Future Reading Research Articles

The Use of Think-Aloud in Assisting Reading Comprehension among Primary School Students

Reading strategies are seldom taught to students despite their importance in aiding reading comprehension. This study aimed to examine the effectiveness of the think-aloud strategy and investigate primary school students' perception of using the think-aloud strategy in assisting their reading comprehension. Twenty-seven primary school students were introduced and trained to use the think-aloud strategy through teacher-modelling and reciprocal think-aloud with comprehension passages related to the relevant English curriculum. Questionnaires and interview sessions were conducted to gather information on how the students perceive the use of think-aloud in reading comprehension. Findings revealed that students have positive perceptions towards using think-aloud as a reading strategy in their reading comprehension and were keen on using the strategy in their future reading.

Development of an in vivo technique for dose verification at the prone breast board / skin interface.

Due to the limited height of commercial prone breast boards, large or pendulous breasts may contact the base layer of the board during simulation and throughout the course of treatment. Our clinic has historically identified and marked this region of contact to ensure reproducible setup. However, this situation may result in unwanted hotspots where the breast rests atop the board due to electron scatter. In this study, we performed in‐vivo dosimetric measurements to evaluate the surface dose in regions of contact with the immobilization device. The average dose and hotspot were identified and evaluated to determine whether plan modifications were necessary to avoid excess skin toxicity at the skin/breast board interface. The film method results were validated against a commissioned in vivo OSLD dosimetry system. Radiochromic film measurements agreed with OSLD readings (n = 18) overall within 1%, σ = 6.4%, with one deviation of >10%. Pertinent information for the physician includes the average, maximum, and minimum doses received at the film interface. Future readings will not require OSLD verification. Physicians now have access to additional spatial data to correlate skin toxicity with doses delivered at the skin/breast board interface. This new technique is now an established procedure at our clinic, and can inform future efforts to model enhanced methods to calculate the dosimetric effects from the prone breast board in the treatment planning system.

The Absurdity of Recall (Nostalgia) and the Tendency towards Future Reading in Imru' al-Qais’s Nuniyya

The Absurdity of Recall (Nostalgia) and the Tendency towards Future Reading in Imru' al-Qais’s Nuniyya

Predicting future poor readers from pre-reading visual skills: A longitudinal study

Reading is essential for learning, from literature to physics, from paper to screens on e-readers and smart phones. Even if it is well known that learning to read implies good language skills, children also need to develop good oculomotor and visual-perception skills. Thereby, any deficits in visual processing may affect learning. The possible impact of visual deficits is rarely considered, especially with regard to eye movements and visual perception. Hence, these deficits are usually discovered much later or remain undiagnosed. The present study aimed at assessing the usefulness of visual processing related measures in the early detection of reading difficulties. Visual skill differences that are apparent early in kindergarten might provide predictive insights into risk for learning difficulties at school entry. We used a prospective, longitudinal approach where visual processes (assessed with the Developmental Eye Movement (DEM) test) were measured in 51 preschoolers, and the impact of these processes on future reading development was explored one year later, in Grade 1. Results showed that (1) 31% of our sample of preschoolers showed visual processing impairments (without any clinical complaints) and (2) reading accuracy and speed in first graders were significantly correlated with visual skills assessed in kindergarten, thus confirming the significant role of oculomotor and visual-perception processes in the acquisition of reading skills. These suggests the potential for these measures to be used clinically for identifying children at risk for low academic achievement, enabling appropriate targeting of early interventions.

‘게임적 리얼리즘’으로 본 미래의 읽고 쓰기 감각- 사쿠라자카 히로시, All You Need Is Kill 에 대한 재해석을 중심으로-

‘게임적 리얼리즘’으로 본 미래의 읽고 쓰기 감각- 사쿠라자카 히로시, All You Need Is Kill 에 대한 재해석을 중심으로-

Building Comprehension Skills of Young Children With Autism One Storybook at a Time.

Purpose Reading involves the ability to decode and draw meaning from printed text. Reading skill profiles vary widely among learners with autism spectrum disorder (ASD). One fairly common pattern is relative strength in decoding combined with weak comprehension skills-indicators of this profile emerge as early as the preschool years. In order for children with ASD to develop a facility with language that prepares them for reading success, practitioners must intentionally create and provide appropriate instruction practices. Method In this tutorial, we describe ways in which practitioners can support language development and comprehension skills for children with ASD within the context of shared reading activities. We begin by providing known information about the reading performance of children with ASD using the Simple View of Reading as our guiding conceptual framework. Next, we present a number of practical, evidence-based strategies that educators can implement within the context of shared book reading activities. Case studies are embedded throughout the tutorial to demonstrate how practitioners may apply these strategies in their instructional settings. Conclusions Shared book reading interventions are a well-studied, developmentally appropriate approach for bringing about change in language and literacy in early childhood. The success of shared reading depends upon rich communication and interaction between the adult reader and the child. Many children with ASD will require strategies to support social communication and emergent literacy skill development (e.g., vocabulary knowledge, language comprehension) that are specifically linked to future reading comprehension.

Making sense of sensory input

This paper attempts to answer a central question in unsupervised learning: what does it mean to “make sense” of a sensory sequence? In our formalization, making sense involves constructing a symbolic causal theory that both explains the sensory sequence and also satisfies a set of unity conditions. The unity conditions insist that the constituents of the causal theory – objects, properties, and laws – must be integrated into a coherent whole. On our account, making sense of sensory input is a type of program synthesis, but it is unsupervised program synthesis.Our second contribution is a computer implementation, the Apperception Engine, that was designed to satisfy the above requirements. Our system is able to produce interpretable human-readable causal theories from very small amounts of data, because of the strong inductive bias provided by the unity conditions. A causal theory produced by our system is able to predict future sensor readings, as well as retrodict earlier readings, and impute (fill in the blanks of) missing sensory readings, in any combination. In fact, it is able to do all three tasks simultaneously.We tested the engine in a diverse variety of domains, including cellular automata, rhythms and simple nursery tunes, multi-modal binding problems, occlusion tasks, and sequence induction intelligence tests. In each domain, we test our engine's ability to predict future sensor values, retrodict earlier sensor values, and impute missing sensory data. The Apperception Engine performs well in all these domains, significantly out-performing neural net baselines. We note in particular that in the sequence induction intelligence tests, our system achieved human-level performance. This is notable because our system is not a bespoke system designed specifically to solve intelligence tests, but a general-purpose system that was designed to make sense of any sensory sequence.

Hillis Malheur, Open Case

Hillis Malheur, Open Case Sigi Jöttkandt (bio) Hillis loved secrets — literary secrets like indecipherable messages, cryptonyms and paronomastic puzzles such as the word/thing/name/story he discovers in Odradek, the object of Franz Kafka’s strange little tale, “Die Sorge des Hausvaters” (1919). He also loved what he, following Jacques Derrida, called “literature’s secret” — the secret specific to written language that will always remain “hidden behind the appearances that tell of it.” Another secret, hidden in plain sight, was the book series he clandestinely edited - clandestine because he didn’t have the time for the inevitable flood of submissions that would otherwise débouche onto his desk — for Open Humanities Press. OHP, acronym of an experiment in freedom, a projection over the academy’s head of a non-rational assemblage delivered over to an unpatrollable highway of textual combinations, was nursed into being by Hillis after its chance conception at a conference in Gent, Belgium. Hillis always was and is OHP — open, headless, (im) proper. Shapeshifting in his multiple roles as our first editorial board member, author, reader, journal advisor, mentor, Hillis cycles through OHP’s letters, spinning them forwards and backwards like an Odradekian top, a spool whose threads both catch and unwind from Hillis’s signature intellectual and personal generosity, each book a serial extension of a reading praxis in different dimensions, ungoverned by the “unstructuring structure” of this giant hill at OHP’s heart. One can say of OHP, as Hillis did of Odradek in Literature Matters (2016), “I can see how such an apparatus might stand upright, but I do not see how it can move so nimbly up and down the stairs, down the corridors, in the hallway, in the attic.” An “unworking machine,” “techné without technician,” OHP senselessly keeps doing its own thing while inviting multiple performative actions and iterations. Tom Cohen (OHP’s second Editorial Board member, and co-editor, with Claire Colebrook of our Critical Climate Change/Critical Climate Chaos: Irreversibility series) introduced one to the “bad Hillis,” a “Hillis le mal” in the shape of the amiable uncle whose suitcase contains a ticking time-bomb, a black hole. For OHP, he was Hillis the Miller, tilling the academy’s ground for thought miracles, attentive to the full diversity of projects that flourished, snowballing under his care: “Let a thousand flowers bloom!” As he asks repeatedly in Twilight of the Anthropocene Idols (2016), “what does it really say?” Hillis always haunts in advance of every reading, recalling one to the “unpredictable way” that the work is an event, programming, encoding and encrypting its future readings: “the poem, though not the poet, foretells, foreshadows, foresees, prefigures, or even brings about performatively the meaning and force it comes to have.” Meaning is Nachträglich, retroactive and “the first item,” he reminds, “is not a beginning nor is the last word an end.” This leads me to rephrase another of his signature questions, “should we read and publish theory now (and if so, how)?” His inevitable response: if the work “urgently calls on one to do so.” We have yet to know what Hillis’s mysterious valise really contained beyond, as Cohen puts it, “the possibility not only of suspending the hermeneutic reflexes but openness to something beyond their perceptual regime and anthropocentric police of it.” An open case, Hillis has left an impenetrable message for humanity in its illest hour, his legacy an “inscription in black ink, exemplifications of the technicity of the letter, written on the nose of someone drowning in black ink.” So yes, work to do. [End Page 16] Sigi Jöttkandt Sigi Jöttkandt is an Associate Professor of English at the University of New South Wales, Australia. She is author of Acting Beautifully: Henry James and the Ethical Aesthetic (2005), First Love: A Phenomenology of the One (2010) and numerous essays on psychoanalysis, literature, and philosophy. She is also a co-founding Director of Open Humanities Press (www.openhumanitiespress.org). Copyright © 2021 American Book Review

Wordsworth and Reading's Promise

Wordsworth and Reading's Promise Stacey McDowell (bio) In the grasmere journal entry for march 23, 1802, Dorothy Wordsworth describes a cozy night spent with her brother at Dove Cottage: he is now reading Ben Jonson I am going to read German it is about 10 o clock, a quiet night. The fire flutters & the watch ticks I hear nothing else save the Breathings of my Beloved & he now & then pushes his book forward & turns over a leaf.1 Dorothy traces a continuity between William's current action and her anticipated one: "he is now reading … I am going to read." Her future reading is enfolded within the rhythms that punctuate the present. "The fire flutters & the watch ticks" in time with his breathing and the steady pace of his reading, "& he now & then" turns a page. Another "&" where we might expect "as" suggests continuance more than just simultaneity. Dorothy's slipping from "he is now reading" to "I am going to read" then back to the present o'clock, without conjunction or punctuation, lends a sense of convergence to their actions. Or it might be just a slip of the pen, the off-handedness of journal writing. What marks the difference between togetherness and coincidence, between doing something together and simply happening to do it at the same time? While Dorothy's "going to read" intention aims to coincide with the "is now reading" of her brother, each sibling will yet remain separately absorbed in his or her own book—Jonson or German respectively. Something peculiar about the shared solitude of reading in company helps to tease out the possibilities and limits of togetherness, which Dorothy's example locates in a sense of presence felt in the rhythms of time. Her journal is full of instances of reading alongside William, sometimes with her sister-in-law, Mary, and sometimes with Coleridge. The collaborative practices of the Wordsworth circle have long-since qualified the image of the solitary poet, and more recent work on reading studies, biography, and friendship has drawn out the frequent companionability of the Wordsworths' reading [End Page 57] habits, too.2 Yet William himself rarely describes instances of reading in company. Descriptions of reading in his poems more often invoke an absent reader—someone who for the time being is physically remote or else someone who has died. Imagining what or how that person would read if he or she were still around to do so keeps up a distant sense of relationship. While Dorothy's scene of reading cherishes the immediacy of presence, it nonetheless offers a suggestive way into thinking about William's absent readers because of the way togetherness in her example is secured by but also contingent on time. The journal entry was written during the lead-up to William's marriage to Mary Hutchinson and so, as Lucy Newlyn notes, it "memorialized the last months of Dorothy's life alone with William."3 Commemorating the domestic rhythms of the siblings' past years together—and in a finite time to come—was a way of facing the uncertainty of that coming change. Deidre Lynch has described how reading can lend shape and continuity to routine, as is vividly evoked when she imagines traveling back in time equipped with "an especially sensitive stethoscope" to listen in on Romantic-era readers and hear, as if it were a heartbeat, or a kind of bass line, pounding beneath the louder noise of public history, the rhythm that the inhabitants steadily beat out as, turning pages they had turned before, often at the same time of the week or year as before, reciting according to schedule the familiar words they had recited before, they conformed to their bookish routines.4 This clocking of time through the rhythms of reading is extended in Christina Lupton's account to include all those as-yet-unread books we tell ourselves we are going to read in the time to come. Poised within the present tense of William's turning pages, Dorothy's, "I am going to read," performs at a more immediate and local level something of the reparative shaping of time that Lupton describes: "there's a...

Kindergarteners’ spatial skills and their reading and math achievement in second grade

Children's early cognitive skills are believed to be associated with their later academic achievement and even lifelong success. Among various cognitive skills, spatial skills are considered a strong predictor of children's future math and reading performance. This study examined the relations between Chinese kindergarteners’ spatial skills and their subsequent math and reading achievement in second grade. Spatial skills (spatial perception, spatial visualization, and mental rotation), vocabulary, working memory, self-regulation ability, and academic competencies of 182 Chinese children were assessed in their last year of kindergarten. Follow up tests were then conducted on the children's academic competencies in math and reading in second grade. After controlling for demographics and a range of early domain-general and academic skill variables in a multilevel model, the unique associations between the children's early spatial skills and their academic achievement in second grade were assessed. The results showed that the children's spatial visualization ability in kindergarten was positively related to their math and reading performance in second grade. The children's spatial perception ability was also positively associated with their math performance in second grade. No association was found between early mental rotation and academic performance in second grade. Overall, the findings suggest that early spatial skills may have long-term effects on children's academic achievement in primary school. The effects need to be understood in the Chinese sociocultural context. The implications of the findings are discussed.

The Theatre and Films of Conor McPherson: Conspicuous Communities by Eamonn Jordan

Reviewed by: The Theatre and Films of Conor McPherson: Conspicuous Communities by Eamonn Jordan Susan Cannon Harris THE THEATRE AND FILMS OF CONOR McPHERSON: CONSPICUOUS COMMUNITIES. By Eamonn Jordan. Critical Companions series. London: Bloomsbury Methuen Drama, 2019; pp. 248. What exactly does one want from a “critical companion”? That is the question I was left with after finishing The Theatre and Films of Conor McPherson: Conspicuous Communities (2019), the most recent entry in the Critical Companions series published by Bloomsbury for its Methuen Drama imprint. Edited by Patrick Lonergan and Kevin J. Wetmore Jr., the series runs to about thirty volumes, some dedicated to genres, movements, or histories, and others to single authors. Eamonn Jordan’s contribution follows the series formula: about 85 percent of the book is written by him, with the remaining 15 percent made up of a cluster of short pieces by other authors who provide “alternative perspectives”—in this case, an interview with McPherson, critical essays by Lisa Fitzpatrick and Maha Alatawi, and a brief musing by New York Times theatre critic Ben Brantley. Although Jordan is listed as sole author, this book is thus neither a scholarly monograph nor an edited collection, but a kind of lopsided hybrid. Possibly this model was designed for the volumes that synthesize a large body of disparate material into a coherent narrative, with the critical essays [End Page 125] then rectifying some of that narrative’s omissions. Even so, as I worked my way through The Theatre and Films of Conor McPherson, I began to wonder about the purpose of the book-length, single-author survey. If the goal is to gather all the information a scholar might need about a particular figure in one place, it seems to me that something digital and easily updated would do a better job, at least for authors who are still alive and productive. If the purpose is to lay down a baseline for future critical readings of that author’s work, then at some point analysis and interpretation have to take precedence over the collection of information. If the purpose is to provide instructors with contextual material to assign to students along with the plays and films, then we would expect whatever chapter we are assigning to make a clear argument about the work that could then be expanded on or debated in discussion. The Theatre and Films of Conor McPherson only really fulfills the first of these expectations. It provides a comprehensive overview of McPherson’s career in theatre, film, and television, from the early monologue plays of the 1990s through the Bob Dylan–inspired musical Girl from the North Country (2017). It is organized thematically around McPherson’s favorite modes and preoccupations, some familiar (monologue plays, the supernatural) and some more surprising (there is a chapter on “Apocalyptic Dispossessions” and another on Christmas). Even readers familiar with McPherson’s catalog will be introduced to new works, whether it be the profoundly unsettling two-hander Come on Over or the differently disturbing BBC miniseries Paula. As in his earlier Dissident Dramaturgies, Jordan provides valuable accounts of first productions. He also helpfully collates the first round of critical responses to many of these plays and films. Jordan notes in his introduction that he tried “to be as comprehensive as possible about each work” he discusses (5), and in this he has very much succeeded. Jordan also promises readers an analysis and interpretation of McPherson’s work that will take in “gendered arguments” (11) but focus on McPherson’s engagement with neoliberalism. Here the results are mixed. Jordan argues that McPherson’s fascination with small-time crooks is a critique of “the ‘commodification of everything’” that avoids “being simplistically hostile to contemporary capital, which most critics of neoliberalism seem to be” (11–12). This is a reasonable and promising approach. But here as in so many of the later chapters, Jordan marches the reader plot point by plot point through each of the works discussed until analysis is overwhelmed by summary. Chapter after chapter strikes out in a promising direction, only to lose its way in a forest of information and wander into anticlimax. For instance, Jordan devotes a section of his...

Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure: Predicting First-Grade Reading from Kindergarten Entry Assessment (KEA) Data

ABSTRACT Research Findings: This study used data from a large-scale kindergarten entry assessment (KEA) to understand how well two state screening measures, administered at school entry, predicted the first-grade reading outcomes of a large sample of first-time kindergarteners (N=5,480) at high risk for future reading failure. We examined young children’s emergent literacy and behavioral self-regulation skills in the fall of kindergarten in relation to decoding skills in the spring of first grade. We also explored whether behavioral self-regulation moderated the effect of emergent literacy on first-grade reading outcomes. Consistent with prior research, results of multilevel regression models revealed that scalable measures of emergent literacy and behavioral self-regulation, assessed via a multidimensional KEA, positively predicted literacy outcomes in first grade, with a stronger association for emergent literacy. Additionally, school-entry behavioral self-regulation moderated the effect of children’s initial emergent literacy skills on first-grade decoding, such that stronger than average behavioral self-regulation partially compensated for weak emergent literacy at school entry. Practice or Policy: Findings underscore the importance of screening young children on both academic and non-academic domains of school readiness and of seeking to understand children’s risk of reading failure from multiple perspectives.

Technical Reading and Writing Skills and Their Relationship with Linguistic Processes in Children with a Cleft (Lip and) Palate: A Comparison with Peers

Introduction: Poor word decoding skills and writing skills can impact job opportunities and psychosocial functioning. Despite the importance of identifying possible literacy problems for the child’s future performance, there seems to be no consensus on this topic in children with a cleft of the palate with or without a cleft of the lip (CP±L). The aim of this study was to investigate reading and writing skills and their relationship with linguistic processes in Dutch-speaking children with a CP±L compared to a group of children without a CP±L. Methods: Twelve children with a CP±L and 12 children without a CP±L (age range 7–12 years) were included in the study. The 2 groups were matched based on age, gender, and socioeconomic status. An assessment battery including language, reading, and writing tests was administered to both groups. Results: No statistically significant differences in reading and writing skills were found when comparing children with and without a CP±L. Interestingly, a moderate correlation was found between the children’s reading skills and phonological awareness. Moderate correlations were also revealed between writing skills and several working memory tasks. Discussion/Conclusion: Our findings did not provide evidence for any difference in word decoding skills and writing skills between children with a CP±L and their peers. Some linguistic processes, more specifically phonological awareness and working memory, are important factors that contribute to the child’s literacy development. Identification of these linguistic skills can provide important information on the child’s future reading and writing performance. Future studies should increase sample sizes to confirm these results.

The Impact of Tablets and Apps on Language Development

Young children's development of early literacy and language skills are strong predictors of future reading and writing ability. These skills in turn predict future health, well‐being, and success. ...

Are the relations of rapid automatized naming with reading and mathematics accuracy and fluency bidirectional? Evidence from a 5-year longitudinal study with Chinese children.

Despite the widespread use of rapid automatized naming (RAN) tasks in reading and mathematics research, little is known about the direction of their relation. Thus, in this longitudinal study, we examined the direction of the relation between RAN and reading/mathematics accuracy and fluency. One-hundred and eighty-three Grade 1 Chinese children from Shanghai (84 girls and 99 boys; Mage = 85.98 months, SD = 3.76) were followed until Grade 5 and were assessed annually on RAN, reading, and mathematics. The results of standard cross-lagged analyses indicated that the effects were unidirectional (earlier RAN predicted future reading and mathematics fluency), specific (earlier RAN predicted further growth only in fluency outcomes), and consistent (with one exception, earlier RAN predicted every subsequent reading and mathematics fluency). Theoretical implications of these findings are discussed in light of the language in which the study was conducted and the developmental span covered. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Functional connectivity in the developing language network in 4-year-old children predicts future reading ability.

Understanding how pre-literate children's language abilities and neural function relate to future reading ability is important for identifying children who may be at-risk for reading problems. Pre-literate children are already proficient users of spoken language and their developing brain networks for language become highly overlapping with brain networks that emerge during literacy acquisition. In the present longitudinal study, we examined language abilities, and neural activation and connectivity within the language network in pre-literate children (mean age=4.2years). We tested how language abilities, brain activation, and connectivity predict children's reading abilities 1year later (mean age=5.2years). At Time 1, children (n=37) participated in a functional near infrared spectroscopy (fNIRS) experiment of speech processing (listening to words and pseudowords) and completed a standardized battery of language and cognitive assessments. At Time 2, children (n=28) completed standardized reading assessments. Using psychophysiological interaction (PPI) analyses, we observed significant connectivity between the left IFG and right STG in pre-literate children, which was modulated by task (i.e., listening to words). Neural activation in left IFG and STG and increased task-modulated connectivity between the left IFG and right STG was predictive of multiple reading outcomes. Increased connectivity was associated later with increased reading ability.

Electronic Mail Classification System Based on Machine Learning approach

In current times, users depend comprehensively on electronic communication ways such as electronic mails as it is considered a foremost source of communication. A vast amount of time is invested in electronic mail for communication in the information technology field, due to which electronic mail management has become a prominent feature among the mailing applications. Electronic mail classification comes under this type of management which helps the expert to eliminate the time invested during un-necessary mail reading. Also, the content of electronic mail is further used in the analysis for future prediction and reading behaviors in which a good mail classification system would reduce a lot of time and resources. Conventionally many other systems or methods are present and widely popular in the market but there is no such system that achieves high accuracy. This paper proposes a novel electronic mail classification system that is based ensemble technique which combines the result of many classifiers to achieve good accuracy. Keyword : Electronic communication, Electronic mail, Content Analysis, Classifiers, Feature extraction.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills.

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12-17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter-sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

Arzamas-team: literature on the way to the genre of absolute frankness

The first book of the untimely departed literary critic Vladimir Krasnokutsky (1943–1980) is considered. Spreading a colossal white spot on the research map of Russian literature in the form of a certain "secondary" genre of memoir literature with its installation on absolute truth and at the same time very rough, arbitrary implementation with confidence, can now take its full place on the general literary map. The block of materials on the literary society "Arzamas" with its unique concentration of the playing principle in Russian literature will also not be lost in the "Arzamas text" that has already developed by now. The relevance of future readings of Pushkin, Turgenev, Dostoevsky, Solzhenitsyn is shown.

Evaluating the Effects of Instructional Prompts and Strategic Incremental Rehearsal on the Letter Identification Mastery of Two Typically Developing Kindergarteners.

Letter identification impacts the developmental progression of future reading skills. In this study, we evaluated the effects of instructional prompts on letter identification in a single-subject design for 2 kindergarten students who experienced difficulties with letter identification skills. In Phase 1, we evaluated the number of letters participants correctly identified without instructional prompts, and in Phase 2, we evaluated the effects of 2 different instructional prompts and rewards. Phase 3 evaluated the combined effects of strategic incremental rehearsal (SIR) and the most effective instructional prompt identified in Phase 2. Results showed that an effective, yet different instructional prompt was identified for each participant and that SIR plus an instructional prompt was effective for further increasing both participants' correct letter identification. The results of this study demonstrated a useful and effective method for identifying instructional prompts, strategies, or other interventions that improve students' academic responding.