scholarly journals The Three Factors in Reading Ability: Reanalysis of a Study by Cunningham, Stanovich, and Wilson

1992 ◽  
Vol 24 (2) ◽  
pp. 173-190 ◽  
Author(s):  
Ronald P. Carver
Keyword(s):  
Individual Differences ◽  
Word Recognition ◽  
Reading Ability ◽  
Reading Rate ◽  
Rate Level ◽  
Listening Tests ◽  
Accuracy Level ◽  
Two Factors ◽  
Almost All ◽  
Rauding Theory

Cunningham, Stanovich, and Wilson (1990) tested college students and concluded from their 22 measures that three factors were needed to explain individual differences in reading ability; one of these factors was called Word Recognition. Their data have been reanalyzed to determine whether there is any support for the three individual difference factors advanced in rauding theory—called rauding accuracy level (AL), rauding rate level (RL), and rauding efficiency level (EL). A factor analysis of their nine variables that measured reading ability yielded two factors; one was readily identified as AL because its highest loadings were on vocabulary and listening tests, and the other was readily identified as RL because its highest loadings were on measures of reading rate. When a single factor fit was forced upon these data, the resulting factor was readily identified as EL because the highest loadings were on measures of general reading ability such as reading comprehension and efficiency. It appears that individual differences in almost all measures of reading ability can be explained by regarding AL and RL as correlated subfactors of general reading ability, EL. The Word Recognition factor found by Cunningham et al. appears to be a rate factor, called rauding rate level, RL.

Merging the Simple View of Reading with Rauding Theory

1993 ◽  
Vol 25 (4) ◽  
pp. 439-455 ◽  
Author(s):  
Ronald P. Carver
Keyword(s):  
Word Recognition ◽  
Reading Ability ◽  
Strong Support ◽  
Reading Level ◽  
Theoretical Concepts ◽  
Simple View Of Reading ◽  
Simple View ◽  
Accuracy Level ◽  
Recognition Level ◽  
Rauding Theory

The Simple View of reading was merged with rauding theory by advancing a revision, called Simple View II. The original Simple View, described by Hoover and Gough (1990), has several inconsistencies between theoretical concepts and how concepts are measured. These inconsistencies were illuminated and clarified by using constructs from rauding theory. The resulting Simple View II focuses on how individual differences in reading level (called rauding accuracy level, AL) are almost entirely a function of word recognition level (called pronunciation level, PL) and listening comprehension level (called auditory accuracy level, AudAL). An analysis of data collected from 61 students in Grades 3–5, indicated that all of the reliable variance in AL was probably accounted for by PL and AudAL, thus providing strong support for Simple View II. Furthermore, the reading level of students in GE units (e.g., Grade 5) could be predicted highly accurately by simply averaging (a) their level of word recognition in GE units (e.g., Grade 3) and (b) their level of language comprehension in GE units (e.g., Grade 7). When Simple View II is merged with rauding theory, the result is a theoretical framework which includes interrelationships among all of the important constructs involved in reading ability, for students in Grade 1 through college.

Individual differences in visual word recognition: Insights from the ELP

2010 ◽  
Author(s):  
Melvin J. Yap ◽  
David A. Balota ◽  
Daragh Sibley ◽  
Roger Ratcliff
Keyword(s):  
Individual Differences ◽  
Word Recognition ◽  
Visual Word Recognition ◽  
Visual Word

Phrase-Reading Mediates Between Words and Syntax in Struggling Adolescent Readers

2019 ◽  
Vol 41 (3) ◽  
pp. 162-175 ◽  
Author(s):  
Patsy Nomvete ◽  
Susan R. Easterbrooks
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Reading Ability ◽  
Reading Rate ◽  
Hierarchical Regression ◽  
Syntactic Awareness ◽  
Adolescent Readers ◽  
Struggling Adolescent Readers ◽  
Positive Significant Correlation ◽  
Passage Reading

The components involved in adolescent reading are complex and not clearly understood in struggling readers. Phrase reading, a language skill associated with prosodic understanding of syntactic phrases, has received little attention. We studied 70 adolescent readers including delayed readers to answer the following questions: (a) Do phrase-reading ability, syntactic awareness, passage-reading rate, and reading comprehension have a positive, significant correlation; (b) Do language-related variables (i.e., phrasing ability, syntactic awareness) account for more of the variance in comprehension than passage-reading rate; (c) Does phrase-reading ability, as measured by phrase-level prosody, provide a mechanism for, or at least partially mediate, how passage-reading rate and syntactic awareness affect reading comprehension? Data were analyzed using hierarchical regression and mediation regression. All answers were affirmative suggesting that researchers studying adolescent struggling readers should investigate prosodic phrasing-reading ability as a tool for improving reading comprehension.

Aphasic Performance on Visual Tracking Program

1972 ◽  
Vol 35 (2) ◽  
pp. 343-346
Author(s):  
Elisabeth H. Wiig ◽  
Patricia H. Smith
Keyword(s):  
Visual Tracking ◽  
Reading Ability ◽  
Silent Reading ◽  
Reading Rate ◽  
Training Period ◽  
Perceptual Speed ◽  
Reading Deficits ◽  
Period 2 ◽  
Speed And Accuracy

The performance of 9 adult aphasics on a visual tracking program was investigated. The results indicated (1) significant increases in visual tracking rate over an 8-wk. training period, (2) significant increases in performance on tests of silent reading rate and over-all reading ability, and (3) no direct relationships between increases in visual tracking rate and silent reading rate or over-all reading ability. The significant gains observed in perceptual speed and accuracy, silent reading rate, and over-all reading ability indicated that the visual tracking program (Gaeke & Smith, 1962) may contribute significantly to the remediation of reading deficits in aphasia.

scholarly journals Application of ground-penetrating radar technique to evaluate the waterfront location in hardened concrete

2016 ◽  
Author(s):  
Isabel Rodríguez-Abad ◽  
Gilles Klysz ◽  
Rosa Martínez-Sala ◽  
Jean Paul Balayssac ◽  
Jesús Mené-Aparicio
Keyword(s):  
Ground Penetrating Radar ◽  
Concrete Structures ◽  
Hardened Concrete ◽  
Concrete Durability ◽  
Water Penetration ◽  
Wave Parameters ◽  
Two Factors ◽  
Almost All ◽  
Ground Penetrating ◽  
Term Performance

Abstract. The long term performance of concrete structures is directly tied to two factors: concrete durability and strength. When assessing the durability of concrete structures, the study of the water penetration is paramount, because almost all reactions like corrosion, alkali-silica, sulfate, etc., which produce their deterioration, require the presence of water. Ground-penetrating radar (GPR) has shown to be very sensitive to water variations. On this basis, the objective of this experimental study is, firstly, to analyze the correlation between the water penetration depth in concrete samples and the GPR wave parameters. To do this, the samples were immersed into water for different time intervals and the wave parameters were obtained from signals registered when the antenna was placed on the immersed surface of the samples. Secondly, a procedure has been developed to be able to determine, from those signals, the reliability in the detection and location of waterfront depths. The results have revealed that GPR may have an enormous potential in this field, because excellent agreements were found between the correlated variables. In addition, when comparing the waterfront depths calculated from GPR measurements and those visually registered after breaking the samples, we observed that they totally agreed when the waterfront was more than 4 cm depth.

Accommodations for Individual Differences without Classroom Ability Groups: An Experiment in School Restructuring

1994 ◽  
Vol 60 (4) ◽  
pp. 344-358 ◽  
Author(s):  
Joseph R. Jenkins ◽  
Mark Jewell ◽  
Norma Leicester ◽  
Rollanda E. O'Connor ◽  
Linda M. Jenkins ◽  
...  
Keyword(s):  
Special Education ◽  
Individual Differences ◽  
Special Education Teachers ◽  
Reading Ability ◽  
School Restructuring ◽  
Control School ◽  
Reading Vocabulary ◽  
Language Arts Instruction ◽  
Ability Groups ◽  
Based Instruction

This study examined an alternative approach for organizing reading and language arts instruction to accommodate individual differences in reading ability. The approach featured Cooperative Integrated Reading and Composition (CIRC), conducted without ability groups, with cross-age and peer tutoring, supplementary phonics instruction for some students, and classroom-based instruction from compensatory and special education teachers. Students in regular, remedial, and special education were included in an experimental and a control school. We found significant effects on reading vocabulary, total reading, and language scores in favor of the experimental school; but on several other measures, including behavior ratings, we did not detect treatment effects.

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