English Language Reading Research Articles

English learners with dyslexia benefit from English dyslexia intervention: an observational study of routine intervention practices

IntroductionLearning to read when the language of the curriculum differs from one’s home language can pose unique challenges. For example, compared to the language spoken at home, the learner may be less familiar with the sound structure and have relatively limited word knowledge in the language of instruction. In the United States, English is the primary language of reading instruction for students who are English Proficient (EP) and for English Learners (EL). Current evidence indicates that for both EP and EL students, code-based competencies and meaning-based skills are important for learning to read. English-language reading interventions have been shown to be beneficial for EPs and ELs with reading problems, though it is not clear if this is also true when the reading problem is a reading disorder like dyslexia.MethodsThe current study addresses this question by comparing EL and EP student’s reading profile at baseline and changes over time in response to evidence-based English Language Dyslexia Instruction (ELDI) in public schools. One-hundred eighty-six students with dyslexia were followed over the course of two academic years. Assessments measured code and meaning-based reading skills. Multivariate profile analysis and linear mixed effects modeling were conducted to compare baseline reading profiles as well as growth in targeted skills over time.ResultsFindings reveal similar patterns of reading profiles across EL and EP groups, with more severe baseline deficits emerging for ELs. Groups performed equivalently on target reading skills after two years of intensive multi-componential reading intervention.ConclusionFindings confirm and extend previous research, suggesting ELs with Dyslexia can be identified and successfully served through routine practices, including ELDI.

Fashion Illustration History: Repairing the Links from Ukiyo-e to Shōjo Manga

This article consists of a translation and contextualizing essay which brings the research of Japanese fashion illustrator and scholar of fashion illustration Nagasawa Sachiko to an English-language audience for the first time. The preceding contextualizing essay gives background information on Nagasawa and the period of fashion history when this article emerged, and argues for the importance of Nagasawa’s fashion research to scholars of visual studies and fashion studies. Nagasawa’s article “The Transition of Fashion Illustration in Japan” posits a genealogy of fashion illustration, locating the origins of this genealogy in Edo period (1601–1868) ukiyo-e woodblock prints. She proposes that there are many analogous terms within the broad sense of “fashion illustration,” but that they can be categorized into three streams which have been discussed separately until this study: “lyrical pictures,” “fashion illustration (narrow sense),” and “style pictures or fashion design pictures.” Nagasawa summarizes existing scholarship, identifying important gaps, and investigates the relationships between these streams. In order to familiarize English-language readers with a style of scholarly writing that is underrepresented in anglophone contexts, the contextualizing essay also provides background on the expository prose and rhetoric of Japanese academic articles.

Farmers’ Compliance with the Recommended Doses of Pesticides on Watermelon in Yobe State, Nigeria

The study investigated farmers’ compliance with the recommended doses of pesticides on watermelon in Yobe State, Nigeria. A multi-stage sampling procedure was adopted to select one hundred and seventy-three (173) respondents for the study. Primary data were collected using a structured questionnaire. Data were collected on socio-economic characteristics, training in pesticide application, awareness of hazards associated with pesticides, access to information on hazards associated with pesticides and compliance with recommended doses of pesticides. The results revealed that the mean age of the respondents was 43.19, 97.7% were married 73.4% did not have English language reading ability. Training in application of pesticides (0.18), awareness of hazards associated with pesticides (0.28) and access to information (0.43) were low. Most (91.9%) respondents did not comply with the recommended doses of pesticides. Awareness of hazards (B= 2.74, p = 0.01) and access to information (B= 1.45, p = 0.08) significantly influenced compliance with the recommended doses of pesticides. Stakeholders in the agriculture and food sectors should plan and implement schemes to train, inform and boost awareness of the farmers on hazards associated with pesticides to motivate compliance with recommended doses of pesticides, produce safe watermelon and sustain a healthy environment.

Print Rich Classroom: An Exposure to Learn English Language Reading Proficiency

The aim of this study was to investigate the effect of print rich classroom on English language reading proficiency of fourth grade. The study utilized a randomized pretest-posttest control group design, drawn from true experimental research methods, was employed. A sample of forty fourth-grade students was randomly selected from a private school in Aroop, Gujranwala. Forty students were chosen and divided into two groups: twenty were randomly assigned to the control group and twenty to the experimental group. The control group was taught using traditional teaching methods, while the experimental group received instruction through a print-rich method. Lesson plans incorporating the print-rich method were specifically designed by the researcher for the experimental group. The control group continued with the traditional teaching method for one month. An English Language Reading Proficiency (ELRP) test was developed by the researcher to assess reading skills. The test's validity was confirmed using quantitative methods and expert opinion. Data were collected from both groups, with pre-tests and post-tests administered. The results showed that students taught using the print-rich method confirmed greater improvement in reading proficiency compared to those taught using traditional methods. The study's review clearly indicated, in light of other researchers' earlier research investigations, that this study is beneficial for English language learners that print rich classroom offers a variety of chances for students to advance their English language reading abilities both within and outside of the classroom.

Implementation of Metacognitive Reading Strategies to Improve English Reading Ability: A Systematic Review

Proficiency in English reading is crucial for overall language competency, as learning relies heavily on written materials. In recent years, experts and scholars have started to regard learning and employing metacognitive reading strategies as an important method for improving English reading comprehension. This systematic review investigated the application of metacognitive reading strategies for enhancing English language reading comprehension ability. This analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. By using certain search keywords, a total of 20 articles concerning the implementation of metacognitive reading strategies for improving English reading comprehension ability were identified from databases that included Scopus, Science Direct, Web of Science, Academic Search Complete, and the Education Resources Information Center. The synthesis of findings indicate a prevalent use of the Metacognitive Awareness of Reading Strategies Inventory and its revised editions, along with a notable emphasis on problem-solving strategies. Moreover, this systematic review highlights the positive effect of metacognitive reading strategies for improving English language reading comprehension ability. Additionally, the study offers pedagogical recommendations for teachers teaching English as a foreign or second language.

Subject-wise English language reading skill of bachelor level engineering students of Mid-West University of Nepal

This research investigates the subject-wise English language reading skills of bachelor level engineering students at Mid-West University in Nepal, aiming to bridge a crucial gap in understanding their comprehension levels, vocabulary acquisition, and reading strategies across various disciplines. Drawing on the specialized form of English language instruction known as English for Academic Purposes (EAP), the study assesses students' proficiency in comprehending academic materials. Despite challenges in implementation, EAP instructors recognize the value of formative assessment in enhancing student learning and academic performance. The findings reveal significant variations in reading preferences and habits across engineering disciplines, highlighting areas for focused assistance and development of reading abilities. Specifically, students studying computer engineering demonstrate higher mean reading proficiency compared to their counterparts in civil and hydropower engineering. The study underscores the importance of English language proficiency for academic success, particularly in fields like engineering where collaboration and communication span global boundaries. It also sheds light on the gradual progress and reforms in English language education in Nepal, emphasizing the need for tailored interventions and resources to enhance reading skills among engineering students. Recommendations include investing in teacher training programs focused on EAP methodologies, developing tailored resources, and promoting interdisciplinary collaborations to address subject-specific reading challenges. By addressing these recommendations, Nepal can better prepare its engineering students to succeed in academic and professional contexts where English proficiency is essential.

Exploring Student Agency in Narratives of English Literacy Events across School Subjects

In contemporary academia, English-language reading assignments are prevalent, even in contexts where English is not the primary medium of instruction nor the local language. This presents a challenge for students with English as a foreign language (EFL) who seek to pursue a university education in their home country. This study investigates the presence of English literacy events in Swedish upper secondary schools outside of English classes and explores their implications for university readiness and educational equity. Using survey data from 163 EFL students and qualitative content analysis, students’ written comments revealed a notable absence of English literacy events in non-English subjects, with limited exposure to written English texts and occasional use of multimodal English activities. The findings underscore disparities in students’ opportunities to engage with academic English literacy practices, primarily influenced by individual factors. This paper delves into the interplay between individual dimensions, and institutional and social practices, in shaping student agency in English academic literacy practices.

China's Foreign State Immunity Law: A View from the United States

On September 1, 2023, the Standing Committee of the National People's Congress promulgated the Foreign State Immunity Law (FSIL) of the People's Republic of China, which adopts the restrictive theory of foreign state immunity. This article has two goals. First, the article introduces China's FSIL to English language readers by explaining its provisions in some detail. Second, the article provides a U.S. perspective on the FSIL by comparing it to the U.S. Foreign Sovereign Immunities Act (FSIA) and discussing the U.S. experience with foreign state immunity.

The “Primitive” <em>Cecilia Valdés</em>. A short story by  Cirilio Villaverde. A translation and introduction by Thomas Genova

ABSTRACT: The text is the first English translation of Cirilo Villaverde’s 1839 “primitive” Cecilia Valdés, a short story that the author penned decades before publishing his canonical novel by the same name. The 1882 novel narrates the unwittingly incestuous relationship between the novel’s eponymous mulata heroine and her creole half-brother Leonardo Gamboa. Though the work enjoys high-canonical status, its textual history, tightly entangled with nineteenth-century Cuba’s racially fraught struggle for independence, is largely unknown to non-specialists. The translation is preceded by an introduction that discusses the short story’s relationship to the novel and the racial and political ideas present in the earlier text, as well as the translator’s efforts to render these paradigms legible to an English-language readership. keywords: Cirilio Villaverde, Cecilia Valdés, Cuba 19th century, Afrolatinidades, Latin American literature in translation, literary translation

Chatgpt-Based Didactic Strategies To Improve Students’ English Language Reading And Writing Skills

Teachers have the responsibility to seek new strategies, to innovate, and to select the best technological tools to increase student’s motivation and the proper functioning of learning English. At the present time, artificial intelligence has become a reality; it is no longer something to be dreamt of, but instead something to be used in our daily life. A.I., more specifically, ChatGPT, which is a tool to learn knowledge of all sorts or areas, that can be used by teachers and students to improve their learning, and the different processes that this conveys. The objective of this investigation was to design strategies based on ChatGPT to improve senior high school students’ English language reading and writing skills in Esmeraldas, 2023. The investigation was carried out with a mixed approach, form by a qualitative part and quantitative one. Along with, the methods of analysis and synthesis, hermeneutics, descriptive statistics, inductive, and deductive method. The scope of this research was descriptive, and the design was no experimental. The Population of Study was formed by 60 English teachers from different institutions in Esmeraldas.

Innovation in English Language Learning Assessment in Class VII of SMP Negeri 1 Dolok Merawan: Development of a HOTS-Based Evaluation Tool with the Help of Wordwall

An evaluation instrument or evaluation tool is a tool that meets academic requirements. The evaluation instrument still uses paper evaluation tools and does not use online learning evaluation. The aim of this research is to develop a wordwall-assisted HOTS-based English language learning evaluation tool. This type of research applies the Research and Development (R&D) research method. The subjects in this research were class VII students of SMP Negeri 1 Dolok Merawan who used the HOTS-based learning evaluation tool with the help of Wordwall, for a total of 32 students. The object of research is English-language reading material in the form of wordwall assistance. This research has been validated through stages by material experts, media experts, instructional design experts, language experts, and evaluation experts. This research has trial stages, namely initial field trials, main field trials, and operational field trials. This research also tested the effectiveness of the wordwall-assisted HOTS-based English learning evaluation tool. The research results show that students who use the HOTS-based English language learning evaluation tool assisted by Wordwall are "more effective" than those who use conventional learning methods. This is shown by the calculation results obtained: tcount = 2.28 and ttable = 2.00, where 2.28 > 2.00 for a significance level of 0.05. The effectiveness value of the wordwall-assisted HOTS-based English language learning evaluation tool is higher, namely 80.28%, than student learning outcomes using conventional methods with a value of 75.25%.

Encouraging English Language Reading in Cambodia: a Case Study of Takeo Provincial Higher Educational Institutions

English holds paramount significance as a global language, widely employed by diverse nations, including Cambodia, where it functions as a foreign language. Particularly in Cambodia, English has become indispensable for tertiary education. Employing a mixed methods approach, this study surveyed 183 university students, with ten subsequently participating in voluntary interviews. The findings indicate that students predominantly exhibit extrinsic motivation in their approach to English reading, with no discernible variance based on gender. The research also proposes several strategies for educators to enhance students' reading motivation, identifying the strategy of having students explain their comprehension to others as particularly efficacious. The study underscores the significance of English reading and elucidates the challenges students encounter in related activities. Ultimately, the study advocates for future investigations with larger sample sizes to further enrich scholarly insights.

The Effectiveness of Team Teaching in Improving Reading Skill among Thai EFL Undergraduates and Their Attitudes toward this Strategy

In the context of the learning process, team-teaching has been found to be a successful and pleasurable pedagogical strategy, particularly in improving reading proficiency. The primary objective of this study was to examine the efficacy of employing the team-teaching technique in enhancing the reading skill of English as a Foreign Language (EFL) students. The study also sought to assess the potential impact of using the team-teaching technique on the English language reading skill of Thai EFL students. Additionally, it attempted to explore the attitudes of these students towards the utilization of team-teaching in their educational setting. The study used a quasi-experimental methodology to look into how team-teaching instruction affects students' ability to improve their reading skill. The descriptive research design was employed to elucidate the attitudes of the students. The sample for this study consisted of undergraduate students who were enrolled in an English Reading and Writing course. A total of 150 students participated in this study, and they were randomly assigned to two groups. The control group consisted of 70 students while the experimental group comprised the remaining 80 students. Two instruments were constructed in order to accomplish the objectives of the study. The assessment tools utilized in this study included a reading passage and a questionnaire. At a significance threshold of α = 0.05, the study's results showed that there were statistically significant differences, favouring the experimental group in the post-test, when compared between the control and experimental groups. The findings of the study also indicated the presence of statistically significant differences, with a significance level of α=0.05. Based on the findings of the questionnaire, the majority of students expressed a preference for utilizing the team-teaching technique as a means of studying. This approach was favoured due to its facilitation of knowledge exchange between students and instructors, as well as its ability to foster mutual respect for differing perspectives among students. The results of the study have significant ramifications for English teachers who use collaborative instruction.

Vocabulary Thresholds Study for Business English Major Based on the Range Corpus

The texts have been selected from 45 articles of 15 units of Selected Readings of Business English and from prominent economic English newspapers in China and the United States—China Economic Net and The Economist. Employing the vocabulary corpus software, Range32, we conducted a statistical examination of vocabulary coverage and the frequency of corresponding terms in the British National Corpus (BNC). This rigorous analysis aims to ascertain whether the content of the textbook aligns with the requisites of specific professional tests. Additionally, it serves to assist students and learners of Business English in China by aiding them in identifying suitable English-language reading materials. This research provides a valuable reference, guiding individuals toward reading newspapers that align with their vocabulary proficiency in English. The study findings indicate that to attain a fundamental comprehension of the reading materials, achieving a 95% vocabulary coverage requires a command of 4,000 to 5,000 vocabulary words for Selected Readings of Business English, 4,500 to 5,000 vocabulary words for China Economic Net, and 5,000 to 6,000 vocabulary words for The Economist. For a more fluent reading experience, corresponding to a 98% vocabulary coverage, a mastery of 7,500 to 8,000 vocabulary words is necessary for Selected Readings of Business English, 8,500 to 9,000 vocabulary words for the China Economic Net, and 10,000 to 11,000 vocabulary words for The Economist. And this study suggests that the vocabulary thresholds for Business English majors should be 4,000 to 6,000 (95% vocabulary coverage) and 8,000 to 11,000 (98% vocabulary coverage)

Framing bilingual parenting as market advantage: the neoliberal discourses of ‘grassroots’ media

ABSTRACT Little research has examined media dimensions of family language policy. This project addresses this gap by analysing marketing efforts targeted at media consumers seeking ‘grassroots’ advice on bilingual parenting. Here, we refer to ‘grassroots media marketing’ as purposeful attempts to target, inform or persuade a niche demographic with ‘grassroots’-style media methods and tools. We did Google Searches to identify 40 high-profile corporate media, non-profit, and independent bilingual parenting blogs written for Spanish- and for English-language readers. We found English- and Spanish-language keyword searches generated distinct blog-style texts (i.e. advice sites). While English-language searches were more likely to generate returns from small-owned blogs, Spanish-language searches tended to yield corporate news and non-profit sites. Frame analysis of multimodal media blog content revealed gaps and contradictions regarding how bilingual parenting in the U.S is portrayed in Spanish and in English, as well as a neoliberal framing across texts. We describe three neoliberal ideologies: (1) ‘bilingual parenting as individual choice’, (2) ‘bilingual parenting as competitive edge’, and (3) ‘bilingual parents as consumers’. Analysis reveals that documented racist, anti-immigrant discourses widely circulating in U.S. society are absent from these neoliberal framings, resulting in public contradictions of what it means to be a ‘good’ bilingual parent.

Development and Preliminary Validation of an Equine Brief Pain Inventory for Owner Assessment of Chronic Pain Due to Osteoarthritis in Horses.

An owner-completed questionnaire was designed to monitor the level of chronic pain and impact on quality of life in horses with osteoarthritis (OA). A standardized approach to develop and validate subjective-state scales for clinical use was followed. Scale items were generated through literature review, focus group meetings, and expert panel evaluation. The draft tool was tested for reading level and language ambiguity and piloted in 25 owners/caregivers of horses with osteoarthritis, with factor analysis performed on responses. The resulting revised questionnaire is currently undergoing validation in a larger sample population of 60 OA and 20 sound control horses. In the pilot group, 21 people (84%) found the questionnaire easy to complete and 22 people (88%) found it useful. It could be completed within 5 min by all participants. Readability scores (Flesch Reading Ease Score, Flesch-Kincaid grade level, SMOG index) indicated an English language reading level comparable to that of 6th to 7th grade in the U.S. system (age 11-12 years). Cronbach's alpha of all items in the tool was 0.957, indicating excellent inter-item correlation. Interim analysis for 23 OA horses from the sample population showed good test-retest reliability and higher scores compared to 5 control horses. Full validation must be completed for the instrument to be used in clinical practice.

Replication and recreation of a classic: Yang Hsien-yi and Gladys Yang’s English translation of The Records of the Grand Historian (Shiji)

Yang Hsien-yi (楊憲益) and Gladys Yang’s Selections from Records of the Historian is one of the classic English translations of the Shiji (史記) by Sima Qian (司馬遷). Yang and Yang used distinctive translation strategies in their translation process: faithfulness to the original text, recreation of a classic, flexibility as necessary, and ensuring readability. The translators preserved the structure of the Shiji whenever possible and accentuated the culturally unique thought systems of the Shiji through the strategy of foreignization. However, in places where the narrative form of the original text is likely to cause confusion to English language readers, they were flexible with organization in order to reduce the mental burden to readers. When there are no English equivalents for the Chinese terms used in the Shiji, they also adopted a strategy of domestication. Yang and Yang added explanatory content as appropriate to make their translation accessible in English.

Dilemmas faced by rural students in learning and reading

The study involves college-level students in rural schools focusing on motives that may be barriers to English language learning and reading for students in rural areas. This paper introduces the English language school education in India, the development of the English language and students' understanding of the English language as a second language and the problems faced by rural students. A study is conducted among rural students with in-depth questions which helps in understanding the problems of reading and learning in English language. Finally, the feedback from the college students helped in becoming aware of the problems and gave some suggestions to overcome the barriers and enhance the skills of the rural students.

A History of Biology

A History of Biology

W. J. Adie and his “pyknolepsy,” a century ago

ABSTRACT On November 8, 1923, William John Adie described an unusual disorder to the Section of Neurology of the Royal Society of Medicine. The condition comprised frequent momentary stereotyped impairments of consciousness that occurred in children, did not respond to antiseizure medications, and did not develop into epilepsy, as that term was then commonly understood, since no convulsive seizures occurred. After some time, the episodes terminated spontaneously, leaving the sufferer unhandicapped and neurologically intact. Almost certainly, Adie had described the present-day entity of childhood absence epilepsy. He termed it “pyknolepsy,” knowing that the name “pyknolepsie” had been used for a similar disorder in Germany from 1916 onwards, though not reported elsewhere. Following Adie’s account, published in 1924, reports of the disorder appeared in the English and French-language literature and continued to be published in German. It became increasingly accepted that pyknolepsy was a form of epilepsy that was part of Lennox’s petit mal triad. The word pyknolepsy itself never became widely used and is now largely forgotten. Adie never took up the topic in print again. However, he had awakened English-language readers to one component in a broadening of the concept of what constituted epilepsy.