scholarly journals Effects of Feedforward Video Self-Modelling on Reading Fluency and Comprehension

2015 ◽  
Vol 32 (1) ◽  
pp. 46-58 ◽  
Author(s):  
Cathy Robson ◽  
Neville Blampied ◽  
Lawrence Walker
Keyword(s):  
Reading Fluency ◽  
Reading Ability ◽  
Cost Effective ◽  
Science Research ◽  
Social Contexts ◽  
Fluent Reader ◽  
Video Footage ◽  
Fluency And Comprehension ◽  
Post Test ◽  
The Individual

Being able to read at a fluent rate confers many advantages on an individual in both educational and wider social contexts throughout life. To be a fluent reader means that the individual can sustain high accuracy while reading at a rate appropriate to the material and the setting, and implies the development of automaticity in the cognitive processes involved in reading. Fluency has not, however, been the focus of much research. In this study, an observational learning technique — feedforward video self-modelling (FFVSM) — was used to improve children's reading fluency. Eleven primary (elementary) school children aged between 72 and 108 months, four girls and seven boys, viewed edited video footage of themselves seemingly reading a difficult text at a fluent rate six times over a 2-week period. Reading performance (accuracy, comprehension and rate) was measured at pre- and post-test using the Neale Analysis of Reading Ability, and fluency and comprehension scores were measured across the intervention period using the Science Research Associates Reading Laboratory (SRA) graded reading texts. The results showed that the majority of the children improved their reading fluency, comprehension and accuracy as well as reader self-perception (a proxy measure of self-efficacy). These positive results suggest that FFVSM could be a rapid, cost-effective intervention to be used within educational settings to promote fluent reading.

scholarly journals Effect of a Canine-Assisted Read Aloud Intervention on Reading Ability and Physiological Response: A Pilot Study

Animals ◽  
2019 ◽  
Vol 9 (8) ◽  
pp. 474 ◽  
Author(s):  
Suk-Chun Fung
Keyword(s):  
Reading Fluency ◽  
Reading Ability ◽  
Preliminary Evidence ◽  
Third Graders ◽  
Read Aloud ◽  
Future Research ◽  
Reading Tests ◽  
Post Test ◽  
Character Reading ◽  
Grade 3

The aim of this study was to determine whether there is an increase in the reading fluency and accuracy of three lower performing third-graders after participating in a canine-assisted read-aloud program, as well as an increase in the relaxation level during and after the program. This study employed a pre-test-post-test design to test the hypotheses that gains would be made in both reading fluency and reading accuracy upon completion of the program. The three grade 3 students were assessed by the Chinese Character Reading Test and the Reading Fluency Test. During the intervention, they read to a trained canine in the presence of a handler. Three days after the completion of the seven 20-min interventions, the participants were assessed by the two standardized reading tests a second time. Heart rate variability (HRV) responses to the pre-test, the intervention and the post-test were recorded. The three grade 3 students attained a higher level of relaxation while reading to the dog and increased their reading fluency after the reading sessions. These results provided preliminary evidence that the canine-assisted read-aloud program can increase the reading performance of children with lower performance. Implications for future research and reading programs will be discussed.

scholarly journals Fluency Interventions for Struggling Readers in Grades 6 to 12: A Research Synthesis

2021 ◽  
pp. 002221942199124
Author(s):  
Paul K. Steinle ◽  
Elizabeth Stevens ◽  
Sharon Vaughn
Keyword(s):  
Struggling Readers ◽  
Reading Fluency ◽  
Repeated Reading ◽  
Word Count ◽  
Fluent Reader ◽  
Positive Effects ◽  
Grade Levels ◽  
Fluency Intervention ◽  
Fluency And Comprehension ◽  
Connected Text

This systematic review synthesizes fluency intervention research for struggling readers in Grades 6 through 12 from January 2006 to October 2019. The search yielded 17 studies examining reading fluency and comprehension outcomes. Most studies examined repeated reading (RR) interventions to improve reading fluency for struggling readers at these grade levels, resulting in improved fluency but few positive effects on reading comprehension outcomes, similar to trends observed in prior systematic reviews. Reading connected text with an equivalent word count to word counts of RR sessions did not result in increased reading fluency, a finding aligned with a prior synthesis. Few studies used a fluent reader as a model prior to RRs, despite previous support for modeling within fluency interventions.

scholarly journals Intensive summer intervention drives linear growth of reading skill in struggling readers

2017 ◽  
Author(s):  
Patrick M. Donnelly ◽  
Elizabeth Huber ◽  
Jason D. Yeatman
Keyword(s):  
Individual Differences ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Reading Ability ◽  
Time Course ◽  
Intervention Program ◽  
Reading Skill ◽  
Individual Growth ◽  
Fluency And Comprehension ◽  
Initial Reading

An achievement of reading research has been the development of intervention programs for struggling readers. Most intervention studies employ a pre-post design, to examine efficacy, but this precludes the study of intervention-driven growth. Determining the time-course of improvement is essential for cost-effective, evidence-based intervention decisions. The goal of this study was to (a) analyze reading growth curves during an intensive summer intervention program and (b) characterize factors that predict individual differences in growth. A cohort of 37 children (6-12y) with reading difficulties (N = 21 with dyslexia diagnosis) were enrolled in 160 hours of intervention. We collected behavioral measures over 4 sessions assessing decoding, oral reading fluency, and comprehension. Data were analyzed using mixed-effects modeling to characterize growth and the moderating effect of individual differences (age, IQ, phonological awareness, & initial reading skill). Longitudinal measurements revealed a linear dose-response relationship between hours of intervention and improvement in reading ability. Decoding skills showed substantial growth (Cohen’s d = 0.81 (WJ Basic Reading Skills)), with fluency and comprehension growing more gradually (d =0.35 (WJ Reading Fluency)). Multivariate analyses revealed a significant contribution of initial reading ability in predicting individual growth rates: This demonstrates the efficacy of intensive intervention for highly impaired readers.

Addressing osteoarthritis pain among older adult women through aquatic therapy: A new look at shallow-water movement

2018 ◽  
Vol 17 (4) ◽  
pp. 37-44
Author(s):  
Mark V. Saunders, PhD ◽  
Jennifer A. Piatt, PhD, CTRS ◽  
William D. Ramos, PhD ◽  
Carol Kennedy-Armbruster, PhD ◽  
Bryan P. McCormick, PhD, CTRS
Keyword(s):  
Shallow Water ◽  
Visual Analysis ◽  
Water Movement ◽  
Single Case ◽  
Hip Osteoarthritis ◽  
Cost Effective ◽  
Sensitivity Analyses ◽  
Adult Women ◽  
Post Test ◽  
The Individual

This study evaluated a shallow-water intervention to reduce pain among women age 61 to 81 with knee and/or hip osteoarthritis. The study used a randomized-replicated single-case two-condition crossover design to determine which condition was more effective at relieving pain. One condition was functional movements without the use of a stationary pole; the other condition, identical movements with the pole. Data were collected through repeated pain measures, pre-test-post-test measures, and retrospective pre-test post-test measures. Pain data analysis with Microsoft Excel® ExPRT 2.0 AB program generated pre- and post-crossover charts. Visual analysis findings were substantiated with sensitivity analyses of retrospective pre-test and post-test data, showing no significance between the two conditions (p ≤ 0.05). Results indicated use of a pole might not be more effective than the movement program itself. For the individual and recreation therapist, this finding might translate to cost effective recreation therapy interventions addressing clinical outcomes as a result from engagement with an aquatic RT movement program.

¿Quién soy yo? Reflexiones teórico sistémicas acerca de la indentidad individual

2017 ◽  
Vol 1 (1) ◽  
pp. 15-31
Author(s):  
Francisco Xavier Morales
Keyword(s):  
Identity Construction ◽  
Social Systems ◽  
Social Contexts ◽  
Individual Identity ◽  
Contemporary Society ◽  
Self Identity ◽  
Moral Communication ◽  
Identity Based ◽  
Definition Of ◽  
The Individual

The problem of identity is an issue of contemporary society that is not only expressed in daily life concerns but also in discourses of politics and social movements. Nevertheless, the I and the needs of self-fulfillment usually are taken for granted. This paper offers thoughts regarding individual identity based on Niklas Luhmann’s systems theory. From this perspective, identity is not observed as a thing or as a subject, but rather as a “selfillusion” of a system of consciousness, which differentiates itself from the world, event after event, in a contingent way. As concerns the definition  of contents of self-identity, the structures of social systems define who is a person, how he or she should act, and how much esteem he or she should receive. These structures are adopted by consciousness as its own identity structures; however, some social contexts are more relevant for self-identity construction than others. Moral communication increases the probability that structure appropriation takes place, since the emotional element of identity is linked to the esteem/misesteem received by the individual from the interactions in which he or she participates.

Factor Analysis among the variables relating to purpose of using social media websites and nonacceptance of social media in recruitment

2020 ◽  
pp. 245-248
Keyword(s):  
Social Media ◽  
Factor Analysis ◽  
Social Science Research ◽  
Cost Effective ◽  
Science Research ◽  
Recruitment Strategies ◽  
Job Seeking ◽  
Hiring Process ◽  
To Come ◽  
New Strategies

In the era of Globalization, advancement of technology and stiff competition, particularly, in the I.T. Industry, companies have to adopt new H.R. strategies and practices so as to constantly evolve and grow. In this context, existing recruitment strategies have to be replaced by new strategies. Many companies are now extensively depending on the internet to connect to larger audiences globally. Organizations are in a position to attract profiles, resumes from potential candidates by announcing their vacancies on their own websites. E-recruitment is evoking interest among the companies typically over the last few years. The spread of information technology and growth of Internet has paved way for companies willing to hunt for talent on the job seeking websites. In the years to come, social networking will soon be an indispensable part of the hiring process. It is cost effective, does not require setting up an office and forms an effective tool for recruiters. The main purpose of this study was to understand the application of factor analysis in social science research and to reduce a large number of variables into manageable smaller factors for further analysis of the employers’ perception on social media recruitment with reference to the I.T. Sector in Bangalore.

scholarly journals Individual behavioural traits not social context affects learning about novel objects in archerfish

2021 ◽  
Vol 75 (3) ◽  
Author(s):  
Nick A. R. Jones ◽  
Helen C. Spence-Jones ◽  
Mike Webster ◽  
Luke Rendell
Keyword(s):  
Social Context ◽  
Social Environment ◽  
Social Contexts ◽  
Negative Effects ◽  
Behavioural Phenotype ◽  
Social Species ◽  
The Social ◽  
Social Animals ◽  
Novel Objects ◽  
The Individual

Abstract Learning can enable rapid behavioural responses to changing conditions but can depend on the social context and behavioural phenotype of the individual. Learning rates have been linked to consistent individual differences in behavioural traits, especially in situations which require engaging with novelty, but the social environment can also play an important role. The presence of others can modulate the effects of individual behavioural traits and afford access to social information that can reduce the need for ‘risky’ asocial learning. Most studies of social effects on learning are focused on more social species; however, such factors can be important even for less-social animals, including non-grouping or facultatively social species which may still derive benefit from social conditions. Using archerfish, Toxotes chatareus, which exhibit high levels of intra-specific competition and do not show a strong preference for grouping, we explored the effect of social contexts on learning. Individually housed fish were assayed in an ‘open-field’ test and then trained to criterion in a task where fish learnt to shoot a novel cue for a food reward—with a conspecific neighbour visible either during training, outside of training or never (full, partial or no visible presence). Time to learn to shoot the novel cue differed across individuals but not across social context. This suggests that social context does not have a strong effect on learning in this non-obligatory social species; instead, it further highlights the importance that inter-individual variation in behavioural traits can have on learning. Significance statement Some individuals learn faster than others. Many factors can affect an animal’s learning rate—for example, its behavioural phenotype may make it more or less likely to engage with novel objects. The social environment can play a big role too—affecting learning directly and modifying the effects of an individual’s traits. Effects of social context on learning mostly come from highly social species, but recent research has focused on less-social animals. Archerfish display high intra-specific competition, and our study suggests that social context has no strong effect on their learning to shoot novel objects for rewards. Our results may have some relevance for social enrichment and welfare of this increasingly studied species, suggesting there are no negative effects of short- to medium-term isolation of this species—at least with regards to behavioural performance and learning tasks.

scholarly journals Effectiveness of Guided Writing in Teaching Composition

2015 ◽  
Vol 4 ◽  
pp. 18-25
Author(s):  
Dipendra Kumar Khatri
Keyword(s):  
Data Collection ◽  
Secondary School ◽  
Sample Population ◽  
Guided Writing ◽  
Post Test ◽  
Teaching Composition ◽  
The Individual ◽  
Individual Scores ◽  
Experimental Group ◽  
Practical Teaching

This article summarizes the study conducted to find out the effectiveness of guided writing in teaching composition. Fifty-two students of grade nine studying at Khelnechour Secondary School, Surkhet were the sample population of this research. The researcher requested one of the teachers to involve in the practical teaching for carrying out the research. The tests (pre-test and post test) were the major tools for data collection. The students were ranked from the first to the fifty-second position based on the results of the pre-test. They were divided into two groups based on odd-even ranking of the individual scores. Then, experimental group was taught through guided writing activities whereas controlled group was taught without guided writing activities. Each groups attended thirty lessons. Then the post-test was administered. The results of these two tests (Pre and Post) were compared and found that guided writing activities were more effective in teaching composition. Journal of NELTA Surkhet Vol.4 2014: 18-25

Missing Data in Research on Youth and Family Programs

2021 ◽  
pp. 003329412110268
Author(s):  
Jaime Ballard ◽  
Adeya Richmond ◽  
Suzanne van den Hoogenhof ◽  
Lynne Borden ◽  
Daniel Francis Perkins
Keyword(s):  
Missing Data ◽  
Statistical Methods ◽  
Self Report ◽  
Program Participation ◽  
Multilevel Data ◽  
Individual Level ◽  
Level Data ◽  
Before And After ◽  
Post Test ◽  
The Individual

Background Multilevel data can be missing at the individual level or at a nested level, such as family, classroom, or program site. Increased knowledge of higher-level missing data is necessary to develop evaluation design and statistical methods to address it. Methods Participants included 9,514 individuals participating in 47 youth and family programs nationwide who completed multiple self-report measures before and after program participation. Data were marked as missing or not missing at the item, scale, and wave levels for both individuals and program sites. Results Site-level missing data represented a substantial portion of missing data, ranging from 0–46% of missing data at pre-test and 35–71% of missing data at post-test. Youth were the most likely to be missing data, although site-level data did not differ by the age of participants served. In this dataset youth had the most surveys to complete, so their missing data could be due to survey fatigue. Conclusions Much of the missing data for individuals can be explained by the site not administering those questions or scales. These results suggest a need for statistical methods that account for site-level missing data, and for research design methods to reduce the prevalence of site-level missing data or reduce its impact. Researchers can generate buy-in with sites during the community collaboration stage, assessing problematic items for revision or removal and need for ongoing site support, particularly at post-test. We recommend that researchers conducting multilevel data report the amount and mechanism of missing data at each level.

scholarly journals Smart Reading Aid for Detecting Problems With Reading Fluency and Comprehension

2016 ◽  
Author(s):  
Zoltán Rusák ◽  
Niels van de Water ◽  
Bram de Smit ◽  
Imre Horváth ◽  
Wilhelm Frederik Van Der Vegte
Keyword(s):  
Reading Fluency ◽  
Word Processing ◽  
Laboratory Experiments ◽  
Literature Study ◽  
Brain Signals ◽  
Normal Reading ◽  
Fluency And Comprehension ◽  
Functional Prototype ◽  
Tracking Technology ◽  
Processing Difficulty

Brain signal and eye tracking technology have been intensively applied in cognitive science in order to study reading, listening and learning processes. Though promising results have been found in laboratory experiments, there are no smart reading aids that are capable to estimate difficulty during normal reading. This paper presents a new concept that aims to tackle this challenge. Based on a literature study and an experiment, we have identified several indicators for characterizing word processing difficulty by interpreting electroencelography (EEG) and electrooculography (EOG) signals. We have defined a computational model based on fuzzy set theory, which estimates the probability of word processing and comprehension difficulty during normal reading. The paper also presents a concept and functional prototype of a smart reading aid, which is used to demonstrate the feasibility of our solution. The results of our research proves that it is possible to implement a smart reading aid that is capable to detect reading difficulty in real time. We show that the most reliable indicators are related to eye movement (i.e. fixation and regression), while brain signals are less dependable sources for indicating word processing difficulty during continuous reading.

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