Impacts of Summer Reading Camp Programs in Community Libraries in Ghana

2013 ◽  
pp. 174-202
Keyword(s):  
Northern Ghana ◽  
Control Group ◽  
Low Literacy ◽  
Literacy Environment ◽  
Summer Reading ◽  
Reading Abilities ◽  
Student Reading ◽  
Reading Patterns ◽  
Community Libraries ◽  
Program Components

In August and September 2010, 200 Primary 5 students in northern Ghana attended 2-week summer reading camps hosted by 3 community libraries. The goal of the camps was to encourage reading among schoolchildren in a low-literacy environment. The camps appeared to be highly effective in improving reading abilities and habits. Reading scores on a written and oral test were considerably higher compared with a control group. Camps also had randomized programs and reading incentives, varying from day to day and camp to camp. This variation permitted analysis of student reading patterns when offered different reading contexts. Contrary to a commonly held belief, when students had available books by African authors and on Africa-related themes (compared with European/American books), they did not read more books. Intrinsic motivation treatments, where students were encouraged to engage in a variety of exercises (writing reviews for friends, reading with parents) produced small positive effects. A simple extrinsic motivational device of a “reading tree,” where students posted “leaves” with the book title and their name upon completion of a book, had no statistically discernible effect. The absence of large effects of reading camp program components suggests the need for further research.

scholarly journals Using pictorial action instructions to build a basic humanitarian engineering project

2019 ◽  
Vol 14 (1) ◽  
pp. 60-70
Author(s):  
Kathleen Paco Cadman ◽  
Du Feng
Keyword(s):  
Self Efficacy ◽  
Intervention Group ◽  
Control Group ◽  
Low Literacy ◽  
Engineering Project ◽  
Middle Income ◽  
Middle Income Countries ◽  
Humanitarian Engineering ◽  
Engineering Projects ◽  
Low And Middle Income

Humanitarian engineering projects mitigate environmental hazards disproportionately affecting health in low- and middle-income countries. However, widespread literacy deficits can create barriers in training low-literacy adults to construct these projects, indicating a need for literacy-adapted training materials. A randomized control trial in rural Guatemala tested the usability of pictorial action instructions, compared to demonstration-only methods, in training low-literacy adults (N = 60; n = 30 per group) to construct a solar bottle bulb. Fourteen days after the training, participants individually constructed the solar bottle bulb. The intervention group received pictorial action instructions to guide them, and the control group completed construction based on memory. Usability was evaluated by measuring the effectiveness and efficiency of construction, as well as user satisfaction and self-efficacy levels. Effectiveness and self-efficacy were significantly better among those in the intervention group compared to the control group. Considering this, the findings support the use of pictorial action instructions in training low-literacy adults to construct humanitarian engineering projects. This method may allow more individuals in rural regions of low- and middle-income countries to successfully construct their own humanitarian engineering projects in a way that is sustainable and scalable. Further research is needed to test these instructions in different settings, on a larger scale, as well as to test the long-term effects of using pictorial action instructions. 

scholarly journals A Community-based Lifestyle Education Program Addressing Non-communicable Diseases in Low-literacy Areas of the South Pacific: A Pilot Control Cohort Study

2020 ◽  
Vol 7 (3) ◽  
pp. 5-10
Author(s):  
Lillian Kent ◽  
Pia Reierson ◽  
Darren Morton ◽  
Kesa Vasutoga ◽  
Paul Rankin
Keyword(s):  
Risk Factors ◽  
Blood Pressure ◽  
Chronic Disease ◽  
Group Process ◽  
Disease Risk ◽  
Density Lipoprotein ◽  
Control Group ◽  
Low Literacy ◽  
Intervention Village ◽  
Control Village

Lifestyle interventions can effectively reduce chronic disease risk factors. This study examined the effectiveness of an established lifestyle intervention contextualized for low-literacy communities in Fiji. Ninety-six adults from four villages, with waist circumference (WC) indicative of risk of chronic disease, were randomly selected to an intervention or control group. Process evaluation indicated one intervention and one control village fulfilled the study protocol. There were no differences between intervention and control for body mass index BMI (P = 0.696), WC (P = 0.662), total cholesterol (TC) (P = 0.386), and TC:high-density lipoprotein (HDL) ratio (P = 0.485). The intervention village achieved greater reductions than the control village at 30 and 90 days for systolic blood pressure (30 days: −11.1% vs. −2.5%, P = 0.006; 90 days: −14.5% vs. −6.7%, P = 0.019); pulse rate (30 days: −7.0% vs. −1.1%, P = 0.866; 90 days: −7.1% vs. 4.3%, P = 0.027), and HDL (30 days: −13.9% vs. 1.7%, P = 0.206; 90 days: −18.9% vs. 2.2%, P = 0.001); at 90 days only for diastolic blood pressure (−14.4% vs. −0.2%, P = 0.010); at 30 days only for low-density lipoprotein (−11.6% vs. 8.0%, P = 0.009); and fasting plasma glucose (−10.2% vs. 4.3%, P = 0.032). However, for triglycerides, the control achieved greater reductions than the intervention village at 30 days (35.4% vs. −12.3%, P = 0.008; marginal at 90 days 16.4% vs. −23.5%, P = 0.054). This study provides preliminary evidence of the feasibility and potential effectiveness of the intervention to lower several risk factors for chronic disease over 30 days in rural settings in Fiji and supports consideration of larger studies.

scholarly journals Hibiscus sabdariffa Meal Improves Iron Status of Childbearing Age Women and Prevents Stunting in Their Toddlers in Northern Ghana

Nutrients ◽  
2019 ◽  
Vol 11 (1) ◽  
pp. 198 ◽  
Author(s):  
Clement Kubuga ◽  
Hyokyoung Hong ◽  
Won Song
Keyword(s):  
Iron Status ◽  
Intervention Group ◽  
Food Sources ◽  
Northern Ghana ◽  
Control Group ◽  
Hibiscus Sabdariffa ◽  
Childbearing Age ◽  
Food And Nutrition ◽  
Quasi Experimental ◽  
Childbearing Age Women

Globally, iron deficiency (ID) is the most common form of nutritional deficiency, particularly in young children and childbearing age women. ID can lead to stunting and impaired cognitive development in children, as well as adverse maternal health and birth outcomes. In this study, the efficacy of an alternative food-to-food fortification utilizing indigenous iron-rich food sources was investigated in a quasi-experimental study. Childbearing age women (15–49 years, intervention-Kassena Nankana West district: n = 60; control-Builsa North district: n = 60) and their toddlers (6–24 months) consumed Hibiscus sabdariffa leaf meals (HSM, 1.71 mg Fe/100 g meal) three times a week for 12 weeks during the dry/lean season in Northern Ghana. We found that feeding the HSM (1.9 kg/day) improved iron status of women of childbearing age with time (p = 0.011), and protected stunting among toddlers during the dry/lean season (p = 0.024), which is the period with the worst food and nutrition insecurity. Compared with the control group, the number of stunted toddlers declined in the intervention group.

Impact of Intensive Summer Reading Intervention for Children With Reading Disabilities and Difficulties in Early Elementary School

2016 ◽  
Vol 50 (2) ◽  
pp. 115-127 ◽  
Author(s):  
Joanna A. Christodoulou ◽  
Abigail Cyr ◽  
Jack Murtagh ◽  
Patricia Chang ◽  
Jiayi Lin ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Oral Reading ◽  
Reading Disabilities ◽  
Intervention Group ◽  
Control Group ◽  
Summer Reading ◽  
Pseudoword Reading ◽  
Intensive Reading

Efficacy of an intensive reading intervention implemented during the nonacademic summer was evaluated in children with reading disabilities or difficulties (RD). Students (ages 6–9) were randomly assigned to receive Lindamood-Bell’s Seeing Stars program ( n = 23) as an intervention or to a waiting-list control group ( n = 24). Analysis of pre- and posttesting revealed significant interactions in favor of the intervention group for untimed word and pseudoword reading, timed pseudoword reading, oral reading fluency, and symbol imagery. The interactions mostly reflected (a) significant declines in the nonintervention group from pre- to posttesting, and (2) no decline in the intervention group. The current study offers direct evidence for widening differences in reading abilities between students with RD who do and do not receive intensive summer reading instruction. Intervention implications for RD children are discussed, especially in relation to the relevance of summer intervention to prevent further decline in struggling early readers.

scholarly journals Effects of Training of Eye Fixation Skills on the Reading Fluency of Children with Oculomotor Dysfunction

2019 ◽  
Vol 36 (1) ◽  
Author(s):  
Tanzila Nabeel
Keyword(s):  
Reading Fluency ◽  
Reading Skills ◽  
Sampling Technique ◽  
Control Group ◽  
Control Group Design ◽  
Poor Reading ◽  
Reading Abilities ◽  
Average Accuracy ◽  
Before And After ◽  
And Control

The study was carried out to determine the effect of training of eyefixation skills on the reading fluency of Children with OculomotorDysfunction. Pretest-Posttest Control Group Design was used in thisexperimental study. All the school going children having OculomotorDysfunction and poor reading skills between the ages5-14 years atprimary level were population of this study. King Devick Pro Readingtest was run on the children with poor reading abilities to diagnose theChildren with Oculomotor Dysfunction. Children having percentile rankbelow 15 or below average accuracy on King Devick Pro Reading testwere diagnosed as Children with Oculomotor Dysfunction. 20 Childrenwith Oculomotor Dysfunction were selected from a pool of 50 Childrenwith Oculomotor Dysfunction using random sampling technique. Twocohorts (experimental and control) having 10 Children with OculomotorDysfunction each, were used in the study. The level of Visual FixationSkills of the children of both of the groups was analyzed sing NovaSoutheastern University College of Optometry Oculomotor Test. Thesubjects of experimental group underwent training of manual andcomputer animated visual fixation skills 50 minutes per day for 7 days aweek for 6 weeks. Words Correct Per Minute Method was used todetermine the reading fluency of both of the groups before and after theintervention from selected paragraphs of Punjab Textbook Boar

scholarly journals Atypical relationships between neurofunctional features of print-sound integration and reading abilities in Chinese children with dyslexia

2021 ◽  
Author(s):  
Zhichao Xia ◽  
Ting Yang ◽  
Xin Cui ◽  
Fumiko Hoeft ◽  
Hong Liu ◽  
...  
Keyword(s):  
Word Reading ◽  
Multisensory Processing ◽  
Temporal Cortex ◽  
Audiovisual Integration ◽  
Chinese Children ◽  
Control Group ◽  
Typically Developing ◽  
Significant Group ◽  
Reading Abilities ◽  
Integration Effect

Conquering grapheme-phoneme correspondence is necessary for developing fluent reading in alphabetic orthographies. In neuroimaging research, this ability is associated with brain activation differences between the audiovisual congruent against incongruent conditions, especially in the left superior temporal cortex. Studies have also shown such a neural audiovisual integration effect is reduced in individuals with dyslexia. However, existing evidence is almost restricted to alphabetic languages. Whether and how multisensory processing of print and sound is impaired in Chinese dyslexia remains underexplored. Of note, semantic information is deeply involved in Chinese character processing. In this study, we applied a functional magnetic resonance imaging audiovisual integration paradigm to investigate the possible dysfunctions in processing character-sound pairs and pinyin-sound pairs in Chinese dyslexic children compared with typically developing readers. Unexpectedly, no region displayed significant group difference in the audiovisual integration effect in either the character or pinyin experiment. However, the results revealed atypical correlations between neurofunctional features accompanying audiovisual integration with reading abilities in Chinese children with dyslexia. Specifically, while the audiovisual integration effect in the left inferior cortex in processing character-sound pairs correlated with silent reading comprehension proficiency in both dyslexia and control group, it was associated with morphological awareness in the control group but with rapid naming in dyslexics. As for pinyin-sound associations processing, while the stronger activation in the congruent than incongruent conditions in the left occipito-temporal cortex and bilateral superior temporal cortices was associated with better oral word reading in the control group, an opposite pattern was found in children with dyslexia. On the one hand, this pattern suggests Chinese dyslexic children have yet to develop an efficient grapho-semantic processing system as typically developing children do. On the other hand, it indicates dysfunctional recruitment of the regions that process pinyin-sound pairs in dyslexia, which may impede character learning.

scholarly journals The Interactive Web-Based Program MSmonitor for Self-Management and Multidisciplinary Care in Persons With Multiple Sclerosis: Quasi-Experimental Study of Short-Term Effects on Patient Empowerment

10.2196/14297 ◽  
2020 ◽  
Vol 22 (3) ◽  
pp. e14297
Author(s):  
Peter Joseph Jongen ◽  
Gezien ter Veen ◽  
Wim Lemmens ◽  
Rogier Donders ◽  
Esther van Noort ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Multiple Sclerosis ◽  
Self Efficacy ◽  
Multidisciplinary Care ◽  
Self Management ◽  
Control Group ◽  
Short Term ◽  
Quasi Experimental ◽  
Program Components

Background Empowerment helps persons with a chronic disease to self-manage their condition and increase their autonomy and participation. MSmonitor (Curavista bv) is an interactive Web-based program for self-management and multidisciplinary care in multiple sclerosis (MS). It includes, among others, short questionnaires on fatigue (Modified Fatigue Impact Scale-5 [MFIS-5]) and health-related quality of life (HRQoL, Leeds Multiple Sclerosis Quality of Life [LMSQoL]); long questionnaires on disabilities, perception of disabilities (Multiple Sclerosis Impact Profile), and HRQoL (Multiple Sclerosis Quality of Life-54); a Medication and Adherence Inventory and an Activity Diary. The combination MFIS-5, LMSQoL, and Medication and Adherence Inventory constitutes the Quick Scan. Objective This study aimed to investigate the short-term effects of MSmonitor on empowerment in patients with MS. Methods We conducted a quasi-experimental study in a general hospital. Of the 180 patients with MS, 125 were eligible, 30 used MSmonitor, and 21 participated in the study (mean age 45.4 years, SD 10.2 years). A total of 24 eligible patients who did not use MSmonitor constituted the control group (mean age 49.3 years, SD 11.4 years). At baseline and at 4 months, we assessed self-efficacy (Multiple Sclerosis Self-Efficacy Scale [MSSES]), participation and autonomy (Impact on Participation and Autonomy [IPA] questionnaire), and self-management (Partners In Health [PIH] questionnaire). Differences between time points and groups were tested with paired t tests and χ² tests. Results In the MSmonitor group, follow-up values remained unchanged for MSSES control (P=.19), MSSES function (P=.62), IPA limitations (P=.26), IPA problems (P=.40), PIH recognition and management of symptoms (P=.52), PIH adherence to treatment (P=.80), and PIH coping (P=.73), whereas the PIH knowledge score had improved (mean 27.8, SD 1.7 vs mean 28.7, SD 2.0; P=.02). The overall utilization rate of the program components was 83% and that of the Quick Scan was 95%. In the control group, all outcomes had remained unchanged. Conclusions The results suggest that for first-time users of the MSmonitor program and their health care providers, it may not be justified to expect a short-term improvement in empowerment in terms of self-efficacy, self-management, autonomy, or participation. Furthermore, a lack of effect on empowerment is not because of nonusage of the program components.

scholarly journals Indirect Effects of Task-switching on Reading Comprehension via Decoding Skills among Adolescents with Autism

2021 ◽  
Author(s):  
Teresa Ober ◽  
Bruce D. Homer ◽  
Jan L. Plass
Keyword(s):  
Reading Comprehension ◽  
Task Switching ◽  
Indirect Effect ◽  
Indirect Effects ◽  
Word Reading ◽  
Autism Spectrum ◽  
Control Group ◽  
Reading Abilities ◽  
Adolescents With Autism ◽  
Adolescents With Asd

Purpose: We examined whether variation in task-switching indirectly predicted variation in reading comprehension by way of variation in decoding, and furthermore, whether this effect differed among adolescents with ASD compared to an age-matched control group. Methods: We examined whether the association between task-switching and reading comprehension was mediated by decoding among a sample of autistic adolescents with autism spectrum disorder (ASD; N = 45, Mage = 14.9 years) and an age-matched comparison group (N = 43, Mage = 14.3 years). Analyses were conducted using path models to test for direct effects of decoding and task switching on reading comprehension, as well as indirect effects of task-switching on reading comprehension by way of decodingResults: Though the indirect effect did not significantly differ between the ASD and comparison groups, the indirect effect of task-switching on reading comprehension via decoding was only significant among adolescents with ASD. This suggest that task-switching plays a particularly prominent role in decoding and reading comprehension among adolescents with ASD.Conclusion: Though further work is necessary to replicate this effect, the findings may have implications for interventions that may target improvements in word reading abilities as a means for improving reading comprehension outcomes among youth with ASD.

scholarly journals THE RELATIONS OF STUDENTS ABILITY TO READ THROUGHT THE GOOD READING METHOD WITH THEIR ABILITY TO ANSWER THE MULTIPLECHOICE QUESTIONS

Edulib ◽  
2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Prijana ◽  
Sukaesih
Keyword(s):  
Reading Ability ◽  
Reading Skills ◽  
Test Methods ◽  
Control Group ◽  
Academic Values ◽  
Student Reading ◽  
Reading Text ◽  
Good Reading ◽  
And Control ◽  
Experimental Group

 Abstrak. Nilai akademik sering dikaitkan dengan upaya belajar. Upaya belajar sering dikaitkan dengan aktivitas baca. Seseorang dikatakan belajar, maka dipastikan membaca. Tujuan membaca adalah sama, yakni memahami teks, yang berbeda adalah kemampuan memahami teks. Mahasiswa memiliki cara membaca teks yang berbeda-beda, dan hasilnya juga berbeda-beda. Rekayasa baca penting dilakukan untuk memperoleh hasil optimal, yakni melalui metode baca good reading. Tujuan penelitian: menguji metode baca good reading yang dikaitkan dengan kemampuan menjawab soal multiplechoice. Metode penelitian: kelompok eksperimen (N=34) dan kelompok kontrol (N=40). Hasil penelitian: Jika α = 0.10 ; dk = 4 maka kemampuan menjawab soal multiplechoice memiliki hubungan signifikan dengan kemampuan membaca, melalui metode baca good reading. Kesimpulan: dengan derajat kepercayaan 90% metode baca good reading dapat membantu secara optimal kemampuan baca mahasiswa. Kata kunci: Kebiasaan baca, Kemampuan baca, Metode baca good reading, Teks Ilmu pengetahuan.  Abstract. Academic values often associated with learning efforts. Efforts to learn is often associated with the activity of reading. Someone said to learn, then certainly reading. The purpose of reading is the same, namely to understand the text, that is different is the ability to understand the text. Students have to read different texts, and the results are also different. Read engineering is important to obtain optimum results, through the method of reading good reading. Objective: to test methods of reading good reading that is associated with the ability to answer the questions multiplechoice. Methods: experimental group (N = 34) and control group (N = 40). Result: If α = 0:10; dk = 4. The ability to answer questions multiplechoice has a significant relationship with the ability to read, through the method of reading good reading. Conclusion: with a 90% confidence level, the method of reading good reading, can help optimally student reading skills. Keywords: The habit of reading, reading ability, Method 'good reading', Text Science. 

Project Based Learning Model in Teaching Deutsch Fűr Tourismus for Foreign Language Students

2020 ◽  
Vol 6 (2) ◽  
pp. 217
Author(s):  
Muhammad Anwar ◽  
Yusri Yusri ◽  
Femmy Angreany ◽  
Arlian Fachrul Syaputra ◽  
Hasmawati Hasmawati
Keyword(s):  
Foreign Language ◽  
Learning Model ◽  
Project Based Learning ◽  
Control Group ◽  
Student Reading ◽  
Model Project ◽  
Reading Interest ◽  
Positive Effect ◽  
Pbl Model ◽  
Speaking Skills

This study aims to determine the effectiveness of the application of PBL (Project Based Learning) learning models in Deutsch für Tourismus courses in foreign language majors. This research is an experimental study using one group design as an experimental group without involving the control group. Respondents in this study were 30 students who were programming the Deutsch fuer Tourismus course. Student speaking skills data were measured using assessment rubrics with intervals of 1 to 9. This assessment rubric was adapted from assessments in the IELTS test specifically in aspects of speaking skills. The intervention given was in the form of implementing the PBL model for 6 meetings, where each meeting was 2 hours long. Data analysis techniques used are descriptive statistics and inferential statistics. There are 4 types of advantages of the PBL model that are felt by students when implemented in the learning process namely 1) can trigger students to find and explore ideas or ideas that they want to express when speaking. 2) train students to work in groups to solve a problem. 3) This model produces products that are self-developed by students. 4) The PBL model requires students to read a lot, so that it can have a positive effect in increasing student reading interest. Keywords: Learning Model; Project Based Learning; Deutsch für Tourismus; Speaking Skills

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