Abstract: In 1976 a series of three conferences on the 'Theory and Practice of Early Reading' was held at the University of Pittsburgh's Learning Research and Development Center. The conference focused on early reading rather than skilled reading because more was known about early reading. The appearance of holistic word perception goes back at least to Cattell's (1886) studies of word perception and the word superiority effect. Advocates of meaning-emphasis instruction pointed to evidence that words are read as a whole and to Gestalt psychologists' demonstrations of holistic perceptual processes. There are both autonomous and interactive components in the identification of words. A restricted-interactive model incorporates the fully interactive connections among representations of words, letters, and phonemes. The characterization of an expert representation system is an important part of a theory of acquisition. In the case of reading acquisition, the critical representation system is a visually accessible lexicon.

Abstract: The goal of this work is to recognise phrases and sentences being spoken by a talking face, with or without the audio. Unlike previous works that have focussed on recognising a limited number of words or phrases, we tackle lip reading as an open-world problem – unconstrained natural language sentences, and in the wild videos. Our key contributions are: (1) a Watch, Listen, Attend and Spell (WLAS) network that learns to transcribe videos of mouth motion to characters, (2) a curriculum learning strategy to accelerate training and to reduce overfitting, (3) a Lip Reading Sentences (LRS) dataset for visual speech recognition, consisting of over 100,000 natural sentences from British television. The WLAS model trained on the LRS dataset surpasses the performance of all previous work on standard lip reading benchmark datasets, often by a significant margin. This lip reading performance beats a professional lip reader on videos from BBC television, and we also demonstrate that if audio is available, then visual information helps to improve speech recognition performance.

Abstract: Many researchers and teachers have adopted a dual route view to explain how readers read words out of context. This view holds that words are read in one of two ways, either by phonological recoding or by sight. Phonological recoding involves translating letters into sounds by application of letter–sound rules and then recognizing the identities of words from their pronunciations. This chapter proposes an alternative conception of sight word reading that involves establishing systematic visual-phonological connections between the spellings of words and their pronunciations in memory. Readers use their knowledge about letter-sound relations to form these connections. Authorities differ in their views about the kinds of words that are read by sight. Information processing theorists have described the mental processes used to read words by sight memory and by recoding. According to dual route theory, words are read visually by retrieving associations between the visual form of the word and its meaning.

Abstract: The arrival of this book was signalled by a pleasing and weighty thud on the doormat. Even before I had opened it I could tell I was in for some serious reading in reviewing this text. The book, no...

Abstract: This chapter presents some conclusions and speculations about the cognitive mechanisms that underlie individual differences in reading acquisition. It then considers some of the processes and skills that have been widely discussed in the past decade in the literature on individual differences in reading. The chapter provides equal attention to some of the implications that failing at early reading acquisition, and failing for particular reasons, has for later academic achievement and for cognitive development in general. Research has demonstrated that difficulty at using context to facilitate the recognition of words is not a major cause of reading failure or a major determinant of variability in reading achievement. Studies of early reading converge with the research with older children and adults in indicating that reading acquisition in less-skilled children seems not to be impeded by an inability to use context to facilitate word recognition.

Abstract: © 2017 selection and editorial matter, Elena Semino and Zsofia Demjen. The Routledge Handbook of Metaphor and Language provides a comprehensive overview of state-of-the-art interdisciplinary research on metaphor and language. Featuring 35 chapters written by leading scholars from around the world, the volume takes a broad view of the field of metaphor and language, and brings together diverse and distinct theoretical and applied perspectives to cover six key areas: Theoretical approaches to metaphor and language, covering Conceptual Metaphor Theory, Relevance Theory, Blending Theory and Dynamical Systems Theory; Methodological approaches to metaphor and language, discussing ways of identifying metaphors in verbal texts, images and gestures, as well as the use of corpus linguistics; Formal variation in patterns of metaphor use across text types, historical periods and languages; Functional variation of metaphor, in contexts including educational, commercial, scientific and political discourse, as well as online trolling; The applications of metaphor for problem solving, in business, education, healthcare and conflict situations; Language, metaphor, and cognitive development, examining the processing and comprehension of metaphors. The Routledge Handbook of Language and Metaphor is a must-have survey of this key field, and is essential reading for those interested in language and metaphor.

Abstract: Individuals perceive the wor(l)d hierarchically. Firsty, the global visual scene is processed by the right hemisphere, and later, the local features are perceived by the left hemisphere. Based on this hierarchical analysis, humans evolved unique communication ability: reading. However, for about 10% of people reading acquisition is extremely difficult, they are affected by a heritable neurodevelopmental disorder called dyslexia. Differences in perceiving the wor(l)d might be one of the causes of reading disabilities. Here we show multiple causal links between the global before local perception and learning to read. Five behavioral experiments in 353 children reveal that: (i) a local before global perception characterizes three independent groups of unselected children with dyslexia; (ii) two global before local perception trainings improve reading skills in children with dyslexia; and stringently (iii) pre-reading local before global perception longitudinally predicts future poor readers. Challenging the uni-causal and left-lateralized phonological explanation of dyslexia, our results demonstrate that learning to read depends also on an efficient right neural network for the global analysis of the visual scene. These results provide new insights in learning strategies and pave the way for early identification and possible prevention programs.

Abstract: Pathways of relations of language, cognitive, and literacy skills (i.e., working memory, vocabulary, grammatical knowledge, inference, comprehension monitoring, word reading, and listening comprehension) to reading comprehension were examined by comparing four variations of direct and indirect effects model of reading. Results from 350 English-speaking second graders revealed that language and cognitive component skills had direct and indirect relations to listening comprehension, explaining 86% of variance. Word reading and listening comprehension completely mediated the relations of language and cognitive component skills to reading comprehension and explained virtually all the variance in reading comprehension. Total effects of component skills varied from small to substantial. The findings support the direct and indirect effects model of reading model and indicate that word reading and listening comprehension are upper-level skills that are built on multiple language and cognitive component sk...

Abstract: This study explored differences that might exist in comprehension when students read digital and print texts. Ninety undergraduates read both digital and print versions of newspaper articles and book excerpts on topics of childhood ailments. Prior to reading texts in counterbalanced order, topic knowledge was assessed and students were asked to state medium preferences. After reading, students were asked to judge under which medium they comprehended best. Results demonstrated a clear preference for digital texts, and students typically predicted better comprehension when reading digitally. However, performance was not consistent with students' preferences and outcome predictions. While there were no differences across mediums when students identified the main idea of the text, students recalled key points linked to the main idea and other relevant information better when engaged with print. No differences in reading outcomes or calibration were found for newspaper or book excerpts.

Abstract: Associations between home literacy environment and children's reading ability are often assumed to reflect a direct influence. However, heritability could account for the association between parent and child literacy-related measures. We used data from 101 mother/father/child triads to consider the extent to which associations between home literacy and children's reading fluency could be accounted for by parental reading fluency. Although home literacy correlated significantly with children's reading, no variable predicted significant variance after allowing for parental reading, except the number of books in the home. By incorporating measures of heritable parental traits into studies investigating home environment effects, we can start to identify which variables are correlates of parental traits and which might play a causal role in fostering children's development.

Abstract: How to Read World Literature addresses the unique challenges faced by a reader confronting foreign literature. Accessible and enlightening, Damrosch offers readers the tools to navigate works as varied as Homer, Sophocles, Kalidasa, Du Fu, Dante, Murasaki, Moliere, Kafka, Soyinka, and Walcott. Offers a unique set of "modes of entry” for readers encountering foreign literature Provides readers with the tools to think creatively and systematically about key issues such as reading across time and cultures, reading translated works, and emerging global perspectives Covers a wide variety of genres, from lyric and epic poetry to drama and prose fiction and discusses how these forms have been used in different eras and cultures

Abstract: The Routledge Handbook of Language Awareness is a comprehensive and informative overview of the broad field of language awareness. It contains a collection of state-of-the-art reviews of both established themes and new directions, authored and edited by experts in the field. The handbook is divided into three sections and reflects the engaging diversity of language awareness perspectives on language teaching and teachers, language learning and learners, and extending to additional areas of importance that are less directly concerned with language instruction. In their introductory chapter, the editors provide valuable background to the language awareness field along with their summary of the chapters and issues covered. A helpful section giving further reading suggestions for each of the chapters is included at the end of the book. This volume is essential reading for graduate students and researchers working in the sphere of language awareness within applied linguistics, sociolinguistics and across the wider spectrum of language and communication.

Abstract: In the course of our supervisory work over the years, we have noticed that qualitative research tends to evoke a lot of questions and worries, so-called Frequently Asked Questions. This journal series of four articles intends to provide novice researchers with practical guidance for conducting high-quality qualitative research in primary care. By 'novice' we mean Master's students and junior researchers, as well as experienced quantitative researchers who are engaging in qualitative research for the first time. This series addresses their questions and provides researchers, readers, reviewers and editors with references to criteria and tools for judging the quality of papers reporting on qualitative research. This first article describes the key features of qualitative research, provides publications for further learning and reading, and gives an outline of the series.

Abstract: We present an attention-based model for end-to-end handwriting recognition. Our system does not require any segmentation of the input paragraph. The model is inspired by the differentiable attention models presented recently for speech recognition, image captioning or translation. The main difference is the implementation of covert and overt attention with a multi-dimensional LSTM network. Our principal contribution towards handwriting recognition lies in the automatic transcription without a prior segmentation into lines, which was critical in previous approaches. Moreover, the system is able to learn the reading order, enabling it to handle bidirectional scripts such as Arabic. We carried out experiments on the well-known IAM Database and report encouraging results which bring hope to perform full paragraph transcription in the near future.

Abstract: There may have been a time when we thought that it began with reading instruction, but students of emergent literacy have persuaded us that many children know a great deal about reading before they enter school. It is common to think of writing as a code and reading as decoding. Ciphers in contrast are systematic, like using kbnft cpoe to encode the same message. It should be clear that in this narrower sense English orthography is a cipher rather than a code. The orthographic cipher of English (in short, the cipher) is very complex. When children begin to internalize the cipher their way of reading changes. The acquisition of the cipher not only has consequences for the probability that the child will make a reading error, but it also influences the nature of that error. The acquisition of the cipher has profound consequences for the child's reading and spelling.

Abstract: In this chapter, the authors attempt to give some idea of the kinds of issues that developmental psychologists are concerned with when they speak of metacognitive aspects of performance and how these might be related to reading. They focus on ideas for future research rather than on a description of work already completed. One major justification for studying metacognitive skills is that they do appear to have "ecological validity"; that is, there are recognizable counterparts in "real-world, everyday life" situations. Metacognitive deficiencies are the problem of the novice, regardless of age. Metacognition refers to the deliberate conscious control of one's own cognitive actions. The skills of metacognition are those attributed to the executive in many theories of human memory and machine intelligence, predicting, checking, monitoring, reality testing, and coordination and control of deliberate attempts to study, learn, or solve problems.

Abstract: Chinese is the most widely used language in the world. Algorithms that read Chinese text in natural images facilitate applications of various kinds. Despite the large potential value, datasets and competitions in the past primarily focus on English, which bares very different characteristics than Chinese. This report introduces RCTW, a new competition that focuses on Chinese text reading. The competition features a large-scale dataset with over 12,000 annotated images. Two tasks, namely text localization and end-to-end recognition, are set up. The competition took place from January 20 to May 31, 2017. 23 valid submissions were received from 19 teams. This report includes dataset description, task definitions, evaluation protocols, and results summaries and analysis. Through this competition, we call for more future research on the Chinese text reading problem.

Abstract: This article introduces GECO, the Ghent Eye-Tracking Corpus, a monolingual and bilingual corpus of the eyetracking data of participants reading a complete novel. English monolinguals and Dutch–English bilinguals read an entire novel, which was presented in paragraphs on the screen. The bilinguals read half of the novel in their first language, and the other half in their second language. In this article, we describe the distributions and descriptive statistics of the most important reading time measures for the two groups of participants. This large eyetracking corpus is perfectly suited for both exploratory purposes and more directed hypothesis testing, and it can guide the formulation of ideas and theories about naturalistic reading processes in a meaningful context. Most importantly, this corpus has the potential to evaluate the generalizability of monolingual and bilingual language theories and models to the reading of long texts and narratives. The corpus is freely available at http://expsy.ugent.be/downloads/geco .

Abstract: We introduce RESOLV, a theoretical model to account for readers' construction and management of goals during text comprehension and use. RESOLV focuses on readers' experience of their physical, social, and communicative context prior to actually engaging with texts. RESOLV assumes that readers construct two types of mental models prior to reading: The context model is a representation of the physical and social reading context, whereas the task model is a set of goals and plans that drives readers' decisions and actions in reading. We first present the RESOLV model, and we articulate two core hypotheses. We then present and discuss evidence supporting these hypotheses, from past and more recent research conducted in our labs, as well as in others'. The data support the view that reading decisions and processes are guided by readers' perceptions and attributions regarding the task statement but also more implicit cues from the reading context.

Abstract: Around the world, children embark on learning to read in their home language or writing system. But does their specific language, and how it is written, make a difference to how they learn? How is learning to read English similar to or different from learning in other languages? Is reading alphabetic writing a different challenge from reading syllabic or logographic writing? Learning to Read across Languages and Writing Systems examines these questions across seventeen languages representing the world's different major writing systems. Each chapter highlights the key features of a specific language, exploring research on learning to read, spell, and comprehend it, and on implications for education. The editors' introduction describes the global spread of reading and provides a theoretical framework, including operating principles for learning to read. The editors' final chapter draws conclusions about cross-linguistic universal trends, and the challenges posed by specific languages and writing systems.

Abstract: Across multiple schools and sites, the impact of grade-at-intervention was evaluated for children at risk or meeting criteria for reading disabilities. A multiple-component reading intervention with demonstrated efficacy was offered to small groups of children in 1st, 2nd, or 3rd grade. In a quasi-experimental design, 172 children received the Triple-Focus Program (PHAST + RAVE-O), and 47 were control participants. Change during intervention and 1–3 years later (6–8 testing points), and the influence of individual differences in predicting outcomes, were assessed using reading and reading-related repeated measures. Intervention children out-performed control children at posttest on all 14 outcomes, with average effect sizes (Cohen’s d) on standardized measures of .80 and on experimental measures of 1.69. On foundational word reading skills (standardized measures), children who received intervention earlier, in 1st and 2nd grade, made gains relative to controls almost twice that of children receiving intervention in 3rd grade. At follow-up, the advantage of 1st grade intervention was even clearer: First graders continued to grow at faster rates over the follow-up years than 2nd graders on 6 of 8 reading outcomes. For some outcomes with metalinguistic demands beyond the phonological, however, a posttest advantage was revealed for 2nd Grade Triple participants and for 3rd Grade Triple participants relative to controls. Estimated IQ predicted growth during intervention on 7 of 8 outcomes. Growth during follow-up was predicted by vocabulary and visual sequential memory. These findings provide evidence on the importance of early intensive evidence-based intervention for reading problems in the primary grades. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

Abstract: Purpose The purpose of this paper is to provide an up-to-the-minute literature review of intellectual capital disclosure (ICD) to: identify the major themes developed within this research stream; investigate the evolution of the theory; and derive insights to guide future research agendas for the benefit of researchers and ICD users. Design/methodology/approach Research articles from ten relevant journals for the 17-year period between 2000 and 2017 are categorised and analysed in a structured literature review (Massaro et al., 2016) to answer these three research questions. This study adds to a data set established by Guthrie et al. (2012) and presents the results in a consistent and comparable manner across the studies. Findings A lack of significant innovation in the evolution of ICD indicates that this research stream may have been a victim of its own success (Dumay and Guthrie, 2017). Stuck in overview mode, studies continue to fixate on general issues, largely drawing their analysis from the corporate reports of publicly listed companies in Europe. Very few studies examine ICD in the USA and beyond, nor do they drill down to organisational level to examine ICD in practice. Practical implications We academics need to leave our ivory towers and base future research on how organisations, in different contexts, using different languages, harness intangible assets to create value. Without discouraging content analysis from corporate reports, we need to be more innovative in searching for IC from the rich variety of media resources modern corporate communication channels offer, and recognise that, while we are all working towards the same thing, we may not be using the same language to get there. Originality/value Despite extending previous work, this study highlights some of the new insights revealed from ICD research, especially over the last two years. The findings regarding differing use of terminology across continents, a general decline in published research due to lack of interest or new ground to cover, and zero evidence for a “groundswell” of IC disclosures by listed companies should motivate further reading in many researchers.

Abstract: This meta-analysis examined if students’ writing performance is improved by reading interventions in studies (k = 54 experiments; 5,018 students) where students were taught how to read and studies (k = 36 investigations; 3,060 students) where students’ interaction with words or text was increased through reading or observing others read. Studies included in this review involved true- or quasi-experiments (with pretests) written in English that tested the impact of a reading intervention on the writing performance of students in preschool to Grade 12. Studies were not included if the control condition was a writing intervention, treatment students received writing instruction as part of the reading intervention (unless control students received equivalent writing instruction), control students received a reading intervention (unless treatment students received more reading instruction than controls), study attrition exceeded 20%, less than 10 students were included in any experimental condition, and studen...

Abstract: The Internet has democratized access to information but in so doing has opened the floodgates to misinformation, fake news, and rank propaganda masquerading as dispassionate analysis. To investigate how people determine the credibility of digital information, we sampled 45 individuals: 10 Ph.D. historians, 10 professional fact checkers, and 25 Stanford University undergraduates. We observed them as they evaluated live websites and searched for information on social and political issues. Historians and students often fell victim to easily manipulated features of websites, such as official-looking logos and domain names. They read vertically, staying within a website to evaluate its reliability. In contrast, fact checkers read laterally, leaving a site after a quick scan and opening up new browser tabs in order to judge the credibility of the original site. Compared to the other groups, fact checkers arrived at more warranted conclusions in a fraction of the time. We contrast insights gleaned from the fact checkers’ practices with common approaches to teaching web credibility.