scholarly journals Exploring the Relationship Between Cognitive Characteristics and Responsiveness to a Tier 3 Reading Fluency Intervention

2019 ◽  
Vol 35 (4) ◽  
pp. 374-391
Author(s):  
Stacey A. Field ◽  
John C. Begeny ◽  
Eui Kyung Kim
Keyword(s):  
Reading Fluency ◽  
Cognitive Characteristics ◽  
Fluency Intervention ◽  
Tier 3 ◽  
The Relationship

Influence of type and source of electronic word-of-mouth on consumers' health care-seeking decisions

2020 ◽  
Vol 48 (11) ◽  
pp. 1-9
Author(s):  
Xiaohong Chen ◽  
Ming Chen ◽  
Shih-Heng Yu ◽  
Yinxia Wu ◽  
Anqian Tao
Keyword(s):  
Health Care ◽  
Online Community ◽  
Word Of Mouth ◽  
Medical Advice ◽  
Health Care Seeking ◽  
Electronic Word Of Mouth ◽  
Care Seeking ◽  
Class A ◽  
Tier 3 ◽  
The Relationship

We examined the influence of the type (positive vs. negative) and source (patients' online community vs. general online community) of electronic word-of-mouth (eWOM) on consumers' health care-seeking decisions. Participants in this 2 × 2 between-subjects study comprised 160 patients who had sought medical advice at a large Tier 3, Class A hospital in China in 2019. The results show that negative (vs. positive) eWOM had a greater influence on consumers' health care-seeking decisions, with similar results for the patients' (vs. general) online community. In addition, positive eWOM from the patients' (vs. general) online community had a greater influence on participants' health careseeking decisions but the result was not significant for negative eWOM. Credibility of eWOM also mediated the relationship between eWOM and health care-seeking decision. Practical and theoretical implications are discussed.

scholarly journals On the relationship between Iranian EFL learners’ reading fluency, their personality types and learning styles

2019 ◽  
Vol 6 (1) ◽  
pp. 1681347
Author(s):  
Lida Foroozandehfar ◽  
Gholamhassan Famil Khalili ◽  
Jeroen van de Weijer
Keyword(s):  
Learning Styles ◽  
Reading Fluency ◽  
Personality Types ◽  
Efl Learners ◽  
The Relationship

scholarly journals S18. THE RELATIONSHIP BETWEEN PHYSICAL ACTIVITY, CLINICAL AND COGNITIVE CHARACTERISTICS AND BDNF MRNA LEVELS IN PATIENTS WITH SEVERE MENTAL DISORDERS

2019 ◽  
Vol 45 (Supplement_2) ◽  
pp. S312-S312
Author(s):  
Monica Aas ◽  
Srdjan Djurovic ◽  
Torill Ueland ◽  
Ragni H Mørch ◽  
Jannicke F Laskemoen ◽  
...  
Keyword(s):  
Physical Activity ◽  
Mental Disorders ◽  
Mrna Levels ◽  
Severe Mental Disorders ◽  
Bdnf Mrna ◽  
Cognitive Characteristics ◽  
The Relationship

Do Children Understand the Basic Relationship between Speech and Writing? The Mow—Motorcycle Test

1974 ◽  
Vol 6 (3) ◽  
pp. 327-334 ◽  
Author(s):  
Paul Rozin ◽  
Beth Bressman ◽  
Mark Taft
Keyword(s):  
Inner City ◽  
Reading Fluency ◽  
Second Graders ◽  
Spoken Word ◽  
Specific Form ◽  
Writing System ◽  
Short Word ◽  
Fundamental Relationship ◽  
Basic Relationship ◽  
The Relationship

School children who have not yet attained moderate reading fluency were tested for their awareness of a fundamental relationship between our writing system and speech: that the sounds of speech are represented in writing. Children were shown a long and short word written on a card (e.g., mow and motorcycle), and asked which word corresponded to a spoken word (e.g., mow). The word choices were grossly different in length, so that a non-reader could perform perfectly if the relationship between written and spoken length was understood. Children were also asked about their basis for responding. Most inner-city kindergarteners in a reasonably representative sample did not perform well on this test. A majority of suburban kindergarteners and inner city first and second graders performed well, but many did not. Controls suggested that failure on this test cannot be attributed to the specific form of presentation of the materials or to misunderstanding of the question being asked.

scholarly journals Morphological instruction and reading development in young L2 readers: A scoping review of causal relationships

2021 ◽  
Vol 11 (3) ◽  
pp. 331-350
Author(s):  
Sihui (Echo) Ke ◽  
Dongbo Zhang
Keyword(s):  
Reading Fluency ◽  
Scoping Review ◽  
Word Reading ◽  
Reading Development ◽  
Vocabulary Knowledge ◽  
Target Language ◽  
Morphological Instruction ◽  
The Usa ◽  
Novel Word Learning ◽  
The Relationship

This scoping review explores the causal relationship between morphological instruction and reading development in young L2 learners by synthesizing 12 primary studies published between 2004 and 2019 (N = 1,535). These studies focused on reading English as the target language and involved participants between kindergarten and Grade 12 from four countries (China, Egypt, Singapore, and the USA). Findings suggested that (a) morphological instruction led to consistent and positive gains in L2 children’s morphological awareness and vocabulary knowledge, and the effect sizes (Cohen’s ds) ranged from small to large; and (b) the relationship between morphological instruction and other outcomes such as phonological awareness, word reading accuracy, word reading fluency, spelling, and reading comprehension was inconclusive. Notably, transfer effects of L2 English morphological instruction on novel word learning in English or on reading development in an additional language were only examined and observed in four primary studies. Discussion was provided regarding future instructional and research design.

scholarly journals How does gender impact the relationship between reading fluency and reading comprehension?Akıcı okuma ve okuduğunu anlama arasındaki ilişkilerde cinsiyet nasıl bir rol oynamaktadır?

2018 ◽  
Vol 15 (2) ◽  
pp. 931
Author(s):  
Dudu Kaya ◽  
Kasım Yıldırım
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Full Text ◽  
Expository Text ◽  
English Summary ◽  
Narrative Text ◽  
Research Findings ◽  
Gender Impacts ◽  
The Relationship ◽  
Comprehension Tests

This research aimed to explore how gender impacts the relationship between reading fluency and reading comprehension. The research sample conssits of a tatol of 100 seventh gaders. In order to assess the students’ reading comprehension and reading fluency levels, an expository and a narrative text were used. For the implemetantons, each student was asked to read orally the expository text and anwered the comprehension questions related to texts. The same procedure was used for the narrative teaxt reading. The comprehension tests were the researcher-develped. The recorded oral readings were scored according to reading fluency components including word recognition automaticity and prosody by the researchers.  In the comprehension tests were focues on deep and literal comprehension levels of the students. The research findings indicated that there were statistically significant relations between reading comprehension and reading fluency. However, the gender of the students did not affect the significant differences between reading fleuncy and reading comprehension. Extended English summary is in the end of Full Text PDF (TURKISH) file.  ÖzetBu araştırmada öğrencilerin akıcı okuma ve okuduğunu anlama düzeyleri arasındaki ilişkilerin cinsiyete göre değişip değişmediği incelenmiştir. Araştırmanın çalışma grubunu Denizli il merkezindeki farklı okullarda öğrenim göre 7. sınıflardaki 100 öğrenci oluşturmaktadır. Öğrencilerin akıcı okuma ve okuduğunu anlamalarının belirlenmesinde sınıf seviyelerine uygun hikâye edici ve bilgi verici metinler kullanılmıştır. Uygulamalarda her öğrenciye önce hikâye edici metin sesli olarak okutulmuş ve kaydedilmiş sonra metinle ilgili sorular verilerek cevaplaması istenmiştir. Aynı işlemler aynı öğrenciler ile bilgi verici metin üzerinde de gerçekleştirilmiştir. Okuduğunu anlamayı basit ve derinlemesine anlama boyutlarında ölçen sorulardan oluşan test araştırmacılar tarafından geliştirilmiştir. Kaydedilen sesli okumalar akıcı okuma bileşenlerine göre analiz edilerek puanlama yapılmıştır. Puanlamada okuma hızı ve prozodik okuma olmak üzere üç farklı bileşen değerlendirilmiştir. Okuduğunu anlama testi basit anlama ve derinlemesine anlama puanı olarak puanlanmıştır. Yapılan analizlerden elde edilen bulgulara göre hem kız hem erkek öğrencilerde akıcı okuma ile okuduğunu anlama arasında anlamlı ve olumlu ilişkiler bulunmaktadır. Ancak bu ilişki cinsiyet bağlamında farklılık göstermemektedir. Elde edilen bu sonuçlar ilgili bilimsel literatür bağlamında tartışılmış ve gerekli önerilerde bulunulmuştur.

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