Investigating the Robustness of Reading Difficulty Models for Russian Educational Texts

2021 ◽  
pp. 65-77
Author(s):  
Ulyana Isaeva ◽  
Alexey Sorokin
Keyword(s):  
Reading Difficulty

Review of Reading difficulty and personality organization.

1946 ◽  
Vol 16 (1) ◽  
pp. 181-182
Author(s):  
Adolf G. Woltmann
Keyword(s):  
Reading Difficulty ◽  
Personality Organization

Differential Brain Activation in 5- and 6-Year-Olds with and without Family History of Reading Difficulty

NeuroImage ◽  
2009 ◽  
Vol 47 ◽  
pp. S120
Author(s):  
J.M. Black ◽  
M. Nagamine ◽  
P.K. Mazaika ◽  
H. Tanaka ◽  
L.M. Stanley ◽  
...  
Keyword(s):  
Family History ◽  
Brain Activation ◽  
Reading Difficulty ◽  
History Of Reading ◽  
History Of

An Exploratory Study of Word Associations of Negro College Students

1968 ◽  
Vol 23 (1) ◽  
pp. 119-134 ◽  
Author(s):  
Leon H. Belcher ◽  
Joel T. Campbell
Keyword(s):  
College Students ◽  
Exploratory Study ◽  
Word Association ◽  
Scholastic Aptitude Test ◽  
Reading Difficulty ◽  
Aptitude Test ◽  
Word Associations ◽  
Scholastic Aptitude

Two word-association lists of 50 words were each administered to 50 Negro college students. 41 words were taken from the Kent-Rosanoff list, 29 from the Palermo-Jenkins list, and 30 were words used in analogy items of the Scholastic Aptitude Test. Comparisons with previous normative studies showed generally similar results. The present study did result in slightly smaller proportions of matching from class primary responses to noun, pronoun, and adverb stimulus words and of opposite responses to “opposite-evoking stimuli.” A number of the responses indicated reading difficulty or misunderstanding of the word.

Children’s Revision of Textual Flaws

1997 ◽  
Vol 20 (4) ◽  
pp. 667-680 ◽  
Author(s):  
Catherine Ann Cameron ◽  
Gail Edmunds ◽  
Barbara Wigmore ◽  
Anne Kathryn Hunt ◽  
M. J. Linton
Keyword(s):  
Reading Difficulty ◽  
Fifth Grade ◽  
Second Grade ◽  
Writing Quality ◽  
Text Revision ◽  
Fifth Grade Students ◽  
Comprehension Skills ◽  
Surface Flaws ◽  
Text Reading ◽  
Reading Comprehension Skills

Two studies are reported here that investigated elementary school children’s text revision. In the first experiment, both semantic and surface flaws were inserted in texts that varied in reading difficulty. Second-grade through fifth-grade students revised these experimenter-generated passages, presented as examples of submissions to a class newspaper. Differences in text reading difficulty did not affect revision effectiveness, nor were the semantic flaws especially difficult to detect and revise. An age effect showed growth in the revision of both semantic and surface errors from grades 2 to 4 with 2nd-graders revising one-third of the inserted errors, and 4th- and 5th-graders revising three-quarters of them. Revision and cloze reading comprehension skills were correlated. A second study compared students’ revision of their own as well as another’s text flaws. Fifth-graders wrote a narrative for a classroom anthology, and they revised both their own and inserted flaws. Their writing was evaluated holistically. Rates of both semantic and surface revision were somewhat lower for their own as opposed to another’s text errors, but revision rates were nevertheless relatively high, and they correlated with writing quality; that is, children who wrote high-quality texts also revised more errors, especially experimenter-inserted flaws. These data confirm that children respond positively to writing challenges in the area of revision, a skill in process of development, which is amenable to inspection and appears ripe for facilitation.

Reading Difficulty Characteristics in Dyslexic and Hearing-impaired Students

2000 ◽  
Vol 20 (4) ◽  
pp. 459-482 ◽  
Author(s):  
Ruth Engel-Eldar ◽  
Judith Rosenhouse
Keyword(s):  
Hearing Impaired ◽  
Reading Difficulty ◽  
Hearing Impaired Students

Constructing reading proficiency and struggle through tracked contexts

2018 ◽  
Vol 17 (3) ◽  
pp. 182-198
Author(s):  
Julie E. Learned ◽  
Mary Jo Morgan
Keyword(s):  
Young People ◽  
Struggling Readers ◽  
English Language ◽  
Reading Proficiency ◽  
State Standards ◽  
Reading Difficulty ◽  
Content Type ◽  
English Curriculum ◽  
English Classes ◽  
Students Attitudes

Purpose This paper aims to report on a study investigating how young people and teachers interpreted reading proficiency and difficulty across different tracks of English language arts in the sole high school serving a culturally diverse city. Design/methodology/approach For six months, the researchers observed in three hierarchically tracked English classes. Participants were three teachers and 15 focal youths. The researchers also conducted semi-structured and open-ended interviews and collected classroom artifacts and students’ records. Findings Despite adoption of the Common Core State Standards and a school-designed common English curriculum, both of which were to contribute to shared literacy objectives, students and teachers built highly contextualized understandings of reading proficiency, which diverged across tracks and mediated instruction. Across tracks, however, deficit discourses about reading struggle persisted, and students and teachers attributed difficulty to students’ attitudes and behaviors. Young people never described themselves in negative terms, which suggests they resisted the deficit labels tracking systems can generate. Originality/value Findings extend research by showing how literacy-related tracking contributed to exclusionary contexts through which students were unproductively positioned at odds. Findings suggest a need for renewed rigor in the examination of tracking practices, particularly how notions of reading difficulty/proficiency position youths and mediate literacy instruction. Despite deficit conceptions of “struggling readers” across the school, youths never described themselves negatively and accepted reading difficulty as normal; how youths achieved such resourceful stances can be further investigated. These research directions will support the creation of English contexts that invite all youths into inquisitive, critical and agentive interactions with texts and each other.

Childhood Chronic Illness and Visual Motor Perceptual Development

1969 ◽  
Vol 36 (1) ◽  
pp. 39-42 ◽  
Author(s):  
Clyde W. Shepherd
Keyword(s):  
Chronic Illness ◽  
Early Reading ◽  
Reading Difficulty ◽  
Second Grade ◽  
Motor Tasks ◽  
Perceptual Development ◽  
Factors Associated ◽  
Childhood Chronic Illness ◽  
History Of ◽  
Visual Motor

The visual motor perceptual development of 47 second grade children having a history of chronic illness was investigated. Relationships between factors associated with the chronic illness and visual perceptual development are cited and discussed. The results suggest that children having a history of chronic illness perform significantly below expected levels on visual motor tasks and experience early reading difficulty.

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