scholarly journals Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial With Poor Readers From Second and Third Grade

2013 ◽  
Vol 17 (6) ◽  
pp. 398-414 ◽  
Author(s):  
Riikka Heikkilä ◽  
Mikko Aro ◽  
Vesa Närhi ◽  
Jari Westerholm ◽  
Timo Ahonen
Keyword(s):  
Reading Speed ◽  
Poor Readers ◽  
Third Grade ◽  
Computer Based

Further Experiments in Language Translation

1972 ◽  
Vol 15 ◽  
pp. 1-29 ◽  
Author(s):  
H. Wallace Sinaiko ◽  
George R. Klare
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Air Force ◽  
Computational Linguistics ◽  
Reading Speed ◽  
Language Translation ◽  
Student Pilots ◽  
Cloze Procedure ◽  
Computer Based ◽  
Comprehension Tests

Abstract Application of computational linguistics, i.e., language translation by computer, has been proposed as a means of producing readable translations of technical English-to-Vietnamese. This report is about an experimental study of the readability of translations that could be used for training or equipment maintenance. The experiments involved assessing the readability of Vietnamese that had been translated from English by three methods: (1) expert human translators, (2) un-edited translation by computer, and (3) edited computer translation. English was a control condition. Readers included two groups of student pilots : 168 in the Vietnamese Air Force (VNAF) and 88 in the USAF. Material that was translated consisted of three 500-word passages sampled from a standard Air Force text, Instrument Flying. Readability was measured by : (1) reading comprehension tests, (2) cloze procedure, and (3) clarity ratings. Time to complete each of these tasks was also measured. Major conclusions of the study are : (1) expert human translators produce more readable translations of technical English-to-Vietnamese than is done by computer; (2) Vietnamese readers, trained in English, show the highest comprehension when dealing with that language; (3) comprehension loss becomes relatively greater, as more and more difficult material is read, for computer-based translations than for human translations; (4) method of translation does not affect reading speed.

Effects of the Cloze Procedure on Good and Poor Readers' Comprehension

1981 ◽  
Vol 13 (2) ◽  
pp. 145-156 ◽  
Author(s):  
Lea M. Mcgee
Keyword(s):  
Poor Readers ◽  
Third Grade ◽  
Fifth Grade ◽  
Good Readers ◽  
Delayed Recall ◽  
Immediate Recall ◽  
Cloze Procedure ◽  
Instructional Technique ◽  
Good And Poor Readers ◽  
Feature Theory

The effects of a cloze procedure developed from transfer feature theory of processing in reading on immediate and delayed recall of good and poor readers were studied. Easy cloze passages were generated so all cloze deletions were successfully supplied by approximately 75% of 78 students used in a norming process. Twenty third-grade good and twenty fifth-grade poor readers read and recalled an easy cloze and a normal, non-cloze version of two expository passages. Recalls were scored according to an analysis of discourse procedure. Results indicated that fifth-grade poor readers remember more than third-grade good readers immediately after reading and after a one-week delay. Moreover, fifth-grade poor readers remember more from reading an easy cloze passage than from reading a normal passage in immediate recall. Implications for the use of this cloze procedure as an instructional technique are discussed.

Effects of Rapid Decoding Training on Reading Speed and Comprehension

1989 ◽  
Vol 69 (2) ◽  
pp. 515-521 ◽  
Author(s):  
Eileen Grant ◽  
Lionel Standing
Keyword(s):  
General Practice ◽  
Reading Speed ◽  
Reading Skill ◽  
Practice Effect ◽  
Poor Readers ◽  
Control Groups ◽  
Context Analysis ◽  
Trained Subjects

Two groups of poor readers, age 12 to 15 yr., were trained in rapid decoding of words presented either individually or in context ( n = 20). 20 good and 20 poor readers provided additional untrained control groups. It was predicted, from theories of the integration of reading skill, that training would produce benefits in comprehension, especially for the subjects trained with words in context. Analysis showed that both trained groups significantly increased their reading rates. Improved comprehension scores were noted among all four groups, due to a general practice effect. However, context-trained subjects did not differ from the subjects trained with individual words, on either speed or comprehension.

Attention and Reading Skills

2005 ◽  
Vol 100 (2) ◽  
pp. 375-386 ◽  
Author(s):  
Elena Commodari ◽  
Maria Guarnera
Keyword(s):  
Reaction Time ◽  
Reading Skills ◽  
Color Word ◽  
Reading Speed ◽  
Digit Span ◽  
Poor Readers ◽  
Visual Reaction Time ◽  
Scholastic Performance ◽  
Visual Reaction ◽  
Speed And Accuracy

Attention plays a critical role in information processing. Its adequate functioning is required for correct development of complex cognitive abilities and regular scholastic progress. Children with attention deficits often have difficulties in reading, writing, and arithmetic. The present study investigated interactions among reading skills, overall scholastic performance as rated by teachers, and components of attention: visual reaction time, simple immediate span of attention, and selectivity. The sample was 98 students in the first and second years of public junior high school (age range 11–14 years, M = 12.6, SD = 1.2), i.e., with expected already well-established reading. Reading was evaluated using Comprehension, Accuracy, and Speed tests. Overall scholastic performance was obtained by means of teachers' ratings. Simple Reaction Time, Digit Span, and Color-Word Interference, included in a multitask computerized test, assessed attention. Analysis confirmed the hypothesis that the reading skills are strongly predictive of the Scholastic Assessment rated by the teachers. High scholastic ratings were correlated with Reading Speed and Accuracy rather than Reading Comprehension. Poor readers showed worse performances on the Digit Span test which measures simple immediate span of attention. Good and poor readers obtained a similar score on the Color-Word Interference task. This observation seems to contrast with the more common interpretation of this effect, suggesting that reading is an automatic process and, therefore, the semantic dimension overcomes the controlled perceptual one. According to other studies, an alternative explanation is suggested. In conclusion, present results confirm the hypothesis of a strong link among reading speed and accuracy, scholastic assessment as rated by teachers, simple immediate span of attention, and visual reaction time.

scholarly journals Good and Poor Readers' Recall of Familiar and Unfamiliar Text

1979 ◽  
Vol 11 (4) ◽  
pp. 375-380 ◽  
Author(s):  
Barbara M. Taylor
Keyword(s):  
Prior Knowledge ◽  
Grade Level ◽  
Fifth Graders ◽  
Third Graders ◽  
Mean Difference ◽  
Poor Readers ◽  
Third Grade ◽  
Fifth Grade ◽  
The Poor ◽  
Good And Poor Readers

This study investigated poor readers' use of prior knowledge in reading by comparing good and poor readers' recall of familiar and unfamiliar text. Thirty-one third graders and thirty-one fifth graders, reading on a third grade level, and twenty fifth graders, reading on a fifth grade level, read and orally recalled two third grade expository passages, one on a familiar topic and one on an unfamiliar topic, which were very similar in structure. Both fifth grade groups recalled more than the third graders on the familiar passage. The fifth grade good readers recalled more than the poor readers and third graders on the unfamiliar passage. All groups recalled more on the familiar than unfamiliar passage, but the poor readers' mean difference score between the two passages was greater than the other two groups' mean difference scores. These findings suggest that poor readers' comprehension, in particular, suffers when their use of prior knowledge is restricted, as when reading unfamiliar material. Also, it appears that poor readers can do an adequate job of comprehending if given familiar material to read on an appropriate level.

Managing and mining historical research data

2016 ◽  
Vol 34 (1) ◽  
pp. 172-179 ◽  
Author(s):  
Michael S. Seadle
Keyword(s):  
Text Mining ◽  
Context Awareness ◽  
Reading Speed ◽  
Research Data ◽  
Technical Training ◽  
Historical Research ◽  
Distant Reading ◽  
Content Type ◽  
Computer Based ◽  
Practical Implications

Purpose – The purpose of this paper is to review how historical research data are managed and mined today. Design/methodology/approach – The methodology builds on observations over the last decade. Findings – Reading speed is a factor in managing the quantity of text in historical research. Twenty years ago historical research involved visits to physical libraries and archives, but today much of the information is online. The granularity of reading has changed over recent decades and recognizing this change is an important factor in improving acce. Practical implications – Computer-based humanities text mining could be simpler if publishers and libraries would manage the data in ways that facilitate the process. Some aspects still need development, including better context awareness, either by writing context awareness into programs or by encoding it in the text. Social implications – Future researchers who want to make use of text mining and distant reading techniques will need more thorough technical training than they get today. Originality/value – There is relatively little discussion of text mining and distant reading in the LIS literature.

Picture-Naming Interference with Good and Poor Readers

1979 ◽  
Vol 49 (1) ◽  
pp. 67-70 ◽  
Author(s):  
Robert E. Guttentag
Keyword(s):  
Picture Naming ◽  
Reading Ability ◽  
Poor Readers ◽  
Third Grade ◽  
Good Readers ◽  
Pictures And Words ◽  
Good And Poor Readers

22 third grade children of high and low reading ability ( ns = 11) were tested for their ability to name pictures while trying to ignore words or nonword strings of letters printed inside the pictures. Nonoverlapping sets of pictures and words were used as stimuli to avoid the possibility of sensitizing subjects to the particular words used in the experiment (Neisser, 1976). Both groups experienced mote interference from intra-category than extra-category words, indicating that they processed the words automatically. Only the good readers experienced more interference from pseudowords than consonant strings, suggesting that poor readers are less sensitive than good readers to orthographic regularity.

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