Macmillan Individual Reading Analysis (Mira)

Author(s):  
Kate Cain
Keyword(s):  
2019 ◽  
Vol 19 (10) ◽  
pp. 120
Author(s):  
Carver B. Nabb ◽  
Heather A. Hansen ◽  
Stephen A. Petrill ◽  
Zeynep M. Saygin

AERA Open ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 233285841985984 ◽  
Author(s):  
Tanya Christ ◽  
X. Christine Wang ◽  
Ming Ming Chiu ◽  
Ekaterina Strekalova-Hughes

Given the increasing use of app books with young children, research is needed to inform their selection and design. Although broad guidelines exist, more fine-grained guidance is needed. To address this need, we explored the relations among app books’ digital affordances, readers’ behaviors with these affordances during both buddy and individual reading sessions, and their individual outcomes. Fifty-three kindergarteners (ages 5.05–6.46 years; M = 5.60, SD = 0.42) read 12 app books twice each across 24 buddy reading sessions and four app books once each across four individual reading sessions, and their comprehension was assessed after each individual reading session. Multivariate, mixed response analysis found that (a) when a greater number of minimum hotspots were available per page, retelling was better; and (b) availability of word hotspots was linked to better critical thinking/inference outcomes. Implications include choosing app books with affordances that this study showed support particular reading outcomes, in alignment with instructional goals.


2018 ◽  
Vol 18 (4) ◽  
pp. 755-761
Author(s):  
Mariana Gonçalves de Oliveira ◽  
Aline Cruz Esmeraldo Áfio ◽  
Paulo Cesar de Almeida ◽  
Márcia Maria Tavares Machado ◽  
Ana Cristina Lindsay ◽  
...  

Abstract Objectives: to evaluate blind women’s learning on the anatomy and physiology of the female reproductive system through the use of an educational material. Methods: methodological development study performed with blind women. The participants responded the pre-test to evaluate their knowledge on sexual and reproductive health and received a manual on anatomy and the reproduction of the physiology After an individual reading, in a period ranging from three to fifteen days, they responded the post-test. Results: there was an increase of correct answers in the post-test in all the items in relation to the categories of The Woman's Body and How One Gets Pregnant becoming significant in the following knowledge of “clitoris increases with the woman excited" (p=0.009), “the function of the vagina in a sexual intercourse "(p<0.001), “How does fertilization occurs”(p<0.001) and "the ovulating period" (p<0.001). Conclusions: the manual enabled the participants to learn about the female anatomy and the physiology of fertilization after educational assistive technology.


AERA Open ◽  
2019 ◽  
Vol 5 (3) ◽  
pp. 233285841986934 ◽  
Author(s):  
X. Christine Wang ◽  
Tanya Christ ◽  
Ming Ming Chiu ◽  
Ekaterina Strekalova-Hughes

Interactive app books are increasingly part of young children’s literacy ecosystem. However, most previous studies examined buddy reading with traditional print books or CD-ROM books. Little is known about whether and how buddy reading with app books might be related to subsequent individual reading. To address this, informed by multimodal literacy and sociocultural theories, we investigated how 53 kindergarteners’ (ages 5–6 years) buddy reading behaviors were related to their subsequent individual reading behaviors and comprehension outcomes while reading app books. Multivariate mixed response analysis yielded these findings: (1) buddy reading monitoring behaviors (asked questions, drew attention to book content, debated, or negotiated) were associated with higher inference/critical thinking and vocabulary meaning generation scores; (2) buddies who read in triads had lower individual-prompted retelling scores than buddies who read in dyads. The findings highlight the importance of promoting monitoring during buddy reading and paying attention to group size.


Ethnohistory ◽  
2020 ◽  
Vol 67 (2) ◽  
pp. 247-267
Author(s):  
Capucine Boidin ◽  
Leonardo Cerno ◽  
Fabián R. Vega

Abstract The authors underline the importance of the print Ara poru aguĭyey haba (meaning about the good use of time) for the Jesuit missions of Paraguay and the colonial Río de la Plata. Attributed to Father José Insaurralde, it is a two-volume devotional text entirely written in Guaraní that was published in Madrid in 1759 and 1760. Until now, literature has only approached the Ara poru in a superficial and external way, because it is written in a different way from the current ones. The unpublished translation of the summary and two preliminary warnings to readers reveal that it follows the structure of Ignacio de Loyola’s Spiritual Exercises. The authors of this article demonstrate that by the mid-eighteenth century, the Jesuit project was to produce an indigenous reader and devotee in the modern sense (individual reading and personal transformation).


2006 ◽  
Vol 36 ◽  
pp. 25-43
Author(s):  
Catherine Steel

The oral dimension to classical literature as a whole has, rightly, become an object of increasing interest to interpreters. The process of composition of any text usually involved a spoken element; public or private readings could be a medium by which a text was disseminated; and individual reading could involve audible speech, or having another person read aloud. All Roman literature involves some oral dimension. Within this broad framework, however, oratory occupies a distinctive space. A speech is prepared for a specific time and place, to be directed at a specific audience and, in the case of forensic and deliberative oratory, with the aim of securing a specific outcome. Moreover, this first performance is, logically, oral and does not imply the existence of a written text; indeed, there was a strong convention within ancient rhetoric that speeches were delivered from memory, and even though written texts might well feature in preparation, orators would often find themselves in situations where improvisation was necessary. The sense of being created for a particular time and place is a characteristic which oratory shares with drama but, unlike drama, subsequent performances in a similar manner are difficult to envisage. Plays in both Greece and Rome were revived after the festival for which they had been initially composed; but the circumstances in front of the Roman people, in the Senate, or in a court which demanded a speech would never be repeated.


1996 ◽  
Vol 28 (1) ◽  
pp. 9-34 ◽  
Author(s):  
Riitta-Liisa Korkeamäki ◽  
Mariam Jean Dreher

This study investigated children's reading strategies and progress when a meaning-based approach to reading instruction was implemented in a Finnish 1st-grade classroom. A reading program was designed in which the teacher introduced predictable books, literacy-related centers, and minilessons in context on selected letter-sound correspondences. Field notes and videotapes of individual reading sessions were analyzed to describe the strategies the students used while reading both familiar and unfamiliar books. In the fall, in a familiar context, the students read mostly based on their memory. In an unfamiliar context, the students used graphemic information and sounded out and elongated the words and named some letters. Later, they used their phonological recoding skills in both familiar and unfamiliar contexts. All the students progressed toward conventional reading, demonstrating that they had reached at least the alphabetic phase of reading development.


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