Improving Speed and Accuracy of Word Recognition in Reading Disabled Children: An Evaluation of Two Computer Program Variations

1988 ◽  
Vol 11 (4) ◽  
pp. 333-341 ◽  
Author(s):  
Andrew L. Cohen ◽  
Joseph K. Torgesen ◽  
Jeffrey L. Torgesen
Keyword(s):  
Computer Program ◽  
Repeated Measures ◽  
Word Reading ◽  
Relative Effectiveness ◽  
Disabled Children ◽  
Repeated Measures Design ◽  
Reading Vocabulary ◽  
Treatment Conditions ◽  
Speed And Accuracy ◽  
Reading Disabled

The present study investigated the relative effectiveness of two versions of a computer program designed to increase the sight-word reading vocabulary of reading disabled children. One version required children to type words into the computer as part of the practice activity; in the other no typing was involved. Subjects were nine reading disabled students, average age 10 years, 7 months. A repeated-measures design was used to expose all subjects three times to two treatment conditions and a no-practice control condition. Accuracy and speed of reading, as well as spelling accuracy for multisyllable words were measured in pre- and posttests. Both versions of the program proved to be equally effective in improving speed and accuracy of reading words, but the typing version was more effective in increasing spelling accuracy. However, students enjoyed the no-typing version better, and they were able to attain mastery levels for new words on this version faster than on the typing version. Implications of these results for reading software design are considered.

Improving Sight-Word Recognition Skills in LD Children: An Evaluation of Three Computer Program Variations

1988 ◽  
Vol 11 (2) ◽  
pp. 125-132 ◽  
Author(s):  
Joseph K. Torgesen ◽  
Mary D. Waters ◽  
Andrew L. Cohen ◽  
Jeffery L. Torgesen
Keyword(s):  
Young Children ◽  
Computer Program ◽  
Word Reading ◽  
Word Identification ◽  
Relative Effectiveness ◽  
Learning Disabled ◽  
Synthetic Speech ◽  
Baseline Design ◽  
Sight Word ◽  
Treatment Conditions

This study evaluated the relative effectiveness of three variations of a computer program designed to increase the sight-word reading vocabulary of young children. Subjects were 17 school-identified learning disabled children in grades 1, 2, and 3. A multi-element baseline design was used to expose all subjects to three different treatment conditions and a no-treatment control condition. In the treatment conditions, word sets consisting of 10 words each were practiced on versions of the computer program that employed either graphic representation of the words alone (visual-only), graphics plus synthetic speech (visual-auditory), or synthetic speech alone (auditory-only). All treatment conditions resulted in significant improvements in accuracy and speed of word identification, with no differences among treatments. The results are discussed in terms of implications for the design of reading software for young children.

Effects of an Unstable Shoe Construction on Standing Balance in Children with Developmental Disabilities: A Pilot Study

2008 ◽  
Vol 32 (4) ◽  
pp. 422-433 ◽  
Author(s):  
Nerrolyn Ramstrand ◽  
Christina Björk Andersson ◽  
David Rusaw
Keyword(s):  
Pilot Study ◽  
Repeated Measures ◽  
Force Plate ◽  
Developmentally Disabled ◽  
Static Balance ◽  
Disabled Children ◽  
Repeated Measures Design ◽  
Directional Control ◽  
Within Subjects ◽  
Reactive Balance

This study aimed to investigate if prolonged use of shoes incorporating an unstable sole construction could facilitate improvements of balance in a sample of developmentally disabled children. Ten children (six male and four female) aged between 10 and 17 years participated in the study. Children were fitted with shoes incorporating an unstable sole (Masai Barefoot Technology®) and instructed to wear them for a minimum of two hours per day for eight weeks. A within subjects repeated measures design was used. Children were tested prior to receiving the shoes, four weeks after receiving the shoes and eight weeks after receiving the shoes. A force plate capable of rotating about a single axis (NeuroCom International Inc, Oregon) was used to test static balance, reactive balance and directional control. Static balance was not found to be influenced by prolonged use of the footwear; however, significant improvements were noted in children's reactive balance both with the shoes and barefoot. Results suggest that reactive balance can be improved by prolonged and regular use of shoes incorporating an unstable sole construction.

Evaluation of Microsoft's Comfort Curve Keyboard

2005 ◽  
Vol 49 (14) ◽  
pp. 1359-1363 ◽  
Author(s):  
Hugh McLoone ◽  
Chau Hegg ◽  
Peter W. Johnson
Keyword(s):  
Repeated Measures ◽  
Wrist Extension ◽  
Ulnar Deviation ◽  
Repeated Measures Design ◽  
Design Goal ◽  
Subjective Discomfort ◽  
Speed And Accuracy ◽  
Postural Performance

The purpose of this study was to determine whether there were any postural, performance or perceived comfort differences between a conventional straight keyboard and a new ergonomic concept keyboard developed by Microsoft called the Comfort Curve. The concept keyboard was designed to promote more neutral postures in the wrist using a built-in, padded wrist rest to reduce wrist extension and curved keys in alphanumeric section of the keyboard to reduce ulnar deviation. Using a repeated measures design, 26 typists from various occupations randomly used each keyboard for a period of 15 minutes. Wrist postures were measured using electrogoniometers, typing speed and accuracy was measured using typing performance software and discomfort was subjectively measured in the hands, forearms and shoulders and neck. Compared to the conventional straight keyboard, the Comfort Curve keyboard reduced ulnar deviation by 2.2 ° (p < 0.01) and wrist extension by 6.5 ° (p <0.01). There was a small differences in typing speed (50.6 vs 51.8 WPM; p = 0.03) but no differences in accuracy (93.1% vs. 93.5%, p = 0.29) between the Comfort Curve and standard keyboards respectively. Subjective discomfort ratings in all measured body locations were lower with the Comfort Curve keyboard. The results indicate that the concept keyboard achieved its design goal of reducing wrist extension, ulnar deviation and discomfort while not compromising typing speed and accuracy.

scholarly journals Exercise and Academic Achievement in Children: Effects of Acute Class-Based Circuit Training

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Ben D. Dickinson ◽  
Michael J. Duncan ◽  
Emma L.J. Eyre
Keyword(s):  
Academic Achievement ◽  
Cognitive Function ◽  
Repeated Measures ◽  
Sentence Comprehension ◽  
Word Reading ◽  
Treadmill Running ◽  
Circuit Training ◽  
Beneficial Effects ◽  
Repeated Measures Design ◽  
Wide Range

AbstractPurpose. For schools, the increasingly imposed requirement to achieve well in academic tests puts increasing emphasis on improving academic achievement. While treadmill exercise has been shown to have beneficial effects on cognitive function and cycling ergometers produce stronger effect sizes than treadmill running, it is impractical for schools to use these on a whole-class basis. There is a need to examine if more ecologically valid modes of exercise might have a similar impact on academic achievement. Circuit training is one such modality shown to benefit cognitive function and recall ability and is easily operationalised within schools. Methods. In a repeated measures design, twenty-six children (17 boys, 8 girls) aged 10-11 years (mean age 10.3; SD ± 0.46 years) completed the Wide Range Achievement Test (WRAT 4) at rest and following 30 minutes of exercise. Results. Standardised scores for word reading were significantly higher post exercise (F(1,18) = 49.9, p = 0.0001) compared to rest. In contrast, standardised scores for sentence comprehension (F(1,18) = 0.078, p = 0.783), spelling (F(1,18) = 4.07, p = 0.06) mathematics (F(1,18) = 1.257, p = 0.277), and reading (F(1,18) = 2.09, p = 0.165) were not significantly different between rest and exercise conditions. Conclusions. The results of the current study suggest acute bouts of circuit based exercise enhances word reading but not other areas of academic ability in 10-11 year old children. These findings support prior research that indicates acute bouts of exercise can selectively improve cognition in children.

scholarly journals Martial Art Training and Cognitive Performance in Middle-Aged Adults

2015 ◽  
Vol 47 (1) ◽  
pp. 277-283 ◽  
Author(s):  
Peter Douris ◽  
Christopher Douris ◽  
Nicole Balder ◽  
Michael LaCasse ◽  
Amir Rand ◽  
...  
Keyword(s):  
Executive Function ◽  
Cognitive Performance ◽  
Processing Speed ◽  
Repeated Measures ◽  
Middle Aged ◽  
Motor Tasks ◽  
Repeated Measures Design ◽  
Martial Art ◽  
Treatment Conditions ◽  
Middle Aged Adults

AbstractCognitive performance includes the processes of attention, memory, processing speed, and executive functioning, which typically declines with aging. Previous research has demonstrated that aerobic and resistance exercise improves cognitive performance immediately following exercise. However, there is limited research examining the effect that a cognitively complex exercise such as martial art training has on these cognitive processes. Our study compared the acute effects of 2 types of martial art training to aerobic exercise on cognitive performance in middle-aged adults. We utilized a repeated measures design with the order of the 3 exercise conditions randomly assigned and counterbalanced. Ten recreational middle-aged martial artists (mean age = 53.5 ± 8.6 years) participated in 3 treatment conditions: a typical martial art class, an atypical martial art class, and a one-hour walk at a self-selected speed. Cognitive performance was assessed by the Stroop Color and Word test. While all 3 exercise conditions improved attention and processing speed, only the 2 martial art conditions improved the highest order of cognitive performance, executive function. The effect of the 2 martial art conditions on executive function was not different. The improvement in executive function may be due to the increased cortical demand required by the more complex, coordinated motor tasks of martial art exercise compared to the more repetitive actions of walking.

The development of phonemic awareness in reading-disabled children

1999 ◽  
Vol 20 (1) ◽  
pp. 149-158 ◽  
Author(s):  
JAMIE L. METSALA
Keyword(s):  
Phonemic Awareness ◽  
Reading Ability ◽  
Word Reading ◽  
Reading Level ◽  
Disabled Children ◽  
Normally Achieving ◽  
Traditional Design ◽  
Pseudoword Reading ◽  
Reading Disabled

Reading-disabled children display a phonemic awareness deficit when compared with normally achieving children matched for word reading ability. However, previous research has not examined phonemic awareness deficits in reading-disabled children when compared with children matched on pseudoword reading. This article examines phonemic awareness ability in both a traditional design and a pseudoword reading level match design. The results show that a group of reading-disabled children who show typical pseudoword reading and phonemic awareness deficits in the traditional reading level match design nonetheless have phonemic awareness skills commensurate with their level of pseudoword reading ability.

Designing a practical lab-based assessment: a case study

2019 ◽  
Vol 18 (3) ◽  
pp. 567-581
Author(s):  
Ademola Amida ◽  
Isaac Chang ◽  
David Yearwood
Keyword(s):  
Repeated Measures ◽  
Sampling Strategy ◽  
The Body ◽  
Content Type ◽  
Repeated Measures Design ◽  
Body Of Knowledge ◽  
Assessment Design ◽  
Treatment Conditions ◽  
Unique Effect ◽  
Significant Difference

Purpose This paper aims to present the finding of a practical lab assessment used to evaluate students’ mastery of Ohm’s law. The researchers used an approach combining different instruction types and lab formats to examine whether this combination produced a unique effect on students’ performance. This multifaceted approach provided evidence about how assessment design could affect students’ lab performance. The study also discussed various strategies that could guide instructors and curriculum designers about how to incorporate lab tasks into their curriculum to facilitate students’ mastery of subject content. Design/methodology/approach This study was a quantitative experiment that used a factorial repeated measures design. The design allowed the researchers to measure participants’ task scores and time across different treatment conditions, hence enabling the effects of lab format and instructional type to be observed. All participants were recruited through the convenience sampling strategy. Findings The results suggested that there was a statistically significant difference in the time taken to complete the task. However, no statistically significant difference was recorded in the participants’ task scores. Overall, it appeared that participants performed better in the simulation-based labs with expository instructions. Originality/value The current study contributes to the body of knowledge on the effect of lab format and instructional type on students’ performance in lab-based assessments. The results presented here may also help instructors to determine the most appropriate form of lab formats and instruction types to be used in an electronics course.

scholarly journals Comparison of the Effects of Ice and 3.5% Menthol Gel on Blood Flow and Muscle Strength of the Lower Arm

2011 ◽  
Vol 20 (3) ◽  
pp. 355-366 ◽  
Author(s):  
Robert Topp ◽  
Lee Winchester ◽  
Amber M. Mink ◽  
Jeremiah S. Kaufman ◽  
Dean E. Jacks
Keyword(s):  
Blood Flow ◽  
Muscle Strength ◽  
Outcome Measures ◽  
Radial Artery ◽  
Repeated Measures ◽  
Exercise Physiology ◽  
Strength Assessment ◽  
Repeated Measures Design ◽  
Treatment Conditions ◽  
The Right

Context:Soft-tissue injuries are commonly treated with ice or menthol gels. Few studies have compared the effects of these treatments on blood flow and muscle strength.Objective:To compare blood flow and muscle strength in the forearm after an application of ice or menthol gel or no treatment.Design:Repeated-measures design in which blood-flow and muscle-strength data were collected from subjects under 3 treatment conditions.Setting:Exercise physiology laboratory.Participants:17 healthy adults with no impediment to the blood flow or strength in their right arm, recruited through word of mouth.Intervention:Three separate treatment conditions were randomly applied topically to the right forearm: no treatment, 0.5 kg of ice, or 3.5 mL of 3.5% menthol gel. To avoid injury ice was only applied for 20 min.Main Outcome Measures:At each data-collection session blood flow (mL/min) of the right radial artery was determined at baseline before any treatment and then at 5, 10, 15, and 20 min after treatment using Doppler ultrasound. Muscle strength was assessed as maximum isokinetic flexion and extension of the wrist at 30°/s 20, 25, and 30 min after treatment.Results:The menthol gel reduced (−42%, P < .05) blood flow in the radial artery 5 min after application but not at 10, 15, or 20 min after application. Ice reduced (−48%, P < .05) blood flow in the radial artery only after 20 min of application. After 15 min of the control condition blood flow increased (83%, P < .05) from baseline measures. After the removal of ice, wrist-extension strength did not increase per repeated strength assessment as it did during the control condition (9−11%, P < .05) and menthol-gel intervention (8%, P < .05).Conclusions:Menthol has a fast-acting, short-lived effect of reducing blood flow. Ice reduces blood flow after a prolonged duration. Muscle strength appears to be inhibited after ice application.

scholarly journals Phonological Processing and Word Reading in Typically Developing and Reading Disabled Children: Severity Matters

2014 ◽  
Vol 19 (2) ◽  
pp. 166-181 ◽  
Author(s):  
Barry J. A. de Groot ◽  
Kees P. van den Bos ◽  
Alexander E. M. G. Minnaert ◽  
Bieuwe F. van der Meulen
Keyword(s):  
Phonological Processing ◽  
Word Reading ◽  
Typically Developing ◽  
Disabled Children ◽  
Reading Disabled

Optimal Experimental Design With Nesting of Persons in Organizations

2013 ◽  
Vol 221 (3) ◽  
pp. 145-159 ◽  
Author(s):  
Gerard J. P. van Breukelen
Keyword(s):  
Repeated Measures ◽  
Optimal Number ◽  
Health Centers ◽  
Randomized Experiments ◽  
Optimal Sample ◽  
Treatment Conditions ◽  
Sampling Cost ◽  
Nested Designs ◽  
Simple Equations ◽  
Number Of Individuals

This paper introduces optimal design of randomized experiments where individuals are nested within organizations, such as schools, health centers, or companies. The focus is on nested designs with two levels (organization, individual) and two treatment conditions (treated, control), with treatment assignment to organizations, or to individuals within organizations. For each type of assignment, a multilevel model is first presented for the analysis of a quantitative dependent variable or outcome. Simple equations are then given for the optimal sample size per level (number of organizations, number of individuals) as a function of the sampling cost and outcome variance at each level, with realistic examples. Next, it is explained how the equations can be applied if the dependent variable is dichotomous, or if there are covariates in the model, or if the effects of two treatment factors are studied in a factorial nested design, or if the dependent variable is repeatedly measured. Designs with three levels of nesting and the optimal number of repeated measures are briefly discussed, and the paper ends with a short discussion of robust design.

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