scholarly journals Involvement of Social and Cognitive Factors in Reading Skills of Boys and Girls: A Comparative Study

2020 ◽  
Vol 6 (1) ◽  
pp. 147-152
Author(s):  
Ammara Farukh ◽  
Masroor Sibtain ◽  
Hafiz Muhammad Qasim ◽  
Asma Kashif Shahzad
Keyword(s):  
Comparative Study ◽  
Reading Skills ◽  
Word Reading ◽  
Literacy Skills ◽  
The Other ◽  
Cognitive Factors ◽  
Physical Maturation ◽  
The Difference ◽  
Grade 3 ◽  
A Minor

It has been a controversial issue to ascertain whether girls have an advantage in literacy skills over boys or not. There are studies showing a minor or no lead of girls in literacy skills (White, 2007). On the other hand, several studies described better literacy skills in girls than boys (Ready, LoGerfo, Burkam& Lee, 2005; Coley, 2001). Reasons like differences in biology,cognitive and physical maturation (Leinhardt, Seewald & Engel, 1979) are given to explain these differences. In this study, 8-9 years 66 grade 3 children were tested on loud reading tasks in both Urdu and English.The children were extracted from a bigger sample which participated in a previous study. In the present study, we used 3-word lists (words of mixed difficulty, pseudo-words, and easy frequent words) in both Urdu and English (3+3). A t-test was run to see the difference of performance on all word reading tasks by girls, and boys.  The girls scored higher than boys on all Urdu and English tasks, except pseudo-words in Urdu where the difference was not significant whereas a tendency towards significance could be seen. The results presented evidence in favour of the advantage (cognitive or social) of girls over boys of the same age and grade.

scholarly journals KETERAMPILAN LITERASI UNTUK MENINGKATKAN BUDAYA SUKA BACA DI SEKOLAH AMALIA

2018 ◽  
Vol 23 (4) ◽  
pp. 423
Author(s):  
Rosmaini Rosmaini ◽  
Arnita Arnita ◽  
Fahrur Rozi
Keyword(s):  
Reading Ability ◽  
Reading Skills ◽  
Second Graders ◽  
Kindergarten Students ◽  
Literacy Skills ◽  
Book Reading ◽  
Good Reading ◽  
Reading Culture ◽  
Grade 3 ◽  
Local Agencies

AbstrakHampir 70% siswa kelas satu dan dua di sekolah Amalia kemampuan membacanya rendah. Dan lebih dari 50% siswa kelas tiga keterampilan membaca khusunya membaca pemahaman juga masih rendah. Tak jauh berbeda dengan keterampilan membaca,, lebih dari 70% siswa kelas tiga memiliki kemampuan mengarang rendah. Begitu juga dengan TK Amalia lebih dari 50% siswanya belum memiliki kemampuan dan keterampilan membaca yang baik, dan kesadaran fonologis yang masih rendah. Peran serta guru dalam mengikuti pelathan-pelatihan yang bertujuan meningkatkan sumber daya juga masih rendah. Sekolah jarang diundang untuk mengikuti pelatihan-pelatihan yang diadakan oleh dinas setempat.Oleh karena itu perlu dilakukan kegiatan-kegiatan yang dapat meningkatkan pemahaman dan keterampilan guru dalam melakukan inovasi pembelajaran khusunya keterampilan literasi. Dengan kegiatan tersebut, dapat menumbuhkan minat membaca dan budaya suka baca pada siswa SD dan TK di Sekolah Amalia.Kata kunci : keterampilan literasi, mini book, minat membacaAbstractAlmost 70% of first and second graders at Amalia's school have a low reading ability. And more than 50% of students of grade 3 reading skills especially reading comprehension are still low. Not much different from reading skills, more than 70% of third graders have low writing skills. Likewise with Amalia kindergarten more than 50% of students do not have the ability and good reading skills, and phonological awareness is still low. Participation of teachers in follow-training training aimed at improving resources is also low. Schools are rarely invited to attend trainings organized by local agencies. Therefore it is necessary to do activities that can improve the understanding and skills of teachers in conducting learning innovations especially literacy skills. With these activities, can foster interest in reading and reading culture in elementary and kindergarten students at Amalia School.Keywords: literacy skills, mini book, reading interest

Neoadjuvant chemoradiotherapy for potentially resectable esophageal squamous cell carcinoma and the significance of Rad51 expression as a factor predictive of the treatment response.

2012 ◽  
Vol 30 (15_suppl) ◽  
pp. e14601-e14601
Author(s):  
Hiroshi Saeki ◽  
Tomonori Nakanoko ◽  
Hajime Ohtsu ◽  
Hiroyuki Kawano ◽  
Koji Ando ◽  
...  
Keyword(s):  
Squamous Cell Carcinoma ◽  
Postoperative Complications ◽  
Esophageal Squamous Cell Carcinoma ◽  
Neoadjuvant Chemoradiotherapy ◽  
Pathological Response ◽  
The Other ◽  
Biopsy Specimens ◽  
Resectable Esophageal ◽  
The Difference ◽  
Grade 3

e14601 Background: The clinical significance of neoadjuvant chemoradiotherapy (NACRT) for potentially resectable esophageal squamous cell carcinoma (ESCC) and its effect on the development of postoperative complications are unclear. On the other hand, the Rad51 expression is related to the sensitivity to chemotherapy or radiotherapy; however, the significance of the Rad51 expression in ESCC has not yet been clarified. Methods: 1) One hundred sixty-eight patients with clinical Stage II-III (cStageII-III) ESCC were classified into two groups consisting of 76 who received NACRT followed by esophagectomy and 92 patients who received surgery alone. The prognosis and incidence of postoperative complications were retrospectively compared between the two groups. The pathological response to NACRT as well as the patient prognosis were also analyzed for the NACRT group patients. 2) The expression of Rad51 was investigated in pretreatment biopsy specimens in 41 ESCC cases who underwent surgery after NACRT, and the findings were compared with the pathological response to NACRT. Results: 1) The 5-year survival rate was 47.7% in the surgery alone group and 56.5% in the NACRT group, and the difference was not a statistically significant (p=0.4831). However, the 5-year survival rates of patients in whom NACRT was Grade 3 (markedly effective), was obviously better than that of the other patients (Grade0/1 – ineffective/slightly effective: 36.9%, Grade 2 - moderately effective: 53.8%, Grade 3 - markedly effective: 100%). The incidence of postoperative complications was 31.5% in the surgery alone group and 40.8% in the NACRT group, and the difference was not a statistically significant (p=0.2121). 2) Grade 3 was more frequently observed in Rad51-negative cases (n=13) than Rad51-positive cases (n=28; 71.4% vs. 28.6%, p=0.0239). Conclusions: The pathological complete response of NACRT is critical for improving the survival of patients with cStageII-III ESCC. The Rad51 expression in pretreatment biopsy specimens was therefore suggested to be a useful predictive factor for the response to NACRT.

Seasonal variation in human births

1990 ◽  
Vol 22 (1) ◽  
pp. 113-119 ◽  
Author(s):  
William H. James
Keyword(s):  
Seasonal Variation ◽  
Seasonal Pattern ◽  
The Other ◽  
European Countries ◽  
Major Peak ◽  
The Us ◽  
Minor Peak ◽  
Human Births ◽  
The Difference ◽  
A Minor

SummaryDuring the first half of this century, the seasonal pattern of births in European countries showed a major peak in the spring and a minor peak in the autumn. In contrast, the pattern in the US was of a minor peak in spring and a major peak in autumn. Over the last 20 years, the pattern in England and Wales has changed to resemble the US pattern, and the same seems to be true of several other European countries. A hypothesis is offered to account for the difference between the European and the US patterns and for the change from one to the other in some countries.The magnitude of seasonality correlates positively with latitude: it is suggested that this is partially consequent on variation in luminosity.

Effect of Somatic Comorbidity on Alleviation of Depressive Symptoms

2000 ◽  
Vol 34 (5) ◽  
pp. 755-761 ◽  
Author(s):  
Heimo Viinamäki ◽  
Antti Tanskanen ◽  
Jukka Hintikka ◽  
Juha Haatainen ◽  
Risto Antikainen ◽  
...  
Keyword(s):  
Logistic Regression ◽  
Regression Analysis ◽  
The Other ◽  
Minor Effect ◽  
Somatic Comorbidity ◽  
The Difference ◽  
Independent Association ◽  
A Minor ◽  
Depressive Patients

Objective: The aim of this study was to investigate whether somatic comorbidity (SC) impedes recovery from depression. Method: The study design was naturalistic. Diagnosis of depression was confirmed by means of the Structured Clinical Interview for DSM-III-R (SCID). Changes in the symptom scales for those patients with somatic comorbidity (n = 75) were compared with corresponding changes in depressive patients without somatic comorbidity (n = 41) in a 6-month follow up. Results: Measured on the Hamilton and Beck scales, recovery rates of those with SC was only slightly lower to that of the others. The difference was statistically significant only in relation to the Hamilton scale. Forty-four per cent of those with SC and 42% of the other patients recovered from their depression (BDI score < 10 on follow up). Logistic regression analysis showed no independent association between recovery and somatic comorbidity. Conclusions: Moderate somatic comorbidity has only a minor effect on recovery from depression.

The effects of children’s reading skills and interest on teacher perceptions of children’s skills and individualized support

2015 ◽  
Vol 39 (5) ◽  
pp. 402-412 ◽  
Author(s):  
Eve Kikas ◽  
Gintautas Silinskas ◽  
Piret Soodla
Keyword(s):  
Teacher Perceptions ◽  
Reading Fluency ◽  
Reading Skills ◽  
Word Reading ◽  
Literacy Skills ◽  
Formal Schooling ◽  
End Of Grade ◽  
Children's Reading ◽  
Children’S Reading ◽  
Reading And Spelling

This study examined the effects of children’s reading skills and interest in reading-related tasks on teacher perceptions of children’s literacy skills (reading and spelling) and the respective individualized support for children during the first two years of formal schooling. The participants were 334 children and their classroom teachers. Identical measures were administered at three time points (at the beginning of Grade 1 and at the end of Grades 1 and 2). Children’s reading skills were assessed with the word reading fluency test, and their interest in reading was assessed with self-reports. Also, teachers evaluated each child’s level of reading and spelling skills and reported the level of individual literacy support they provided. The results showed that children’s poor skills in reading at the beginning of Grade 1 were related to both teacher perceptions of children’s skills as being poor and to increased support at the end of Grade 1. In turn, teacher perceptions of children’s skills as being poor at the end of Grade 1 were related to more support at the end of Grade 2. Moreover, children’s reading skills at the beginning of school had an indirect effect via teacher perceptions at the end of Grade 1 on teacher support in Grade 2. The findings underscore the importance of examining the role of teacher perceptions in providing individualized support during literacy activities.

scholarly journals A Computerized Syllable-Based Intervention for French-Speaking Children with Down Syndrome: What Effects on Reading Skills?

2021 ◽  
Vol 31 (1) ◽  
pp. 41-61
Author(s):  
Jean Écalle ◽  
Monique Sanchez ◽  
Annie Magnan
Keyword(s):  
Down Syndrome ◽  
Reading Instruction ◽  
Reading Skills ◽  
Word Reading ◽  
Literacy Skills ◽  
Medium Term ◽  
Learning To Read ◽  
Children With Down Syndrome ◽  
French Speaking ◽  
Letter Sound

The aim of this research was to provide to eight children with Down Syndrome a syllable-processing software program that drew their attention to phonological and orthographic syllables. The children participated in a 10-hour training course (spread over 5 weeks) that used an experimental design with four assessment sessions, the first two of which were used to obtain a baseline in literacy skills. The effect of training was assessed just after training and two months later. A significant effect on decoding was observed at medium term after training. All children progressed in at least one domain, either in phonological skills, in decoding, or in word reading. Four children progressed in decoding and word reading. This study confirms the appropriateness of using phonetic approaches to reading instruction in order to stimulate learning to read in children with Down Syndrome. The syllable-based training facilitates the construction of associations between letters and syllables—the “syllabic bridge”—and could be a faster and easier way to learn letter-sound correspondences in French.

scholarly journals The Effects of Lexical Tone Awareness on Early Word Recognition, Word Reading, and Spelling From Dictation of Thai Children: A Longitudinal Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Therdpong Thongseiratch ◽  
Tuangporn Kraiwong ◽  
Rungpat Roengpitya
Keyword(s):  
Word Recognition ◽  
Early Literacy ◽  
Word Reading ◽  
Longitudinal Design ◽  
Word Meaning ◽  
Literacy Skills ◽  
Hierarchical Regression ◽  
Lexical Tone ◽  
Grade 3 ◽  
Reading And Spelling

In tonal languages such as Thai, lexical tone (the pitch of a syllable) affects word meaning. This study examined the effects of lexical tone awareness (LTA) on early word recognition and the relationship between these abilities and word reading and spelling in subsequent grades. A longitudinal design was used to assess reading-related skills in 259 Thai children, first in kindergarten (130 girls, Mage=67.25months) and later in Grade 3 (Mage=102.25months). In kindergarten, the children were tested on lexical tone identification and differentiation, early literacy skills, non-verbal IQ, and early word recognition. In Grade 3, they were tested on word reading and spelling from dictation. The hierarchical regression analyses showed that the lexical tone identification skills in kindergarten accounted for 2% of the unique variance in early word recognition. However, none of the LTA skills could predict word reading and spelling from dictation after controlling for other literacy-related skills. These findings suggest that LTA skill positively associated with early word recognition at the kindergarten level, but not for word reading and spelling from dictation at a Grade 3 level.

Aptitude, age and cognitive development

2011 ◽  
Vol 11 ◽  
pp. 5-29 ◽  
Author(s):  
Maria del Mar Suárez ◽  
Carmen Muñoz
Keyword(s):  
Cognitive Development ◽  
Middle Childhood ◽  
Validation Studies ◽  
The Other ◽  
Language Aptitude ◽  
Modern Language ◽  
Final Score ◽  
The Difference ◽  
Grade 3 ◽  
Modern Language Aptitude Test

In the validation studies of the Modern Language Aptitude Test-Elementary (MLAT-E) (Carroll & Sapon 1967) and its Spanish version, the MLAT-ES (Stansfield & Reed 2005), the total scores across grades increase unsteadily. At no point, though, has this increase been discussed. Similar results are found in the present study, which addresses this issue from two viewpoints, age and the supposed stability of language aptitude. The participants in this study are bilingual Catalan-Spanish children in grades from 3 to 7. 325 participants took the MLAT-ES and 304 participants took its Catalan version (MLAT-EC). The analyses of the children’s performance in both tests suggest that the higher the grade, the higher the final score. However, the difference between the means of the total score is consistently larger between grade 3 and 4 than between the other grades. Besides, this increase seems to plateau between grade 6 and 7. Results are discussed in relation to the influence that children’s age and cognitive development in middle childhood seem to have on children’s language aptitude development.

scholarly journals A Comparative Study of Effectiveness of Pakistani and Foreign Short Stories in Teaching Reading Skills to Pakistani Advanced EFL Students

2019 ◽  
Vol IV (I) ◽  
pp. 523-536
Author(s):  
Tahira Malik ◽  
Ubaidullah Khan ◽  
Shamim Ara Shams
Keyword(s):  
Short Stories ◽  
Reading Comprehension ◽  
Comparative Study ◽  
Reading Skills ◽  
Teaching Reading ◽  
Advanced Level ◽  
Efl Learners ◽  
Foreign Culture ◽  
Efl Students ◽  
The Difference

Reading is a critical language skill that is likely to develop better in nonnative learners if they are provided text related to their own culture rather than the native or foreign culture. This study aimed to explore the influence of Pakistani short stories on the reading comprehension of Pakistani EFL learners of advanced level. A group of students of Advanced Diploma was taught reading skills with the help of three foreign and three Pakistani English short stories. They were administered tests on the basis of respective stories to study the difference in the development of reading comprehension. The result revealed a massive difference as the learners performed markedly better in the exercises based on the Pakistani short stories.

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