There is some evidence for a role of music training in boosting phonological awareness, word segmentation, working memory, as well as reading abilities in children with typical development. Poor performance in tasks requiring temporal processing, rhythm perception and sensorimotor synchronization seems to be a crucial factor underlying dyslexia in children. Interestingly, children with dyslexia show deficits in temporal processing, both in language and in music. Within this framework, we test the hypothesis that music training, by improving temporal processing and rhythm abilities, improves phonological awareness and reading skills in children with dyslexia. The study is a prospective, multicenter, open randomized controlled trial, consisting of test, rehabilitation and re-test (ID NCT02316873). After rehabilitation, the music group (N = 24) performed better than the control group (N = 22) in tasks assessing rhythmic abilities, phonological awareness and reading skills. This is the first randomized control trial testing the effect of music training in enhancing phonological and reading abilities in children with dyslexia. The findings show that music training can modify reading and phonological abilities even when these skills are severely impaired. Through the enhancement of temporal processing and rhythmic skills, music might become an important tool in both remediation and early intervention programs. Trial Registration ClinicalTrials.gov NCT02316873 PMID:26407242

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.

Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial.

PubMed

Flaugnacco, Elena; Lopez, Luisa; Terribili, Chiara; Montico, Marcella; Zoia, Stefania; Schön, Daniele

2015-01-01

There is some evidence for a role of music training in boosting phonological awareness, word segmentation, working memory, as well as reading abilities in children with typical development. Poor performance in tasks requiring temporal processing, rhythm perception and sensorimotor synchronization seems to be a crucial factor underlying dyslexia in children. Interestingly, children with dyslexia show deficits in temporal processing, both in language and in music. Within this framework, we test the hypothesis that music training, by improving temporal processing and rhythm abilities, improves phonological awareness and reading skills in children with dyslexia. The study is a prospective, multicenter, open randomized controlled trial, consisting of test, rehabilitation and re-test (ID NCT02316873). After rehabilitation, the music group (N = 24) performed better than the control group (N = 22) in tasks assessing rhythmic abilities, phonological awareness and reading skills. This is the first randomized control trial testing the effect of music training in enhancing phonological and reading abilities in children with dyslexia. The findings show that music training can modify reading and phonological abilities even when these skills are severely impaired. Through the enhancement of temporal processing and rhythmic skills, music might become an important tool in both remediation and early intervention programs.Trial Registration: ClinicalTrials.gov NCT02316873

Building Scientific Confidence in the Development and ...

EPA Pesticide Factsheets

Read-across remains a popular data gap filling technique within category and analogue approaches for regulatory purposes. Acceptance of read-across is an ongoing challenge with several efforts underway for identifying and addressing uncertainties. Here we demonstrate an algorithmic approach to facilitate read-across using ToxCast in vitro bioactivity data in conjunction with chemical descriptor information to predict in vivo outcomes in guideline testing studies from ToxRefDB. Over 3400 different chemical structure descriptors were generated for a set of 976 chemicals and supplemented with the outcomes from 821 in vitro assays. The read-across prediction for a given chemical was based on the similarity weighted endpoint outcomes of its nearest neighbors calculated using in vitro bioactivity and chemical structure descriptors, called GenRA. GenRA is based on a computational approach for: (i) defining local validity domains using chemical and bioactivity descriptors, (ii) systematically deriving endpoint read-across predictions within these domains using similarity weighted activity of nearest neighbours, (iii) objectively evaluating predicted performance using tested chemicals, and (iv) assigning read-across predictions to untested chemicals along with estimates of uncertainty. We found in vitro bioactivity descriptors were often found to be more predictive of in vivo toxicity outcomes than chemical structure descriptors. We believe GenRA is an important first st

Student Cognitive and Affective Development in the Context of Classroom-Level Curriculum Development

ERIC Educational Resources Information Center

Shawer, Saad Fathy; Gilmore, Deanna; Banks-Joseph, Susan Rae

2008-01-01

This qualitative study examined the impact of teacher curriculum approaches (curriculum-transmitter/curriculum-developer/curriculum-maker) on student cognitive change (reading, writing, speaking, and listening abilities) and their affective change (motivation and interests). This study's conceptual framework was grounded in teacher curriculum…

Knowledge of Curriculum Embedded Mathematics: Exploring a Critical Domain of Teaching

ERIC Educational Resources Information Center

Remillard, Janine; Kim, Ok-Kyeong

2017-01-01

This paper proposes a framework for identifying the mathematical knowledge teachers activate when using curriculum resources. We use the term "knowledge of curriculum embedded mathematics" (KCEM) to refer to the mathematics knowledge activated by teachers when reading and interpreting mathematical tasks, instructional designs, and…

The Management of Examinations.

ERIC Educational Resources Information Center

Singh, Amrik; Singha, H. S.

This group of readings describes the university examination system in India, and suggests improvements which can be implemented within the current framework of the system. The papers are grouped into six sections: (1) descriptions of the evolution of the undergraduate examinations in India and their present status; (2) discussions of the…

Pathways of Language Development.

ERIC Educational Resources Information Center

Australian Council for Educational Research, Hawthorn.

Prepared by teachers for teachers, this practical classroom guide offers a process of monitoring language development and planning for development within a whole language framework, supported by a compendium of appropriate practice to be drawn on when needed. The guide (1) emphasizes the interdependence of reading, writing, talking, and listening;…

Reading the Competencies through a Feminist Lens

ERIC Educational Resources Information Center

Wilson, Kristin Bailey; Cox-Brand, Elizabeth

2012-01-01

The American Association of Community Colleges (AACC) has been a constant advocate for greater diversity in community college leadership. Along with other work to encourage diversity in leadership, the AACC brought together community college practitioners and scholars to develop a competency framework for community college leadership,…

Processing Time and Cognitive Effort of Longhand Note Taking When Reading and Summarizing a Structured or Linear Text

ERIC Educational Resources Information Center

Olive, Thierry; Barbier, Marie-Laure

2017-01-01

We examined longhand note taking strategies when reading and summarizing a source text that was formatted with bullets or that was presented in a single paragraph. We analyzed cognitive effort when reading the source text, when jotting notes, when reading the notes, and when composing the summary, as well as time spent in these activities and the…

Visualizing First and Second Language Interactions in Science Reading: A Knowledge Structure Network Approach

ERIC Educational Resources Information Center

Kim, Kyung

2017-01-01

The present study considers the potential influence of first language (L1) in reading second language (L2) science text. University mixed proficiency Korean English language learners (n = 136) were asked to complete pre- and post-reading "sorting maps" in L1 or L2 (e.g., sort Korean, read text, sort English). All of the participants'…

The Generic Structure Potential of Science Nonfiction Selections in Four Basal Reading Series, Grades One and Two

ERIC Educational Resources Information Center

Anthony, Angela Beckman

2009-01-01

Basal reading series are used in a majority of classrooms in the United States. The purpose of this study was to examine the frequency of fiction and nonfiction genres included in four recently published first and second grade basal reading series and to compare the frequencies to studies of older basal reading series. Based on the work of…

Age of Bilingual Exposure Is Related to the Contribution of Phonological and Semantic Knowledge to Successful Reading Development

ERIC Educational Resources Information Center

Jasinska, Kaja K.; Petitto, Laura-Ann

2018-01-01

Bilingual children's reading as a function of age of first bilingual language exposure (AoE) was examined. Bilingual (varied AoE) and monolingual children (N = 421) were compared in their English language and reading abilities (6-10 years) using phonological awareness, semantic knowledge, and reading tasks. Structural equation modeling was applied…

Technological Advances and the Study of Reading.

ERIC Educational Resources Information Center

Henk, William A.

Recent technological advances in neuroanatomy and neurophysiology have unearthed structural and functional patterns in the brain that can be associated with severe reading disabilities. As a response, this paper examines several computer-driven technologies whose capabilities shed light on brain-related issues germane to reading, with the intent…

Some Relationships between Operativity and Reading Comprehension.

ERIC Educational Resources Information Center

Stack, Wesner Brown

Samples of 98 fourth graders and 111 sixth graders participated in a study of the relationships between operational thinking and reading comprehension of texts involving operational structures. Tests of operational thinking, reading comprehension, IQ, and vocabulary were administered in class groups. Results from correlational and factor analyses…

A neurally plausible parallel distributed processing model of event-related potential word reading data.

PubMed

Laszlo, Sarah; Plaut, David C

2012-03-01

The Parallel Distributed Processing (PDP) framework has significant potential for producing models of cognitive tasks that approximate how the brain performs the same tasks. To date, however, there has been relatively little contact between PDP modeling and data from cognitive neuroscience. In an attempt to advance the relationship between explicit, computational models and physiological data collected during the performance of cognitive tasks, we developed a PDP model of visual word recognition which simulates key results from the ERP reading literature, while simultaneously being able to successfully perform lexical decision-a benchmark task for reading models. Simulations reveal that the model's success depends on the implementation of several neurally plausible features in its architecture which are sufficiently domain-general to be relevant to cognitive modeling more generally. Copyright © 2011 Elsevier Inc. All rights reserved.

Building scientific confidence in metabolic similarity in read-across through the use of in vitro, in silico and analytical data

EPA Science Inventory

The underlying principle of read-across is that the biological activity of a chemical is inherent in its molecular structure. Analogues are typically identified by structural similarity then evaluated on the basis of their bioavailability, reactivity and metabolic similarity. Whi...

20180312 - Building scientific confidence in metabolic similarity in read-across through the use of in vitro, in silico and analytical data (SOT)

EPA Science Inventory

The underlying principle of read-across is that the biological activity of a chemical is inherent in its molecular structure. Analogues are typically identified by structural similarity then evaluated on the basis of their bioavailability, reactivity and metabolic similarity. Whi...

What Makes Reading Difficult: The Complexity of Structures.

ERIC Educational Resources Information Center

Schmidt, Eunice L.

The original version of the "Helen Keller Story" and a linguistically more complex version of it were used to test the hypothesis that reading comprehension is affected by the complexity of linguistic structures. Complexity was measured by four readability measures, the mean number of words per T-unit, and the Schmidt-Kittrell Linguistic…

The Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2

PubMed Central

Foorman, Barbara R.; Herrera, Sarah; Petscher, Yaacov; Mitchell, Alison; Truckenmiller, Adrea

2016-01-01

This study examined the structure of oral language and reading and their relation to comprehension from a latent variable modeling perspective in Kindergarten, Grade 1, and Grade 2. Participants were students in Kindergarten (n = 218), Grade 1 (n = 372), and Grade 2 (n = 273), attending Title 1 schools. Students were administered phonological awareness, syntax, vocabulary, listening comprehension, and decoding fluency measures in mid-year. Outcome measures included a listening comprehension measure in Kindergarten and a reading comprehension test in Grades1 and 2. In Kindergarten, oral language (consisting of listening comprehension, syntax, and vocabulary) shared variance with phonological awareness in predicting a listening comprehension outcome. However, in Grades 1 and 2, phonological awareness was no longer predictive of reading comprehension when decoding fluency and oral language were included in the model. In Grades 1 and 2, oral language and decoding fluency were significant predictors of reading comprehension. PMID:27660395

Long Read Alignment with Parallel MapReduce Cloud Platform

PubMed Central

Al-Absi, Ahmed Abdulhakim; Kang, Dae-Ki

2015-01-01

Genomic sequence alignment is an important technique to decode genome sequences in bioinformatics. Next-Generation Sequencing technologies produce genomic data of longer reads. Cloud platforms are adopted to address the problems arising from storage and analysis of large genomic data. Existing genes sequencing tools for cloud platforms predominantly consider short read gene sequences and adopt the Hadoop MapReduce framework for computation. However, serial execution of map and reduce phases is a problem in such systems. Therefore, in this paper, we introduce Burrows-Wheeler Aligner's Smith-Waterman Alignment on Parallel MapReduce (BWASW-PMR) cloud platform for long sequence alignment. The proposed cloud platform adopts a widely accepted and accurate BWA-SW algorithm for long sequence alignment. A custom MapReduce platform is developed to overcome the drawbacks of the Hadoop framework. A parallel execution strategy of the MapReduce phases and optimization of Smith-Waterman algorithm are considered. Performance evaluation results exhibit an average speed-up of 6.7 considering BWASW-PMR compared with the state-of-the-art Bwasw-Cloud. An average reduction of 30% in the map phase makespan is reported across all experiments comparing BWASW-PMR with Bwasw-Cloud. Optimization of Smith-Waterman results in reducing the execution time by 91.8%. The experimental study proves the efficiency of BWASW-PMR for aligning long genomic sequences on cloud platforms. PMID:26839887

Long Read Alignment with Parallel MapReduce Cloud Platform.

PubMed

Al-Absi, Ahmed Abdulhakim; Kang, Dae-Ki

2015-01-01

Genomic sequence alignment is an important technique to decode genome sequences in bioinformatics. Next-Generation Sequencing technologies produce genomic data of longer reads. Cloud platforms are adopted to address the problems arising from storage and analysis of large genomic data. Existing genes sequencing tools for cloud platforms predominantly consider short read gene sequences and adopt the Hadoop MapReduce framework for computation. However, serial execution of map and reduce phases is a problem in such systems. Therefore, in this paper, we introduce Burrows-Wheeler Aligner's Smith-Waterman Alignment on Parallel MapReduce (BWASW-PMR) cloud platform for long sequence alignment. The proposed cloud platform adopts a widely accepted and accurate BWA-SW algorithm for long sequence alignment. A custom MapReduce platform is developed to overcome the drawbacks of the Hadoop framework. A parallel execution strategy of the MapReduce phases and optimization of Smith-Waterman algorithm are considered. Performance evaluation results exhibit an average speed-up of 6.7 considering BWASW-PMR compared with the state-of-the-art Bwasw-Cloud. An average reduction of 30% in the map phase makespan is reported across all experiments comparing BWASW-PMR with Bwasw-Cloud. Optimization of Smith-Waterman results in reducing the execution time by 91.8%. The experimental study proves the efficiency of BWASW-PMR for aligning long genomic sequences on cloud platforms.

RSEQtools: a modular framework to analyze RNA-Seq data using compact, anonymized data summaries.

PubMed

Habegger, Lukas; Sboner, Andrea; Gianoulis, Tara A; Rozowsky, Joel; Agarwal, Ashish; Snyder, Michael; Gerstein, Mark

2011-01-15

The advent of next-generation sequencing for functional genomics has given rise to quantities of sequence information that are often so large that they are difficult to handle. Moreover, sequence reads from a specific individual can contain sufficient information to potentially identify and genetically characterize that person, raising privacy concerns. In order to address these issues, we have developed the Mapped Read Format (MRF), a compact data summary format for both short and long read alignments that enables the anonymization of confidential sequence information, while allowing one to still carry out many functional genomics studies. We have developed a suite of tools (RSEQtools) that use this format for the analysis of RNA-Seq experiments. These tools consist of a set of modules that perform common tasks such as calculating gene expression values, generating signal tracks of mapped reads and segmenting that signal into actively transcribed regions. Moreover, the tools can readily be used to build customizable RNA-Seq workflows. In addition to the anonymization afforded by MRF, this format also facilitates the decoupling of the alignment of reads from downstream analyses. RSEQtools is implemented in C and the source code is available at http://rseqtools.gersteinlab.org/.

Structural connectivity patterns associated with the putative visual word form area and children's reading ability.

PubMed

Fan, Qiuyun; Anderson, Adam W; Davis, Nicole; Cutting, Laurie E

2014-10-24

With the advent of neuroimaging techniques, especially functional MRI (fMRI), studies have mapped brain regions that are associated with good and poor reading, most centrally a region within the left occipito-temporal/fusiform region (L-OT/F) often referred to as the visual word form area (VWFA). Despite an abundance of fMRI studies of the putative VWFA, research about its structural connectivity has just started. Provided that the putative VWFA may be connected to distributed regions in the brain, it remains unclear how this network is engaged in constituting a well-tuned reading circuitry in the brain. Here we used diffusion MRI to study the structural connectivity patterns of the putative VWFA and surrounding areas within the L-OT/F in children with typically developing (TD) reading ability and with word recognition deficits (WRD; sometimes referred to as dyslexia). We found that L-OT/F connectivity varied along a posterior-anterior gradient, with specific structural connectivity patterns related to reading ability in the ROIs centered upon the putative VWFA. Findings suggest that the architecture of the putative VWFA connectivity is fundamentally different between TD and WRD, with TD showing greater connectivity to linguistic regions than WRD, and WRD showing greater connectivity to visual and parahippocampal regions than TD. Findings thus reveal clear structural abnormalities underlying the functional abnormalities in the putative VWFA in WRD. Copyright © 2014 Elsevier B.V. All rights reserved.

Academy of READING®. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

"Academy of READING"® is an online program that aims to improve students' reading skills using a structured and sequential approach to learning in five core areas--phonemic awareness, phonics, fluency, vocabulary, and comprehension. The What Works Clearinghouse (WWC) identified 38 studies of "Academy of READING"® for adolescent…

Program Evaluation of a School District's Multisensory Reading Initiative

ERIC Educational Resources Information Center

Asip, Michael Patrick

2012-01-01

The purpose of this study was to conduct a formative program evaluation of a school district's multisensory reading initiative. The mixed methods study involved semi-structured interviews, online survey, focus groups, document review, and analysis of extant special education student reading achievement data. Participants included elementary…

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

EPA Science Inventory

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

Cattell-Horn-Carroll Cognitive Abilities and Reading Achievement

ERIC Educational Resources Information Center

Benson, Nicholas

2008-01-01

Structural equation modeling procedures are applied to the standardization sample of the Woodcock-Johnson III to simultaneously estimate the effects of a psychometric general factor (g), specific cognitive abilities, and reading skills on reading achievement. The results of this study indicate that g has a strong direct relationship with basic…

How Is Formative Assessment Related to Students' Reading Achievement? Findings from PISA 2009

ERIC Educational Resources Information Center

Li, Hongli

2016-01-01

Drawing on the programme for international student assessment 2009 US data-set, this study examines the relationship between formative assessment and students' reading achievement using a structural equation modelling approach. We find that formative assessment is positively related to students' reading achievement directly and indirectly (through…

A Program for Reading and Language Development. An Adopter's Guide.

ERIC Educational Resources Information Center

Carter, Nancy Hay

"Project SAILS" (Symbolic and Innovative Language Systems) is a special program developed by the Portland, Oregon, public schools for training teachers to work with children who have learning and reading difficulties. Teachers are instructed in the use of the Monterey Reading and Language Programs, highly structured and highly…

Oral Narrative Intervention for Children with Mixed Reading Disability

ERIC Educational Resources Information Center

Westerveld, Marleen F.; Gillon, Gail T.

2008-01-01

Ten children (aged between 7;11 and 9;2) with mixed reading disability participated in an oral narrative intervention programme that focused on enhancing children's story structure knowledge. The participants had all demonstrated persistent reading and oral narrative comprehension and production difficulties in a two-year longitudinal study prior…

Macomb Reading Partners Research Report.

ERIC Educational Resources Information Center

Snoddy, James E.

A study evaluated Macomb Reading Partners (MRP), the tutoring program of the Macomb Literacy Project. It researched the effectiveness of literacy training and its impact on the lives of a target group of 30 automotive workers. Data sources were a structured interview, the Word Opposites Test of the Botel Reading Inventory (1962), and participant…

Magical Mysteries. Texas Reading Club, 1984. A Librarian's Planning Handbook.

ERIC Educational Resources Information Center

Oliver, Jim

Designed to encourage library use by Texas youth, the Texas Reading Club programs usually include a structured reading program and a variety of entertaining literature-related storyhours, puppet shows, films, and other attractive happenings. This handbook for the 1984 theme--"magical mysteries"--focuses on mysteries, magic, and adventure…

Spiral Learning: An Introductory Course on Reading LOTE Online

ERIC Educational Resources Information Center

Schuetze, Ulf

2010-01-01

In teaching reading, authentic texts with abundant lexical items and complex grammatical structures are typically used (Roche, 1992). Unfortunately, this has been a challenge for students enrolled in reading courses developed for English as a Second Language (ESL) as well as Languages Other Than English (LOTE) students. Students often translate…

Use of Schema on Read in Earth Science Data Archives

NASA Technical Reports Server (NTRS)

Hegde, Mahabaleshwara; Smit, Christine; Pilone, Paul; Petrenko, Maksym; Pham, Long

2017-01-01

Traditionally, NASA Earth Science data archives have file-based storage using proprietary data file formats, such as HDF and HDF-EOS, which are optimized to support fast and efficient storage of spaceborne and model data as they are generated. The use of file-based storage essentially imposes an indexing strategy based on data dimensions. In most cases, NASA Earth Science data uses time as the primary index, leading to poor performance in accessing data in spatial dimensions. For example, producing a time series for a single spatial grid cell involves accessing a large number of data files. With exponential growth in data volume due to the ever-increasing spatial and temporal resolution of the data, using file-based archives poses significant performance and cost barriers to data discovery and access. Storing and disseminating data in proprietary data formats imposes an additional access barrier for users outside the mainstream research community. At the NASA Goddard Earth Sciences Data Information Services Center (GES DISC), we have evaluated applying the schema-on-read principle to data access and distribution. We used Apache Parquet to store geospatial data, and have exposed data through Amazon Web Services (AWS) Athena, AWS Simple Storage Service (S3), and Apache Spark. Using the schema-on-read approach allows customization of indexing spatially or temporally to suit the data access pattern. The storage of data in open formats such as Apache Parquet has widespread support in popular programming languages. A wide range of solutions for handling big data lowers the access barrier for all users. This presentation will discuss formats used for data storage, frameworks with This presentation will discuss formats used for data storage, frameworks with support for schema-on-read used for data access, and common use cases covering data usage patterns seen in a geospatial data archive.

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

PubMed Central

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

2015-01-01

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

The Significance of Stance: An Invitation to Aesthetic Response.

ERIC Educational Resources Information Center

Molinelli, Paul M.

This essay explores the concept of reader stance as defined by L. Rosenblatt (1978, 1994) as a useful framework from which to view the relative imbalance between the efferent and aesthetic reading of literature, particularly among schoolage adolescents. It then examines how 4 theoretical models and perspectives offer considerable explanatory…

Practical Handbook of School Psychology: Effective Practices for the 21st Century

ERIC Educational Resources Information Center

Peacock, Gretchen Gimpel, Ed.; Ervin, Ruth A., Ed.; Daly, Edward J., III, Ed.; Merrell, Kenneth W., Ed.

2009-01-01

This authoritative guide addresses all aspects of school psychology practice in a response-to-intervention (RTI) framework. Thirty-four focused chapters present effective methods for problem-solving-based assessment, instruction, and intervention. Specific guidelines are provided for promoting success in core academic domains--reading, writing,…

Teaching and Learning in Preschool: Using Individually Appropriate Practices in Early Childhood Literacy Instruction

ERIC Educational Resources Information Center

Venn, Elizabeth Claire; Jahn, Monica Dacy

2004-01-01

Students will benefit from this unique preschool framework that integrates individually appropriate practices, literacy activities, play, and explicit instruction into content area lessons. Included are chapters on Oral language development; Phonological awareness; Early reading and writing; Print concepts; Instruction in content areas; and…

Making Instructional Decisions Based on Data: What, How, and Why

ERIC Educational Resources Information Center

Mokhtari, Kouider; Rosemary, Catherine A.; Edwards, Patricia A.

2007-01-01

A carefully coordinated literacy assessment and instruction framework implemented school-wide can support school teams in making sense of various types of data for instructional planning. Instruction that is data based and goal driven sets the stage for continuous reading and writing improvement. (Contains 2 figures.)

International Development Education in the English Classroom.

ERIC Educational Resources Information Center

Chamberlin, John; Harder, John

International development education in the English classroom might consist of the critical analysis of print-media coverage of events in the Third World and the reading of fiction written by Third World authors. An integration of both activities requires a theoretical framework that would affirm the usefulness of the discipline's pursuits in…

Framework for Teacher Evaluation: Examining the Relationship between Teacher Performance and Student Achievement

ERIC Educational Resources Information Center

Parker, Neelie B.

2017-01-01

This action research study examined the relationship between teacher performance and student achievement in reading language arts and mathematics. The study sought to determine if teacher evaluation methods used to determine teacher performance, had a relationship in improving student achievement. The researcher investigated the topic using…

Inviting Outsiders inside Disciplinary Literacies: An Interview with Cynthia Greenleaf, Gayle Cribb, and Heather Howlett

ERIC Educational Resources Information Center

Greenleaf, Cynthia; Cribb, Gayle; Howlett, Heather; Moore, David W.

2010-01-01

In this Research Connections column, Editor David Moore interviews Cynthia Greenleaf, Gayle Cribb, and Heather Howlett. Greenleaf codirects the Strategic Literacy Initiative and leads professional development projects in its Reading Apprenticeship instructional framework. Her approach to disciplinary literacy instruction is based on her findings…

Developmental Surface and Phonological Dysgraphia in German 3rd Graders

ERIC Educational Resources Information Center

Cholewa, Jurgen; Mantey, Stefanie; Heber, Stefanie; Hollweg, Wibke

2010-01-01

The investigation of developmental reading and spelling disorders within the framework provided by cognitive neuropsychology has yielded interesting results for several alphabetic orthographies, for example English, Italian, and French. However, this approach has not attracted much attention in German speaking countries up to now. The following…

Guided Comprehension in the Primary Grades.

ERIC Educational Resources Information Center

McLaughlin, Maureen

Intended as a response to recent developments in reading research and a demand by primary-grade teachers for a comprehension-based instructional framework, this book adapts the Guided Comprehension Model introduced in the author/educator's book "Guided Comprehension: A Teaching Model for Grades 3-8." According to the book, the Guided…

A New Kind of Currency: Informational Text Literacy in Elementary School

ERIC Educational Resources Information Center

Rowe, Sarah Stebbe

2012-01-01

In the current global economy, skills in the informational text genres are increasingly important for communicating ideas among professionals. The Reading Framework for the 2009 National Assessment of Educational Progress described informational text broadly as a major type of text that includes exposition, argumentation or persuasive text, and…

Grades 4-6: Arkansas Public School Course Content Guide.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

Provided as a framework for use in curriculum development are Arkansas' course content guides for the intermediate elementary grades four, five, and six. At each grade level, language arts, mathematics, reading, social studies, and science skills have been identified at three instructional levels: basic, developmental, and extensional. Basic…

Working with Slow Readers, Slow Learners.

ERIC Educational Resources Information Center

Smith, Carl B.

1990-01-01

This article examines the conditions that will help teachers improve the reading comprehension of learning disabled students: (1) allow more time; (2) build a framework for comprehension; (3) intervene in the process; (4) engage the learner; (5) match student and material; and (6) expect students to succeed. Two figures are included. (RS)

Public Pedagogy and Social Justice in Arts Education

ERIC Educational Resources Information Center

Hochtritt, Lisa; Ahlschwede, Willa; Halsey-Dutton, Bonnie; Fiesel, Laura Mychal; Chevalier, Liz; Miller, Taylor; Farrar, Chelsea

2018-01-01

In this article we explore examples of public pedagogical actions and interventions, reading them through a social justice education framework lens. In our discussion we start with definitions of social justice, public pedagogy and case study methodologies. Then, we look at a variety of international examples to highlight the pervasiveness of…

Civics Framework for the 2010 National Assessment of Educational Progress

ERIC Educational Resources Information Center

National Assessment Governing Board, 2009

2009-01-01

The National Assessment of Educational Progress (NAEP) is a survey mandated by the U.S. Congress to collect and report information about student achievement in various academic subjects, such as mathematics, science, reading, writing, history, geography, and civics. The National Assessment Governing Board sets policy and the overall dimensions…

Time: Assessing Understanding of Core Ideas

ERIC Educational Resources Information Center

Thomas, Margaret; McDonough, Andrea; Clarkson, Philip; Clarke, Doug

2016-01-01

Although an understanding of time is crucial in our society, curriculum documents have an undue emphasis on reading time and little emphasis on core underlying ideas. Given this context, a one-to-one assessment interview, based on a new framework, was developed and administered to investigate students' understanding of core ideas undergirding the…

Historical Experience and the Haitian Revolution in the History Classroom

ERIC Educational Resources Information Center

Dozono, Tadashi

2016-01-01

The article examines a mainstream curricular unit on the Haitian Revolution, centered on a culminating role-play activity. Cultural studies, subaltern studies, and hermeneutics are applied as theoretical frameworks to read the curriculum unit and its activities. These theoretical lenses sharpen an understanding of what it means to experience…

An Attributional Analysis of Personal and Interpersonal Motivation for Collaborative Projects

ERIC Educational Resources Information Center

Peterson, Sarah E.; Schreiber, James B.

2006-01-01

Attribution theory provides a framework for examining personal and interpersonal motivation for collaborative projects. Undergraduates were asked to read vignettes concerning student dyads engaged in collaborative projects. The vignettes systematically varied on outcome of the project, student self-ability, student self-effort, partner ability,…

Prescriptions: Hyperrealism and the Chemical Regulation of Mood

ERIC Educational Resources Information Center

Bleakley, Alan; Jolly, Margaretta

2012-01-01

Using contemporary literary sources, we explore the powerful ideological framework that normalises prescription dependency as part of everyday life, focusing upon the treatment of mood disorders. Through a literary critical methodology, we read novels by American hyperrealists such as Bret Easton Ellis, David Foster Wallace and Rick Moody as…

PISA 2009 Assessment Framework: Key Competencies in Reading, Mathematics and Science

ERIC Educational Resources Information Center

Schleicher, Andreas; Zimmer, Karin; Evans, Juliet; Clements, Niccolina

2009-01-01

In response to the need for cross-nationally comparable evidence on student performance, the Organisation for Economic Co-operation and Development (OECD) launched the OECD Programme for International Student Assessment (PISA) in 1997. PISA represents a commitment by governments to monitor the outcomes of education systems through measuring…

Comprehension Literacy Improvement Program Implementation and Balanced Literacy Impact on Elementary Students

ERIC Educational Resources Information Center

Gough, Timothy Jerome

2017-01-01

The purpose of this study was to determine how teachers in an urban school district implemented Comprehensive Literacy Improvement Program (CLIP) and balanced literacy framework in second through fifth grade classrooms by exploring the evidence of implementation of guided reading strategies. Instructional delivery, training methodology, phonemic…

A Leader's Three Rs: Reading, Reflecting, and Relationships.

ERIC Educational Resources Information Center

Krueger, Debbie

Empowering others and oneself is an essential task in any organizational framework. Although people are empowered internally, part of that empowerment forms the positive interpersonal relationships built with others. This article discusses how the author, as leader, has learned to empower those around her. Different power bases are listed, with…

The Role of Assessment in a Prevention Science Framework

ERIC Educational Resources Information Center

Herman, Keith C.; Riley-Tillman, T. Chris; Reinke, Wendy M.

2012-01-01

The articles in this Special Topic issue present a range of assessment models and challenges for improving the identification and early intervention of students in need of additional supports. Although each article targets a unique aspect of student learning (learning behaviors, math skills, reading comprehension, behavioral functioning, and…

78 FR 27953 - Reorganization of Foreign-Trade Zone 147 Under Alternative Site Framework Reading, Pennsylvania

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-13

... Sites 1-5, 7-14, 16-19 and 23-26 would be categorized as magnet sites, and FTZ 147's existing Sites 20... provision for magnet sites that would terminate authority for Sites 2-5, 7-14, 16-19 and 23-26 if not...

Defining Identities through Multiliteracies: EL Teens Narrate Their Immigration Experiences as Graphic Stories

ERIC Educational Resources Information Center

Danzak, Robin L.

2011-01-01

Based on a framework of identity-as-narrative and multiliteracies, this article describes "Graphic Journeys," a multimedia literacy project in which English learners (ELs) in middle school created graphic stories that expressed their families' immigration experiences. The process involved reading graphic novels, journaling, interviewing, and…