Optimizing Electronic Health Records Through Readability

Medical professionals engage in an enormous and ever-increasing amount of reading in Electronic Health Records (EHRs), which may have adverse impacts on patient care. Personalized readability formats (PRFs) may help to accelerate reading these records, without training, and without adversely affecting comprehension in this critical task. Using History of Present Illness (HPI) reports written by physicians, we investigated how personalized fonts impacted medical text reading speed and comprehension. Crowd-workers without medical training read a set of eighth-grade level passages in six common fonts to determine their fastest and slowest fonts, which were then used to display a set of HPI reports and accompanying comprehension questions. Results showed that PRFs accelerated reading of medical passages by 15% while maintaining comprehension. This finding suggests that individualized information design like PRFs, and specifically font optimization, may be a straightforward way to optimize EHRs through readability. We see a future in which PRFs may help physicians in reading medical information, and look toward future studies investigating PRF impacts on medical professionals’ EHR reading.

Problematika Pemahaman Teks Narasi Pada Siswa Kelas 4 SDN Margorejo 1/403 Surabaya

Understanding narrative text is an urgency for students. Reading is not just about seeing symbols, but understanding the meaning of those symbols. This research is used to find problems or problems in understanding narrative text reading. The purpose of this study is to describe the problems or problems that can be understood by students in understanding narrative reading text in grade 4 in online learning at SDN Margorejo 1/403. This research uses a descriptive approach. Researchers used 40 grade 4B students and took 3 students as subjects. The techniques used by researchers used observation and tests. The observation method is used to measure students' understanding through learning what students understand from reading with the aspect of storytelling. While the test used for the 3 students explained the least amount of reading comprehension. The results showed that students experienced problems related to reading comprehension of narrative text where students did not understand the reading comprehension indicators: (1) the students had not been able to find the main idea of ​​the reading text (2) the students did not understand the information from the reading (3) the students had not been able to determine the facts and (opinion 4) students have not been able to conclude the reading. Suggestions for teachers to use better reading strategies and teachers to analyze reading. So that students are more careful in reading and make a corset to see the contents of the reading read.

The Effect of Reading Water Ayatul Kursi on The Germination Lettuce Plant (Lactuca sativa L.)

Reading water ayatul kursi is water containing the name Alloh, and the most magnificent verse in the Qur'an. Water can respond to words, images and sounds, so that affect the germination of lettuce plants. The purpose of this study is to describe the number of verses reciting the most optimal for germination of lettuce (Lactuca sativa L.). Amount of reading ayatul kursi in this study are 1, 2, 3, 4 and control. The results of the study showed that the most optimal number of verse recitations was the number of readings as much as 4 times which was 2.28 cm.

Tajzi`ah al-Quran: Kajian Terhadap Periwayatan al-Dani, al-Sakhawi dan al-Safaqusi serta Amalan Semasa Percetakan Mushaf

The tajzi`ah (fragmentation) plays a role of quantifying the amount of reading and memorizing the Quran by juz (part or division). In classical and modern writings of Muslim scholars, there are different opinions about tajzi`ah the Quran that it has effect to printing of the Quran. Thus, this study will analyze some classical and medieval Quranic scholars’ opinions in tajzi`ah the Quran with particular reference to al-Bayan fi `Addi Ayi al-Quran of al-Dani, Jamal al-Qurra 'wa Kamal al-Iqra' of al- Sakhawi and Ghaith al-Naf 'fi al-Qira`at al-Sab' of al-Safaqusi. Subsequenly, their opinions will be compared with the current practice of the tajzi'ah in the Mushaf al-Quran printed by Mujamma’ Malik al-Fahd in Medina. This qualitative study was conducted using content analysis methods through descriptive and comparative analysis of texts in accomodating scholars’ opinions in tajzi`ah of the Quran along with the current practices in printed copy of the Quran. In this comparative analysis, most of the tajzi'ah (20 juz’) of the Mushaf Medina in accordance with those three scholars’ tajzi’ah. However, some of these tajzi’ah were not agreed by them, and the tajzi`ah of Mushaf Medina was only in agreement with one of them (9 juz’). The study also found that one tajzi`ah has not been agreed by these three scholars as the printed Mushaf Medina was not in similarity by every possible means.

Implementing Extensive Reading in my Chinese EFL Classroom: Response to Beglar & Hunt (2014)

Drawing from the long-standing research tradition into extensive reading, Beglar & Hunt’s (2014) is an empirical study into the amount of reading and the nature of reading materials in EFL context which shed much light on EFL teaching and learning. As a response to the study, this paper discusses the theories and principles behind it, its enlightenment to the present author, and its implications of the application of extensive reading in college EFL classrooms in China.

A Comparative Study on the Effect of Varied Reading Input on Discourse Signaling Awareness

This study has recently been conducted to find out the effect of extensive exposure to reading materials and of moderate amount of exposure supported by explicit instruction on enhancing discourse signaling awareness. Data analyzed quantitatively came from test scores of 36 high school students at elementary level in Istanbul, Turkey, divided into two groups who were treated through a certain type of learning/teaching method over a two-week period. Unlike the first group who were instructed to read 28 reading passages with six target conjunctions embedded in them (and, or, but, so, because, although) the second one was provided 14 reading passages, and a handout with exercises on the target conjunctions, supported with explanations on the handout. It was found that those who were exposed to extensive amount of reading statistically performed better in the final test. Those who were exposed to moderate amount of reading input plus instruction performed better, as well, albeit not statistically. However, performances between the groups in the final test did not differ significantly. Further, to earn a qualitative dimension to the study, participant evaluation reports were collected, coded, and analyzed. Sentences in reports beginning with “I realized …, I understood …” or “I have noticed that …” can be an evidence that they may go on doing reading activities in a more conscious manner. Pedagogical implications in a nutshell suggest that reading comprehension can be achieved through reading itself. Still teachers can find individualized ways for their students to read in their L2. Suggestions for future research are also included.

French Science Students Reading in a Foreign Language: Constraint or Pleasure?

French science students do not read much in English. Does this reflect their reading habits in their native language? A study in the form of online questionnaires was conducted at Toulouse university which compared their reading habits in French and in English. A further study examined the way one particular group of students conducted their prescribed reading task in English. Finally, a questionnaire was used to assess their reading in English after university. The results show that these students do a fair amount of reading in French and therefore can and should be encouraged to read in English. Extensive reading programmes proved useful at the incidental learning, fluency and enjoyment levels.

Using Evaluation to Motivate Students in an Extensive Reading Program

Extensive reading, sometimes referred to as Free Reading or Book Flood is a system of language instruction where students are encouraged to read a large volume of level appropriate material. According to Wodinsky & Nation (1998) extensive reading should focus on comprehension of the material and enjoyment. Students choose what they want to read and are not compelled to read or finish books that they find uninteresting. One of the founding principles of the original proponents of extensive reading is that the pleasure of reading “is its own reward,” Day & Bamford (1998) and so assessment should be minimized or eliminated entirely. As extensive reading has gained in popularity, this premise has been challenged. This presentation compares two reading classes, one where students read without evaluation of their comprehension and one where students, after completing the book, had to take a short quiz to test their understanding. The goal of the project was to see the effect of evaluation on the amount of reading that students did. While the best students read an equivalent or greater amount without evaluation than they did when reading with evaluation, some students read much less. The presentation will explain the background for the study, materials used and method of evaluation. Finally, it will offer some possible explanation of why certain students might require evaluation for motivation.

Engaging regularly with fiction influences connectivity in cortical areas for language and mentalizing

Behavioral evidence suggests that engaging with fiction is positively correlated with social abilities. The rationale behind this link is that engaging with fictional narratives offers a ‘training modus’ for mentalizing and empathizing. We investigated the influence of the amount of reading that participants report doing in their daily lives, on connections between brain areas while they listened to literary narratives. Participants (N=57) listened to two literary narratives while brain activation was measured with fMRI. We computed time-course correlations between brain regions, and compared the correlation values from listening to narratives to listening to reversed speech. The between-region correlations were then related to the amount of fiction that participants read in their daily lives. Our results show that amount of fiction reading is related to functional connectivity in areas known to be involved in language and mentalizing. This suggests that reading fiction influences social cognition as well as language skills.