How do unskilled readers benefit from headings during reading comprehension processes? : Using a sequential evaluation method by PC.

We present a high-order upwind finite-difference scheme for solving a useful family of first-order partial differential equations, of which the linearized eikonal equation is a member. Fast solutions of the linearized eikonal equation have applications in traveltime tomography and residual migration algorithms. The technique, besides being both accurate and stable, escapes aperture limitations inherent in static marching schemes. We use a time-sequential evaluation method similar to Sethian's Fast Marching strategy to insure causal operator evaluation. We apply our technique to several complex slowness distributions, including the Marmousi model. We also use an adaptation of our technique to compute Cartesian-to-Ray coordinate transforms for the same slowness models.

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A Regional-Scale Landslide Early Warning System Based on the Sequential Evaluation Method: Development and Performance Analysis

Applied Sciences ◽

10.3390/app10175788 ◽

2020 ◽

Vol 10 (17) ◽

pp. 5788

Author(s):

Joon-Young Park ◽

Seung-Rae Lee ◽

Yun-Tae Kim ◽

Sinhang Kang ◽

Deuk-Hwan Lee

Keyword(s):

Performance Analysis ◽

Early Warning ◽

Debris Flows ◽

Early Warning System ◽

Evaluation Method ◽

Regional Scale ◽

Warning System ◽

High Class ◽

Landslide Early Warning ◽

Sequential Evaluation

A regional-scale landslide early warning system was developed in collaboration with a city government. The structure and distinctive features of the system are described in detail. This system employs the principles of the sequential evaluation method that consecutively applies three different evaluation stages: statistical, physically based, and geomorphological evaluations. Based on this method, the system determines five phases of warning levels with improved levels of certainty and credibility. In particular, the warning levels are systematically derived to enable the discrimination of slope failures and debris flows. To provide intuitive and pragmatic information regarding the warning capabilities of the system, a comprehensive performance analysis was conducted. Early warning level maps were generated and a historical landslide database was established for the study period from 2009 to 2016. As a result, 81% of historical slope failures and 86% of historical debris flows were correctly predicted by high-class warning levels. Miscellaneous details associated to the timing efficiency of warnings were also investigated. Most notably, five high-class warning level events and four landslide events were recorded for a study region during the eight-year period. The four landslide events were all successfully captured by four out of the five warning events.

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Evaluation method for imaging plate resolution by means of phase contrast transfer function

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100139688 ◽

1995 ◽

Vol 53 ◽

pp. 662-663 ◽

Cited By ~ 1

Author(s):

T. Oikawa ◽

H. Kosugi ◽

F. Hosokawa ◽

D. Shindo ◽

M. Kersker

Keyword(s):

Transfer Function ◽

Phase Contrast ◽

Evaluation Method ◽

Amorphous Film ◽

Imaging Plate ◽

X Rays ◽

Special Shape ◽

Contrast Transfer Function ◽

Contrast Image ◽

Specimen Shape

Evaluation of the resolution of the Imaging Plate (IP) has been attempted by some methods. An evaluation method for IP resolution, which is not influenced by hard X-rays at higher accelerating voltages, was proposed previously by the present authors. This method, however, requires truoblesome experimental preperations partly because specially synthesized hematite was used as a specimen, and partly because a special shape of the specimen was used as a standard image. In this paper, a convenient evaluation method which is not infuenced by the specimen shape and image direction, is newly proposed. In this method, phase contrast images of thin amorphous film are used.Several diffraction rings are obtained by the Fourier transformation of a phase contrast image of thin amorphous film, taken at a large under focus. The rings show the spatial-frequency spectrum corresponding to the phase contrast transfer function (PCTF). The envelope function is obtained by connecting the peak intensities of the rings. The evelope function is offten used for evaluation of the instrument, because the function shows the performance of the electron microscope (EM).

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The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-voia-18-0001 ◽

2019 ◽

Vol 50 (4) ◽

pp. 562-578 ◽

Cited By ~ 3

Author(s):

Dawna Duff

Keyword(s):

Middle School ◽

Reading Comprehension ◽

Text Comprehension ◽

Classroom Instruction ◽

Vocabulary Instruction ◽

Clinical Intervention ◽

Vocabulary Knowledge ◽

Vocabulary Intervention ◽

The Mean ◽

The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

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Text Comprehension: Graphic Organizers to the Rescue

Perspectives on School-Based Issues ◽

10.1044/sbi10.3.82 ◽

2009 ◽

Vol 10 (3) ◽

pp. 82-89

Author(s):

Janet L. Proly ◽

Jessica Rivers ◽

Jamie Schwartz

Keyword(s):

Reading Comprehension ◽

Text Comprehension ◽

Graphic Organizers ◽

Expository Text ◽

Supporting Evidence

Abstract Graphic organizers are a research based strategy used for facilitating the reading comprehension of expository text. This strategy will be defined and the evolution and supporting evidence for the use of graphic organizers will be discussed. Various types of graphic organizers and resources for SLPs and other educators will also be discussed.

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Combining Values

Guides Newsletter ◽

10.1001/amaguidesnewsletters.2002.marapr01 ◽

2002 ◽

Vol 7 (2) ◽

pp. 1-4, 12 ◽

Cited By ~ 1

Author(s):

Christopher R. Brigham

Keyword(s):

Lower Extremity ◽

Upper Extremity ◽

Evaluation Method ◽

Proximal Phalanx ◽

Common Error ◽

The Third ◽

Whole Person ◽

Impairment Ratings ◽

Upper Extremity Impairment ◽

The Individual

Abstract To account for the effects of multiple impairments, evaluating physicians must provide a summary value that combines multiple impairments so the whole person impairment is equal to or less than the sum of all the individual impairment values. A common error is to add values that should be combined and typically results in an inflated rating. The Combined Values Chart in the AMA Guides to the Evaluation of Permanent Impairment, Fifth Edition, includes instructions that guide physicians about combining impairment ratings. For example, impairment values within a region generally are combined and converted to a whole person permanent impairment before combination with the results from other regions (exceptions include certain impairments of the spine and extremities). When they combine three or more values, physicians should select and combine the two lowest values; this value is combined with the third value to yield the total value. Upper extremity impairment ratings are combined based on the principle that a second and each succeeding impairment applies not to the whole unit (eg, whole finger) but only to the part that remains (eg, proximal phalanx). Physicians who combine lower extremity impairments usually use only one evaluation method, but, if more than one method is used, the physician should use the Combined Values Chart.

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The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000112 ◽

2013 ◽

Vol 27 (4) ◽

pp. 283-293 ◽

Cited By ~ 7

Author(s):

Lars Behrmann ◽

Elmar Souvignier

Keyword(s):

Reading Comprehension ◽

Classroom Management ◽

Reading Program ◽

Multilevel Analyses ◽

Moderating Effects ◽

Management Skills ◽

Judgment Accuracy ◽

Achievement Gains ◽

Instructional Activities ◽

Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

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