scholarly journals Using Online Texts to Build Independent Readers in ESL Classrooms

2021 ◽  
Vol 8 (2) ◽  
pp. 10
Author(s):  
Kshema Jose
Keyword(s):  
Content Knowledge ◽  
Language Proficiency ◽  
Linguistic Competence ◽  
Interactive Effects ◽  
Sources Of Information ◽  
Topic Familiarity ◽  
Non Linear ◽  
Low Levels ◽  
Online Texts ◽  
Knowledge Deficits

Studies with proficient users of English suggest that readers demonstrate deeper comprehension of texts when reading non-linear hypertexts than when reading linear texts. This is attributed to the networked nature of texts that helps readers exercise cognitive flexibility. An aspect that remains largely unresearched is the potential of linear online texts to facilitate comprehension in readers who are non-proficient users of English. Keeping in mind the fact that a majority of readers reading online texts in English can be hindered by three types of comprehension deficits – low levels of language proficiency, non-availability of prior knowledge, or both – this study investigated the interactive effects of two salient features of online texts, viz., non-linearity in the presentation of text and the availability of additional sources of information, on the reading comprehension of ESL readers. Two groups of readers with high and low levels of English proficiency read twelve texts on familiar and unfamiliar topics in print, linear online, and non-linear online modes. A comparison of readers’ responses to comprehension questions and free recalls showed that those with low linguistic competence and/or topic familiarity were able to achieve better comprehension of linear online texts than print texts or non-linear online texts. The findings indicate that text linearity when combined with the presence of multiple information resources (both provided by the author within the text and freely available on the internet) might have the potential to scaffold linguistic and content knowledge deficits in ESL readers and promote deep levels of comprehension. 

EFFECTS OF LANGUAGE AND PRIOR KNOWLEDGE LEVELS ON HYPERTEXT READING COMPREHENSION

2020 ◽  
Author(s):  
Kshema Jose
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Language Proficiency ◽  
Language Competence ◽  
Additional Information ◽  
Reading Order ◽  
Low Levels ◽  
Online Texts ◽  
Characteristic Features ◽  
Better Than

<p>This study observed how two hypertext features – absence of a linear or author-specified order and availability of multiple reading aids – influence reading comprehension processes of ESL readers. Studies with native or highly proficient users of English, have suggested that readers reading hypertexts comprehend better than readers reading print texts. This was attributed to (i) presence of hyperlinks that provide access to additional information that can potentially help overcome comprehension obstacles and (ii) the absence of an author-imposed reading order that helps readers exercise cognitive flexibility. An aspect that remains largely un-researched is how well readers with low language competence comprehend hypertexts. This research sought to initiate research in the area by exploring the question: Do all ESL readers comprehend a hypertext better than a print text?</p> <p>Keeping in mind the fact that a majority of readers reading online texts in English can be hindered by three types of comprehension deficits – low levels of language proficiency, non-availability of prior knowledge, or both – this study investigated how two characteristic features of hypertext, viz., linking to additional information and non-linearity in presentation of information, affect reading comprehension of ESL readers. </p> <p>Two types of texts that occur in the electronic medium – linear or pre-structured texts and non-linear or self-navigating texts, were used in this study. Based on a comparison of subjects’ comprehension outcomes and free recalls, text factors and reader factors that can influence hypertext reading comprehension of ESL readers are identified. </p> Contradictory to what many researchers believe, results indicate that self-navigating hypertexts might not promote deep comprehension in all ESL readers.

“Google and me together can read anything.” Online reading strategies to develop hypertext comprehension in ESL readers

2021 ◽  
Vol 17 (2) ◽  
pp. 896-914
Author(s):  
Kshema Jose
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Reading Strategies ◽  
Literacy Skills ◽  
Strategy Training ◽  
Online Reading ◽  
Esl Teachers ◽  
Topic Familiarity ◽  
Online Reading Comprehension ◽  
Online Texts

If we are to build in our students, literacy skills relevant for the 21st century, reading classrooms need to take into account the changing nature of texts that our students are required to read in real-world contexts (Alexander & The Disciplined Reading and Learning Research Laboratory, 2012). This paper exhorts ESL teachers to use online texts or hypertexts, in addition to print textbooks, in the reading classroom. The use of hypertexts can increase the literacy participation of students by making reading authentic, and ensuring literacy skills they acquire more meaningful and productive (Coiro, Killi, & Castek, 2017). In the reading classroom where this research was located, it was observed that readers who scored low on reading comprehension tests based on print texts demonstrated higher levels of comprehension while performing on tests based on hypertexts. The study was conducted to identify the reading strategies used by these readers. It was found that ESL readers were able to overcome deficits in their prior knowledge (topic familiarity) and/or language proficiency by using specific reading and navigating strategies. This paper proposes that strategy training in the use of newer reading and navigating strategies might help develop online reading comprehension expertise and build independent reading habits in ESL readers.

EFFECTS OF LANGUAGE AND PRIOR KNOWLEDGE LEVELS ON HYPERTEXT READING COMPREHENSION

2020 ◽  
Author(s):  
Kshema Jose
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Language Proficiency ◽  
Language Competence ◽  
Additional Information ◽  
Reading Order ◽  
Low Levels ◽  
Online Texts ◽  
Characteristic Features ◽  
Better Than

<p>This study observed how two hypertext features – absence of a linear or author-specified order and availability of multiple reading aids – influence reading comprehension processes of ESL readers. Studies with native or highly proficient users of English, have suggested that readers reading hypertexts comprehend better than readers reading print texts. This was attributed to (i) presence of hyperlinks that provide access to additional information that can potentially help overcome comprehension obstacles and (ii) the absence of an author-imposed reading order that helps readers exercise cognitive flexibility. An aspect that remains largely un-researched is how well readers with low language competence comprehend hypertexts. This research sought to initiate research in the area by exploring the question: Do all ESL readers comprehend a hypertext better than a print text?</p> <p>Keeping in mind the fact that a majority of readers reading online texts in English can be hindered by three types of comprehension deficits – low levels of language proficiency, non-availability of prior knowledge, or both – this study investigated how two characteristic features of hypertext, viz., linking to additional information and non-linearity in presentation of information, affect reading comprehension of ESL readers. </p> <p>Two types of texts that occur in the electronic medium – linear or pre-structured texts and non-linear or self-navigating texts, were used in this study. Based on a comparison of subjects’ comprehension outcomes and free recalls, text factors and reader factors that can influence hypertext reading comprehension of ESL readers are identified. </p> Contradictory to what many researchers believe, results indicate that self-navigating hypertexts might not promote deep comprehension in all ESL readers.

A non-linear model of a rotary pneumatic servo system

1997 ◽  
Vol 211 (2) ◽  
pp. 123-133
Author(s):  
N D Tillett ◽  
N D Vaughan ◽  
A Bowyer
Keyword(s):  
Coulomb Friction ◽  
Position Control ◽  
Servo System ◽  
Experimental System ◽  
Simulation Performance ◽  
Novel Device ◽  
Non Linear ◽  
Pneumatic Servo System ◽  
Linear Elements ◽  
Low Levels

A simulation model of a rotary pneumatic servo system has been developed and verified against an experimental system. The double-acting rotary actuator is a novel device utilizing flexible inflatable bladders. The device differs from conventional pneumatic cylinders in that it exhibits low levels of friction, as it has no sliding seals, but it does suffer from hysteresis caused by bladder distortion. The objective of this study was to develop a tool with which to investigate the effect of various forms of hysteresis and other parameters on system performance. The dynamic model utilizes a linearized analysis of pneumatic components based on earlier studies. The principal advance described in this paper relates to the inclusion of non-linear elements. These are hysteresis caused by friction or the distortion of flexible components, and a digital controller implementation. The simulation successfully predicted all major modes of behaviour. Simplified models of rubber and coulomb friction-induced hysteresis modified simulation performance in line with experimental results. An investigation in simulation showed that coulomb friction-induced hysteresis had a greater damping effect than that caused by distorting the bladders. This result applies only to position control, as hysteresis has been shown not to provide damping in trajectory control applications.

scholarly journals Do Investors Herd: Evidence from an Emerging Market

2018 ◽  
Vol 6 (2) ◽  
pp. 27-46
Author(s):  
Safi Ullah Khan ◽  
Muhammad Faisal Rizwan
Keyword(s):  
Stock Price ◽  
Linear Models ◽  
Emerging Market ◽  
Equity Market ◽  
Individual Investors ◽  
Herd Behavior ◽  
Trading Patterns ◽  
Non Linear ◽  
Low Levels ◽  
Two Sectors

Employing stock price data from a developing market, we examine whether investors’ trading patterns are characterized as herd behavior at the market and industry levels. Unlike results for some developing markets, linear models of herd behavior find no evidence of herd formation, in any of the sectors, during periods of large market movements. However, non-linear models find significant non-linear herding behavior only for two sectors of the whole sample, and when we group the sub-samples based on up and down market movements. Overall, empirical results tend to support the notion of no herd formation in Pakistan’s market. Two main explanations may be offered for the results: first, a developing market, characterized by thin trading and low turnover, with few of the stocks from various sectors actively traded in the market. Second, individual investors that dominate Pakistan’s equity market and low levels of institutional investor’s presence preclude herd formations.

scholarly journals The Effects of Scientific Reasoning Skills, English Language Proficiency and other Factors on the Acquisition of Chemistry Content Knowledge

KIMIKA ◽  
2016 ◽  
Vol 27 (2) ◽  
pp. 28-37
Author(s):  
Manolito, Jr. G. Ybañez ◽  
Charmaine Sagayap ◽  
Vic Marie I. Camacho
Keyword(s):  
Content Knowledge ◽  
Science Teachers ◽  
Language Proficiency ◽  
Scientific Reasoning ◽  
English Language ◽  
English Language Proficiency ◽  
Primary Language ◽  
Significance Level ◽  
Reasoning Skills ◽  
Scientific Reasoning Skills

This paper aims to examine the effects of English Language Proficiency, Scientific Reasoning Skills, and other factors such as primary language at home, subject interests, type of school graduated, family monthly income, and available studying materials on acquisition of Chemistry content knowledge of fifty-four (54) randomly selected pre-service science teachers from a state university. Using One-way Analysis of Variance (ANOVA) and Pearson r formula, the results of this 2-way interaction showed an F ratio of 1.025 with a significance level of 0.445. This finding is significant as it implies that combined high levels of English language proficiency and reasoning skills enhance students’ abilities to learn science content. In addition, a significant main effect for the variable scientific reasoning skills, an F ratio of 0.550 with a significance level of 0.815 show that English Proficiency does not significantly affect the Chemistry Skills of the Science Students. Science Reasoning Skills is correlated with Chemistry performance. Further, higher scientific reasoning skills are attributed to better Chemistry Skills. Primary language significantly affects language proficiency while subject interest affect the students skills in subject areas.

scholarly journals DeepNull models non-linear covariate effects to improve phenotypic prediction and association power

2022 ◽  
Vol 13 (1) ◽  
Author(s):  
Zachary R. McCaw ◽  
Thomas Colthurst ◽  
Taedong Yun ◽  
Nicholas A. Furlotte ◽  
Andrew Carroll ◽  
...  
Keyword(s):  
Statistical Power ◽  
Association Studies ◽  
Real Data ◽  
Interactive Effects ◽  
Type I ◽  
Genome Wide Association Studies ◽  
Linear Modeling ◽  
Association Analyses ◽  
Covariate Effects ◽  
Non Linear

AbstractGenome-wide association studies (GWASs) examine the association between genotype and phenotype while adjusting for a set of covariates. Although the covariates may have non-linear or interactive effects, due to the challenge of specifying the model, GWAS often neglect such terms. Here we introduce DeepNull, a method that identifies and adjusts for non-linear and interactive covariate effects using a deep neural network. In analyses of simulated and real data, we demonstrate that DeepNull maintains tight control of the type I error while increasing statistical power by up to 20% in the presence of non-linear and interactive effects. Moreover, in the absence of such effects, DeepNull incurs no loss of power. When applied to 10 phenotypes from the UK Biobank (n = 370K), DeepNull discovered more hits (+6%) and loci (+7%), on average, than conventional association analyses, many of which are biologically plausible or have previously been reported. Finally, DeepNull improves upon linear modeling for phenotypic prediction (+23% on average).

scholarly journals Pedagogical Content Knowledge (PCK) of Geography Teachers’ and its Effect on Self-efficacy and Teacher Effectiveness in West Bengal, India

2017 ◽  
Vol 6 (3) ◽  
pp. 218
Author(s):  
Anujit Patra ◽  
Abhijit Guha
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Effectiveness ◽  
Self Efficacy ◽  
West Bengal ◽  
Survey Method ◽  
Pedagogical Content ◽  
The Status ◽  
Low Levels ◽  
High Level

<em>The present study is concerned with the subject of Geography and its teachers in secondary school. The objective was to find out the status of pedagogical content knowledge (PCK) in Geography teachers and also its effect on Self-efficacy and Teacher effectiveness together. For conducting this study descriptive survey method was employed. The data was collected from 401 Geography teachers of secondary schools of West Bengal. The data was analyzed through SPSS 21. The MANOVA result led to reject the null hypothesis at 0.05 level of significance that there would be no significant multivariate effect for the combined dependent variables of self-efficacy and teacher effectiveness in respect of teachers’ level of PCK in geography with Wilks' Lambda (i.e. Exact Statistic) value of .970, Pillai's Trace value of .030, Hotelling’s Trace value of .031 and Roy's Largest Root value of .031. All the ‘p’ values were less than .05. Post hoc test showed that teachers with high level of PCK in Geography were significantly different from the teachers having moderate and low levels of PCK in geography in their self-efficacy. On the other hand, teachers with high level of PCK were significantly different from the teachers having low levels of PCK in geography in teacher effectiveness. Study also revealed that, teachers self-efficacy is positively related with teacher effectiveness in geography teaching.</em>

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