Reading Difficulty Dynamics and Interventions Within Community Schools in Ghana; Evidence From Banka Community Senior High School Using the OARP Protocol

This study was designed to assess reading difficulty dynamics and develop the corresponding interventions for students in the Banka Community Senior High School within the Asante Akyem South Municipality of Ghana. The study used multiple research designs and research methods in soliciting data for the analysis. Both semi-structured questionnaires and interview guides were used for data collection. A 100-worded paragraph was taken from the introductory page of the Integrated Science Textbook for Senior High Schools to assess the reading difficulty of students using the One-Minute Administration of Reading Passages (OARP) protocol. Three sessions of readings were done; the first without intervention, and the subsequent readings with teacher interventions. The results of the study show that majority of the respondents had text recognition accuracy (TRA), text pronunciation accuracy (TPA) and reading speed (RS) problems. Thus, TRA, TPA, and RS scores were below the 80% benchmark in the first reading (without intervention). Nevertheless, TRA, TPA, and RS scores increased above the 80% benchmark for the second and third readings (with teacher interventions). Four causative factors for the reading difficulties (RDs), three locational dynamics, four durational dynamics, four reading frequency dynamics and four periodic dynamics of RDs were identified. The study concludes that RD reduces with teacher interventions. The findings of this study is not a generalization of reading difficulty dynamics and intervention in all community schools in Ghana but rather presents contributions to an emerging academic problem which could have implications on SDG 4 in the near future within community schools. Hence, the need for setting up reading clubs in community schools towards reducing reading difficulties among students.

Predicting Dyslexia and Reading Speed in Adolescents from Eye Movements in Reading and Non-Reading Tasks: A Machine Learning Approach

There is evidence that abnormalities in eye movements exist during reading in dyslexic individuals. A few recent studies applied Machine Learning (ML) classifiers to such eye movement data to predict dyslexia. A general problem with these studies is that eye movement data sets are limited to reading saccades and fixations that are confounded by reading difficulty, e.g., it is unclear whether abnormalities are the consequence or the cause of reading difficulty. Recently, Ward and Kapoula used LED targets (with the REMOBI & AIDEAL method) to demonstrate abnormalities of large saccades and vergence eye movements in depth demonstrating intrinsic eye movement problems independent from reading in dyslexia. In another study, binocular eye movements were studied while reading two texts: one using the “Alouette” text, which has no meaning and requires word decoding, the other using a meaningful text. It was found the Alouette text exacerbates eye movement abnormalities in dyslexics. In this paper, we more precisely quantify the quality of such eye movement descriptors for dyslexia detection. We use the descriptors produced in the four different setups as input to multiple classifiers and compare their generalization performances. Our results demonstrate that eye movement data from the Alouette test predicts dyslexia with an accuracy of 81.25%; similarly, we were able to predict dyslexia with an accuracy of 81.25% when using data from saccades to LED targets on the Remobi device and 77.3% when using vergence movements to LED targets. Noticeably, eye movement data from the meaningful text produced the lowest accuracy (70.2%). In a subsequent analysis, ML algorithms were applied to predict reading speed based on eye movement descriptors extracted from the meaningful reading, then from Remobi saccade and vergence tests. Remobi vergence eye movement descriptors can predict reading speed even better than eye movement descriptors from the meaningful reading test.

Readability and content assessment of patient information texts on oral cancers found on Turkish websites

Aim: Oral cancer is one of the health problems that results in high mortality in the community. It is known that, when diagnosed in the later stages (3 or 4), the disease is difficult to treat. Patient education on heredity and early diagnoses are critical for the successful treatment of oral cancer. This study aimed to evaluate Turkish texts about oral cancers found online in terms of their readability and content. Methodology: The first 100 websites returned from a Google search using the keywords "Ağız kanseri" (“oral cancer,” in Turkish) were examined. The patient information texts obtained were evaluated according to the Ateşman Readability Index. Their contents were also evaluated in terms of whether or not they provided sufficient information about the disease. Results: It was understood that the texts examined in the study were of medium difficulty according to the Ateşman Readability Index (mean 61.73± 11.81). The content of the information on the websites examined in the study was deemed sufficient and useful. Most of the websites examined were those of private clinics and hospitals. Conclusion: The results of the study indicated that the patient information texts found on Turkish websites were of medium reading difficulty. Although they are sufficient in terms of content, if they are not understood by the patients, their intended effects on readers will not be seen. How to cite this article: Kaya DI. Readability and content assessment of patient information texts on oral cancers found on Turkish websites. Int Dent Res 2021;11(Suppl.1):91-5. https://doi.org/10.5577/intdentres.2021.vol11.suppl1.15 Linguistic Revision: The English in this manuscript has been checked by at least two professional editors, both native speakers of English.

Dyslexics’ Fragile Oculomotor Control Is Further Destabilized by Increased Text Difficulty

Dyslexic adolescents demonstrate deficits in word decoding, recognition, and oculomotor coordination as compared to healthy controls. Our lab recently showed intrinsic deficits in large saccades and vergence movements with a Remobi device independent from reading. This shed new light on the field of dyslexia, as it has been debated in the literature whether the deficits in eye movements are a cause or consequence of reading difficulty. The present study investigates how these oculomotor problems are compensated for or aggravated by text difficulty. A total of 46 dyslexic and 41 non-dyslexic adolescents’ eye movements were analyzed while reading L’Alouette, a dyslexia screening test, and 35 Kilos D’Espoir, a children’s book with a reading age of 10 years. While reading the more difficult text, dyslexics made more mistakes, read slower, and made more regressive saccades; moreover, they made smaller amplitude saccades with abnormal velocity profiles (e.g., higher peak velocity but lower average velocity) and significantly higher saccade disconjugacy. While reading the simpler text, these differences persisted; however, the difference in saccade disconjugacy, although present, was no longer significant, nor was there a significant difference in the percentage of regressive saccades. We propose that intrinsic eye movement abnormalities in dyslexics such as saccade disconjugacy, abnormal velocity profiles, and cognitively associated regressive saccades can be particularly exacerbated if the reading text relies heavily on word decoding to extract meaning; increased number of regressive saccades are a manifestation of reading difficulty and not a problem of eye movement per se. These interpretations are in line with the motor theory of visual attention and our previous research describing the relationship between binocular motor control, attention, and cognition that exists outside of the field of dyslexia.

What are patients reading? Assessing the quality of online resources on sudden cardiac arrest in athletes

Funding Acknowledgements Type of funding sources: None. Introduction Patients frequently use the internet as an educational resource and sometimes in complete substitution of an expert physician’s consultation. Sudden cardiac arrests (SCA) in athletes are often sensationalised and attract much online readership. No studies have explored the quality of online content relating to SCA in athletes. Purpose To assess the quality of online educational resources on SCA in athletes. Methods The first 200 hits of the search "sudden cardiac arrest in athletes" on Google were analyzed. For each website, reading difficulty was evaluated using 5 validated reading indices. Content quality was assessed with point-based scoring systems established by expert opinion. Results A total of 115 unique web domains met eligibility criteria, only 2 of which were within the limits of national recommended readability level (≤8th grade). 53.9% were from educational institutions. Mean content accuracy scored only 6.5 ± 3.9 out of 15 (43%), and mean school-grade reading level was 13.3 ± 2.9 years (equivalent to a post-secondary level of education). The majority of websites had poor lay appropriate explanations of concepts; 91.3% failed to adequately explain basic principles of treatment; 68.7% failed to mention over half of common etiologies associated with SCA; only 59.1% correctly cited incidence of SCA amongst young athletes; 24.3% did not explore management options and only 28.7% mentioned treatment options beyond immediate resuscitation. Higher reading difficulty correlated with higher accuracy scores (β 1.1, p < 0.001). Conclusion There is a paucity of accurate, lay language appropriate online health information on SCA in athletes. Incomprehensible and incomplete information may lead to inappropriate decisions by patients. A collaborative approach between experts and patients may assist in the creation of resources related to athletes’ health.

TEACHERS’ PERCEPTION OF THE IMPACT OF INSTRUCTIONAL STRATEGIES ON CHILDREN WITH READING DIFFICULTY IN GHANA

The study investigated teachers’ perception of the impact of instructional strategies on pupils with reading difficulties in selected districts in the Central Region of Ghana. A concurrent embedded mixed method design was used for this study. Proportionate stratified sampling procedure was used to select ninety-five (95) upper primary teachers for the study. The response rate was 100% representing 95 teachers. Data were collected using a questionnaire and interview schedules. Statistical tools used in data analysis were mainly frequency distribution and percentages, means and standard deviations and independent samples t-test, however, Braun and Clarke (2006) thematic analytic approach was used to analyse the qualitative data. The study revealed that Teachers had negative perceptions about pupils with reading difficulties. Also, role play, read aloud, direct instruction and group activities were the frequently used strategies teachers used in teaching pupils with reading difficulties. The study recommends that Ghana Education Service in collaboration with all the head teachers should organise a workshop on reading difficulty for teachers in the three districts. Further, the Ministry of Education through the Ghana Education Service should find means of providing resources to support teaching of reading in the schools in all the districts.

The missing-VP effect in readers of English as a second language

English sentences with double center-embedded clauses are read faster when they are made ungrammatical by removing one of the required verb phrases. This phenomenon is known as the missing-VP effect. German and Dutch speakers do not experience the missing-VP effect when reading their native language, but they do when reading English as a second language (L2). We investigate whether the missing-VP effect when reading L2 English occurs in native Dutch speakers because their knowledge of English is similar to that of native English speakers (the high exposure account), or because of the difficulty of L2 reading (the low proficiency account). In an eye-tracking study, we compare the size of the missing-VP effect between native Dutch and native English participants, and across native Dutch participants with varying L2 English proficiency and exposure. Results provide evidence for both accounts, suggesting that both native-like knowledge of English and L2 reading difficulty play a role.

What research can tell us about the interaction between dyslexia and bilingualism

Dyslexia is a reading difficulty of neurological basis which is often associated to a deficit at the phonological level of reading – but not restricted to it. In this review, we sought to identify relevant research conducted on the interaction between dyslexia and bilingualism in the last twenty years. For this purpose, eleven studies were selected from CAPES Journals Portal. Results of these studies reached contrasting conclusions, some indicating a continuum of dyslexic traces across the languages, while others emphasized the role of interacting factors such as orthographic depth and language granularity modulating the manifestations of dyslexia in each language. The implications of these findings for education are also discussed.