Showing papers on "Reading (process) published in 2001"
TL;DR: The DRC model is a computational realization of the dual-route theory of reading, and is the only computational model of reading that can perform the 2 tasks most commonly used to study reading: lexical decision and reading aloud.
Abstract: This article describes the Dual Route Cascaded (DRC) model, a computational model of visual word recognition and reading aloud. The DRC is a computational realization of the dual-route theory of reading, and is the only computational model of reading that can perform the 2 tasks most commonly used to study reading: lexical decision and reading aloud. For both tasks, the authors show that a wide variety of variables that influence human latencies influence the DRC model's latencies in exactly the same way. The DRC model simulates a number of such effects that other computational models of reading do not, but there appear to be no effects that any other current computational model of reading can simulate but that the DRC model cannot. The authors conclude that the DRC model is the most successful of the existing computational models of reading.
3,904 citations
TL;DR: The authors report data from ten years of teaching with peer instruction (PI) in the calculus and algebra-based introductory physics courses for nonmajors; their results indicate increased student mastery of both conceptual reasoning and quantitative problem solving upon implementing PI.
Abstract: We report data from ten years of teaching with Peer Instruction (PI) in the calculus- and algebra-based introductory physics courses for nonmajors; our results indicate increased student mastery of both conceptual reasoning and quantitative problem solving upon implementing PI. We also discuss ways we have improved our implementation of PI since introducing it in 1991. Most notably, we have replaced in-class reading quizzes with pre-class written responses to the reading, introduced a research-based mechanics textbook for portions of the course, and incorporated cooperative learning into the discussion sections as well as the lectures. These improvements are intended to help students learn more from pre-class reading and to increase student engagement in the discussion sections, and are accompanied by further increases in student understanding.
2,880 citations
Book•
18 Apr 2001
TL;DR: In this paper, Epstein and Dauber present a survey of teacher practices of parent involvement in elementary and middle school students, and discuss the need for research on school, family, and community relationships.
Abstract: List of Tables and Figures Preface and Acknowledgments Part One - Understanding School, Family, and Community Partnerships 1 Introduction Matching Rhetoric with Practice The Need The Gap Evidence of Change Policies Encourage Preparation on Partnerships More Is Needed The Goals Achieving the Goals Using This Volume Setting a Course Featured Topics for Discussion Activities and Exercises Summary References 2 Theory and Overview Reading 2.1: Toward a Theory of Family-School Connections: Teacher Practices and Parent Involvement, Joyce L. Epstein Reading 2.2: Moving Forward: Ideas for Research on School, Family, and Community Partnerships, Joyce L. Epstein and Steven B. Sheldon Discussion and Activities 3 Research Reading 3.1: Parent Involvement: A Survey of Teacher Practices, Henry Jay Becker and Joyce L. Epstein Reading 3.2: Teachers' Reported Practices of Parent Involvement: Problems and Possibilities, Joyce L. Epstein and Henry Jay Becker Reading 3.3: School Programs and Teacher Practices of Parent Involvement in Inner-City Elementary and Middle Schools, Joyce L. Epstein and Susan L. Dauber Reading 3.4: Parents' Reactions to Teacher Practices of Parent Involvement, Joyce L. Epstein Reading 3.5: Single Parents and the Schools: Effects of Marital Status on Parent and Teacher Interactions, Joyce L. Epstein Reading 3.6: Parents' Attitudes and Practices of Involvement in Inner-City Elementary and Middle Schools, Susan L. Dauber and Joyce L. Epstein Reading 3.7: Effects on Student Achievement of Teachers' Practices of Parent Involvement, Joyce L. Epstein Reading 3.8: Homework Practices, Achievements, and Behaviors of Elementary School Students, Joyce L. Epstein Reading 3.9: Student Reactions to Teachers' Practices of Parent Involvement, Joyce L. Epstein Discussion and Activities Part Two - Applying Research on School, Family, and Community Partnerships 4 Policy Implications Reading 4.1: Parent Involvement: State Education Agencies Should Lead the Way, Joyce L. Epstein Reading 4.2: Sample State and District Policies on School, Family, and Community Partnerships Reading 4.3: Research Meets Policy and Practice: How Are School Districts Addressing NCLB Requirements for Parental Involvement?, Joyce L. Epstein Discussion and Activities 5 A Practical Framework for Developing Comprehensive Partnership Programs Reading 5.1: School, Family, and Community Partnerships--Caring for the Children We Share, Joyce L. Epstein Discussion and Activities 6 Practical Applications: Linking Family and Community Involvement to Student Learning Reading 6.1: More Than Minutes: Teachers' Roles in Designing Homework, Joyce L. Epstein and Frances L. Van Voorhis Reading 6.2: Teachers Involve Parents in Schoolwork (TIPS): Interactive Homework in Math, Science, and Language Arts, Joyce L. Epstein Reading 6.3: Organizing Productive Volunteers in the Middle Grades, Joyce L. Epstein Discussion and Activities 7 Strategies for Action in Practice, Policy, and Research Discussion and Activities Index
2,152 citations
TL;DR: In this article, a case study of one California elementary school is used to examine the processes by which teachers construct and reconstruct multiple policy messages about reading instruction in the context of their professional communities.
Abstract: Recent research on the relationship between instructional policy and classroom practice suggests that teachers interpret, adapt, and even transform policies as they put them into place. This paper extends this line of research, using an in-depth case study of one California elementary school to examine the processes by which teachers construct and reconstruct multiple policy messages about reading instruction in the context of their professional communities. Drawing primarily on institutional and sensemaking theory, this paper puts forth a model of collective sensemaking that focuses on the ways teachers co-construct understandings of policy messages, make decisions about which messages to pursue in their classrooms, and negotiate the technical and practical details of implementation in conversations with their colleagues. It also argues that the nature and structure of formal networks and informal alliances among teachers shape the process, with implications for ways in which messages from the policy env...
1,194 citations
TL;DR: It is concluded that there is a universal neurocognitive basis for dyslexia and that differences in reading performance among dyslexics of different countries are due to different orthographies.
Abstract: The recognition of dyslexia as a neurodevelopmental disorder has been hampered by the belief that it is not a specific diagnostic entity because it has variable and culture-specific manifestations. In line with this belief, we found that Italian dyslexics, using a shallow orthography which facilitates reading, performed better on reading tasks than did English and French dyslexics. However, all dyslexics were equally impaired relative to their controls on reading and phonological tasks. Positron emission tomography scans during explicit and implicit reading showed the same reduced activity in a region of the left hemisphere in dyslexics from all three countries, with the maximum peak in the middle temporal gyrus and additional peaks in the inferior and superior temporal gyri and middle occipital gyrus. We conclude that there is a universal neurocognitive basis for dyslexia and that differences in reading performance among dyslexics of different countries are due to different orthographies.
1,144 citations
TL;DR: The two methods of instruction were not differentially effective for children who entered the study with different levels of phonological ability, and the best overall predictors of long-term growth were resource room teacher ratings of attention/behavior, general verbal able, and prior levels of component reading skills.
Abstract: Sixty children with severe reading disabilities were randomly assigned to two instructional programs that incorporated principles of effective instruction but differed in depth and extent of instruction in phonemic awareness and phonemic decoding skills. All children received 67.5 hours of one-to-one instruction in two 50-minute sessions per day for 8 weeks. Both instructional programs produced very large improvements in generalized reading skills that were stable over a 2-year follow-up period. When compared to the growth in broad reading ability that the participants made during their previous 16 months in learning disabilities resource rooms, their growth during the intervention produced effect sizes of 4.4 for one of the interventions and 3.9 for the other. Although the children's average scores on reading accuracy and comprehension were in the average range at the end of the follow-up period, measures of reading rate showed continued severe impairment for most of the children. Within 1 year following the intervention, 40% of the children were found to be no longer in need of special education services. The two methods of instruction were not differentially effective for children who entered the study with different levels of phonological ability, and the best overall predictors of long-term growth were resource room teacher ratings of attention/behavior, general verbal ability, and prior levels of component reading skills.
1,094 citations
TL;DR: From different sources of evidence, two inescapable conclusions emerge: Mastering the alphabetic principle is essential to becoming proficient in the skill of reading, and methods that teach this principle directly are more effective than those that do not.
Abstract: This monograph discusses research, theory, and prac- tice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's lan- guage competency when they enter school and on the nature of early reading development. Subsequent sections review theo- ries of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), re- search from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusions emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that do not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supple- ment phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers under- stand the alphabetic principle and learn new words. Thus, ele- mentary-school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers.
973 citations
TL;DR: A quantitative meta-analysis evaluating the effects of systematic phonics instruction compared to unsystematic or no-phonics instruction on learning to read was conducted using 66 treatment-control comparisons derived from 38 experiments as mentioned in this paper.
Abstract: A quantitative meta-analysis evaluating the effects of systematic phonics instruction compared to unsystematic or no-phonics instruction on learning to read was conducted using 66 treatment-control comparisons derived from 38 experiments. The overall effect of phonics instruction on reading was moderate, d = 0.41. Effects persisted after instruction ended. Effects were larger when phonics instruction began early (d = 0.55) than after first grade (d = 0.27). Phonics benefited decoding, word reading, text comprehension, and spelling in many readers. Phonics helped low and middle SES readers, younger students at risk for reading disability (RD), and older students with RD, but it did not help low achieving readers that included students with cognitive limitations. Synthetic phonics and larger-unit systematic phonics programs produced a similar advantage in reading. Delivering instruction to small groups and classes was not less effective than tutoring. Systematic phonics instruction helped children learn to ...
950 citations
TL;DR: Surprisingly, students learned just as effectively even when tutors were suppressed from giving explanations and feedback, and their learning in the interactive style of tutoring is attributed to construction from deeper and a greater amount of scaffolding episodes, as well as their greater effort to take control of their own learning by reading more.
929 citations
TL;DR: There is evidence that most reading problems have a fundamental sensorimotor cause and good magnocellular function is essential for high motion sensitivity and stable binocular fixation, hence proper development of orthographic skills.
Abstract: Low literacy is termed ‘developmental dyslexia’ when reading is significantly behind that expected from the intelligence quotient (IQ) in the presence of other symptoms —incoordination, left ‐right confusions, poor sequencing —that characterize it as a neurological syndrome. 5‐10% of children, particularly boys, are found to be dyslexic. Reading requires the acquisition of good orthographic skills for recognising the visual form of words which allows one to access their meaning directly. It also requires the development of good phonological skills for sounding out unfamiliar words using knowledge of letter sound conversion rules. In the dyslexic brain, temporoparietal language areas on the two sides are symmetrical without the normal left-sided advantage. Also brain ‘warts’ (ectopias) are found, particularly clustered round the left temporoparietal language areas. The visual magnocellular system is responsible for timing visual events when reading. It therefore signals any visual motion that occurs if unintended movements lead to images moving off the fovea (‘retinal slip’). These signals are then used to bring the eyes back on target. Thus, sensitivity to visual motion seems to help determine how well orthographic skill can develop in both good and bad readers. In dyslexics, the development of the visual magnocellular system is impaired: development of the magnocellular layers of the dyslexic lateral geniculate nucleus (LGN) is abnormal; their motion sensitivity is reduced; many dyslexics show unsteady binocular fixation; hence poor visual localization, particularly on the left side (left neglect). Dyslexics’ binocular instability and visual perceptual instability, therefore, can cause the letters they are trying to read to appear to move around and cross over each other. Hence, blanking one eye (monocular occlusion) can improve reading. Thus, good magnocellular function is essential for high motion sensitivity and stable binocular fixation, hence proper development of orthographic skills. Many dyslexics also have auditory:phonological problems. Distinguishing letter sounds
892 citations
TL;DR: In this article, short and long-term retention of ten unfamiliar words was investigated in three learning tasks (reading comprehension, comprehension plus filling in target words, and composition-writing with target words) with varying involvement loads.
Abstract: EFL learners in two countries participated in two parallel experiments testing whether retention of vocabulary acquired incidentally is contingent on amount of task-induced involvement. Short- and long-term retention of ten unfamiliar words was investigated in three learning tasks (reading comprehension, comprehension plus filling in target words, and composition-writing with target words) with varying “involvement loads”—various combinations of need, search, and evaluation. Time-on-task, regarded as inherent to a task, differed among all three tasks. As predicted, amount of retention was related to amount of task-induced involvement load: Retention was highest in the composition task, lower in reading plus fill-in, and lowest in the reading. These results are discussed in light of the construct of task-induced involvement.
TL;DR: This 3-part article represents an effort to confront 3 large lacunae in the research on reading fluency: definition, component structure, and theory-based intervention.
Abstract: This 3-part article represents an effort to confront 3 large lacunae in the research on reading fluency: definition, component structure, and theory-based intervention. The 1st section describes several historical approaches to fluency and the components of fluent reading that are implicit in these approaches. We then present our own developmental- and component-based definition of reading fluency. In the 2nd section we discuss how different types of current fluency interventions correspond to particular components in fluency's structure and to particular phases of its development. The last section presents an overview of an experimental fluency program that attempts to address multiple components in the development of fluent reading. Finally, we argue that increased exploration of the issues surrounding fluency and comprehension will contribute to our understanding of both reading development and dyslexia subtypes.
TL;DR: The authors explored the utility of a continuum of fluency-based indicators of foundational early literacy skills to predict reading outcomes, to inform educational decisions, and to change reading outcomes for students at risk of reading difficulty.
Abstract: Educational accountability and its counterpart, high-stakes assessment, are at the forefront of the educational agenda in this era of standards-based reform. In this article, we examine assessment and accountability in the context of a prevention-oriented assessment and intervention system designed to assess early reading progress formatively. Specifically, we explore the utility of a continuum of fluency-based indicators of foundational early literacy skills to predict reading outcomes, to inform educational decisions, and to change reading outcomes for students at risk of reading difficulty. First, we address the accountability era, discuss the promise of prevention-oriented assessment, and outline a continuum of fluency-based indicators of foundational reading skills using Dynamic Indicators of Basic Early Literacy Skills and Curriculum-Based Measurement Oral Reading Fluency. Next, we describe a series of linked, short-term, longitudinal studies of 4 cohorts examining the utility and predictive validit...
TL;DR: In this article, the effects of a book reading technique called interactive book reading on the language and literacy development of 4-year-olds from low-income families were evaluated, where teachers read books to children and reinforced the vocabulary in the books by presenting concrete objects that represented the words and by providing children with multiple opportunities to use the bookrelated words.
Abstract: The effects of a book reading technique called interactive book reading on the language and literacy development of 4-year-olds from low-income families were evaluated. Teachers read books to children and reinforced the vocabulary in the books by presenting concrete objects that represented the words and by providing children with multiple opportunities to use the book-related words. The teachers also were trained to ask open-ended questions and to engage children in conversations about the book and activities. This provided children with opportunities to use language and learn vocabulary in a meaningful context. Children who were in the interactive book reading intervention group scored significantly better than children in the comparison group on Peabody Picture Vocabulary Test-III and other measures of receptive and expressive language. Book reading and related activities can promote the development of language and literacy skills in young children.
Journal Article•
TL;DR: The investigation has yielded the conclusion that a video clip is more effective in teaching unknown vocabulary words than a still picture, and among the suggested factors are that video better builds a mental image, better creates curiosity leading to increased concentration, and embodies an advantageous combination of modalities.
Abstract: One aspect of second language teaching via multimedia to have received attention over the past few years is the impact of glossing individual vocabulary words through different modalities. This study examines which of the image modalities--dynamic video or still picture--is more effective in aiding vocabulary acquisition. The participants, 30 ESL students, were introduced to a hypermedia-learning program, designed by the researcher for reading comprehension. The program provides users reading a narrative English text with a variety of glosses or annotations for words in the form of printed text, graphics, video, and sound, all of which are intended to aid in the understanding and learning of unknown words. A within-subject design was used in this study with 30 participants being measured under three conditions: printed text definition alone, printed text definition coupled with still pictures, and printed text definition coupled with video clips. In order to assess the efficacy of each mode, a vocabulary test was designed and administered to participants after they had read the English narrative. Two types of tests were administered: recognition and production. In addition, a face-to-face interview was conducted, and questionnaires were distributed. Results of the both tests were analyzed using analysis of variance procedures. The investigation has yielded the conclusion that a video clip is more effective in teaching unknown vocabulary words than a still picture. Among the suggested factors that explain such a result are that video better builds a mental image, better creates curiosity leading to increased concentration, and embodies an advantageous combination of modalities (vivid or dynamic image, sound, and printed text).
TL;DR: A neurobiological account is proposed suggesting that for normally developing readers, the dorsal circuit predominates at first, and in conjunction with premotor systems, is associated with analytic processing necessary for learning to integrate orthographic with phonological and lexical semantic features of printed words.
TL;DR: The results indicate that inference generation during reading is partly strategic and is influenced systematically by reading purpose, and it is proposed that reading goals influence readers’ standards of coherence, which in turn influence the types of inferences they draw and the final memory representations that they construct.
Abstract: We investigated the effects of readers’ goals on inference generation and memory for expository text College students (N = 82) read texts for the purpose of either study or entertainment On-line inference generation was recorded via think-aloud procedures, and off-line memory was assessed via free recall Reading goal strongly influenced inferential activity: Readers with a study goal produced more coherence-building (ie, backward/explanatory and forward/predictive) inferences, whereas readers with an entertainment goal produced more associations and evaluations These differences were associated with superior memory for the texts in the study condition The results indicate that inference generation during reading is partly strategic and is influenced systematically by reading purpose We propose that reading goals influence readers’standards of coherence, which in turn influence the types of inferences that they draw and the final memory representations that they construct
TL;DR: In this paper, the effect of interest on readers' comprehension and learning, the variables that determine readers' interests, and the specific processes such as attention that may mediate the effect on learning are discussed.
Abstract: After a brief historical overview of how interest and its role in learning had been conceptualized, the focus of the paper shifts to the specific relationship between interest and reading. The issues considered are the effect of interest on readers' comprehension and learning, the variables that determine readers' interests, and the specific processes such as attention that may mediate the effect of interest on learning. It is suggested that to allow researchers a better understanding of the mediating variables, dynamic measures of interest are needed in addition to the more traditional self-reports and questionnaires. In the final section of the paper the author discusses the importance of utilizing students' interest in classrooms.
TL;DR: Findings from two experimental studies suggest that the phonological deficits of dyslexic children and adults cannot be explained in terms of impairments in low-level auditory mechanisms, but reflect higher-level language weaknesses.
Abstract: This paper reviews evidence in support of the phonological deficit hypothesis of dyslexia. Findings from two experimental studies suggest that the phonological deficits of dyslexic children and adults cannot be explained in terms of impairments in low-level auditory mechanisms, but reflect higher-level language weaknesses. A study of individual differences in the pattern of reading skills in dyslexic children rejects the notion of ‘sub-types’. Instead, the findings suggest that the variation seen in reading processes can be accounted for by differences in the severity of individual children's phonological deficits, modified by compensatory factors including visual memory, perceptual speed and print exposure. Children at genetic risk who go on to be dyslexic come to the task of reading with poorly specified phonological representations in the context of a more general delay in oral language development. Their prognosis (and that of their unaffected siblings) depends upon the balance of strengths and difficulties they show, with better language skills being a protective factor. Taken together, these findings suggest that current challenges to the phonological deficit theory can be met. Copyright © 2001 John Wiley & Sons, Ltd.
1 Jan 2001
TL;DR: Guiding Readers and Writers (Grades 3-6): Teaching, Comprehension, Genre, And Content Literacy PDF, Guiding Readers And Writers (grades 3 -6): teaching, Comprehendion,Genre, and Content Literate PDF, and Guiding readers and writers (Grading 3- 6): taught by Irene C.
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Book•
1 Jan 2001
TL;DR: The Price ofMotherhood as mentioned in this paper is a compelling book about mothers and children in America, and it should be required reading for every first year college student, or better still, part of the high school curriculum.
Abstract: The Price ofMotherhood is a compelling book, so well documented as to be virtually unimpeachable. It should be required reading for every first year college student, or better still, part of the high school curriculum. Maybe then we could look forward to an honest public discussion about the dangerous ideologies and policies that work against mothers and children in America. We could begin to focus on valuing the family instead of bludgeoning women with the hollow club of "family values." Crittenden argues that women who mother face discrimination and she illustrates the myriad ways in which that discrimination has been institutionalized and perpetuated by public policy, the legal system, and the values of "turbo-capitalism." In particular, she shows how mothers and children are devalued by the childcare industry. Crittenden debunks myths that have worked to further complicate and denigrate the work ofmothers, such as the myth that children necessarily suffer when mothers work outside the home ("mothers today spend as much if not more time with their children as mothers did in the 1960's" (19); the myth that
TL;DR: This article examined the role of phonological awareness and visual-orthographic skills in Chinese reading acquisition and found that visual skills predicted reading success at lower grades and pinyin knowledge and the ability to discriminate homophonic characters predicted Chinese reading success in Grades 2, 3, and 5.
Abstract: This study examined the role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. The subjects were 154 1st, 2nd, 3rd, and 5th graders in Beijing who had learned an alphabetic script known as Hanyu Pinyin to help read Chinese characters. Children's performance on tests of various cognitive skills, reading ability, and pinyin knowledge were examined. Results of hierarchical regression analyses showed that (a) visual skills predicted reading success at lower grades; (b) pinyin knowledge and the ability to discriminate homophonic characters predicted reading success in Grades 2, 3, and 5; and (c) onset-rime awareness, but not phonemic awareness, predicted Chinese reading. This suggests that learning to read Chinese progresses from a logographic phase to an orthographic-phonological phase and that the nature of phonological awareness predicting reading success is contingent on the characteristics of the writing system.
TL;DR: In this article, parallel measures of phonological, syntactic, and orthographic processing skill and reading were administered in English and in Chinese to 65 children whose 1st language (LI) was Cantonese and whose 2nd language (L2) was English.
Abstract: Parallel measures of phonological, syntactic, and orthographic processing skill and reading were administered in English and in Chinese to 65 children whose 1st language (LI) was Cantonese and whose 2nd language (L2) was English. Phonological skill was correlated across L1 and L2. Phonological skill in both L1 and L2 was correlated with L2 reading and contributed a unique variance to L2 reading, even though the children's L1 was not written in an alphabetic orthography, whereas the 2nd language had an alphabetic orthography. This research adds to a growing body of evidence for cross-language transfer of phonological processing in L2 learning of English-as-a-Second-Language students.
TL;DR: The performance of 210 2nd graders in different areas of mathematical cognition was examined by as discussed by the authors, where children were divided into four achievement groups: children with difficulties in mathematics but not in reading (MD-only), children with difficulty in both mathematics and reading and normal achievement, and children with normal achievement.
Abstract: The performance of 210 2nd graders in different areas of mathematical cognition was examined. Children were divided into 4 achievement groups: children with difficulties in mathematics but not in reading (MD-only), children with difficulties in both mathematics and reading (MD/RD), children with difficulties in reading but not in mathematics, and children with normal achievement. Although both MD groups performed worse than normally achieving groups in most areas of mathematical cognition, the MD-only group showed an advantage over the MD/RD group in exact calculation of arithmetic combinations and in problem solving. The 2 groups did not differ in approximate arithmetic and understanding of place value and written computation. Children with MD-only seem to be superior to children with MD/RD in areas that may be mediated by language but not in ones that rely on numerical magnitudes, visuospatial processing, and automaticity.
Book•
15 Jan 2001
TL;DR: This book discusses the research process, methodology, and ethics of Quantitative Research, as well as some of the techniques used to design and conduct the research.
Abstract: PART I. RESEARCH BASICS 1. Introduction to Research in Communication 2. The Research Process -- Getting Started 3. Introduction to Quantitative Research 4. Introduction to Qualitative Research 5. Research Ethics PART II. THE SPECIFICS OF RESEARCH METHODS 6. Measurement 7. Sampling, Significance Levels, and Hypothesis Testing 8. Quantitative Research Designs 9. Surveys, Questionnaires, and Polls 10. Descriptive Statistics 11. Testing for Differences 12. Testing for Relationships 13. Analyzing Texts 14. Designing Qualitative Research 15. Qualitative Methods PART III. READING AND WRITING RESEARCH REPORTS 16. Reading and Writing the Quantitative Research Report 17. Reading and Writing the Qualitative Research Report Appendix A: All Math and Statistical Formulas Glossary Index At the end of each chapter: Summary Checklist
TL;DR: The most fascinating finding is that the model implicating phonological deficit as central to dyslexia, and the lack of ability to automatize as leading to troubled reading, appears to be universal, regardless of the specific language.
Abstract: The science of reading and developmental dyslexia has experienced spectacular advances during the last few years Five aspects of this research are discussed in the article (1) The holistic phenomenon of reading is complex Many lower-level psychological processes (eg, phonemic awareness, phonological decoding, ability to process stimuli rapidly and automatize this process, memory, ability to recognize words) contribute to a single act of reading Conceptualizing the complex process of reading through its partly overlapping but partly independent components--which contribute to, but do not fully explain, the holistic process of reading--provides an excellent model for understanding complex hierarchies of higher mental functions Those who master reading skills successfully and those who have difficulties doing so differ in a wide range of reading-related processes The central deficit experienced by poor readers appears to be related to phonological processing (a complex hierarchy of functions related to processing phonemes), whereas characteristics of automatization processes seem to moderate the reading outcome for people whose phonological skills are weak (2) There are new data addressing models of dyslexia in languages other than English The most fascinating finding is that the model implicating phonological deficit as central to dyslexia, and the lack of ability to automatize as leading to troubled reading, appears to be universal, regardless of the specific language However, there is an interaction effect between the characteristics of a particular language and the developmental model of dyslexia In phonologically more difficult languages (eg, English), the most pronounced weakness appears to occur in phonological processing, whereas in phonologically easier languages (eg, German), the crucial role in the manifestation of dyslexia is played by the lack of the skills needed to achieve automatization (3) There is abundant evidence that reading (ie, any single act of reading as well as reading as a holistic process) is "cooked" by the brain Although no unified brain map of reading has been developed, some specific areas of the brain have been implicated in different reading-related cognitive processes by different laboratories and on different samples (4) Indisputable evidence has been accumulated suggesting the involvement of the genome in developmental dyslexia As of now, specific regions of the genome have been identified as being intimately involved with a number of different reading-related processes Today the field of developmental dyslexia is the only area of genetic studies of human abilities and disabilities in which linkages to the genome have been robustly replicated in independent laboratories (5) Finally, evidence suggests that developmental dyslexia might be only one of the manifestations of a deep, underlying, anatomical syndrome The comorbidity of developmental dyslexia with both internalizing and externalizing behavioral disturbances, as well as with other learning disabilities, underscores the need for wide-ranging cognitive and behavioral approaches in the remediation programs offered to dyslexic children
TL;DR: The authors conducted a study with Quebec school-aged ESL learners at five levels of proficiency and found that rich, informative contexts are the most conducive to acquisition, while rich contexts divert attention from the lexical level and produce little acquisition.
Abstract: While L2 vocabulary acquisition research is no longer ‘a neglected area’ (Meara, 1980), a lack of progress remains on some basic questions. One concerns the number of times a word must be encountered in order to be learned. Even using similar learning criteria, estimates range from six (Saragi, Nation, & Meister, 1978) to 20 (Herman, Anderson, Pearson, & Nagy, 1987). Another question concerns the types of contexts that are conducive to learning. Some studies have reported that rich, informative contexts are the most conducive to acquisition (Schouten-van Parreren, 1989), others that rich contexts divert attention from the lexical level and produce little acquisition (Mondria & Wit-De Boer, 1991). These phenomena were investigated in a vocabulary acquisition study with Quebec school-aged ESL learners at five levels of proficiency. First, learners read a text and were tested on its new vocabulary. Then, learned and unlearned words were compared for frequency of occurrence and level of contextual support. Fr...
TL;DR: Early literacy has been investigated in the field of early childhood education as mentioned in this paper, showing that even before children commence formal instruction in reading and writing, they display differences that mirror some of the divisions in our society, with children from less economically advantaged and non-English speaking homes being at a disadvantage.
Abstract: In the final three decades of the 20th century one of the exciting developments in the field of educational research was the emergence of theoretically grounded empirical research into the origins of literacy in the preschool years. This work has led to a growing relationship between two fields that previously had existed in relative isolation from each other: reading research and early childhood education. The result of this research has been the investigation of the emergence of literacy, and environmental factors that support its emergence, and a new awareness of the relevance of literacy for early childhood educators. A manifestation of the potential of these converging efforts was the release of a joint position statement on early literacy by the National Association of Educators of Young Children and the International Reading Association in 1998. The investigation of early literacy has resulted in findings of considerable importance for social policy because it made evident that, even before children commence formal instruction in reading and writing, they display differences that mirror some of the divisions in our society, with children from less economically advantaged and non-English speaking homes being at a disadvantage (Zill, Collins, West, & Hausken, 1995). These early differences are remarkably stable as they have consistently been found in cross-sectional examinations of children aged 9, 13, and 17 on national assessments of literacy (Campbell, Hombo, & Mazzeo, 2000, p. 33). Longitudinal studies also provide evidence of considerable consistency within individual children from first grade to the later elemen-
Journal Article•