scholarly journals Leer rápido no siempre es igual a comprender: Examinando la relación entre velocidad y comprensión/Reading Fast is not always the same as Understanding: Examining the Relationship Between Speed and Comprehension

2017 ◽  
Vol 36 (2) ◽  
pp. 123
Author(s):  
Gabriela Silva-Maceda ◽  
Silvia Romero-Contreras
Keyword(s):  
Reading Comprehension ◽  
Word Reading ◽  
Reading Speed ◽  
Research Question ◽  
Exploratory Research ◽  
Pseudoword Reading ◽  
Text Reading ◽  
Educación Primaria ◽  
The Relationship ◽  
The Way

<p><em><strong>Español</strong></em></p><p>Un cambio en la forma de evaluar la lectura en México en la educación primaria ha sido la introducción de la medición de la velocidad de lectura (palabras por minuto) del alumno como principal indicador de logro para la comprensión lectora. Esto tiene implicaciones directas en la enseñanza de la lectura. El objetivo de este estudio es examinar la relación entre velocidad lectora y comprensión lectora en una muestra de niños mexicanos entre 1° y 4° grados, para: a) identificar la forma en que la velocidad de lectura de textos y la velocidad de lectura de palabras inventadas se relacionan con la comprensión lectora y b) si estas relaciones difieren entre el ciclo 1 (1.° y 2.° grados) y el ciclo 2 (3.° y 4.° grados) de educación primaria. Se plantearon tres hipótesis y una pregunta de investigación. Las hipótesis fueron: 1) la relación entre la velocidad lectora en textos regulares tendrá una mayor asociación que la velocidad lectora de pseudopalabras con la comprensión lectora a lo largo de los cuatro grados; 2) la velocidad lectora de pseudopalabras tendrá una asociación mayor con comprensión lectora en el ciclo 1 que en el ciclo 2 y; 3) la velocidad lectora de textos regulares tendrá una asociación mayor con comprensión lectora en el ciclo 1 que en el ciclo 2. La pregunta de investigación exploratoria indagó si la velocidad sigue siendo predictiva de la comprensión lectora después de considerar la precisión. Los resultados aportan evidencia que apoyan las tres hipótesis y el análisis realizado para la pregunta de investigación mostró que la velocidad de lectura de textos sólo explicaba una varianza adicional del 6% después de controlar la precisión de lectura de pseudopalabras. Los resultados son interpretados en el contexto de la literatura existente.</p><p><em><strong>English</strong></em></p><p>A change in the way Reading is evaluated in Mexico in primary education has been the introduction of measuring reading speed in students. This has direct implications in the teaching of reading. The objective of this study was to examine the relationship between reading speed and reading comprehension in a cross-sectional sample of Mexican children between 1st and 4th grades, in order to: a)identify the way that text reading speed and pseudoword reading speed are related to reading comprehension; b) identify whether these relationships differ between 1st cycle (1st and 2nd grades) and 2nd cycle (3rd and 4th grades). Three hypotheses and one research question were posited. The hypotheses were: 1) The relationship between text reading speed and reading comprehension will be stronger than that of word reading speed; 2) Pseudoword reading speed will have a stronger association with reading comprehension in the first cycle; 3) Text reading speed will have a stronger association with reading comprehension in the first cycle. An exploratory research question was formulated to evaluate whether speed is still predictive of reading comprehension beyond the contribution of accuracy. Results support the hypotheses while the analysis carried out for the research question showed that text reading speed added only 6% of variance after accounting for reading accuracy. Findings are interpreted in light of the existing literature.</p><p><em><strong><br /></strong></em></p>

scholarly journals AN EXPLORATORY RESEARCH ON THE PSYCHOLOGY OF INVESTORS IN FINANCIAL MARKETS

2020 ◽  
Vol 8 (4) ◽  
pp. 979-992
Author(s):  
Mustafa Hakan SALDI
Keyword(s):  
Decision Making ◽  
Financial Markets ◽  
Research Question ◽  
Endocrine System ◽  
Human Mind ◽  
Exploratory Research ◽  
Human Beings ◽  
Risky Assets ◽  
Main Research ◽  
The Relationship

The emotional mind which was granted to human beings in order to add the meaning of their perception through the data, information and knowledge that are being gathered from all around the outside environment with senses and the experiences of realities that have effects on the attitude of a person which can be observed as stereotypes, have effects on the decision making processes of investors, which was proven with general assumptions and theories with countless times in the background of the subject. Differently, this research is mainly designed for in-depth investigation of the relationship between parts of the human brain and endocrine system which have a role on emotional actions that can be observed of investors' behaviours in financial markets. From the viewpoint of experimentally tested studies, the discovery of the response of the subproblems will be explored in the main research question of why the risky assets are being selected by the investors relative to the sciences of neurology and endocrinology. Also, the amygdala, testosterone and cortisol relation which is the predictive factor of behaviours is going to be explained in terms of showing their effects on decision making in monetary management and will be analysed as a moderator with depth observations to understand the relationship between investment behaviour and emotions as well. As a result, the study will bring different perspectives to investors who are both experienced and inexperienced in trading with financial instruments by the addition of consideration of emotional side of the human mind to the logic and rational part.

scholarly journals Human mate poaching and enticement processes revisited

2017 ◽  
Author(s):  
Etienne P. LeBel
Keyword(s):  
Research Question ◽  
Relationship Status ◽  
Research Project ◽  
Mate Poaching ◽  
Relationship Context ◽  
The One ◽  
The Relationship ◽  
The Way

This research project aims to extend prior evolutionary-based results of mate poaching and enticement. Several aspects of the mate poaching process have been not yet been studied. The relationship status of the poacher and the relationship context of the enticer have not been looked at empirically. Additionally, in Schmitt and Buss’ (2001) study, some of the participants judging the effectiveness of poaching tactics had never been involved in a poaching situation, which would reduce confidence in the validity of the data. My research question will explore previously unanswered aspects of the current research on mate poaching and enticement. More specifically, I ask two main questions. First, does the relationship status of the mate poacher have an effect on the mate poaching process? That is, does relationship status of the mate poacher affect the frequency of the poach attempts? Does relationship status affect which tactics one may employ to poach? Second, does relationship context of the one being poached affect the enticement process? That is, does relationship context (e.g. married, cohabiting, beginning, ending, etc.) affect the frequency or disguise tactic use of someone who is attempting to be poached? Humans will continue to attempt to protect individuals they share intimate interactions with. Thus, a better understanding of the human mate poaching and enticement process can only improve the way we approach and appreciate life.

scholarly journals An Exploration of the Relationship between TEACCH and a Music Therapy Student's Practice in a Special Education Setting

2021 ◽  
Author(s):  
◽  
Philippa Algie
Keyword(s):  
Music Therapy ◽  
Research Question ◽  
Secondary Analysis ◽  
Research Approach ◽  
Musical Structure ◽  
Exploratory Research ◽  
Group Music Therapy ◽  
Students With Autism ◽  
Support Students ◽  
The Relationship

<p>The purpose of this qualitative study was to explore how aspects of Schopler's TEACCH (Treatment and Education of Autistic and related Communication Handicapped Children) might be related to music therapy practice, using my own practice in an attached unit at a public primary school in New Zealand as a guide. Using a deductive exploratory research approach, I investigated whether and to what extent themes drawn from TEACCH literature were also evident in my music therapy data. This approach can also be described as secondary analysis of data. That is, clinical data relating to individual and group music therapy sessions with children who have autism was subjected to a process of thematic analysis to answer the research question. The TEACCH philosophy advocates a structured teaching approach in order to support students with autism to develop independence and skills for self management. This study finds that many elements of music therapy practice are closely linked to TEACCH values. Results from the study show that many TEACCH strategies align with fundamental aspects of music therapy, but the frequency and consistency of these similarities can vary due to the diverse strengths and needs of individuals with autism. As the process of comparing the TEACCH literature to my clinical practice developed and changed, some aspects of TEACCH became more integrated within my music therapy practice. The study also highlights the importance of balancing structure and freedom within the work and how musical structure or form can link with TEACCH strategies.</p>

scholarly journals An Exploration of the Relationship between TEACCH and a Music Therapy Student's Practice in a Special Education Setting

2021 ◽  
Author(s):  
◽  
Philippa Algie
Keyword(s):  
Music Therapy ◽  
Research Question ◽  
Secondary Analysis ◽  
Research Approach ◽  
Musical Structure ◽  
Exploratory Research ◽  
Group Music Therapy ◽  
Students With Autism ◽  
Support Students ◽  
The Relationship

<p>The purpose of this qualitative study was to explore how aspects of Schopler's TEACCH (Treatment and Education of Autistic and related Communication Handicapped Children) might be related to music therapy practice, using my own practice in an attached unit at a public primary school in New Zealand as a guide. Using a deductive exploratory research approach, I investigated whether and to what extent themes drawn from TEACCH literature were also evident in my music therapy data. This approach can also be described as secondary analysis of data. That is, clinical data relating to individual and group music therapy sessions with children who have autism was subjected to a process of thematic analysis to answer the research question. The TEACCH philosophy advocates a structured teaching approach in order to support students with autism to develop independence and skills for self management. This study finds that many elements of music therapy practice are closely linked to TEACCH values. Results from the study show that many TEACCH strategies align with fundamental aspects of music therapy, but the frequency and consistency of these similarities can vary due to the diverse strengths and needs of individuals with autism. As the process of comparing the TEACCH literature to my clinical practice developed and changed, some aspects of TEACCH became more integrated within my music therapy practice. The study also highlights the importance of balancing structure and freedom within the work and how musical structure or form can link with TEACCH strategies.</p>

Relationship Between Single Word Reading, Connected Text Reading, and Reading Comprehension in Persons With Aphasia

2020 ◽  
Vol 29 (4) ◽  
pp. 2039-2048
Author(s):  
Kimberly G. Smith ◽  
Anna E. Ryan
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Word Reading ◽  
Silent Reading ◽  
Single Word ◽  
Reading Tests ◽  
Reading Accuracy ◽  
Connected Text ◽  
Text Reading ◽  
Single Word Reading

Purpose This study examined the relationship between single word reading, connected text reading, and comprehension in persons with aphasia. Method Thirteen persons with aphasia read orally from the Arizona Battery for Reading and Spelling real-word and nonword lists and the Gray Oral Reading Tests–Fifth Edition. The comprehension questions following each paragraph of the Gray Oral Reading Tests–Fifth Edition were answered and scored. The Reading Comprehension Battery for Aphasia–Second Edition provided a measure of silent reading comprehension. Descriptive statistics and Spearman correlation were used to examine associations among reading measures. Results Persons with aphasia showed associations between single word reading and connected text reading accuracy; however, single word reading ability was not associated with oral or silent reading comprehension. Conclusions Although preliminary, the findings provide support for word-level reading abilities underlying connected text reading accuracy but suggest additional cognitive mechanisms are involved in text-level reading comprehension that are not explained by single word reading alone. The findings indicate clinicians should use caution when inferring comprehension abilities from single word reading performance as reading comprehension abilities are likely best assessed using text-level comprehension assessments.

Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English-speaking children

2013 ◽  
Vol 36 (2) ◽  
pp. 299-321 ◽  
Author(s):  
ERIN SPARKS ◽  
S. HÉLÈNE DEACON
Keyword(s):  
Longitudinal Study ◽  
Temporal Relationship ◽  
Word Reading ◽  
Morphological Awareness ◽  
Regression Analyses ◽  
Pseudoword Reading ◽  
English Speaking ◽  
The Relationship ◽  
Nonverbal Reasoning ◽  
Longitudinal Examination

ABSTRACTAlthough a relationship between morphological awareness and vocabulary has been widely observed, questions remain about the direction of that relationship. This longitudinal study explores the temporal relationship between morphological awareness and vocabulary among monolingual English-speaking children. Participants were 100 children tested in Grades 2 and 3. We evaluated morphological awareness and vocabulary in both grades, along with phonological awareness, word reading, pseudoword reading, and nonverbal reasoning. Cross-lagged regression analyses with autoregressive controls assessed the temporal relationship between morphological awareness and vocabulary; morphological awareness at Grade 2 predicted change in vocabulary between Grades 2 and 3, but vocabulary did not predict change in morphological awareness. The results add to our understanding of the relationship between these two developing skills.

Gatekeeping, ideological affinity and journalistic translation

Journalism ◽  
2020 ◽  
pp. 146488492091729
Author(s):  
Roberto A Valdeón
Keyword(s):  
News Media ◽  
Prime Minister ◽  
Research Question ◽  
The Political ◽  
Political Leader ◽  
News Production ◽  
Translational Activity ◽  
The Relationship ◽  
The Way

This article studies the role of translation as a first-level gatekeeping mechanism in news production. Contrary to previous views that translation was secondary for the selection and dissemination of news events, it is posited that the translational activity reflects the decisions made by news media, particularly, in the case of services in languages aimed at non-native audiences. The article is structured as follows. First, it surveys the concepts of gatekeeping and ideological affinity with regard to news translation. Then a research question concerning the reporting of the Catalan secessionist crisis in Spain is presented. This will serve to examine how translation functions as a gatekeeping mechanism. The corpus selected for the analysis comprises the Spanish articles and English versions posted by El País in the 3 months prior and the 3 months posterior to the simultaneous appointments of Spain’s new Prime Minister and of the new editor of El País. This coincidence constitutes a unique opportunity to delve into the relationship between translation and gatekeeping. The findings show that the ideological affinity between the political leader and the editor may have prompted a significant change in the way the Catalan crisis was reported, particularly in the translated versions.

scholarly journals COMPRENSIÓN LECTORA Y ORAL: RELACIONES CON CI, GÉNERO Y RENDIMIENTO ACADÉMICO DE ESTUDIANTES DE EDUCACIÓN PRIMARIA READING AND ORAL COMPREHENSION: RELATIONS WITH IQ, GENDER AND ACADEMIC PERFORMANCE OF PRIMARY SCHOOL STUDENTS

2016 ◽  
Vol 1 (1) ◽  
pp. 307
Author(s):  
Juan Vicente Blázquez Garcés
Keyword(s):  
Academic Performance ◽  
Reading Comprehension ◽  
Primary School ◽  
State School ◽  
Primary School Students ◽  
School Students ◽  
Educación Primaria ◽  
The Relationship ◽  
Main Language

ABSTRACTThe aim of this study was to investigate the relationship between reading and oral comprehension of primary school students, considering their IQ, their gender, and their academic performance. The students were enrolled in a state school located in the Valencian community where there are different linguistics programs, known as PIP and PIL. The Raven Test and the reading and oral comprehension Prolec-R tasks were provided. The academic performance of the students was also tested in the last term regarding the areas of Mathematics, Spanish and Science. The results showed statistically significant differences between the performance of reading and oral comprehension considering the IQ, and discarding differences between gender, age and the main language of the classroom. The different correlations between these variables and academic performance are also explained. These results reaffirm the relationship between IQ, reading and oral comprehension, and show other relationships to be considered in future studies.Keywords: Academic performance, gender, IQ, oral comprehension, reading comprehension. RESUMENEl objetivo de este estudio fue investigar las relaciones entre la comprensión de textos y la comprensión oral de alumnos de 2º y 3º ciclo de Educación Primaria según su coeficiente intelectual, su género, y su rendimiento académico. Los alumnos estaban escolarizados en un colegio público de la provincia de Valencia donde hay diferentes programas lingüísticos, conocidos como líneas PIP y PIL. Se suministraron el test de matrices progresivas de Raven y la prueba de comprensión de textos y comprensión oral del Prolec-R. Igualmente se analizó el rendimiento académico de los alumnos en el último trimestre en las áreas de Matemáticas, Lengua Castellana y Ciencias. Los resultados mostraron diferencias estadísticamente significativas entre el rendimiento de comprensión lectora y oral según el CI, descartando diferencias entre el género, la edad y la línea lingüística del aula. Se explican también las diferentes correlaciones entre estas variables y el rendimiento académico. Estos resultados reafirman la relación entre el CI y la comprensión lectora y oral, y muestran otras relaciones a tener en cuenta en futuros estudios.Palabras clave: CI, Comprensión lectora, comprensión oral, género, rendimiento académico.

scholarly journals La Escala Observacional de Memoria Operativa (EOMO) como instrumento eficaz en la prevención y detección de dificultades de aprendizaje

2019 ◽  
Vol 38 (1) ◽  
pp. 53-69
Author(s):  
Marta Gutiérrez Sánchez ◽  
Sergio Vidal Valenzuela
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Learning Disabilities ◽  
Reading Comprehension ◽  
Primary Education ◽  
Screening Tool ◽  
Mathematical Achievement ◽  
Educación Primaria ◽  
The Relationship

El presente trabajo pretende proponer una optimización de los procesos de prevención y detección de dificultades de aprendizaje en el contexto educativo, mediante el estudio de la relación que la Escala Observacional de Memoria Operativa (EOMO) muestra con medidas de la eficacia lectora, comprensión lectora, rendimiento matemático y rendimiento académico. Para ello se estudió una muestra incidental de 636 alumnos de educación primaria, pertenecientes a centros educativos de la comarca de Cartagena. Los datos mostraron relaciones significativas de la EOMO con las diferentes variables medidas, y en el sentido esperado. Los datos permitieron concluir que el EOMO puede ser una herramienta de filtrado o screening que delimite claramente la muestra de alumnos que ha de ser valorada con mayor detalle, a fin de prevenir o detectar dificultades de aprendizaje. The present study aims to improve the effectiveness of the process of preventing and detecting learning disabilities by studying the relationship between the Observational Scale of Working Memory (EOMO) and effective reading, reading comprehension, mathematical achievement, and academic achievement. The incidental sample consisted of 636 students from Primary Education, belonging to different schools in Cartagena. As expected, the results showed signi-ficant relationships between EOMO and all the variables measured. These findings showed that EOMO can be used as a screening tool to limit the sample of students that should be assessed in detail so as to prevent and detect learning disabilities.

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