Listening and reading processes

2013 ◽  
pp. 131-144
Keyword(s):  
Reading Processes

Do reading processes differ in transparent versus opaque orthographies? A study of acquired dyslexia in Welsh/English bilinguals

2011 ◽  
Vol 28 (8) ◽  
pp. 546-563 ◽  
Author(s):  
Marie-Josèphe Tainturier ◽  
Jennifer Roberts ◽  
E. Charles Leek
Keyword(s):  
Reading Processes ◽  
Acquired Dyslexia

scholarly journals THE EFFECTS OF READING ACTIVITY CHARACTERISTICS ON L2 READING PROCESSES AND NOTICING OF GLOSSED CONSTRUCTIONS

2018 ◽  
Vol 40 (4) ◽  
pp. 755-780 ◽  
Author(s):  
Jookyoung Jung ◽  
Andrea Révész
Keyword(s):  
Second Language Reading ◽  
L2 Reading ◽  
Reading Processes ◽  
Stimulated Recall ◽  
Recall Data ◽  
Unaccusative Verbs ◽  
Reading Activity ◽  
Reading Activities ◽  
Korean Learners ◽  
Korean Learners Of English

AbstractThis study examined the extent to which manipulating the characteristics of second language reading activities affects the reading process and noticing of glossed linguistic constructions. Thirty-eight Korean learners of English read two texts under conditions that required more or less careful reading. For the condition intended to promote more careful reading, each paragraph of the texts was divided into three or four subparts. For the condition expected to elicit less careful reading, each paragraph was split into two sections. While reading the texts, the participants’ eye movements were recorded. Eleven students were further invited to participate in stimulated recall protocols. The target constructions were English unaccusative verbs and 10 pseudowords, which were glossed with Korean translations. The eye movement and stimulated recall data indicated that, as predicted, the participants processed the texts more carefully and attended to the target verbs more closely when paragraphs were divided into more subparts.

The science and poetry in learning (and teaching) to read

2018 ◽  
Vol 100 (4) ◽  
pp. 13-17
Author(s):  
Maryanne Wolf
Keyword(s):  
Reading Instruction ◽  
Teaching Methods ◽  
Explicit Instruction ◽  
Natural Process ◽  
Teaching Approaches ◽  
Reading Processes ◽  
Learning And Teaching ◽  
Digital World ◽  
The Brain ◽  
Different Parts

Because reading is not a natural process like language, young learners must be taught to read. Knowledge about how the reading brain develops has critical implications for understanding which teaching methods to use and helps reconceptualize previous debates. In this excerpt from Reader Come Home: The Reading Brain in a Digital World, Maryanne Wolf describes how many different parts of the brain must work together when reading and why each requires attention in teaching. She delves into research into different reader profiles, each of which needs different emphases in reading instruction, and she explains the value of teaching approaches that include both explicit instruction in decoding and deep reading processes, and engagement by learner and teacher with the world of words and stories.

Different reading processes in different writing systems—ERP analysis using LORETA

2002 ◽  
Vol 1232 ◽  
pp. 63-69 ◽  
Author(s):  
Kana Ishiwatari ◽  
Yoshihiko Koga ◽  
Ken Nagata
Keyword(s):  
Writing Systems ◽  
Reading Processes

Play and learn: Influence of gamification and game-based learning in the reading processes of secondary school students

2021 ◽  
Author(s):  
Ana Manzano León ◽  
José Miguel Rodríguez Ferrer ◽  
José Manuel Aguilar Parra ◽  
Juan Miguel Fernández Campoy ◽  
Rubén Trigueros ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Game Based Learning ◽  
School Students ◽  
Reading Processes

Perceptual-visual-motor measures, reading and properties of eye movements of students with attention deficit hyperactivity disorder

2021 ◽  
pp. 252-270
Author(s):  
Simone Aparecida Capellini ◽  
Isabela Pires Metzner ◽  
Noemi Del Bianco ◽  
Ilaria D’Angelo ◽  
Aldo Caldarelli ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Academic Performance ◽  
Eye Movements ◽  
Attention Deficit ◽  
Motor Deficit ◽  
Reading Processes ◽  
Hyperactivity Disorder ◽  
Group I ◽  
Visual Motor ◽  
Students With Adhd

This study is aimed to compare and relate the performance of students with Attention Deficit Hyperactivity Disorder (ADHD) and with good academic performance in the perceptual-visual-motor and reading processes, and to verify the eye movements' pattern of students with ADHD during reading. Twenty students from primary school, both male and female, and aged between eight and twelve years old, participated in this study. They were divided into two groups: Group I (GI): composed of 20 students with an interdisciplinary diagnosis of ADHD, and Group II (GII): composed of 20 students with an equal good academic performance according to gender, age group and education with GI. All students were submitted to the Reading Processes Assessment protocol (PROLEC), Developmental Test of Visual Perception 3 (DTVP 3). PROLEC text reading test was administered to the students, also through the computer support. During this activity, the Gazepoint GP3 Eye Tracker equipment was used, which records the eye movements and analyses their properties by using the Gazepoint Analysis UX Edition Software for capturing eye movement during reading. These procedures were applied individually with students from both groups. The results were statistically analyzed, and revealed that the difficulties of students with ADHD in the reading processes could be justified by the perceptual-visual-motor deficit, and the shorter fixing time for capturing the information of each word read. This compromises the ability to identify and decode words, leading to difficulty in accessing meaning at the level of words and texts.

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