scholarly journals Glutamate and Choline Levels Predict Individual Differences in Reading Ability in Emergent Readers

2014 ◽  
Vol 34 (11) ◽  
pp. 4082-4089 ◽  
Author(s):  
K. R. Pugh ◽  
S. J. Frost ◽  
D. L. Rothman ◽  
F. Hoeft ◽  
S. N. Del Tufo ◽  
...  
Keyword(s):  
Individual Differences ◽  
Reading Ability ◽  
Emergent Readers

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.

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.

Machiavellianism and Spontaneous Mentalization: One Step Ahead of Others

2012 ◽  
Vol 26 (6) ◽  
pp. 580-587 ◽  
Author(s):  
Zsofia Esperger ◽  
Tamas Bereczkei
Keyword(s):  
Individual Differences ◽  
Social Relations ◽  
Reading Ability ◽  
Reading Skill ◽  
Mental States ◽  
The Other ◽  
Mind Reading ◽  
One Step ◽  
The Mind ◽  
Cognitive Deficiencies

In spite of the Machiavellians’ successful strategies in exploitation of others, they show cognitive deficiencies, especially reduced mind–reading skill. Theory of mind is usually regarded as an ability to make inferences about the mental states of others and thus to predict their behaviour. In our study, we have instead emphasized a motivation–based approach, using the concept of spontaneous mentalization. This concept is construed solely in a motivational context and not in relation to the automaticity of mind–reading ability. It entails that people in their social relations make efforts to explore the thoughts and intentions of others and are motivated to make hypotheses about the mental state of the other person. We assumed that what is peculiar to Machiavellianism is spontaneous mentalization as a kind of motivation rather than mind–reading as an ability. To measure spontaneous mentalization, we created a set of image stimuli and asked our participants to describe their impressions of the pictures. The results show that individual differences in spontaneous mentalization correlate positively with the scores of Machiavellianism. These results suggest that those who have a stronger motivation for putting themselves into the mind of others can be more successful in misleading and exploiting them. Further research should be carried out to clarify how spontaneous mentalization and mind–reading ability relate to each other. Copyright © 2011 John Wiley & Sons, Ltd.

Sign in / Sign up

Export Citation Format

Share Document