The Role of Reading Rate in the Informal Assessment of Reading Ability

2012 ◽  
Vol 52 (1) ◽  
pp. 52-64 ◽  
Author(s):  
Darrell Morris ◽  
Woodrow Trathen ◽  
Elizabeth M. Frye ◽  
Linda Kucan ◽  
Devery Ward ◽  
...  
Keyword(s):  
Reading Ability ◽  
Reading Rate ◽  
Informal Assessment

Magnocellular Pathway and Reading Rate: An Equivalence Test Analysis

2018 ◽  
Author(s):  
Ashley Edwards ◽  
Christopher Schatschneider
Keyword(s):  
Reading Ability ◽  
Reading Rate ◽  
Coherent Motion ◽  
Equivalence Test ◽  
Test Analysis ◽  
Poor Reading ◽  
Letter Naming ◽  
The Relationship ◽  
Deficit Theory

Previous research has revealed conflicting results with regard to the role of the magnocellular visual system in reading and dyslexia. In order to investigate this further, the present study examined the relationship between performance on two magnocellular tasks (temporal gap detection and coherent motion), reading rate (oral and silent), and rapid letter naming (serial and isolated naming). Results showed that in a sample of 83 college students magnocellular performance was not significantly correlated with reading rate or rapid letter naming. Equivalence test analyses showed all correlations between magnocellular performance and reading rate or rapid letter naming to be within the bounds of -0.3 to 0.3. This provides evidence against the idea that having low magnocellular performance will result in poor reading ability. In opposition to the magnocellular deficit theory of dyslexia, these results suggest that a magnocellular deficit is not causally related to reading rate.

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 What Is Going on with Visual Attention in Reading and Dyslexia? A Critical Review of Recent Studies

2022 ◽  
Vol 12 (1) ◽  
pp. 87
Author(s):  
Conrad Perry ◽  
Heidi Long
Keyword(s):  
Visual Attention ◽  
Critical Review ◽  
Reading Ability ◽  
Reading Performance ◽  
Span Task ◽  
Causal Effects ◽  
Future Research ◽  
Different Types ◽  
Visual Tasks

This critical review examined current issues to do with the role of visual attention in reading. To do this, we searched for and reviewed 18 recent articles, including all that were found after 2019 and used a Latin alphabet. Inspection of these articles showed that the Visual Attention Span task was run a number of times in well-controlled studies and was typically a small but significant predictor of reading ability, even after potential covariation with phonological effects were accounted for. A number of other types of tasks were used to examine different aspects of visual attention, with differences between dyslexic readers and controls typically found. However, most of these studies did not adequately control for phonological effects, and of those that did, only very weak and non-significant results were found. Furthermore, in the smaller studies, separate within-group correlations between the tasks and reading performance were generally not provided, making causal effects of the manipulations difficult to ascertain. Overall, it seems reasonable to suggest that understanding how and why different types of visual tasks affect particular aspects of reading performance is an important area for future research.

scholarly journals Learning to Read in Multiple Languages: A Study Exploring Allophone Students’ Reading Development in French Immersion

2019 ◽  
Vol 21 (2) ◽  
pp. 10-28
Author(s):  
Renée Bourgoin ◽  
Joseph Dicks
Keyword(s):  
Reading Ability ◽  
Reading Development ◽  
Critical Role ◽  
French Immersion ◽  
Third Language ◽  
English Reading ◽  
French And English ◽  
Reading Measures ◽  
Multiple Languages

This article describes a two-year study of the French and English reading development of seven elementary French immersion (FI) students who spoke a home language that is neither English nor French. Given the critical role of literacy in school success and the growing number of third language (L3) learners entering FI, this study focused on L3 learners’ reading experiences. Standardized reading measures were administered in English and in French and think-aloud protocols and interviews were conducted with students. Results suggest that L3 students are similar to, if not stronger than, their bilingual peers with respect to English and French reading ability. They also relied on their knowledge of other languages to support French reading development and evidence of metalinguistic and metacognitive insights is presented. A number of classroom implications for teaching reading in diverse FI classrooms are included.

scholarly journals Predictors of Medication Adherence in the Elderly: The Role of Mental Health

2017 ◽  
Vol 75 (6) ◽  
pp. 746-761 ◽  
Author(s):  
Jo E. Rodgers ◽  
Emily M. Thudium ◽  
Hadi Beyhaghi ◽  
Carla A. Sueta ◽  
Khalid A. Alburikan ◽  
...  
Keyword(s):  
Mental Health ◽  
Medication Adherence ◽  
Reading Ability ◽  
The Elderly ◽  
Clinical Settings ◽  
Atherosclerosis Risk In Communities ◽  
Optimal Outcomes ◽  
Poor Memory ◽  
Lower Adherence

The aging population routinely has comorbid conditions requiring complicated medication regimens, yet nonadherence can preclude optimal outcomes. This study explored the association of adherence in the elderly with demographic, socioeconomic, and disease burden measures. Data were from the fifth visit (2011-2013) for 6,538 participants in the Atherosclerosis Risk in Communities Study, conducted in four communities. The Morisky–Green–Levine Scale measured self-reported adherence. Forty percent of respondents indicated some nonadherence, primarily due to poor memory. Logit regression showed, surprisingly, that persons with low reading ability were more likely to report being adherent. Better self-reported physical or mental health both predicted better adherence, but the magnitude of the association was greater for mental than for physical health. Compared with persons with normal or severely impaired cognition, mild cognitive impairment was associated with lower adherence. Attention to mental health measures in clinical settings could provide opportunities for improving medication adherence.

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.

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