Future Reading Research Articles

Externalizing behavior problems and interest in reading as predictors of later reading skills and educational aspirations

This study examined the developments in children’s externalizing problems and interest in reading during their first four years of school (Grades 1–4) and investigated whether this development predicted the children’s Grade 6 reading skills and educational aspirations. Data comprised (1) teachers’ ratings of externalizing problems and children’s (N=642; 43% girls) self-ratings of their interest in reading, collected between Grades 1 and 4, and (2) measures of reading fluency and comprehension, and children’s self-reports of educational aspirations, collected at Grade 6. First, latent growth modeling showed that a higher level of externalizing problems in Grade 1 was associated with a lower concurrent interest in reading. Second, a positive association between the initial level of interest in reading and a linear change in externalizing problems indicated that children with a lower interest in reading in Grade 1 were rated by teachers as exhibiting higher levels of externalizing problems, which nonetheless declined over the course of their first four years of school more than among other children. Third, a higher initial level of externalizing problems with a linear change in these problems across Grades 1–4 was a predictor of lower subsequent educational aspirations and poorer reading comprehension in Grade 6. Analysis of the indirect effects indicated that a higher level of externalizing problems was associated with a lower concurrent interest in reading, which, in turn, was related to poorer future reading fluency and lower educational aspirations. The findings imply that problem behaviors are interlinked with academic skill development and motivation across the first six years of school.

A 1D study of antiferromagnetic operated on multiferroic composites in nano read head

This paper presents a study of the effect of antiferromagnetic (AFM) integration on the nano AFM-pinned multiferroic (MF) composites structure. The nano MF composites structure is a potential candidate for a future magnetic read head. The simulation of the AFM/ ferromagnetic (FM) bilayers characteristics and the evaluation of the magnetoelectric (ME) effect induced in the 1-dimensional (1D) longitudinal–transverse (L–T) mode model of AFM-pinned structure of AFM/FM/Ferroelectric (FE)/FM/AFM are performed. FM, FE, and two types of AFM materials are Terfenol-D, lead zirconate titanate (PZT), and PtMn and $$\mathrm{Cr}_{2}\mathrm{O}_{3}$$ , respectively. The AFM material is used in pinning the magnetization of the FM layer through the exchange bias effect. The result shows that the bilayer characteristic is clearly altered by the presence of AFM and the magnetization saturation of the bilayer increases with the AFM thickness. PtMn exhibits more stable magnetic characteristic than $$\mathrm{Cr}_{2}\mathrm{O}_{3}$$ . The ME effect is then investigated using the 1D standard square law. Magnetic-field induced strain in the FM layer, piezoelectric response of the PZT layer, and the ME coefficient are determined. It is found that the maximum electric field and potential across the PZT layer are achieved at 2.7 nm thick of PtMn. The result is well supported by associated magnetic field-induced strain and ME coefficient.

Time will tell: A longitudinal investigation of brain-behavior relationships during reading development.

ERPs are a powerful tool for the study of reading, as they are both temporally precise and functionally specific. These are essential characteristics for studying a process that unfolds rapidly and consists of multiple, interactive subprocesses. In work with adults, clear, specific models exist linking components of the ERP with individual subprocesses of reading including orthographic decoding, phonological processing, and semantic access (e.g., Grainger & Holcomb, 2009). The relationships between ERP components and reading subprocesses are less clear in development; here, we address two questions regarding these relationships. First, we ask whether there are ERP markers that predict future reading behaviors across a longitudinal year. Second, we ask whether any relationships observed between ERP components and reading behavior across time map onto the better-established relationships between ERPs and reading subprocesses in adults. To address these questions, we acquired ERPs from children engaging in a silent reading task and then, a year later, collected behavioral assessments of their reading ability. We find that ERPs collected in Year 1 do predict reading behaviors a year later. Further, we find that these relationships do conform, at least to some extent, to relationships between ERP components and reading subprocesses observed in adults, with, for example, N250 amplitude in Year 1 predicting phonological awareness in Year 2, and N400 amplitude in Year 1 predicting vocabulary in Year 2.

Narrating palimpsestic spaces

The term ‘palimpsest’ refers to medieval manuscripts that have been multiply erased and inscribed with the overlapping texts of successive scribes. More recently and amongst academics, the term has become a metaphor for describing the city, including both the physical urban form as well as memories and experiences of everyday urban life. The palimpsest offers a way of thinking not only about urban transformation, where new and repurposed structures exist alongside the old, but also changes in how the city is experienced, or how life stories are written upon and rewrite existing spaces. This paper focuses on the latter. Though the palimpsest metaphor has been used to describe material transformations of the urban, the question that this paper raises is: how can the notion of the palimpsest inform methodological approaches to researching how the city is lived and seen? Collaborative, digital storytelling that combines images, narration, and sound can provide a method that emphasises the polyvocality and multi-temporality that the term palimpsest implies. A palimpsestic approach to digital storytelling, as a visual and narrative method, gestures at places as open to future readings and inscriptions. This is relevant to all cities, but perhaps most obviously in cities where historical narratives, memories of violence, and questions over the future political direction of the country in which the city is located are all highly contested. To illustrate these points, this paper draws upon research conducted with young people in Beirut, Lebanon as part of a wider study about how youth experience citizenship and belonging in divided societies.

Predicting Future Reading Problems Based on Pre-reading Auditory Measures: A Longitudinal Study of Children with a Familial Risk of Dyslexia.

Purpose: This longitudinal study examines measures of temporal auditory processing in pre-reading children with a family risk of dyslexia. Specifically, it attempts to ascertain whether pre-reading auditory processing, speech perception, and phonological awareness (PA) reliably predict later literacy achievement. Additionally, this study retrospectively examines the presence of pre-reading auditory processing, speech perception, and PA impairments in children later found to be literacy impaired.Method: Forty-four pre-reading children with and without a family risk of dyslexia were assessed at three time points (kindergarten, first, and second grade). Auditory processing measures of rise time (RT) discrimination and frequency modulation (FM) along with speech perception, PA, and various literacy tasks were assessed.Results: Kindergarten RT uniquely contributed to growth in literacy in grades one and two, even after controlling for letter knowledge and PA. Highly significant concurrent and predictive correlations were observed with kindergarten RT significantly predicting first grade PA. Retrospective analysis demonstrated atypical performance in RT and PA at all three time points in children who later developed literacy impairments.Conclusions: Although significant, kindergarten auditory processing contributions to later literacy growth lack the power to be considered as a single-cause predictor; thus results support temporal processing deficits' contribution within a multiple deficit model of dyslexia.

Three DIBELS Tasks vs. Three Informal Reading/Spelling Tasks: A Comparison of Predictive Validity

Within a developmental framework, this study compared the predictive validity of three DIBELS tasks (phoneme segmentation fluency [PSF], nonsense word fluency [NWF], and oral reading fluency [ORF]) with that of three alternative tasks drawn from the field of reading (phonemic spelling [phSPEL], word recognition-timed [WR-t], and graded passage reading [grPASS), an oral reading fluency measure). Two cohorts of students (n = 319) were assessed with the aforementioned tasks multiple times across a four-year period—middle of kindergarten through end of third grade. The results were clear and closely replicated in the two cohorts: (a) phSPEL (moderate) outperformed DIBELS PSF (weak to moderate) in predicting future orthographic-unit processing; (b) WR-t (very strong) outperformed DIBELS NWF (moderate) in predicting future oral reading fluency; and (c) DIBELS ORF and grPASS were equally good predictors (moderately strong) of future reading comprehension.

Relationships between Eye Movements during Sentence Reading Comprehension, Word Spelling and Reading, and DTI and fmri Connectivity In Students with and without Dysgraphia or Dyslexia.

While eye movements were recorded and brains scanned, 29 children with and without specific learning disabilities (SLDs) decided if sentences they read (half with only correctly spelled words and half with homonym foils) were meaningful. Significant main effects were found for diagnostic groups (non-SLD control, dysgraphia control, and dyslexia) in total fixation (dwell) time, total number of fixations, and total regressions in during saccades; the dyslexia group had longer and more fixations and made more regressions in during saccades than either control group. The dyslexia group also differed from both control groups in (a) fractional anisotropy in left optic radiation and (b) silent word reading fluency on a task in which surrounding letters can be distracting, consistent with Rayner's selective attention dyslexia model. Different profiles for non-SLD control, dysgraphia, and dyslexia groups were identified in correlations between total fixation time, total number of fixations, regressions in during saccades, magnitude of gray matter connectivity during the fMRI sentence reading comprehension from left occipital temporal cortex seed with right BA44 and from left inferior frontal gyrus with right inferior frontoccipital fasciculus, and normed word-specific spelling and silent word reading fluency measures. The dysgraphia group was more likely than the non-SLD control or dyslexia groups to show negative correlations between eye movement outcomes and sentences containing incorrect homonym foils. Findings are discussed in reference to a systems approach in future sentence reading comprehension research that integrates eye movement, brain, and literacy measures.

Exorcising Cuba's Future: A Conversation with Yoss

photo : restless books W hen we were together in Cuba in early 2015, I took a photo of Yoss tenderly holding a kitten we encountered in Old Havana. When I later asked him about life during Cuba’s Special Period, the time in the early 1990s following the fall of the Soviet Union, which had artificially propped up Cuba’s economy, I was surprised to hear that he had survived during the extreme food shortage of that time by catching and eating cats, which he skinned and decapitated to convince his mother they were rabbits. What could be more dystopian than having to hunt for house pets for food, in a society built on utopian ideals, and under a government that proclaimed a better future was just ahead? Yoss and I spoke over email about Cuba’s special relationship with the concept of dystopia and its role in his work as a writer of science fiction. David Shook: The way you’ve described the Special Period sounds to me like a reallife dystopia. Is that accurate? Did living through that time affect your writing? 54 WLT MARCH–APRIL 2017 cover feature dystopian visions Exorcising Cuba’s Future A Conversation with Yoss by David Shook Yoss: Of course, living in such difficult times affected my writing. I wouldn’t have written A Planet for Rent if I hadn’t seen so many male friends trying to illegally leave Cuba on rafts, so many female friends prostituting themselves, if I hadn’t reached the level of having to buy rice in a black bag and eating cat meat. Some writers say that reality doesn’t affect them. I’m not one of those, evidently. Shook: You’ve written a great number of stories set in dystopian futures. One that I particularly like is the one in progress that you told me about, in which Cuba becomes the fifty-first state of the United States. Do you think that imagining future dystopias can help us avoid them? Do you feel that you, as a writer, have any responsibility to warn your readers about the possible future consequences of present decisions, or is that beyond the scope of your duties? Yoss: Many think that we science-fiction writers are professional pessimists: we’re always writing about asteroids that hit Earth, epidemics that kill 99 percent of the population , etc. In reality, we think that speaking about these possibilities is the best way of exorcizing them. So science fiction works like a warning: if those that can change the future read our apocalyptic stories, perhaps they’ll change it for the better. And Cuba will continue being an independent country and not even an Associated Free State like Puerto Rico. Not writing about these possibilities , which are sad and terrible but perfectly real, would be irresponsible. . . . And science fiction is a literature of responsibility for the future consequences of our present actions, among other definitions. So we continue depicting dystopias and begging in our minds that they never become real. Shook: What dystopian futures do you think are most realistic? Yoss: The most realistic dystopian futures are those that appear utopian. The most absurd ones. For example, before the recent presidential election, I wrote a novel, Que den un paso al frente los caídos (The fallen step forward), in which I told the story of the division of the United States into two dozen small nations, after Donald Trump’s second term. It seemed then that Trump would never be president . . . now, caray! He already is! I just hope he doesn’t dismember the country. Shook: I’m interested in Cuba’s relationship to dystopia. Not just in regard to the Special Period but also in how the revolution was a response to a notoriously corrupt and unjust government and in how things today are changing so quickly. Could you speak to that? Yoss: This is the most difficult question. We Cubans have been indoctrinated for decades to believe that we live in the best of all possible worlds, or at least that it was just around the corner, in that communism which we were just about to reach, if we continued down the...

Visual multi-element processing as a pre-reading predictor of decoding skill

Abstract A lack of longitudinal studies impedes the understanding of whether visual processing skills significantly influence reading performance. The present study assessed if multi-element processing (MEP), a visual processing task comprising only non-verbal stimuli, was predominantly related with decoding or sight-word reading. One hundred Spanish pre-reading children were evaluated on their MEP, naming speed (RAN), phonemic awareness (PA), letter knowledge (LK) and IQ. Early reading level was measured in first grade. In third grade, four reading lists consisting of short and long, high- and low-frequency words were administered. Results from path analyses revealed that, after controlling for RAN, PA, LK, IQ and early reading level, MEP was a significant predictor of the reading of long low-frequency words only. This result suggests that, in the transparent Spanish orthography, pre-reading MEP is significantly linked to future decoding skill. This is the first study to provide empirical evidence that pre-reading MEP predicts future reading.

The Imagination Library Program and Kindergarten Readiness

Literature suggests that reading to children can have a significant impact on their early literacy development and long-term school performance. We examine whether consistent participation (i.e., three or more years) in Dolly Parton’s Imagination Library (DPIL), a book distribution program that provides one book per month to children ages birth through five, is associated with higher kindergarten readiness. This study examines 2,731 incoming kindergartners in the Syracuse City School District in 2013 and 2014 using the AIMSweb Letter Naming Fluency (LNF) test to assess kindergarten readiness. LNF is frequently identified as the best single indicator of risk for reading failure and has been shown to have a strong ability to predict future reading, vocabulary, and language development. Examining both the entire population and propensity score matched groups, we find that a significantly higher percentage of those consistently participating in DPIL were considered as ready for kindergarten. This difference remained even after controlling for key demographic variables.

Online Reading support Systems for Reading Japanese Text

<p>[This section does not allow copy & paste. I have copied the abstract of my paper manually].</p><p> </p><p>Websites written in the target language abound for L2 learners to read. Reading unmodified texts in a L2, however, requires a great level of reading ability, especially in the case where L1 is orthographically and syntactically distant from the target language. Thus, it is essential to have an effective computerised reading support system that gives L2 readers sufficient information for comprehension, and that, at the same time, assists in the development of reading ability for future reading. This study analysed four support systems for reading Japanese texts based on criteria supported by previous research findings, in order to determine whether they cover a wide range of information useful for reading comprehension and for the development of reading ability. The results revealed the strengths and weaknesses of the four although none of the four satisfied all the criteria. The paper discusses possible improvements and any potential difficulties that may hinder them.</p>

Predicting Second Grade Listening Comprehension Using Prekindergarten Measures

Purpose: The purpose of this study was to determine prekindergarten predictors of listening comprehension in second grade. Methods: Within a large, 5-year longitudinal study, children progressing from prekindergarten to second grade were administered a comprehensive set of prekindergarten measures of foundational language skills (vocabulary and grammar), higher-level language skills (inferencing, comprehension monitoring, and text structure knowledge), listening comprehension, working memory, and nonverbal processing, as well as second grade measures of listening comprehension. Results: A prekindergarten measure of listening comprehension—the Test of Narrative Language—and a prekindergarten measure of foundational language skills and working memory—the Clinical Evaluation of Language Fundamentals-4 Recalling Sentences—were significant predictors of second grade listening comprehension. Conclusions: Our findings show that a quick, reliable measure of sentence imitation and/or listening comprehension, administered in prekindergarten, provides insight into a child's second grade listening comprehension. Knowing who is at risk for comprehension failure will allow educators to make informed, evidence-based decisions on the need for further in-depth assessment and language-intensive instruction to stave off future reading disabilities.

Book Review: This Mattered to Me: “Essential Experiences to Undergird the Early Development of Literacy

Essential Experiences to Undergird the Early Development of Literacy, by Alan J. Koenig and Carol Farrenkopf, published in the January-February 1997 issue of Journal of Visual Impairment & Blindness, Volume 91, Number 1, pp. 14-24. The Journal of Visual Impairment & Blindness (JVIB) allows professionals to be lifelong learners. For as a teacher of students with visual impairments, JVIB is the main artery through which I learn about evidence-based practices. With the JVIB archive, it is possible to reread remarkably interesting articles that consist of timeless information that is still capable of affecting professionals years after the original publication. The article, Essential Experiences to Undergird the Early Development of Literacy, by Alan J. Koenig and Carol Farrenkopf, served as an instructional springboard in my practice and influenced how I delivered hands-on, experience-based learning. It has been over 10 years, but I still remember the moment vividly: I asked a then 9-year-old boy with congenital blindness about the color of a banana that was peeled and ready to eat. He sat for a moment, then answered, You know, I don't know. On other occasions, I found it necessary to describe in great detail to him the unique relationship between a cat and a dog or a bird and a cat. These conversations and many others typically interrupted standard, scripted reading lessons taken from a common braille curricula, but each were springboards to many teachable moments. These scenarios occurred often while I was teaching braille reading to Kindergarten through high school students at a residential school for blind students, and I was frequently reminded that incidental knowledge that is taken in visually by sighted people must be strategically taught to students who are visually impaired (that is, those who are blind or have low vision). Not long after the above-mentioned I was offered the inspiring opportunity to lead a self-contained class for visually impaired preschoolers. Feeling the weight of the responsibility to guide the concept development of the children, I turned to a trusted and respected colleague for assistance. In her wisdom, she referred me to read the article I chose to highlight in this essay. The article mattered to me, because it helped to empower me with examples of what to expose the children to, which then prompted me with ideas of how to involve the children in as many experiences as possible in order to facilitate future reading successes. Specifically, I referred to Table 4, Supporting experiences and specific words or concepts collapsed across grades, by experience, within the article and selected different global experiences, which are typically learned through activities of daily living. I then assigned one experience to each month of preschool. Once an experience was designated for a given month, I then selected vocabulary, textures, letters, nursery rhymes, books, and class field trips centered on the theme. …

Dyslexia prevention by action video game training: behavioural and neurophysiological evidence

For children affected by developmental dyslexia learning to read is extremely difficult. Pre-reading visual attention predicts future reading acquisition skills. Action video game (AVG) training increases attentional functioning and induces learning that transfers well beyond the task domain, such as reading. We investigated the effects of AVG training on predictors of future reading acquisition (i.e., visuo-spatial attention, auditory-phonological processing and rapid naming skills) and on the dense-array EEG resting-state in pre-reading children at risk for dyslexia. Three matched groups of pre-readers at risk for dyslexia were tested before and after they played with AVG, non-AVG (for 20 hrs) or no-treatment (Exp. 1). We found that only playing AVG improved children's visuo-spatial attention processing. Phonemes discrimination was also increased only after AVG training. We confirmed this effect of AVG training on phonological processing in a replication study with another independent sample (Exp. 2). Two new samples of pre-schoolers at risk for dyslexia were selected (Exp. 3): half of them were trained with AVG while the other half had no training. We measured visuo-spatial attention and auditory-phonological skills. Eyes-closed resting-state EEG was also recorded in both groups. Results showed that only the AVG training improved visuo-spatial attention as well as auditory-phonological skills. A reduction of the upper alpha band (10-14 Hz) oscillatory activity in posterior areas was found only after the AVG training, showing a possible neural basis of the effect of attentional improvement on auditory-phonological processing. Our results showed, for the first time, that attention improvements can directly translate into better language abilities, providing a new, fast and fun prevention training for dyslexia.

Transformations in Discourse, Figure

This review essay critically maps the Anglophone reception of Lyotard's Discourse, Figure onto the text's own two-part organization. Earlier deconstructive readings tended to focus on the critique of structuralism presented in Discourse, Figure’s first half, under-emphasizing (and even criticizing) the post-Freudian philosophy of desire developed by Lyotard in the text's latter stages. This essay instead presents Lyotard's first major work not as two separable or opposed parts, but as a coherent trajectory responding to a specific philosophical problem, namely, the Hegelian account of sense-perception and signification as outlined in Hyppolite's Logic and Existence. In so doing, this review essay seeks to isolate key references and clarify the stakes for future readings of Lyotard's text.

Brain metabolite levels and language abilities in preschool children

IntroductionLanguage acquisition occurs rapidly during early childhood and lays the foundation for future reading success. However, little is known about the brain–language relationships in young children. The goal of this study was to investigate relationships between brain metabolites and prereading language abilities in healthy preschool‐aged children.MethodsParticipants were 67 healthy children aged 3.0–5.4 years scanned on a 3T GE MR750w MRI scanner using short echo proton spectroscopy with a voxel placed in the anterior cingulate gyrus (n = 56) and/or near the left angular gyrus (n = 45). Children completed the NEPSY‐II Phonological Processing and Speeded Naming subtests at the same time as their MRI scan. We calculated glutamate, glutamine, creatine/phosphocreatine, choline, inositol, and NAA concentrations, and correlated these with language skills.ResultsIn the anterior cingulate, Phonological Processing Scaled Scores were significantly correlated with glutamate, creatine, and inositol concentrations. In the left angular gyrus, Speeded Naming Combined Scaled Scores showed trend correlations with choline and glutamine concentrations.ConclusionsFor the first time, we demonstrate relationships between brain metabolites and prereading language abilities in young children. Our results show relationships between language and inositol and glutamate that may reflect glial differences underlying language function, and a relationship of language with creatine. The trend between Speeded Naming and choline is consistent with previous research in older children and adults; however, larger sample sizes are needed to confirm whether this relationship is indeed significant in young children. These findings help understand the brain basis of language, and may ultimately lead to earlier and more effective interventions for reading disabilities.

Ability of Early Literacy Measures to Predict Future State Assessment Performance

The purpose of this study was to determine the extent to which early literacy measures administered in kindergarten and Oral Reading Fluency (ORF) measures administered in Grade 1 are related to and predict future state reading assessment performances up to 7 years later. Results indicated that early literacy and ORF performances were significantly and moderately related to performances in Grades 3, 5, and 7. Grade 3 achievement was best predicted by ORF, followed by Phoneme Segmentation Fluency (PSF), and then Initial Sound Fluency (ISF). After controlling for the effects of previous state assessment scores in Grade 3, additional significant variance in Grade 5 performance was accounted for by ORF. Finally, after controlling for the effects of Grades 5 and 3 state assessment performances, early literacy and ORF measures did not significantly predict Grade 7 achievement. Discussion focuses on the implications of these findings for theory and practice, as well as limitations and directions for future research.

Racialising the “great man”: A Critical Race study of idealised male athletic bodies inMen’s Healthmagazine

While scholars working in the sociology of the gender, body, health, sport and media have begun to address the paucity of research into media representations of men and masculinities, the literature to date has failed consistently to address the racialised aspects of media dwelling male athletic bodies. The same critique can be applied to recent explorations of popular men’s magazine, Men’s Health. Current research has thus systematically underplayed the significance of “race” as a defining feature of idealised, mediated masculinities. During this paper then, I use Critical Race Theory to guide a semiotic analysis of a year’s worth of Men’s Health magazine. Firstly, I argue that white male athletic bodies are represented as idealised masculine types, possessing both the virtues of body and mind, while their black male counterparts, to varying degrees, are depicted as spectacular, violent and hyper-masculine. Secondly, I go on to argue further that this idealisation of the white male athletic body is a reaction to broader social and cultural transformations, indicative of late-modern societies. That is, I suggest Men’s Health’s mantra of self-regulation is better understood as a call to white men to exercise greater embodied control in order to reaffirm jurisdiction and supremacy, during an epoch of uncertainty. Thirdly, following this line of argument, the paper contends that future readings of Men’s Health, and men’s magazines more broadly, must seek to understand better how racialised discourses inform dominant media representations of masculinities.

Listy Józefa Wittlina do Stefanii Kossowskiej (opracowanie tekstologiczne Paweł Kądziela)

A significant part of diverse epistolary works by Józef Wittlin have been published over the last several years. We are familiar with the poet’s letters to Roman Brandstaetter, Witold Gombrowicz, Wacław Iwaniuk, Jarosław Iwaszkiewicz, Zofia Starowieyska-Morstinowa, Juliusz Sakowski, Tymon Terlecki, Aleksander Wat, and with 82 letters to different recipients (e.g. Stefan Żeromski, Julian Tuwim, Ludwik H. Morstin, Stanisław Baliński), which were gathered by Tadeusz Januszewski in one volume. In 2014, a large volume Listy do redaktorów “Wiadomości” containing 23 Wittlin’s letters to Stefania Kossowska, the last editor of the weekly magazine, from the years 1969–1975 and edited by Janusz Olejniczak was published. Their manuscripts can be found in the archives of “Wiadomości”, which were donated by Kossowska to Nicolaus Copernicus University. Wittlin and Kossowska’s friendship lasted much longer and their letters prove that. During my stay in London in March 1987 Stefania Kossowska gave me an envelope with letters and postcards written by Wittlin in the years 1963–1974 and addressed to her. Considering the publication of other Wittlin’s letters to Kossowska, the edition of letters stored in my archives seems to be justified. The letters allow us to specify many facts related to the writer’s life. In Wittlin’s writing letters are something more important than just a commentary to his poetic, prose, essayistic, and translation works. They serve as a compliment to his literary activity as they were often created instead of essays, on the margins of the author’s experiences, thoughts or inspirational books he read. Successively announced bigger or smaller parts of letters by the author of Sól ziemi can be an indication of the future reading of the whole edition of letters put into chronological order.

The content of differentiated teaching future engineers reading in English

Inroduction. To improve students’ language proficiency level it’s necessary to develop professionally oriented English language reading competence. Therequirements for the training of future engineers and professionals needs determine the development of professionally oriented English language reading competence as one of the practical aims of foreign languageteaching in higher technical educational institutions. To implement it the content of teaching reading must be specified. Purpose. To determine components of professionally oriented English language reading competence and specify the content of differentiated instruction of English language reading of future engineers. Methods. Methodological literature has been analyzed to solve the problem mentioned above. Results. Professionallyoriented English language reading competence is defined as the ability and willingness of a reader to find, single out, understand, and evaluate professional information and to use it practically in their professional activity. The main components of professionally oriented English language communicative competence are knowledge, subskills, skills and abilities. The knowledge of the specific types of functional English texts and linguistic knowledge (lexical and grammatical) necessary for future engineers to understand professional information is referred to declarative knowledge.Procedural knowledge is social and cultural knowledge which students acquire while reading authentic scientific texts. It serves not only as means of communication but also a means of spiritual enrichment through knowledge of culture studied. Lexical and grammatical subskills of reading which ensure accuracy and understanding of information have been defined. The skills in the English reading as reading skills to ensure the completeness of comprehension and skills to ensure the depth of understanding of the text have been classified. Reading for gist and intensive reading are regardedas the main types in differentiated instruction. The ability to response adequately and apply skills in the process of reading the information in future career is referred to communicative reading abilities. Having described components of professionally oriented English language reading competence, we determined the procedural aspect of the content of differentiated instruction of English language reading of future engineers. Objective aspect of the content of differentiated instruction of English language readingconsists of four components. The first component includes areas of communication, appropriate situations, roles, communication goals, professional topics. Educational and professionally oriented topics are the main. The second component of the objective aspect of reading teachingcontent correlates with the need of development of linguistic and sociocultural competence of future engineers. The third component includes language material (lexical and grammatical). The fourth component includes strategies for mastering of professionally oriented English language readingcompetence. The following strategies have been singled out: Making Predictions, Wordbuilding, Making Inferences, Visualization, Making Summary, Grouping/classifying, Pattern Search. They help students with different language proficiency level to master professionally oriented English language reading competence. Conclusion. So, we have determined that oneof the practical aims of teaching English in higher technical educational institutions is development of professionally oriented English language reading competence. The basic structural components of English reading competence of future engineers and the objective and procedural aspects of the content of differentiated instruction of English language reading of future engineers have been defined.