249,612 research outputs found
Reading in the mobile era
No full textMobile technology can advance literacy and learning in underserved communities around the world.
Summary
Millions of people do not read for one reason: they do not have access to text. But today mobile phones and cellular networks are transforming a scarce resource into an abundant one.
Drawing on the analysis of over 4,000 surveys collected in seven developing countries and corresponding qualitative interviews, this report paints the most detailed picture to date of who reads books and stories on mobile devices and why.
The findings illuminate, for the first time, the habits, beliefs and profiles of mobile readers. This information points to strategies to expand mobile reading and, by extension, the educational, social and economic benefits associated with increased reading.
Mobile technology can advance literacy and learning in underserved communities around the world. This report shows how
The unexplained nature of reading.
No full textThe effects of properties of words on their reading aloud response times (RTs) are 1 major source of evidence about the reading process. The precision with which such RTs could potentially be predicted by word properties is critical to evaluate our understanding of reading but is often underestimated due to contamination from individual differences. We estimated this precision without such contamination individually for 4 people who each read 2,820 words 50 times each. These estimates were compared to the precision achieved by a 31-variable regression model that outperforms current cognitive models on variance-explained criteria. Most (around 2/3) of the meaningful (non-first-phoneme, non-noise) word-level variance remained unexplained by this model. Considerable empirical and theoretical-computational effort has been expended on this area of psychology, but the high level of systematic variance remaining unexplained suggests doubts regarding contemporary accounts of the details of the mechanisms of reading at the level of the word. Future assessment of models can take advantage of the availability of our precise participant-level database
Investigating the causes of reading comprehension failure: the comprehension-age match design.
No full textThe reading-level (or reading-age) match design has become a widely-used tool for investigating the possible direction of the relation between particular skills and word reading ability: Cause or consequence. This paper outlines an analogous method for identifying candidate causes of reading comprehension failure, the ‘comprehension-age match design’ and discusses the strengths and limitations of this design
Early Elementary School Predictors of a Learning Disability in Reading
No full textABSTRACT
WEISS, STACY LYNN. Early Elementary School Predictors of a Learning Disability in Reading. (Under the direction of Cathy Crossland and Barbara Fox).
The purpose of this study was to determine if four kindergarten factors were predictive of the identification of a learning disability with Individual Education Program goals in reading (LDR) at third and fifth grades. Much of the research related to predicting reading difficulty has focused on early elementary school outcomes and included predictors from only one domain, such as reading-related skills (Scarborough, 1998). This study extends the research by combining four factors related to LDR identification into a single study: student age on the first day of kindergarten, social-academic behaviors in the classroom, reading skills, and reading instruction in the sound-symbol relationship. Data from the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K) were analyzed using logit analyses. Odds, confidence intervals, and probabilities of LDR identification are presented to aid in the interpretation of the results.
Student age on the first day of kindergarten, social-academic behaviors, and reading scores were significant predictors of LDR. Being significantly older in kindergarten (two standard deviations above the mean), having significantly lower teacher ratings of social-academic behaviors (two standard deviations below the mean) and scoring significantly lower on a standardized reading measure (two standard deviations below the mean) resulted in a probability of LDR identification at third grade of .76 and a probability of LDR identification at fifth grade of .64, when including all students. When only considering the students who were in kindergarten for the first time at the beginning of the study, age at time of kindergarten entry, social-academic behaviors, and reading scores continued to be significant predictors of LDR at third grade. At fifth grade, reading and social-academic behaviors independently were significant predictors of LDR.
The frequency of kindergarten instruction in the sound-symbol relationship was not a significant predictor of LDR at third or fifth grades. Kindergarten teachers reported similar and frequent instruction related to matching letters to sounds, working on phonics, and identifying letters of the alphabet. Additional research is needed to determine if other instruction-related factors such as intensity or method of instruction are significant predictors of LDR. Study limitations and areas for additional research based on these findings are discussed.
Scarborough, H. S. (1998). Early identification of children at risk for reading disabilities:
Phonological awareness and some other promising predictors. In B. K. Shapiro, P. J. Accardo, & A. J. Capute (Eds.) Specific reading disability: A view of the spectrum (pp.75-119). Timinium, MD: York Press, INC
The social construction of meaning : Reading Animal Farm in the classroom
No full textThe novel, it has generally been assumed, was from its very beginnings a literary form designed to be read by solitary, silent individuals. One consequence of this assumption is that the class novel, read amid all the noise and sociality of the classroom, tends to be treated as a preparation formore authentic, private reading, or even as poor substitute for it. This essay argues that the history of novel-reading is more complicated and more varied than has been assumed; it goes on to explore, through the story of a single lesson, the possibilities for meaning-making that are the product of particular pedagogic practices as well as of the irreducibly social process of reading the class novel
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Reading comprehension in developmental disorders of language and communication
No full textBackground: 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 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
[Report to Chief J. E. Curry, by an unknown author #1]
No full textReport to Chief J. E. Curry, by an unknown author. The report contains a list of officers who gave depositions to the United States Attorney
[Report to Chief J. E. Curry, by an unknown author #2]
No full textReport to Chief J. E. Curry, by an unknown author. The report contains a list of officers who gave depositions to the United States Attorney
On measuring the impact of hyperlinks on reading
No full textWe increasingly spend a vast amount of time on the Web and much of that time is spent reading. One of the main differences between reading non-Web based text and reading on the Web is the presence of hyperlinks within the text, linking various related Web content and Web pages together. Some researchers and commentators have claimed that hyperlinks hinder reading because they are a distraction that may have a negative effect on the reader’s ability to process the text. However, very few controlled experiments have been conducted to verify these claims.In the experiments documented here we utilise eye tracking as a new methodology for examining how we read hyperlinked text. An eye tracker was used to observe participant’s behaviour while reading. The results showed that hyperlinked text did not generally have a negative impact upon reading behaviour. However, participants did show a tendency to re-read sentences that contained hyperlinked uncommon (low frequency) words. This suggests that hyperlinks highlight important information to the reader and the hyperlinks add additional content which for more difficult concepts, invites rereading of the preceding text
Reading Deconstruction/Deconstructive Reading
No full textDeconstruction -- a mode of close reading associated with the contemporary philosopher Jacques Derrida and other members of the "Yale School" -- is the current critical rage, and is likely to remain so for some time. Reading Deconstruction / Deconstructive Reading offers a unique, informed, and badly needed introduction to this important movement, written by one of its most sensitive and lucid practitioners. More than an introduction, this book makes a significant addition to the current debate in critical theory. G. Douglas Atkins first analyzes and explains deconstruction theory and practice. Focusing on such major critics and theorists as Derrida, J. Hillis Miller, and Geoffrey Hartman, he brings to the fore issues previously scanted in accounts of deconstruction, especially its religious implications. Then, through close readings of such texts as Religio Laici, A Tale of a Tub, and An Epistle to Dr. Arbuthnot, he proceeds to demonstrate and exemplify a mode of deconstruction indebted to both Derrida and Paul de Man. This skillfully organized book, designed to reflect the "both/ and" nature of deconstruction, thus makes its own contribution to deconstructive practice. The important readings provided of Dryden, Swift, and Pope are among the first to treat major Augustan texts from a deconstructive point of view and make the book a valuable addition to the study of that period. Well versed in deconstruction, the variety of texts he treats, and major issues of current concern in literary study, Atkins offers in this book a balanced and judicious defense of deconstruction that avoids being polemical, dogmatic, or narrowly ideological. Whereas much previous work on and in deconstruction has been notable for its thick prose, jargon, and general obfuscation, this book will be appreciated for its clarity and grace, as well as for its command of animpressively wide range of texts and issues. Without taming it as an instrument of analysis and potential change, Atkins makes deconstruction comprehensible to the general reader. His efforts will interest all those concerned with literary theory and criticism, Augustan literature, and the relation of literature and religion.Cover -- Half-title -- Title -- Copyright -- Dedication -- Contents -- Preface -- Introduction -- Part One: Reading Deconstruction -- 1. The Sign as a Structure of Difference: Derridean Deconstruction and Some of Its Implications -- 2. Dehellenizing Literary Criticism -- 3. Reader-Responsibility Criticism: The Recent Work of Geoffrey Hartman -- 4. J. Hillis Miller, Deconstruction, and the Recovery of Transcendence -- Part Two: Reading Deconstruction Becomes Deconstructive Reading -- 5. The Story of Error -- Part Three: Deconstructive Reading -- 6. Reading and/as Swerving: The Quest(ion) of Interpretive Authority in Dryden's Religio Laici -- 7. Allegory of Blindness and Insight: Will and Will-ing in A Tale of a Tub -- 8. "Grac[ing] These Ribalds": The Play of Difference in Pope's Epistle to Dr. Arbuthnot -- 9. The Vanity of Human Wishes: A Conclusion in Which Nothing Is Concluded -- Notes -- IndexDeconstruction -- a mode of close reading associated with the contemporary philosopher Jacques Derrida and other members of the "Yale School" -- is the current critical rage, and is likely to remain so for some time. Reading Deconstruction / Deconstructive Reading offers a unique, informed, and badly needed introduction to this important movement, written by one of its most sensitive and lucid practitioners. More than an introduction, this book makes a significant addition to the current debate in critical theory. G. Douglas Atkins first analyzes and explains deconstruction theory and practice. Focusing on such major critics and theorists as Derrida, J. Hillis Miller, and Geoffrey Hartman, he brings to the fore issues previously scanted in accounts of deconstruction, especially its religious implications. Then, through close readings of such texts as Religio Laici, A Tale of a Tub, and An Epistle to Dr. Arbuthnot, he proceeds to demonstrate and exemplify a mode of deconstruction indebted to both Derrida and Paul de Man. This skillfully organized book, designed to reflect the "both/ and" nature of deconstruction, thus makes its own contribution to deconstructive practice. The important readings provided of Dryden, Swift, and Pope are among the first to treat major Augustan texts from a deconstructive point of view and make the book a valuable addition to the study of that period. Well versed in deconstruction, the variety of texts he treats, and major issues of current concern in literary study, Atkins offers in this book a balanced and judicious defense of deconstruction that avoids being polemical, dogmatic, or narrowly ideological. Whereas much previous work on and in deconstruction has been notable for its thick prose, jargon, and general obfuscation, this book will be appreciated for its clarity and grace, as well as for its command of animpressively wide range of texts and issues. Without taming it as an instrument of analysis and potential change, Atkins makes deconstruction comprehensible to the general reader. His efforts will interest all those concerned with literary theory and criticism, Augustan literature, and the relation of literature and religion.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
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