scholarly journals On-Reading (Chinese-Style Pronunciation) Predominance Over Kun-Reading (Native Japanese Pronunciation) in Japanese Semantic Dementia

2021 ◽  
Vol 15 ◽  
Author(s):  
Yasuhisa Sakurai ◽  
Yumiko Uchiyama ◽  
Akitoshi Takeda ◽  
Yasuo Terao
Keyword(s):  
Japanese Patients ◽  
Semantic Dementia ◽  
Reading Test ◽  
Rigorous Analysis ◽  
Reading Tests ◽  
Specific Reading ◽  
Reading Errors ◽  
Reading Chinese ◽  
Writing Tests ◽  
Reading Impairments

Japanese kanji (morphograms) have two ways of reading: on-reading (Chinese-style pronunciation) and kun-reading (native Japanese pronunciation). It is known that some Japanese patients with semantic dementia read kanji with on-reading but not with kun-reading. To characterize further reading impairments of patients with semantic dementia, we analyzed data from a total of 9 patients who underwent reading and writing tests of kanji and kana (Japanese phonetic writing) and on-kun reading tests containing two-character kanji words with on-on reading, kun-kun reading, and specific (so-called Jukujikun or irregular kun) reading. The results showed that on-reading preceding (pronouncing first with on-reading) and kun-reading deletion (inability to recall kun-reading) were observed in nearly all patients. In the on-kun reading test, on-reading (57.6% correct), kun-reading (46.6% correct), and specific-reading (30.0% correct) were more preserved in this decreasing order (phonology-to-semantics gradient), although on-reading and kun-reading did not significantly differ in performance, according to a more rigorous analysis after adjusting for word frequency (and familiarity). Furthermore, on-substitution (changing to on-reading) errors in kun-reading words (27.0%) were more frequent than kun-substitution (changing to kun-reading) errors in on-reading words (4.0%). These results suggest that kun-reading is more predominantly disturbed than on-reading, probably because kun-reading and specific-reading are closely associated with the meaning of words.

Hearing Screening Failure Among Students With Reading Impairment: Rate and Relation to Specific Reading Deficits

2020 ◽  
Vol 5 (5) ◽  
pp. 1212-1220
Author(s):  
Krystal L. Werfel ◽  
Laura Peek ◽  
Gabriella Reynolds ◽  
Sydney Bassard
Keyword(s):  
Hearing Screening ◽  
Literacy Assessment ◽  
Poor Reading ◽  
Reading Deficits ◽  
Reading Impairment ◽  
Underlying Factor ◽  
Specific Reading ◽  
Comprehension Skills ◽  
Preliminary Study ◽  
Reading Impairments

Background The purpose of this preliminary study was to explore one potential underlying factor that may contribute to poor reading outcomes: minimal hearing loss. Additionally, we compared decoding and comprehension deficits in students who passed or failed the hearing screening. Method Forty-three school-age students completed a hearing screening and a literacy assessment. Results Fifty-four percent of children with reading impairments failed the hearing screening, compared to only 21% of children with typical reading. Additionally, students who failed the hearing screening were more likely to exhibit decoding deficits; comprehension skills between the hearing screening groups did not differ. Conclusions Thus, children with reading impairments are more likely to fail hearing screenings than children with typical reading, and the deficits of those who fail hearing screenings appear to center on decoding rather than comprehension skills. Supplemental Material https://doi.org/10.23641/asha.12818252

scholarly journals A Preliminary Comparison of Reading Subtypes in a Clinical Sample of Children With Specific Language Impairment

2017 ◽  
Vol 60 (9) ◽  
pp. 2680-2686 ◽  
Author(s):  
Krystal L. Werfel ◽  
Hannah Krimm
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Clinical Sample ◽  
Language Deficits ◽  
Specific Language ◽  
Reading Impairment ◽  
Word Level ◽  
Specific Reading ◽  
Preliminary Study ◽  
Reading Impairments

Purpose The purpose of this preliminary study was to (a) compare the pattern of reading subtypes among a clinical sample of children with specific language impairment (SLI) and children with typical language and (b) evaluate phonological and nonphonological language deficits within each reading impairment subtype. Method Participants were 32 children with SLI and 39 children with typical language in Grades 2 through 4. Each child was classified as demonstrating 1 of 4 reading subtypes on the basis of word-level and text-level skills: typical reading, dyslexia, specific reading comprehension impairment, or garden variety reading impairment. In addition, phonological and nonphonological language skills were evaluated. Results Children with SLI were more likely to exhibit reading impairments than children with typical language. Children with SLI were more likely to exhibit text-level deficits than children with typical language. Phonological language deficits were observed in children with word-level deficits, and nonphonological language deficits were observed in children with text-level deficits. Conclusions The results indicate that the patterns of reading subtypes differ among children with SLI and children with typical language. The findings highlight the importance of simultaneously but separately considering word-level and text-level skills in studies of reading impairment.

scholarly journals Developing students’ reading achievement using PORPE Technique

2021 ◽  
Vol 6 (02) ◽  
pp. 56-63
Author(s):  
Nurhadiyanti -
Keyword(s):  
Reading Achievement ◽  
Experimental Design ◽  
Multiple Choice ◽  
T Test ◽  
Reading Test ◽  
Control Groups ◽  
Reading Tests ◽  
Purposive Sampling ◽  
Quasi Experimental ◽  
Written Test

The purpose of this study was to examine the application of the PORPE technique in enhancing the eleventh-grade students’ reading achievement of SMAN 3 Unggulan Kayuagung. Since there were five classes with 157 students, the samples were selected using purposive sampling. As a result, there were 62 students who took part as the sample.  This study used a quasi-experimental design with nonrandomized pretest and posttest control groups. The data was gathered employing a written test, which was a multiple-choice reading test. The data was analyzed using the t-test. The results revealed that students who were taught through PORPE technique scored higher on reading tests. Besides, PORPE technique could improve the eleventh grade students’ reading achievement of SMAN 3 Unggulan Kayuagung. Hence, students could understand the information form the text and were confidence in answering the questions.

scholarly journals Students’ Emotive Reaction and Confidence in Doing Language Tests: A Case of Test Takers in EFL Learning in Indonesia

2019 ◽  
Vol 10 (3) ◽  
pp. 610
Author(s):  
Abdul Kamaruddin ◽  
Konder Manurung
Keyword(s):  
English Language ◽  
English Education ◽  
Group Discussions ◽  
Reading Tests ◽  
Language Tests ◽  
Listening Tests ◽  
Research Findings ◽  
Writing Tests ◽  
Academic Year ◽  
Efl Learning

It has long been argued that the tests administered to students influence the students' learning motivation. The study aims at investigating the students' emotive reactions and confidence in doing English language tests and its implications for EFL learning. Forty-two students of the Department of English Education, University of Tadulako, Palu, Indonesia participated in the research. The students were programming Speaking Class in the Academic Year 2016/2017. Questionnaire items and focused group discussions were employed to produce the data needed. From the data analysis, it reveals that the use of language tests motivates the students in learning English despite the stressful situations they experience while they are sitting on the tests. Interestingly, the research findings show that the students are delightful in doing the tests. The students are most confident in speaking tests, but they are least confident in writing tests. Reading tests are in second place in terms of the student confidence in doing tests and listening tests are in the third place. How language testing motivates EFL learners is discussed.

scholarly journals The Construction of Two Types of Cloze Reading Tests for College Students

1972 ◽  
Vol 5 (1) ◽  
pp. 60-64 ◽  
Author(s):  
A. Garr Cranney
Keyword(s):  
Cross Validation ◽  
Short Form ◽  
Multiple Choice ◽  
Reading Test ◽  
Item Selection ◽  
Common Variance ◽  
Reading Tests ◽  
Selection Procedures ◽  
Validity Coefficient ◽  
Cloze Test

A machine-scorable multiple-choice cloze test based on college textbooks was administered to 100 sophomores who also took the Cooperative Reading Test, C-2, Form R. Validity coefficients of a long and a short form of the cloze test indicated about 26% of common variance with the comprehension section of the Cooperative Reading Test. Kuder-Richardson-20 reliability coefficients were .88 and .86 on the cloze test. A similar cloze test, but without the multiple-choice format, was constructed and shortened from 300 to 135 items. Elimination of the less effective items diminished both the reliability coefficient from .93 to .83 and the validity coefficient from .52 to .51. Further study of item selection procedures and cross validation was recommended.

scholarly journals Writing Impairments in Japanese Patients with Mild Cognitive Impairment and with Mild Alzheimer's Disease

2015 ◽  
Vol 5 (3) ◽  
pp. 309-319 ◽  
Author(s):  
Atsuko Hayashi ◽  
Hiroshi Nomura ◽  
Ruriko Mochizuki ◽  
Ayumu Ohnuma ◽  
Teiko Kimpara ◽  
...  
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Japanese Patients ◽  
Narrative Writing ◽  
Amci Group ◽  
Picture Story ◽  
The Difference ◽  
Writing Tests

Background/Aims: We investigated writing abilities in patients with the amnestic type of mild cognitive impairment (aMCI) and mild Alzheimer's disease (AD). To examine the earliest changes in writing function, we used writing tests for both words and sentences with different types of Japanese characters (Hiragana, Katakana, and Kanji). Methods: A total of 25 aMCI patients, 38 AD patients, and 22 healthy controls performed writing to dictation for Kana and Kanji words, copied Kanji words, and wrote in response to a picture story task. Analysis of variance was used to test the subject group effects on the scores in the above writing tasks. Results: For the written Kanji words, the mild AD group performed worse than the aMCI group and the controls, but there was no difference between the aMCI group and the controls. For the picture story writing task, the mild AD and aMCI groups performed worse than the controls, but the difference between the AD and the aMCI groups was not significant. Conclusions: The mild AD group showed defects in writing Kanji characters, and the aMCI group showed impairments in narrative writing. Our study suggests that narrative writing, which demands complex integration of multiple cognitive functions, can be used to detect the subtle writing deficits in aMCI patients.

Comprehending Text and Comprehension Tests

1983 ◽  
Vol 13 (3) ◽  
pp. 94-104 ◽  
Author(s):  
Estelle A. Doctor
Keyword(s):  
Reading Comprehension ◽  
Special Functions ◽  
Reading Test ◽  
Reading Tests ◽  
Comprehension Test ◽  
Different Types ◽  
The Relationship ◽  
Lexical Phonology ◽  
Comprehension Tests

Four different categories of reading tests are discussed with special attention to their relevance for reading comprehension. Diagnostic and phonic tests serve special functions, but pronunciation, or word tests are often assumed to be measures of comprehension. A detailed critique of one of these, the Schonell Graded Reading Test (R1) is presented and some explanations are suggested for the type of error usually made on this type of test. Several different types of comprehension tests exist, and these are discussed. A different comprehension test which distinguishes between the ability to comprehend material presented aurally and the ability to comprehend the same material in its printed form is presented. The relationship between pre- and post-lexical phonology is also discussed in relation to reading tests.

scholarly journals Pelatihan Bahasa Inggris Berequivalent TOEFL Pada Reading Test CBT Terhadap Mahasiswa Semester Akhir Di Universitas Muhammadiyah dan IAIN Palangka Raya

2020 ◽  
Vol 5 (2) ◽  
pp. 192-198
Author(s):  
A'am Rifaldi Khunaifi ◽  
Ilham Ilham ◽  
Bayu Suratmoko
Keyword(s):  
Foreign Language ◽  
Reading Test ◽  
Test Results ◽  
Training Module ◽  
Reading Tests ◽  
International Language ◽  
Post Test ◽  
Training Activities ◽  
The Mean ◽  
The University

English is an international language. In Indonesia, English is taught as a foreign language (English as a Foreign Language/EFL) from Elementary Schools to Higher Education. Especially at the University of Muhammadiyah Palangkaraya and IAIN Palangka Raya consider the importance of English which is shown through the TOEFL test and meet the scores determined before they are Judisium or Munakasah and have completed the thesis hearing in one semester. There were 20 participants from the Palangkaraya UM Students and Palangkaraya IAIN. The training method used in the English equivalent of Toefl training on Reading Tests is to use the Toefl training module on Reading Tests and also using a computerized software program in Toefl training on Reading Tests. The results of this training The training activities showed an increase between the pre-test and post-test results. The mean pre-test was 61 and the post-test mean increased to 83.6. In the pretest conducted to 20 participants were in the low category with a total of 4 people, a medium category of 13 people and a high of 3 people. The post-test results showed an increase in the score, namely the low category of 4 people, the medium category of 12 people and the high category increased to 4 people.

Nonword Reading Tests: A Review of the Available Resources

2011 ◽  
Vol 35 (2) ◽  
pp. 137-172 ◽  
Author(s):  
Danielle Colenbrander ◽  
Lyndsey Nickels ◽  
Saskia Kohnen
Keyword(s):  
Reading Instruction ◽  
Reading Test ◽  
Diagnostic Assessment ◽  
High Quality ◽  
Reading Tests ◽  
Learning To Read ◽  
Nonword Reading ◽  
General Functioning ◽  
Dual Route ◽  
Models Of Reading

AbstractResponse to Intervention (RTI) models of reading instruction have received much attention in the literature (Fuchs, Mock, Morgan, & Young, 2003; Hosp & Ardoin, 2008; Justice, 2006). Such models call for frequent and high-quality assessment of students' skills. One skill that is vital in the process of learning to read is the ability to sound out letters and blend these sounds together to produce a word. According to Dual Route models of reading (e.g., Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001), these skills comprise the sublexical route to reading. This is best assessed by tests of nonword reading. In this article, 17 tests of nonword reading were reviewed in light of RTI and Dual Route models. The aim of the review was to determine the best available nonword reading tests for use at the Tier One and Tier Two levels of intervention, and the best available nonword reading test for diagnostic (Tier Three) purposes. The review determined that several good-quality tests of nonword reading, suitable for assessing the general functioning of the sublexical route to reading (at the Tier One and Tier Two level), are available, but that no test of nonword reading is available that fulfils all of the desirable criteria for a Tier Three, diagnostic assessment.

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