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2021 ◽  
pp. 026565902198940
Author(s):  
Jessica Dean ◽  
Michelle Pascoe ◽  
Jane le Roux

Information and communication technology (ICT)-based reading interventions have potential to help children with reading difficulties, especially those in resource-constrained environments who otherwise might not have access to support. This pilot study aimed to describe the impact of an online, partner-supported reading intervention designed for South African children with reading difficulties. Objectives were to qualitatively describe participants’ experience of the intervention, and quantitatively evaluate changes in reading accuracy, rate, comprehension and receptive vocabulary after intervention. Two studies were conducted: (1) A retrospective analysis using data from intervention in mainstream Cape Town schools with peers as reading partners; (2) A prospective study in a Cape Town school with special needs educational provision where speech-language therapists served as reading partners. Both studies used matched participant, pre/post intervention designs. A total of 40 children in grades 3 to 6 participated. In each study the intervention group ( n = 20) received intervention 3 times per week (30 minutes per session) for 10 weeks, while the control group ( n = 20) continued with regular school activities. Participants enjoyed the ICT-based intervention, valued the role of the reading partners, believed they had made literacy gains, and reported positive attitudinal and behavioural changes related to reading. Retrospective analysis revealed no statistically significant differences between intervention and control groups. The prospective study found a statistically significant difference between the intervention and control groups’ gains on one measure of reading rate, but no significant difference in reading accuracy, vocabulary or reading comprehension gains. The study provides a preliminary description of one ICT-based reading intervention. Although an intervention effect could not be demonstrated, the changes noted in reading rate together with qualitative findings suggest a need for further research.


Author(s):  
Chi-Ping Hsiung ◽  
Erin Chiou

Reading partners’ actions correctly is essential for successful coordination, but interpretation does not always reflect reality. Attribution biases, such as self-serving and correspondence biases, lead people to misinterpret their partners’ actions and falsely assign blame after a surprise, or unexpected event. These biases further influence people’s trust in their partners, including machine partners (Muir, 1987; Madhavan & Wiegmann, 2004). Advances in robotics have allowed for robots to partner with people at work and be treated socially (Young, Hawkins, Sharlin & Igarashi, 2009). However, these advances may interfere with a person’s appropriate calibration of trust in robots (Parasuraman & Miller, 2004). A better understanding of attribution biases in the wake of an unexpected event may shed light on how trust develops in a robot partner. This study was built on a human coordination example to serve as a reference for future human-robot interactions. We posit that attribution biases lead people to blame their partner after experiencing a negative performance outcome, thus lowering their trust in the partner. Sixty participants (30 pairs) were tasked to coordinate with an unfamiliar human partner, to lift a 17.5 lb. box containing a 200ml cup of water filled to the brim, from the floor to a table, as quickly as possible without spilling water. Before the task, participants were told that the pair with the best performance would be rewarded; however, all pairs were told they did not achieve this. Participant pairs were randomly assigned to a surprise condition during which they heard a 250 Hz warning tone, or a baseline condition with no warning tone. Participants in both conditions were told to pause the task as quickly as possible if the warning tone was present. It was unknown to participants when or if a warning tone would occur. To assess participants’ trust in their partner, Muir’s (1987) trust questionnaire was administered twice, once after introducing the task to participants, and again after the coordination task was completed. To capture blame assignment, a scale based on Kim and Hinds (2006) was administered after participants were told they did not achieve the best performance. Results indicate participants were less likely to blame their partners for the negative outcome, compared to blaming themselves or the warning tone itself (in the surprise condition). Next, surprisingly, in the surprise condition, instead of experiencing a decrease of trust in a partner after the negative outcome, there was a significant increase in trust in their partners. No significant difference in trust was found in the baseline condition. Finally, results also indicate that initial trust in a partner is a significant predictor for how people assign blame. In general, the effects of attribution biases were not observed in the present study. Friendliness may be a factor in people’s assignment of blame; although participants were unfamiliar with one another, all participants were students at the same university. Second, shared experience during the surprise condition, including the chance to assess their partner’s behaviors in response to the warning tone, may have been a catalyst for increased trust in a partner. It is important to note that although physical differences between participants were not evaluated in this study, height may be a potential confounding factor in this task. These findings enlighten our understanding of physical human-robot coordination scenarios and trust in a partner.


2017 ◽  
Vol 32 (2) ◽  
pp. 21 ◽  
Author(s):  
Kathryn Tvaruzka

While library programming for children is a staple in most public libraries, it is quite rare in the academic setting. In 2006 the education librarian at the University of Wisconsin-Eau Claire began offering literacy programs in a library that traditionally discouraged children and community members from using its resources. Successful programs now include monthly story time sessions, events for families, and a summer reading program for at-risk youth who participate in the Reading Partners and Upward Bound programs. Positive outcomes include media attention garnered both on and off campus, high attendance at programs, and increased collaboration with campus and community organizations.


Author(s):  
Robin Jacob ◽  
Jennie Kaufman
Keyword(s):  

Author(s):  
Robin Jacob ◽  
Jennie Kaufman
Keyword(s):  

Author(s):  
Robin Jacob ◽  
Jennie Kaufman
Keyword(s):  

1978 ◽  
Vol 80 (2) ◽  
pp. 32-36
Author(s):  
Ruth S. Kivett
Keyword(s):  

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