reading speed
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Author(s):  
Aqil M. Azmi ◽  
Rehab M. Alnefaie ◽  
Hatim A. Aboalsamh

Diacritic restoration (also known as diacritization or vowelization) is the process of inserting the correct diacritical markings into a text. Modern Arabic is typically written without diacritics, e.g., newspapers. This lack of diacritical markings often causes ambiguity, and though natives are adept at resolving, there are times they may fail. Diacritic restoration is a classical problem in computer science. Still, as most of the works tackle the full (heavy) diacritization of text, we, however, are interested in diacritizing the text using a fewer number of diacritics. Studies have shown that a fully diacritized text is visually displeasing and slows down the reading. This article proposes a system to diacritize homographs using the least number of diacritics, thus the name “light.” There is a large class of words that fall under the homograph category, and we will be dealing with the class of words that share the spelling but not the meaning. With fewer diacritics, we do not expect any effect on reading speed, while eye strain is reduced. The system contains morphological analyzer and context similarities. The morphological analyzer is used to generate all word candidates for diacritics. Then, through a statistical approach and context similarities, we resolve the homographs. Experimentally, the system shows very promising results, and our best accuracy is 85.6%.


Children ◽  
2022 ◽  
Vol 9 (1) ◽  
pp. 71
Author(s):  
Maria Luisa Lorusso ◽  
Francesca Borasio ◽  
Massimo Molteni

Tachidino is a web-platform for remote treatment of reading and writing disorders. A total of 91 children with developmental dyslexia and/or dysorthographia participated in the present study and received Tachidino treatment. The purpose of the study was to compare results obtained after four weeks treatment and a six-month follow-up in older versus younger children and in more versus less severely impaired children (separately subdividing them according to reading speed, reading accuracy, and writing accuracy). The results showed no difference in improvement for reading accuracy and speed in the three age groups, but children below 9 years improved more than older children in writing accuracy. Regarding severity groups, children with more severe initial impairments improved more than children with less severe impairments. Additionally, the results were confirmed after controlling for spurious effects due to use of Z-scores and regression to the mean. The findings are discussed in terms of their theoretical and practical implications.


2022 ◽  
Vol 12 (1) ◽  
pp. 103-109
Author(s):  
Nengah Arnawa ◽  
Anak Agung Gde Alit Geria ◽  
I Gusti Lanang Rai Arsana

This research aimed to reveal the characteristics of the Indonesian language in deaf children and the implications for their literacy skills. A qualitative approach was used on the subjects determined through purposive sampling. Data were collected by recording student performance portfolios, interviewing teachers, and observing video recordings. The data were analyzed descriptively and explanatively. The results showed that the Indonesian language for deaf children is limited, as seen through four ways. First, the vocabulary of deaf children is dominated by general words (hypernyms) and concrete references. Second, they do not use figures of speech or idioms, compound words, and terms. Third, their ability to form derivative words is still low. Fourth, they generally produce core and single sentences, and only a small part uses compound sentences. The main and single sentences have an inversion pattern, where the verb precedes the subject. Moreover, they fail to use linking between sentences, and the resulting discourse is a collection of separate sentences. The linguistic barriers resulted in a low effective reading speed of 33.04 – 68, 30 words per minute. This has implications for low literacy skills. Therefore, an intervention program is needed to improve the language skills of deaf children.


2022 ◽  
pp. 249-268
Author(s):  
Minda M. B. Marshall ◽  
Marinda Marshall

This chapter foregrounds an online gamified visual intelligence innovation (eyebraingym) developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency. The explicit aim of the innovation is to improve comprehension towards visual intelligence. Ninety-eight Grade 8 learners at a South African Boy's School completed their online development during the 2021 academic year. These learners were part of a group of students participating in a whole school reading and literacy intervention program. The innovation is an integral part of this ongoing project. Their interaction with the innovation consists of 15 sessions completed once or twice a week for 20 – 40 minutes over five months. The results of the project are positive. It shows that most participating students improved their perceptual development and reading speed (VPF) and cognitive development and comprehension skills (CDF). In addition, these outcomes transferred to improved relative efficiency when working with information (AIUF).


Acta Acustica ◽  
2022 ◽  
Vol 6 ◽  
pp. 3
Author(s):  
Catherine Lavandier ◽  
Mehdi Regragui ◽  
Romain Dedieu ◽  
Carine Royer ◽  
Arnaud Can

The influence of fluctuating road traffic noise on perceived disturbance during a reading task as well as on performance, inside a living room with closed windows, is presented in this paper. Sixteen 2-min sound sequences were created combining two variables: the number of events (four levels varying from one to four car pass-bys) and the peak emergence above the background noise (four levels with a 5 dB(A) step) keeping limited variations of LAmax, 1s. The noise impact was evaluated through a reading task of texts synchronized with the sound sequences, for participants classified into fast or slow readers, and sensitive or non-sensitive to noise. The comprehension rate of the texts decreases as the background sound level increases. The reading speed decreases during the rising front of a peak, and goes back to its former regular reading speed during the descending front of the peak. This slowdown during the rising front reaches 14% for slow readers. The declared disturbance is higher for slow readers compared to fast readers, and higher for noise sensitive persons compared to non-sensitive persons. The influence of the acoustic indicators on the reading disturbance is very small compared to the influence of personal factors. There is even no influence of the number of events on this disturbance.


2021 ◽  
Vol 12 (1) ◽  
pp. 36
Author(s):  
Anis Hilal ◽  
Mazen Bazarah ◽  
Zoï Kapoula

Age-related macular degeneration (ARMD) is one of the most debilitating eye-related illnesses worldwide. Eye-movement training is evolving to be a non-invasive, rapid, and effective method that is positively impacting vision and QoL (quality of life) in patients suffering from ARMD. This review aims to highlight why a greater adoption of eye-movement training in the clinical and research setting is of importance. A PubMed and ResearchGate search was performed for articles published between 1982 and 2020. Patients with advanced ARMD tend to experience a diminished QoL. Studies regarding eye-movement training for patients with central vision loss revealed overall significant improvements in reading speeds, fixation, and saccade performance. They also experienced less fatigue. In select studies, eye-movement training revealed an improvement in binocular vision, fixation, reading speed, and diminished reading exhaustion. The process of eye-movement training used in some of the studies was rather empirical. The latter requires standardization so that a uniform and applicable methodology can be adopted overall.


Author(s):  
Kelly Knollman-Porter ◽  
Jessica A. Brown ◽  
Karen Hux ◽  
Sarah E. Wallace ◽  
Allison Crittenden

Background: Person-centered approaches promote consistent use of supportive technology and feelings of empowerment for people with disabilities. Feature personalization is an aspect of person-centered approaches that can affect the benefit people with aphasia (PWA) derive from using text-to-speech (TTS) technology as a reading support. Aims: This study's primary purpose was to compare the comprehension and processing time of PWA when performing TTS-supported reading with preferred settings for voice, speech output rate, highlighting type, and highlighting color versus unsupported reading. A secondary aim was to examine initial support and feature preference selections, preference changes following TTS exposure, and anticipated functional reading activities for utilizing TTS technology. Method and Procedure: Twenty PWA read passages either via written text or text combined with TTS output using personally selected supports and features. Participants answered comprehension questions, reevaluated their preference selections, and provided feedback both about feature selections and possible future TTS technology uses. Outcomes and Results: Comprehension accuracy did not vary significantly between reading conditions; however, processing time was significantly less in the TTS-supported condition, thus suggesting TTS support promoted greater reading speed without compromising comprehension. Most participants preferred the TTS condition and several anticipated benefits when reading lengthy and difficult materials. Alterations to initial settings were relatively rare. Conclusions: Personalizing TTS systems is relevant to person-centered interventions. Reading with desired TTS system supports and features promotes improved reading efficiency by PWA compared with reading without TTS support. Attending to client preferences is important when customizing and implementing TTS technology as a reading support.


2021 ◽  
Author(s):  
Simon Victory Quarcson Hamenoo ◽  
Rudith King ◽  
Theresa Yaaba Baah-Ennumh ◽  
Jennifer Dokbila Mengba ◽  
Stephen Boadi Gyamfi

Abstract 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.


2021 ◽  
Vol 42 (6) ◽  
pp. 35-45
Author(s):  
T. Tikhomirova ◽  
◽  

The article presents the results of an empirical study of the relationship between indicators of cognitive functioning and the success in reading in groups of schoolchildren with typical development and mild mental retardation (F70.0; ICD — 10). Information processing speed, visuospatial working memory and non-verbal intelligence were considered as indicators of cognitive development. To assess the reading speed, a check was used on the technique of reading texts in accordance with the Federal State Standard of General Education. The study involved 212 schoolchildren (39% girls) enrolled in Grades 1 — 9 of (1) a public school implementing programs of a special (correctional) school of type VIII and (2) a public school. The results revealed that age-related changes in the success of reading during compulsory schooling are characterized by a nonlinear pattern in children with typical development and a linear pattern in children with mild mental retardation. The differences between schoolchildren with typical and atypical development in reading speed increase from Grades 1 to 7, and then from Grades 7 to 9 may decrease. The regression analysis confirmed the differences in the direct effects of the influence of non-verbal intelligence, information processing speed and visuospatial working memory on the reading speed. These differences in effects depend on the type of mental development and the level of schooling. Mediation analysis showed that no more than 17% of the differences in the success of reading between schoolchildren with typical and atypical development can explain by cognitive functioning.


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