scholarly journals Both sides of the story: comparing student-level data on reading performance from administrative registers to application generated data from a reading app

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Bent Sortkær ◽  
Emil Smith ◽  
David Reimer ◽  
Stefan Oehmcke ◽  
Ida Gran Andersen
Keyword(s):  
Reading Ability ◽  
Reading Speed ◽  
School Setting ◽  
Reading Performance ◽  
Family Characteristics ◽  
Ability Test ◽  
Student Background ◽  
School Settings ◽  
Level Data ◽  
Different Sources

AbstractThe use of various learning apps in school settings is growing and thus producing an increasing amount of usage generated data. However, this usage generated data has only to a very little extend been used for monitoring and promoting learning progress. We test if application usage generated data from a reading app holds potential for measuring reading ability, reading speed progress and for pointing out features in a school setting that promotes learning. We analyze new data from three different sources: (1) Usage generated data from a widely used reading app, (2) Data from a national reading ability test, and (3) Register data on student background and family characteristics. First, we find that reading app generated data to some degree tells the same story about reading ability as does the formal national reading ability test. Second, we find that the reading app data has the potential to monitor reading speed progress. Finally, we tested several models including machine learning models. Two of these were able to identify variables associated with reading speed progress with some degree of success and to point at certain conditions that promotes reading speed progress. We discuss the results and avenues for further research are presented.

scholarly journals Dynamic text presentation on smart glasses: A pilot evaluation in age-related macular degeneration

2019 ◽  
Vol 38 (1) ◽  
pp. 24-37
Author(s):  
Howard Moshtael ◽  
Cirta Tooth ◽  
Antje Nuthmann ◽  
Ian Underwood ◽  
Baljean Dhillon
Keyword(s):  
Macular Degeneration ◽  
Reading Ability ◽  
Reading Speed ◽  
Reading Performance ◽  
Age Related Macular Degeneration ◽  
Head Mounted Display ◽  
Smart Glasses ◽  
Age Related ◽  
Significant Difference ◽  
Text Presentation

We suggest a low-vision reading aid based on user-customized text presented on a head-mounted display (HMD), and make an initial comparison to optical aids in participants with age-related macular degeneration (AMD). Biomimetic scrolling, a novel method of text presentation which mimics the natural movements of the eye while reading, was previously invented: while the user maintains a steady gaze, text is scrolled horizontally across the display in a series of pauses and steps that resemble the natural fixations and saccades of reading. This method, along with rapid serial visual presentation, continuous scrolling, and static text, was presented on smart glasses to 23 participants with macular disease. Reading speed and subjective preference of the smart glasses was compared to reading text printed on paper using the participants’ habitual optical reading aid. Reading using smart glasses, the mean (±standard error) maximum reading speed was 122 ± 15 words per minute (wpm), compared to 74 ± 9 wpm using each participants’ habitual optical magnifier. This is a statistically significant difference as confirmed by a paired-sample t-test, t(17) = –4.61, p < .001. In total, 70% of the participants preferred reading from the smart glasses compared to reading from paper, and 84% found doing so easier. Data from this small patient cohort with AMD have demonstrated enhanced reading performance using dynamic text presented on a spectacle type HMD-device. Loss of reading ability marks a major decline in quality of life and independent functioning. Dynamic text presentation, including biomimetic scrolling, on smart glasses could improve reading performance for the visually impaired.

Reading Ability and Quality of Life in Stargardt Disease

2017 ◽  
Vol 27 (6) ◽  
pp. 740-745 ◽  
Author(s):  
Vittoria Murro ◽  
Andrea Sodi ◽  
Giovanni Giacomelli ◽  
Dario P. Mucciolo ◽  
Monica Pennino ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Visual Acuity ◽  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Visual Function ◽  
Reading Ability ◽  
Reading Speed ◽  
Reading Performance ◽  
Stargardt Disease

Purpose To study the reading performance of patients with Stargardt disease (STGD) and the relationship between clinical vision measurements and vision-related quality of life (VRQOL). Methods We studied both eyes of 16 patients with STGD. Each patient was examined for best-corrected visual acuity (Early Treatment Diabetic Retinopathy Study [ETDRS]), reading ability (MNREAD and REX charts), contrast sensitivity (Pelli-Robson charts), fixation study (MP1 microperimeter), and VRQOL (25-item National Eye Institute Visual Function Questionnaire [NEI VFQ-25]). The correlation pattern among these variables was examined and an exploratory factor analysis was used to investigate dimensionality of both visual function and VRQOL. Results Mean ETDRS visual acuity was about 20/160 (0.9 logMAR). All studied psychophysical measures were highly or moderately correlated with MNREAD reading speed (p<0.05 level). A similar correlation was found between psychophysical measures and VRQOL, which was higher for MNREAD measures of acuity (r = -0.75) and speed (r = 0.74). Accordingly, exploratory factor analysis suggested that a single latent dimension explained most of the variance of vision psychophysical measures as well as of VRQOL. Conclusions We propose that reading ability should be assessed in patients with STGD, since we found that both MNREAD reading speed and visual acuity are strong determinants of quality of life. The observed relation between reading ability and VRQOL in STGD suggests that in these patients appropriate low vision rehabilitation can improve both reading performance and consequently VRQOL. Finally, our data support the use of reading speed and visual acuity as important outcome measures for monitoring STGD progression.

scholarly journals The influence of age, sex and visual dysfunction on reading ability in school-children

2020 ◽  
Vol 238 ◽  
pp. 12016
Author(s):  
António M. G. Baptista ◽  
Pedro Serra ◽  
Carlos Silva ◽  
Sandra Franco ◽  
James Gilchrist ◽  
...  
Keyword(s):  
Reading Ability ◽  
Reading Speed ◽  
Reading Performance ◽  
The Other ◽  
Vision Screening ◽  
Visual Condition ◽  
Multilinear Regression ◽  
Reading Accuracy ◽  
Convergence Insufficiency ◽  
Multilinear Regression Analysis

Binocular and accommodative dysfunctions affect the efficiency and coordination of the eyes, and this may impair reading performance. Reading can be evaluated using accuracy and speed measures. In this study, we searched for evidence that dysfunctions of accommodation (i.e. accommodation insufficiency, IA) and binocular vision (i.e. convergence insufficiency, CI) and also hyperopia have impact on reading ability. A sample of 292 children read a text following vision screening. The sample was composed of control children and children with the conditions: AI; CI and hyperopia. Multilinear regression analysis was used to evaluate the influence of variables sex, age and visual condition (control, AI, CI and hyperopia) on reading accuracy and speed. The results showed that ~7% of the variation in reading accuracy was explained by a model where age (p=0.001), and presence of AI (p<0.001) and hyperopia (p=0.019) were statistically significant. On the other hand, ~38% of the variation in the index of speed was explained by age alone (p<0.001). These results confirm the importance of age on children’s ability to read, and suggests that AI and hyperopia, but not CI may affect reading accuracy. Reading speed does not appear to be affected by the presence of binocular or accommodative dysfunction.

scholarly journals The Effectiveness of Skimming and Scanning Strategies in Improving Comprehension and Reading Speed Rates to Students of English Study Programme

2018 ◽  
Vol 11 (1) ◽  
pp. 101
Author(s):  
Iwan Fauzi
Keyword(s):  
Reading Ability ◽  
Reading Speed ◽  
Reading Performance ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Study Programme ◽  
Scanning Strategies ◽  
And Control ◽  
Experimental Group

This research was aimed to know the effectiveness of skimming and scanning strategies to improve students’ reading ability indicated by their competence to comprehend texts and their performance in the speed of reading. Pretest-posttest control group design was used in this research. Third year students of English Study Programme of FKIP of Palangka Raya University were taken to the reasearch subject. There were 54 students taken which were equally in number grouped into an experimental group and a control group. Both groups were considered to be equal in reading performance with regard to the result of pretest carried out before the experiment. Experimental group was the class where the researcher supervised it, and control group was a group where he did not supervise it with the experiments. The result showed that scores of reading tasks given to the experimental group were significantly different with the control group in which t-value was 9.928 with the significance (2-tailed) value was p<0.05. Meanwhile, the speed of reading rates of the experimental group was also significantly different with that of in the control group where t-value was 9.325 with the significance (2-tailed) value was p<0.05. Either comprehension or speed rates performed by experimental group showed more excellent than its counterpart. Based on these findings, skimming and scanning strategies were undeniably effective to improve students’ comprehension in reading and efficient to boost their reading speed.Keywords:  Reading comprehension; Reading speed; Skimming; Scanning

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.

The Relationship of Pitch Sight-Singing Skills With Tonal Discrimination, Language Reading Skills, and Academic Ability in Children

2018 ◽  
Vol 66 (1) ◽  
pp. 71-91 ◽  
Author(s):  
James L. Reifinger
Keyword(s):  
Reading Comprehension ◽  
Music Education ◽  
Early Literacy ◽  
Reading Fluency ◽  
Reading Ability ◽  
Academic Ability ◽  
Literacy Skills ◽  
Sight Singing ◽  
Ability Test ◽  
Resource Hypothesis

This study investigated correlates that might explain variance in beginning sight-singing achievement, including tonal discrimination, reading fluency, reading comprehension, and academic ability. Both curriculum-based and standardized tests were used, including the Intermediate Measures of Music Audiation, Otis-Lennon School Ability Test, and Dynamic Indicators of Basic Early Literacy Skills. Sight-singing ability of second-grade students ( N = 170) was individually assessed for pitch accuracy only using four-note tonal patterns following a 16-week instructional period and again 8 weeks later following a period of no practice. A factor analysis explained 62% of the variance across 13 variables, revealing correlated factors of Music Ability, Reading Ability, and Academic Ability. Regression analyses with individual variables as predictors indicated that significant variance in sight-singing achievement beyond that explained by pitch matching ability could be explained by reading comprehension ability. Similar results were found with both sight-singing tests. Findings are discussed in relation to Patel’s shared syntactic integration resource hypothesis and the need to advocate for music education programs.

Immersive reading in virtual and augmented reality environment

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pei-Luen Patrick Rau ◽  
Jian Zheng ◽  
Zhi Guo
Keyword(s):  
Augmented Reality ◽  
Liquid Crystal Display ◽  
Reading Speed ◽  
Reading Performance ◽  
Multiple Choice Questions ◽  
Content Type ◽  
Head Mounted Displays ◽  
Virtual And Augmented Reality ◽  
Display Quality ◽  
Speed And Accuracy

Purpose This study aims to investigate “immersive reading,” which occurs when individuals read text while in a virtual reality (VR) or augmented reality (AR) environment. Design/methodology/approach In Experiment 1, 64 participants read text passages and answered multiple-choice questions in VR and AR head-mounted displays (HMDs) compared with doing the same task on liquid crystal display (LCD). In Experiment 2, 31 participants performed the same reading tasks but with two VR HMDs of different display quality. Findings Compared with reading on LCD as the baseline, participants reading in VR and AR HMDs got 82% (VR) and 88% (AR) of the information accurately. Participants tended to respond more accurately and faster, though not statistically significant, with the VR HMD of higher pixel density in the speed-reading task. Originality/value The authors observed the speed and accuracy of reading in VR and AR environments, compared with the reading speed and accuracy on an LCD monitor. The authors also compared the reading performance on two VR HMDs that differed in display quality but were otherwise similar in every way.

Detecting Online Learners' Reading Ability via Eye-Tracking

2018 ◽  
pp. 163-185
Author(s):  
Samiullah Paracha ◽  
Ayaka Inuoue ◽  
Sania Jehanzeb
Keyword(s):  
Eye Tracking ◽  
Learning Environments ◽  
Reading Ability ◽  
Short Term Memory ◽  
Reading Performance ◽  
Accurate Assessment ◽  
Online Learners ◽  
Motivation To Read ◽  
Tracking Method ◽  
Instructional Goal

Nurturing the motivation to read is an important instructional goal. There can be a number of reasons for a learner to have problems with reading in online learning environments: (1) eyes being unable to scan easily along a line of print; or (2) as a result of concentrating on controlling the eyes concentration, the short-term memory become impaired. The study reported in this chapter used eye tracking method to provide a useful experimental design for exploring reading performance of university online learners. Different eye-tracking experiments were carried out to help informing the teachers to improve the learning environment and be able to do more accurate assessment about what the students were attending to on the screen.

Conducting IPT-AST in Schools

2016 ◽  
pp. 136-143
Author(s):  
Jami F. Young ◽  
Laura Mufson ◽  
Christie M. Schueler
Keyword(s):  
Mental Health ◽  
School Setting ◽  
School Personnel ◽  
Skills Training ◽  
Interpersonal Psychotherapy ◽  
Boards Of Education ◽  
Depression Prevention ◽  
School Settings ◽  
School Based ◽  
Mental Health Programs

This chapter discusses the delivery of Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST) in school settings. The literature on school-based mental health programs is reviewed. Advantages of delivering preventive interventions in schools and challenges to implementation are outlined. These challenges include obtaining agreement from school personnel and boards of education; identifying personnel who will take the lead in implementing IPT-AST; identifying adolescents who will be appropriate for these services; explaining IPT-AST to adolescents and parents to engage them in the program; and managing logistical and scheduling issues within the schools. The authors discuss strategies to address the challenges of implementing this depression prevention program in a school setting.

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