What Does Research Tell us about the Reading Process and the Early Stages of Reading Development?

Two experimental reading development courses for partially sighted students were conducted at the Institute for the Blind and Partially Sighted in Copenhagen, Denmark. These students read so slowly that they could not complete their study assignments. Each course had four participants. Course 1 ran for six weeks, with two lessons a day. Course 2, which took place 1½ years later, was a more advanced residential course. The goals of the courses were to raise and vary the participants’ reading speed, to help them gain insight into the reading process, and to develop the cognitive aspects of reading. At the end of each course, the participants’ proficiency in reading improved dramatically.

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The Effectiveness of Multisensory Technique towards Reading Skills of Open Syllables by Preschoolers

Turkish Journal of Computer and Mathematics Education (TURCOMAT) ◽

10.17762/turcomat.v12i3.796 ◽

2021 ◽

Vol 12 (3) ◽

pp. 860-867

Author(s):

Nurul Nabila Amirah Rostan Et.al

Keyword(s):

Language Acquisition ◽

School Environment ◽

Reading Skills ◽

Reading Development ◽

Checklist Item ◽

Early Stages ◽

Meaningful Experiences ◽

Reading Activity ◽

Formal School ◽

Structured Observation

Unable toreadhas a significant impact on language acquisition that can contribute to children failing at school. Therefore, teachers must utilise methods that are in accordance with the children’s ability during their early stages of reading development to prevent them from experiencing difficulties in a formal school environment. The objective of this study was to observe the effectiveness level of multisensory technique towards children’s skills in reading open syllables. By using structured observation, children were observed using three different multisensory activities such as ‘sand letters’, ‘Alphabet jump’, and ‘tactile alphabet’. 16 open syllables were identified like ‘ma’, ‘ho’, ‘su’, ‘gi’, ‘pa, ‘du’, ‘me’, ‘ga’, ‘do’, ‘bi’, ‘te’, ‘pu’, ‘so’, ‘ri’, ‘ta’ and ‘la’ by using a checklist item from Linus instrument. The study showed that multisensory technique was able to assist in children’s reading skills of open syllables even if they come from different language backgrounds. In addition, this technique helped the children to avoid confusion between Malay and English open syllables with the presence of stimulus during reading activity. This proved that an environment rich with stimulus are important for children’s development. It provides important factors for teachers in delivering meaningful experiences during children’s learning.

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EXPRESS: Online inference making and comprehension monitoring in children during reading: Evidence from eye movements

Quarterly Journal of Experimental Psychology ◽

10.1177/1747021821999007 ◽

2021 ◽

pp. 174702182199900

Author(s):

Holly Joseph ◽

Elizabeth Wonnacott ◽

Kate Nation

Keyword(s):

Eye Movements ◽

Detrimental Effect ◽

Reading Development ◽

Essential Elements ◽

The Other ◽

Reading Process ◽

Comprehension Monitoring ◽

Comprehension Question ◽

Inference Making ◽

Inference Generation

Inference generation and comprehension monitoring are essential elements of successful reading comprehension. While both improve with age and reading development, little is known about when and how children make inferences and monitor their comprehension during the reading process itself. Over two experiments, we monitored the eye movements of two groups of children (age 8-13 years) as they read short passages and answered questions that tapped local (Experiment 1) and global (Experiment 2) inferences. To tap comprehension monitoring the passages contained target words which were consistent or inconsistent with the context. Comprehension question location was also manipulated with the question appearing before or after the passage. Children made local inferences during reading, but the evidence was less clear for global inferences. Children were sensitive to inconsistencies that relied on the generation of an inference, consistent with successful comprehension monitoring, although this was seen only very late in the eye movement record. Although question location had a large effect on reading times, it had no effect on global comprehension in one experiment and reading the question first had a detrimental effect in the other. We conclude that children appear to prioritise efficiency over completeness when reading, generating inferences spontaneously only when they are necessary for establishing a coherent representation of the text.

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Spherulitic crystal growth in the prodissoconch larval of Crassostrea virginica

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100076263 ◽

1983 ◽

Vol 41 ◽

pp. 518-519

Author(s):

George G. Cocks ◽

Louis Leibovitz ◽

DoSuk D. Lee

Keyword(s):

Crystal Structure ◽

Crassostrea Virginica ◽

Crystal Orientation ◽

Developmental Changes ◽

Gastrula Stage ◽

Orthorhombic Crystal ◽

Orthorhombic Crystal Structure ◽

Stages Of Growth ◽

Early Stages ◽

Initial Deposition

Our understanding of the structure and the formation of inorganic minerals in the bivalve shells has been considerably advanced by the use of electron microscope. However, very little is known about the ultrastructure of valves in the larval stage of the oysters. The present study examines the developmental changes which occur between the time of conception to the early stages of Dissoconch in the Crassostrea virginica(Gmelin), focusing on the initial deposition of inorganic crystals by the oysters.The spawning was induced by elevating the temperature of the seawater where the adult oysters were conditioned. The eggs and sperm were collected separately, then immediately mixed for the fertilizations to occur. Fertilized animals were kept in the incubator where various stages of development were stopped and observed. The detailed analysis of the early stages of growth showed that CaCO3 crystals(aragonite), with orthorhombic crystal structure, are deposited as early as gastrula stage(Figuresla-b). The next stage in development, the prodissoconch, revealed that the crystal orientation is in the form of spherulites.

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Formation of Dislocation Channels in Neutron Irradiated Molybdenum

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100096618 ◽

1972 ◽

Vol 30 ◽

pp. 672-673

Author(s):

S. Mahajan

Keyword(s):

Electron Microscopy ◽

Transmission Electron Microscopy ◽

Ambient Temperature ◽

Room Temperature ◽

Channel Formation ◽

Early Stages ◽

Transmission Electron ◽

Three Stages ◽

Two Stages ◽

Polycrystalline Molybdenum

The evolution of dislocation channels in irradiated metals during deformation can be envisaged to occur in three stages: (i) formation of embryonic cluster free regions, (ii) growth of these regions into microscopically observable channels and (iii) termination of their growth due to the accumulation of dislocation damage. The first two stages are particularly intriguing, and we have attempted to follow the early stages of channel formation in polycrystalline molybdenum, irradiated to 5×1019 n. cm−2 (E > 1 Mev) at the reactor ambient temperature (∼ 60°C), using transmission electron microscopy. The irradiated samples were strained, at room temperature, up to the macroscopic yield point.Figure 1 illustrates the early stages of channel formation. The observations suggest that the cluster free regions, such as A, B and C, form in isolated packets, which could subsequently link-up to evolve a channel.

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