Future Reading Research Articles

Children’s perceptions of the importance and value of reading

Fostering children’s engagement in regular recreational reading beyond independent skill acquisition is beneficial to promote continued literacy engagement. Regular recreational reading is associated with both literacy skill acquisition and maintenance across the life span. Children’s perceptions of the importance and value of reading can influence their motivation to read. However, it is not currently known if children continue to perceive the value of reading beyond the period of independent reading skill acquisition. Findings from a sample of 997 older elementary children indicate that some children may not recognise the value of reading beyond independent reading skill acquisition. This is particularly significant, as children who valued the practice of reading read with greater frequency. In addition, children’s subjective task valuing of reading was revealed through the scope of benefits they associated with engagement in the practice, which influenced their conceptualisation of its value. These findings have implications for future educational reading interventions, as fostering greater valuing of regular reading may enhance children’s reading engagement, with valuing of reading found to be an important component of children’s reading motivation.

Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers.

Reading aloud to children is a valued practice to promote emergent literacy and language skills that form the foundation for future reading success. We conducted a descriptive study of shared book reading practices between caregivers and their children with autism spectrum disorder (n = 17) and caregivers and their typically developing children (n = 20) to identify factors that can promote or inhibit children's engagement in reading. Caregivers and their children read nine books (familiar, non-fiction, fiction). Children with ASD demonstrated lower levels of passive engagement (looking at the book) and higher levels of non-engaged behavior compared to typically developing children. Caregiver reading quality and book type contributed to joint engagement during reading. Implications of these findings for intervention development are discussed.

현재 그리고 미래 읽기 공간의 성찰과 발견

현재 그리고 미래 읽기 공간의 성찰과 발견

Simulating reading acquisition: The link between reading outcome and multimodal brain signatures of letter\u2013speech sound learning in prereaders

During reading acquisition, neural reorganization of the human brain facilitates the integration of letters and speech sounds, which enables successful reading. Neuroimaging and behavioural studies have established that impaired audiovisual integration of letters and speech sounds is a core deficit in individuals with developmental dyslexia. This longitudinal study aimed to identify neural and behavioural markers of audiovisual integration that are related to future reading fluency. We simulated the first step of reading acquisition by performing artificial-letter training with prereading children at risk for dyslexia. Multiple logistic regressions revealed that our training provides new precursors of reading fluency at the beginning of reading acquisition. In addition, an event-related potential around 400 ms and functional magnetic resonance imaging activation patterns in the left planum temporale to audiovisual correspondences improved cross-validated prediction of future poor readers. Finally, an exploratory analysis combining simultaneously acquired electroencephalography and hemodynamic data suggested that modulation of temporoparietal brain regions depended on future reading skills. The multimodal approach demonstrates neural adaptations to audiovisual integration in the developing brain that are related to reading outcome. Despite potential limitations arising from the restricted sample size, our results may have promising implications both for identifying poor-reading children and for monitoring early interventions.

Instruction in District-Designed Intensive Summer Reading Programs

This study reports on the instruction provided in district-designed intensive summer reading programs. The Tier 3 intervention was provided to 374 students from 24 school districts who were not meeting the end of third-grade reading benchmarks; students were exiting third grade and entering fourth grade. Observations of the 40 classes were conducted near the beginning, middle, and end of the average 23 days of instruction, and analyzed to capture the proportion of time spent in various instructional groupings (e.g., whole class, small group) and components (e.g., phonological awareness, comprehension). Findings revealed that most time was spent in whole-class instruction, despite the need to offer students a more intensive intervention. Only two thirds of instructional time was spent specifically in reading-related activities. Approximately 30% of literacy instruction was code-focused (e.g., phonics), and 70% was meaning-focused (e.g., comprehension). The discussion addresses the alignment of observations with prior research on effective instruction and implications for designing future district-designed intensive summer reading programs.

Enhancing the Reading Development of Learners with Autism Spectrum Disorder

Foundational to autism spectrum disorder (ASD) are difficulties developing joint attention, social reciprocity, and language/communication. These challenges place children with ASD at risk for future reading failure. Research suggests that many school-aged children with ASD will learn the decoding skills necessary to effectively read text, but will struggle with comprehension. Yet, the reading profiles of learners with ASD also show great heterogeneity, with some also unable to effectively decode new words. The range of challenges associated with ASD highlights the need for comprehensive literacy/reading instruction that addresses both code- and meaning-focused skills from the earliest grades. This article will provide an overview of effective interventions that support both the code- and meaning-focused skills of learners with ASD. Specific examples of effective instructional practices for learners with ASD will be shared.

EFL Prospective Teachers’ Competency in Phonological Awareness: Impact on Teaching English Reading

Deficits in EFL teachers’ proficiency have surfaced recently as one of the possible factors contributing to children’s reading problems at their early encounters with literacy. Phonological awareness (PA) has dominated specialists’ interests well-timed with escalating reports containing more provoking evidence connecting children's reading disability with deficiencies in PA. This paper aims at investigating the impact of perceived proficiency, GPA, and gender of prospective teachers on shaping their future reading instruction detectable by prospective teachers' PA beliefs, awareness and knowledge. Towards this end, a four-section survey was administered to 158 pre-service EFL teachers. Results confirmed significant differences related to knowledge and beliefs at the expense of awareness.

Maternal reading fluency is positively associated with greater functional connectivity between the child’s future reading network and regions related to executive functions and language processing in preschool-age children

The role of the parent or educator in a child’s learning is a key feature in child development. Evidence supports the impact of early language exposure for future language and cognitive abilities and of home reading environment on neural circuits supporting language and reading. As shared parent–child reading is largely contingent on the reading ability of the parent, the aim of the current study was to explore association of parental reading ability on functional connectivity of brain networks involved with reading acquisition in their children.Twenty-two 4-year-old girls and their mothers participated in the current study. Maternal reading fluency was applied as predictors of functional connectivity analyses of a stories-listening functional MRI task.Results indicate a positive association between maternal fluency scores and greater functional connectivity between regions in the future reading network and brain regions supporting language and cognitive control in the children.Maternal reading fluency is important in facilitating development of a child’s reading network. Implications regarding shared reading are discussed, and an extended ecological model for child language and literacy development is proposed.

Modal height and modal flavor: the case of Wolof "di"

The Wolof imperfective auxiliary di is compatible with event-in-progress, habitualand future readings. Furthermore, while varieties of all these readings are available fordi when it sits in a syntactically low position, only future readings are available when it sitsin a syntactically high position. We aim to account for this puzzle by combining several ingredientsindependently motivated in the literature: (i) event-relative circumstantial modalityfor event-in-progress, habitual, and a subset of future readings; (ii) metaphyisical modality forgeneralized future readings; (iii) the idea that syntactic height determines the type of modalanchor that projects a modal base. This study contributes to our understanding of the relationbetween syntactic height and modal flavor, as well as the nature of modal-aspectual interactionscross-linguistically.Keywords: aspect, future, habitual, imperfective, modality, modal flavor, progressive.

Decreased functional connectivity of the salience network during narrative comprehension in children with reading difficulties: An fMRI study.

Dyslexia is a neurobiological learning disability, reflected through deficits in written (i.e. reading) but not in spoken language. Since written and spoken language rely on cognitive control abilities, we aimed to compare functional connectivity of the understudied salience network which is related to cognitive control in children with dyslexia vs. typical readers during a functional MRI narrative comprehension task. Although children with dyslexia showed similar comprehension levels as typical readers, neuroimaging data revealed children with dyslexia showed significantly decreased functional connectivity values of an independent component (IC) related to the salience network. The functional connectivity values in the salience network IC were negatively correlated with behavioral data of working memory in those with dyslexia. These findings further express that dyslexia is manifested through atypical involvement of neural circuits related to EF, specifically the salience network even when attending narratives. Since the salience network is related to switching abilities and error detection, future research should focus on strengthening these abilities early in life for better future reading outcomes.

Development of Organization Networks Towards Knowledge Management Excellent- From University of Agroscience Malaysia (UCAM) Perspective

This paper discussed about the knowledge management perspective-focuses on College University of Agroscience Malaysia UCAM elaborate the reasons on knowledge management initiatives, processes and implementations in an organizations. Many organizations (private or government) have invested heavily in knowledge management with the aim to build a knowledge capability and use it to achieve a competitive advantage. Research has shown, however, that not all knowledge management projects succeed. This paper has integrated studies on the impediments to knowledge management into a theoretical framework. Based on this framework First highlights the knowledge management itself. Secondly also included some scenarios raw situations and examples on the reasons and process, procedures and method on how to captured both tacit and explicit knowledge. This paper ended with simple conclusion and references for future readings

Identifying Criteria for the Evaluation of the Implications of Brain Reading for Mental Privacy

Contemporary brain reading technologies promise to provide the possibility to decode and interpret mental states and processes. Brain reading could have numerous societally relevant implications. In particular, the private character of mind might be affected, generating ethical and legal concerns. This paper aims at equipping ethicists and policy makers with conceptual tools to support an evaluation of the potential applicability and the implications of current and near future brain reading technology. We start with clarifying the concepts of mind reading and brain reading, and the different kinds of mental states that could in principle be read. Subsequently, we devise an evaluative framework that is composed of five criteria-accuracy, reliability, informativity, concealability and enforceability-aimed at enabling a clearer estimation of the degree to which brain reading might be realistically deployed in contexts where mental privacy could be at stake. While accuracy and reliability capture how well a certain method can access mental content, informativity indicates the relevance the obtainable data have for practical purposes. Concealability and enforceability are particularly important for the evaluation of concerns about potential violations of mental privacy and civil rights. The former concerns the degree with which a brain reading method can be concealed from an individual’s perception or awareness. The latter regards the extent to which a method can be used against somebody’s will. With the help of these criteria, stakeholders can orient themselves in the rapidly developing field of brain reading.

What the words do not say: SFS for children under the light of social semiotic theory case study: ‘Horis sosivio’

The research on short stories for children has focused in Greece mostly on their literary, pedagogical, linguistic and educational aspects. This paper attempts to approach Short Form Stories for children under the light of social semiotics, the main elements being the author’s choices in sign-creation process and its interpretation by the reader. In the case of short stories, the recipient is the child, who for the first time tries to decode without help the verbal text and to enter - symbolically but also in reality – to the literate society. This moment of the reader's first encounter with a multimodal text is crucial to her/his future reading behaviour. The paper examines the concept of the ‘Horis sosivio’ (without lifejacket) series, as evidenced at the level of visual design and the combination of text and image for the construction of meaning, as well as the interpretation of the visual text by preschool children as participants in meaning production.

Do prereaders’ auditory processing and speech perception predict later literacy?

Developmental dyslexia has frequently been linked to deficits in auditory processing and speech perception. However, the presence and precise nature of these deficits and the direction of their relation with reading, remains debated. In this longitudinal study, 87 five-year-olds at high and low family risk for dyslexia were followed before and during different stages of reading acquisition. The processing of different auditory cues was investigated, together with performance on speech perception and phonology and reading. Results show no effect of family risk for dyslexia on prereading auditory processing and speech perception skills. However, a relation is present between the performance on these skills in kindergarten and later phonology and literacy. In particular, links are found with the auditory processing of cues characteristic for the temporal speech amplitude envelope, rather than with other auditory cues important for speech intelligibility. Hereby, cues embedded in the speech amplitude envelope show to be related to a broad range of phonological precursors for reading. In addition, speech-in-noise perception demonstrates to operate as the most contributing factor for later phonological awareness and to be a predictor for reading mediated by the association with phonology. This study provides behavioral support for the link between prereading speech amplitude envelope processing and speech perception for future phonology and reading.

Communication about emotions during storybook reading: Effects of an instruction programme for children with Down syndrome

Purpose: Children with Down syndrome often have more restricted emotion expression and recognition skills than their peers who are developing typically, and potentially fewer opportunities to learn these skills. This study investigated the effect of the Strategies for Talking about Emotions as PartnerS (STEPS) programme on parents’ provision of opportunities for emotion communication using visual communication supports.Method: The study used a single-subject multiple-baseline across participants design with three parent–child dyads. Shared book reading was used as the context for parent instruction and data collection.Result: Parents increased their use of the emotion communication strategies immediately following an instructional session, and continued to use them for the remaining phases of the study. In turn, the children participated more actively in the discussion by making comments about emotions when parents provided more opportunities.Conclusion: The STEPS instructional programme is effective for improving parents’ provision of opportunities for discussing emotions during storybook reading with children who have Down syndrome. All parents indicated that they would use the strategy during future reading activities. This paper discusses the results of the study and directions for future research.

Linear combinations come alive in crossover designs.

Before learning anything about statistical inference in beginning service courses in biostatistics, students learn how to calculate the mean and variance of linear combinations of random variables. Practical precalculus examples of the importance of these exercises can be helpful for instructors, the target audience of this paper. We shall present applications to the "1-sample" and "2-sample" methods for randomized short-term 2-treatment crossover studies, where patients experience both treatments in random order with a "washout" between the active treatment periods. First, we show that the 2-sample method is preferred as it eliminates "conditional bias" when sample sizes by order differ and produces a smaller variance. We also demonstrate that it is usually advisable to use the differences in posttests (ignoring baseline and post washout values) rather than the differences between the changes in treatment from the start of the period to the end of the period ("delta of delta"). Although the intent is not to provide a definitive discussion of crossover designs, we provide a section and references to excellent alternative methods, where instructors can provide motivation to students to explore the topic in greater detail in future readings or courses.

Longitudinal Impacts of Print-Focused Read-Alouds for Children With Language Impairment.

Preschoolers with language impairment (LI) are prime candidates for early-literacy interventions, given their susceptibility for future reading difficulties. To date, most studies of early-literacy interventions for this population has assessed short-term impacts, with limited attention to whether initial effects are sustained over time. This study was designed to evaluate longitudinal impacts of print-focused read-alouds implemented by early childhood special education teachers for a clinic sample of children with LI. Assessment data available for 172 children with LI were analyzed to examine their print knowledge 1-year postintervention. Measures examined children's alphabet knowledge, print concepts, and name-writing skills, which were used to derive a print-knowledge composite. Results of hierarchical linear models examining children's print knowledge at 1-year postintervention showed that the effect size (d = 0.20) favoring the treatment group was similar to that observed one year prior (d = 0.21) at the end of intervention, suggesting that results did not fade over time. Results also showed that children with LI and comorbid low nonverbal cognition benefited the most from the intervention delivered 1 year earlier. The maintenance of short-term effects to 1-year postintervention supports the value of early childhood teachers using print-focused read-alouds to improve the early-literacy skills of children with LI in their classrooms.

Predicting Progression From Mild Cognitive Impairment to Alzheimer's Disease Using Autoregressive Modelling of Longitudinal and Multimodal Biomarkers

Mild cognitive impairment is a preclinical stage of Alzheimer's disease (AD). For effective treatment of AD, it is important to identify mild cognitive impairment (MCI) patients who are at a high risk of developing AD over the course of time. In this study, autoregressive modelling of multiple heterogeneous predictors of Alzheimer's disease is performed to capture their evolution over time. The models are trained using three different arrangements of longitudinal data. These models are then used to estimate future biomarker readings of individual test subjects. Finally, standard support vector machine classifier is employed for detecting MCI patients at risk of developing AD over the coming years. The proposed models are thoroughly evaluated for their predictive capability using both cognitive scores and MRI-derived measures. In a stratified five-fold cross validation setup, our proposed methodology delivered highest AUC of 88.93% (Accuracy = 84.29%) and 88.13% (Accuracy = 83.26%) for 1 year and 2 year ahead AD conversion prediction, respectively, on the most widely used Alzheimer's disease neuroimaging initiative data. The notable conclusions of this study are: 1) Clinical changes in MRI-derived measures can be better forecasted than cognitive scores, 2) Multiple predictor models deliver better conversion prediction than single biomarker models, 3) Cognitive score boosted by MRI-derived measures delivers better short-term ahead conversion prediction, and 4) Neuropsychological scores alone can deliver good accuracy for long-term conversion prediction.

Energy-Aware Adaptive Restore Schemes for MLC STT-RAM Cache

For the sake of higher cell density while achieving near-zero standby power, recent research progress in Magnetic Tunneling Junction (MTJ) devices has leveraged Multi-Level Cell (MLC) configurations of Spin-Transfer Torque Random Access Memory (STT-RAM). However, in orderto mitigate the write disturbance in an MLC strategy, data stored in the soft bit must be restored back immediately after the hard bit switching is completed. Furthermore, as the result of MTJ feature size scaling, the soft bit can be expected to become disturbed by the read sensing current, thus requiring an immediate restore operation to ensure the data reliability. In this paper, we design and analyze a novel Adaptive Restore Scheme for Write Disturbance (ARS-WD) and Read Disturbance (ARS-RD), respectively. ARS-WD alleviates restoration overhead by intentionally overwriting soft bit lines which are less likely to be read. ARS-RD, on the other hand, aggregates the potential writes and restore the soft bit line at the time of its eviction from higher level cache. Both of these two schemes are based on a lightweight forecasting approach for the future read behavior of the cache block. Our experimental results show substantial reduction in soft bit line restore operations, delivering 17.9 percent decrease in overall energy consumption and 9.4 percent increase in IPC, while incurring negligible capacity overhead. Moreover, ARS promotes advantages of MLC to provide a preferable L2 design alternative in terms of energy, area and latency product compared to SLC STT-RAM alternatives.

Phonemic awareness development in 2.5- and 3.5-year-old children: an examination of emergent, receptive, knowledge and skills

The National Institutes of Health has deemed illiteracy a national health crisis based on reading proficiency rates among American children. In 2002, the National Early Literacy Panel identified six pre-reading skills that are most crucial precursors to reading mastery and predict future reading outcomes. Of those skills, phonological awareness, and in particular phonemic awareness, is the strongest independent predictor of early reading outcomes. However, limited research has addressed the development of these component skills due in part to the fact that many of the measures used to assess sub-skills such as phonemic awareness are oral production measures that cannot easily be administered with children under the age of five, and are not designed to detect implicit or emerging knowledge. To address this limitation, we developed and administered two receptive measures of phonemic awareness to 2.5- and 3.5-year-old children. We found evidence for the emergence of this component skill earlier in ontogeny than is currently acknowledged in the literature. Overall, children performed at above chance rates on measures of receptive phonemic awareness at the level of the individual phoneme as early as 2.5-years-old. Results are discussed in terms of the need for a paradigm shift in prevailing models of how phonological awareness develops, as well as the potential to identify children at-risk for reading failure at an earlier point in ontogeny than is currently feasible.