Improve Reading Performance Research Articles

Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties.

This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students (n = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based on their performance in word reading (WR) and listening comprehension (LC). Three latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%), (b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC with moderate WR difficulties (4%). Analyses examining the associations between cognitive attributes and group membership indicated students with lower performance on cognitive predictors were more likely to be in a severe subgroup. Implications for educators targeting improved reading performance for upper elementary students with significant reading difficulties were discussed.

Internal Task-Aware Command Scheduling to Improve Read Performance of Embedded Flash Storage Systems

Many NAND flash storage systems access flash memories by generating flash commands to process input/output (I/O) requests from a host system. Because the order in which flash commands are processed affects the I/O performance, command scheduling has been performed in previous studies to prioritize flash read commands for improving the read performance. However, in addition to the flash commands for accessing user data requested by the host, flash commands for internal tasks that improve the I/O performance and operation efficiency of the flash storage are issued. Particularly in embedded flash storage, the flash commands by the map cache management have a significant influence on the latency of I/O requests. The processing time of the I/O request depends on the execution time of the flash commands for mapping information and the flash commands for user data. In this paper, we propose command scheduling to improve read performance to address the occurrence of map flash commands. Priority is given to the flash read and program command from the read request, and among these commands, the flash command originating from the read request, which has a shorter processing time, is executed first. Consequently, the waiting time of the flash command is reduced, thereby improving the read latency. Experiments conducted with real workloads show that the proposed scheduling scheme reduces the average read latency by up to 51% compared with the existing scheduling scheme and demonstrates an effective performance improvement in a small map cache.

Read-Ahead Efficiency on Mobile Devices: Observation, Characterization, and Optimization

Read-ahead schemes have been widely used in page cache to improve read performance of Linux systems. As the Android system inherits the Linux kernel, the traditional read-ahead scheme is directly transplanted to mobile devices. However, request sizes and page cache sizes on mobile devices are much smaller, which may degrade read-ahead efficiency and therefore hurt user experience. This article first observes that many pages pre-fetched by read-ahead are unused, which causes frequent page cache eviction. And these evict operations could induce extra access latency, especially when write-back is conducting. Then, this article proposes a new analysis model to characterize the factors that closely relate to the access latency. It is found that there exists a trade-off between read-ahead size and access latency. Finally, this article proposes two optimized read-ahead schemes to exploit this trade-off under different situations. Size-tuning scheme aims to find the proper maximum size of read-ahead according to the characteristics of mobile devices. While MobiRA scheme improves the read-ahead efficiency by dynamically tuning read-ahead size and stop-settings. Experimental results on real mobile devices show that the proposed schemes can increase the efficiency of read-ahead scheme and improve the overall performance of mobile devices.

Design of 10T SRAM cell with improved read performance and expanded write margin

The need of genuine processors operation improvement cultivates the necessity for reliable, low power and fast memories. Several challenges follow this improvement at lower technology nodes. The impact of variability of process, temperature and voltage, on different performance parameters turns out to be most relevant issues in the nanometre SRAM design. The authors propose a 10T SRAM circuit that shows reduction in read power dissipation while maintaining fair performance and stability. Impression of process parameter variations on various design metrics such as read power, read current and data retention voltage of the proposed cell are presented and compared with already proposed SRAM cell. The projected topology offers differential read and single-ended write operation. The read margin and write margin are enhanced by 8.69% and 16.85% respectively in comparison to standard 6T SRAM cell even when single-ended write operation is performed. Furthermore, the read and write delay of projected topology improve by 1.78× and 2.326× in comparison with conventional 6T bit SRAM cell. In FF process corner, the proposed topology shows lowest data retention voltage (DRV) and minimum variation in DRV with temperature. Out of all considered topologies, the proposed circuit is optimized to minimum power delay product during read operation. Further, standby power and read power of proposed 10T cell is reduced by 34.65% and 2.03× in contrast to conventional 6T SRAM at 0.9 V supply voltage. Analysis of process variations tolerance read power and read current is also presented with 45 nm generic process design kit technology file using cadence virtuoso tool.

Construction of Cognitive Maps to Improve Reading Performance by Text Signaling: Reading Text on Paper Compared to on Screen.

Reading text from a screen has been shown to be less effective compared with reading text from paper. Various signals may provide both background information and navigational cues, and may promote the construction of cognitive maps during on-screen reading, thus improving reading performance. This study randomly divided 75 college students into a paper reading group and an on-screen reading group. Both groups were tested for navigation and reading comprehension in response to three different forms of signaling (plain text, physical signaling, and verbal signaling). The results showed that when plain text was presented, the navigation and comprehension scores of the paper reading group were significantly higher than those of the on-screen reading group. However, no significant difference was found between both groups under signaling conditions. The navigation and comprehension scores of both groups were significantly higher under signaling conditions than under plain text. Moreover, the comprehension score of the on-screen reading group under physical signaling was significantly higher than that under verbal signaling. This research suggested that signals help to construct cognitive maps and effectively improve reading performance. Besides, physical signaling, such as underlining and bold formatting, is more effective for on-screen reading. The present study provides a practical and effective approach for improving on-screen reading based on cognitive map theory.

Usability of smartphone apps as reading aids for low vision patients

Purpose Reading is one of the main complaints of low vision patients referred for visual rehabilitation, since it is fundamental for full participation in modern society. The purpose of this study was to analyse the usability of free smartphone apps with magnification tools as digital aids for reading visual rehabilitation in low vision patients. Methods Low vision adult patients were included regarding the following criteria: best-corrected visual acuity in the better-seeing eye from 0.6 to 1.3logMAR, previous habit of smartphone use, without former aid adaptation. Android system was used for the selection of three applications (apps) to be tested as digital reading aids. Visual acuity (VA) for near, reading acuity (RA) and reading speed (RS) using each app were measured. The participants were also asked about apps usability concerning accessibility, focus adjustment and text tracking. Results Seventeen participants (10 females – 58.8%) with ages ranging from 26 to 73 years (mean = 45.2 ± 13.1 years) were included. Mean binocular VA, RA and RS without the apps were respectively 1.00 ± 0.22 logMAR, 1.01 ± 0.28 logMAR and 41.7 ± 28.6 words/minute. Statistically better visual and RA results through the apps were found with a mean ≥9-line gain for both, and no significant difference for RS was found. All apps achieved good usability scores (means > 7). Conclusions All tested apps provided improvement in VA and reading performance, with proven usability. Free smartphone apps for magnification should be considered in reading rehabilitation programmes for low vision patients. Implications for rehabilitation Reading is essential for performing productive daily activities and for full participation in modern society, being a clinical indicator of visual function and quality of life. Difficulty in reading is one of the main complaints of low vision patients referred for visual rehabilitation. Smartphone apps for magnification and readability optimization of printed texts may provide improvement in visual acuity and reading performance of low vision patients. Digital technologies should be considered in the low vision reading rehabilitation programme since they provide additional advantages such as accessibility, cost, portability and social acceptance. Usability is the user’s experience when interacting with a software application and associated with pleasantness, usefulness, ease of use, safety and efficiency. Low vision patient’s feedback on the usability of assistive technologies is important for a successful visual rehabilitation which meets his/her needs and expectations.

A comparison of embodied methods to improve Chinese children's reading comprehension: observed and participant performed manipulations

BackgroundPhysically manipulating objects according to texts can improve reading performance. This study examined whether these benefits can also be achieved via observing these manipulations or whether, because of an additional involvement of an action system, the physical manipulation might induce larger effects.MethodsIn total, 134 second graders and 140 fourth graders completed tasks measuring reading comprehension, nonverbal intelligence, rapid automatised naming, working memory, morphological awareness and phonological awareness. Each child was assigned to one of three groups: rereading, observed manipulation and participant‐performed manipulation. Those in the observed manipulation group were asked to reread the story while simultaneously watching a video of corresponding manipulations. Those in the participant‐performed manipulation group were instructed to manipulate objects to represent the story's content. The next period was concerned with the practice effects of the manipulations. The children in the observed manipulation group were instructed to read a new story using the participant‐performed manipulation approach. Those in the other two groups were asked to read the new story using the same strategies they had used in the former period.ResultsThe results for the acute improvement showed that, for the fourth graders, the participant‐performed manipulation led to a greater improvement than the observed one, and both of the manipulations provided greater improvements than the rereading. Our examination of the practice effect indicated that the participant‐performed manipulation group only had an advantage over the rereading group, not the observed manipulation group, in text comprehension as a result of experience with object manipulation.ConclusionsThe current results suggest that the observed and physical manipulations make unique contributions to reading comprehension. In addition, these two manipulations lead to similar facilitating effects of subsequent object manipulation on text comprehension.

Contrasting effects of music on reading comprehension in preadolescents with and without ADHD

Children and adolescents with attention-deficit/hyperactivity disorder (ADHD) are advised to study in quiet settings; yet, many professionals assert that environments devoid of external stimulus, are often unnecessary to facilitate optimal learning conditions. Empirical controlled trials examining this assertion are scarce. This study explored whether music improves reading performance of preadolescents with ADHD compared with typically developed (TD) peers, and its correlation with changes in heart rate variability (HRV), an autonomic nervous system indicator. After a pilot phase (N = 20; age = 12.05), additional independent sample of ADHD (n = 25; age = 10.28) and TD (n = 25; age = 10.44) preadolescents completed reading tasks under four conditions: without background music, with calm music without lyrics, calm music with lyrics, and rhythmic music with lyrics. Reading comprehension and mean-levels of HRV changes (before and during each task) were assessed using validated instruments. Reading comprehension significantly improved under the music conditions in ADHD group and deteriorated among TD. Differences in HRV changes were significant between groups, and explained reading performance. These findings suggest that music may improve attentive skills of preadolescents with ADHD, but not TD, and urge the need to identify an optimal fit between individual and contextual characteristics.

Selection of Intraocular Lenses for Patients with Maculopathies

Multifocal intraocular lenses (MIOLs) may bring independence from glasses. In practice the question often arises as to which patient would be suitable for the implantation of MIOLs. Surgeons are hesitant to implant MIOLs in patients with macular or retinal pathologies, mostly due to a fear that the multifocality of the implanted IOL might increase patients' existing visual handicap. In this study we use virtual implantation to determine how various multifocal intraocular lens designs impact visual performance in the presence of macular pathologies. 17 pseudophakic normal eyes (group 1) and 13 pseudophakic eyes with retinal maculopathologies (group 2) and lower visual acuity were included in this study. We analysed best-corrected distance visual acuity (BCDVA), near- and distance-corrected near visual acuity (DCNVA) and contrast sensitivity (CS) while the patients were looking through the VirtIOL optical simulator to virtually experience vision through implanted intraocular lenses (IOL). Three different IOL types: aspheric monofocal, EDOF (extended depth of focus) and diffractive trifocal were tested. Comparisons were made between the different IOL types and between groups 1 and 2. Group 2 had lower visual acuity and also lower CS than group 1. The benefit from the multifocal IOLs was seen as a significantly increased DCNVA over the monofocal IOL. This was demonstrated in both groups: increases of 0.29 logMAR and 0.39 logMAR in DCNVA with EDOF- and trifocal IOL in group 1, respectively, and increases of 0.17 logMAR and 0.25 logMAR in DCNVA in group 2, respectively. However, at lower spatial frequencies of 3 cpd, CS was reduced in both groups compared to monofocal IOL. For the visual functions tested here, MIOLs are a viable option for patients with maculoretinal pathologies or previous retinal surgery to support their wish for independence from glasses. Although their visual performance is limited, they can still benefit from MIOLs with improved reading performance without near addition.

An investigation of low power convex lenses (adds) for eyestrain in the digital age (CLEDA)

IntroductionDigital eye strain (DES; computer vision syndrome) is a common cause of symptoms when viewing digital devices. Low-powered convex lenses (adds) have been recommended for the condition and “accommodative support” designs developed on this premise. The present research reports the extent to which dry eye is present in this population and the effect of convex lenses on symptoms and visual performance. MethodsThe CVS-Q instrument was used to select pre-presbyopic adults with the symptoms of DES. Participants received a full eye examination including an assessment of dry eye with a modified SANDE questionnaire and using DEWS I criteria. The immediate effect of low-powered convex lenses (low adds: +0.50D, +0.75D, +1.25D) was investigated using subjective preference and a double-masked comparison with plano lenses with the Wilkins Rate of Reading Test (WRRT). Throughout this testing, participants wore their full distance refractive correction, based on non-cycloplegic retinoscopy and subjective refraction. ResultsThe signs and symptoms of dry eye were frequently present. Most participants reported a subjective preference for low adds, with +0.75D the most commonly preferred lens. Low adds (+0.50D and +0.75D; but not +1.25D) were associated with significantly improved performance at the WRRT. One quarter of participants read more than 10% faster with these additional convex lenses. ConclusionsThe study population was aged 20–40y and mostly worked on desktop computers. It is possible that +1.25D add may be more advantageous for people who are older or work more at closer viewing distances. Many symptomatic users of digital devices report a preference for low adds and use of these lenses is often associated with an improvement in reading performance.

Can transcranial magnetic stimulation (TMS) facilitate language recovery in chronic global aphasia post-stroke? Evidence from a case study

The present study reports the findings of a 10-consecutive day neuronavigated continuous theta burst stimulation (cTBS) treatment over the right pars triangularis (pTr) for one individual with chronic global aphasia post-stroke. Baseline language and quality of life measures were collected twice prior to treatment, one day post-treatment, and then at two and 12-months follow up. Therapy was tolerated well by A.M. and no side effects were noticed during and after treatment. Results showed a trend towards improvement in expressive language in the short-term (i.e. one day post-treatment), significant improvement in spoken comprehension and moderate improvement in reading performance at follow-up (i.e. two months and one year post-treatment). Quality of life (QoL) did not significantly change as a result of the treatment. Findings from this study indicate that cTBS over the right pTr has the potential to induce recovery of aphasia across various language skills. Further research exploring individualized TMS protocols for aphasia rehabilitation post-stroke is strongly suggested with the goal that TMS can be used as a treatment modality for aphasia post-stroke in the near future.

Wider Letter-Spacing Facilitates Word Processing but Impairs Reading Rates of Fast Readers.

Previous reports of improved oral reading performance for dyslexic children but not for regular readers when between-letter spacing was enlarged led to the proposal of a dyslexia-specific deficit in visual crowding. However, it is in this context also critical to understand how letter spacing affects visual word recognition and reading in unimpaired readers. Adopting an individual differences approach, the present study, accordingly, examined whether wider letter spacing improves reading performance also for non-impaired adults during silent reading and whether there is an association between letter spacing and crowding sensitivity. We report eye movement data of 24 German students who silently read texts presented either with normal or wider letter spacing. Foveal and parafoveal crowding sensitivity were estimated using two independent tests. Wider spacing reduced first fixation durations, gaze durations, and total fixation time for all participants, with slower readers showing stronger effects. However, wider letter spacing also reduced skipping probabilities and elicited more fixations, especially for faster readers. In terms of words read per minute, wider letter spacing did not provide a benefit, and faster readers in particular were slowed down. Neither foveal nor parafoveal crowding sensitivity correlated with the observed letter-spacing effects. In conclusion, wide letter spacing reduces single word processing time in typically developed readers during silent reading, but affects reading rates negatively since more words must be fixated. We tentatively propose that wider letter spacing reinforces serial letter processing in slower readers, but disrupts parallel processing of letter chunks in faster readers. These effects of letter spacing do not seem to be mediated by individual differences in crowding sensitivity.

Evaluation of a digital game-based reading training for German children with reading disorder

Technological tools have the potential to efficiently support learning performance in children and are therefore recognized as being beneficial for children with special needs, such as reading disorders. The present study investigated the effectivity of a novel digital game-based reading training in second- and third-grade children with reading disorder (N = 50) carried out in home environment over a short training period of eight to eleven weeks. Children were randomly assigned to either a training group (N = 25) receiving the digital game-based reading training or a control group performing digitalized mind games (N = 25). Results showed significant improvement of reading performance for trained word material and a trend for transfer effects to untrained words. The digital game-based reading training was also found to be highly motivating and feasible for use in home environment. This study extends existing knowledge about digital game-based reading support and underlines that using a multi-component reading approach combined with flow principles is beneficial for children with reading disorder. Furthermore, the evaluated program seems to be a promising addition for children who do not have access to individual reading support.

Reading in the presence of macular disease: a mini-review.

PurposeReading is vital to full participation in modern society. To millions of people suffering from macular disease that results in a central scotoma, reading is difficult and inefficient, rendering reading as the primary goal for most patients seeking low vision rehabilitation. The goals of this review paper are to summarize the dependence of reading speed on several key visual and typographical factors and the current methods or technologies for improving reading performance for people with macular disease.Important findingsIn general, reading speed for people with macular disease depends on print size, text contrast, size of the visual span, temporal processing of letters and oculomotor control. Attempts at improving reading speed by reducing the crowding effect between letters, words or lines; or optimizing properties of typeface such as the presence of serifs or stroke‐width thickness proved to be futile, with any improvement being modest at best. Currently, the most promising method to improve reading speed for people with macular disease is training, including perceptual learning or oculomotor training.SummaryThe limitation on reading speed for people with macular disease is likely to be multi‐factorial. Future studies should try to understand how different factors interact to limit reading speed, and whether different methods could be combined to produce a much greater benefit.

Achievement of Students With IEPs and Associated Relationships With an Inclusive MTSS Framework

The present study investigated the effectiveness of an equity-based inclusive school reform model nested within a multitiered system of support (MTSS) framework on the improvement of math and reading performance of students with Individualized Education Programs (IEPs). Descriptive statistics revealed that math state assessment scores of students with IEPs increased over the implementation period. Results of multilevel modeling demonstrated that the model’s fidelity of implementation scores positively and significantly predicted state assessment math scores. A further analysis examining the effectiveness of the model in three schools that implemented with adequate fidelity compared with nonimplementing schools indicated students with IEPs in implementing schools increased their math scores at a greater rate than their peers in comparison schools; however, effects on reading scores were equivocal. Findings are discussed in the context of inclusion and efforts to support high fidelity implementation of MTSS.

Occupational Therapy Interventions to Improve Reading Performance of Older Adults With Low Vision: A Systematic Review.

Low vision affects many older adults and is expected to significantly increase over the next several decades. It has a significant impact on all aspects of daily life, including the reading required for participation in occupations. To determine the effectiveness of interventions within the scope of occupational therapy to improve reading required for the performance of occupations by older adults with low vision. We conducted a systematic review of literature published in the Cochrane Database of Systematic Reviews, MEDLINE, PsycINFO, CINAHL, and OTseeker databases from 2010 through 2016. The references of retrieved articles were also hand searched. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were used to abstract and assess data quality and validity. This review followed the established methodology of the American Occupational Therapy Association Evidence-Based Practice Project. Sixteen articles met the inclusion criteria and were categorized into three themes: (1) technology, (2) visual skills training, and (3) multicomponent interventions. Moderate evidence supports stand-based electronic magnification and eccentric viewing training to improve reading outcomes. Strong evidence supports multicomponent interventions. Occupational therapy practitioners working with older adults with low vision are strongly encouraged to integrate stand-based electronic magnification, eccentric viewing training, and comprehensive low vision services into routine care. Further research with larger sample sizes and functional reading outcome measures is needed. This review provides additional support for the use of select occupational therapy interventions (stand-based electronic magnification, eccentric viewing training, and comprehensive low vision services) to support the reading required for occupational performance for older adults with low vision. The findings provide guidance to occupational therapy practitioners for selection and implementation of evidence-based interventions for reading.

Improving sentence reading performance in Chinese children with developmental dyslexia by training based on visual attention span

Deficits in the visual attention span (VAS) are thought to hamper reading performance in dyslexic individuals. However, the causal relationship between VAS deficits and reading disability remains unclear. The present study attempts to address this issue by using a VAS-based intervention to explore the possible influence of VAS on reading processes in Chinese children with dyslexia. Given the influence of the heterogeneity of dyslexia on intervention effects, VAS-impaired dyslexic and VAS-intact dyslexic individuals were separately trained. Therefore, there were five groups of participants in this study, including 10 trained dyslexic individuals with VAS deficits and 10 untrained dyslexic individuals with VAS dysfunction as the baseline reference, 10 trained and 10 untrained dyslexic individuals with an intact VAS, and fourteen age-matched normal readers for reference of normal level. All participants completed reading measures and a visual 1-back task, reflecting VAS capacity with non-verbal stimuli and non-verbal responses, before and after VAS-based training. VAS-based training tasks included a length estimation task regarding the bottom-up attention, visual search and digit cancelling tasks targeting top-down attentional modulation, and visual tracking tasks to train eye-movement control. The results showed that visual training only helped improve VAS skills in VAS-impaired dyslexic individuals receiving training. Meanwhile, their silent sentence reading accuracy improved after training, and there was a significant relationship between training improvements in VAS function and reading performance. The current findings suggest that VAS-based training has a far-transfer effect on linguistic level (i.e., fluent reading). These findings suggest the possibility that VAS-related training may help children with dyslexia improve their reading skills.

Dynamic text presentation on smart glasses: A pilot evaluation in age-related macular degeneration

We suggest a low-vision reading aid based on user-customized text presented on a head-mounted display (HMD), and make an initial comparison to optical aids in participants with age-related macular degeneration (AMD). Biomimetic scrolling, a novel method of text presentation which mimics the natural movements of the eye while reading, was previously invented: while the user maintains a steady gaze, text is scrolled horizontally across the display in a series of pauses and steps that resemble the natural fixations and saccades of reading. This method, along with rapid serial visual presentation, continuous scrolling, and static text, was presented on smart glasses to 23 participants with macular disease. Reading speed and subjective preference of the smart glasses was compared to reading text printed on paper using the participants’ habitual optical reading aid. Reading using smart glasses, the mean (±standard error) maximum reading speed was 122 ± 15 words per minute (wpm), compared to 74 ± 9 wpm using each participants’ habitual optical magnifier. This is a statistically significant difference as confirmed by a paired-sample t-test, t(17) = –4.61, p < .001. In total, 70% of the participants preferred reading from the smart glasses compared to reading from paper, and 84% found doing so easier. Data from this small patient cohort with AMD have demonstrated enhanced reading performance using dynamic text presented on a spectacle type HMD-device. Loss of reading ability marks a major decline in quality of life and independent functioning. Dynamic text presentation, including biomimetic scrolling, on smart glasses could improve reading performance for the visually impaired.

Reading Performance and Compensatory Head Posture in Infantile Nystagmus after Null Zone Training.

This study aimed to assess the visual function, reading performance, and compensatory head posture (CHP) in schoolchildren with infantile nystagmus. A total of 18 participants aged between 13 to 18 years old were divided into spectacle (n = 9) and null zone group (n = 9) based on their visual acuity. Visual acuity (LogMAR), contrast sensitivity (Pelli–Robson), reading time and rate (Tobii TX300), and CHP were measured pre and post null zone reading training. Participants in the null zone group received 10 sessions of training (5 weeks). Visual acuity and contrast sensitivity of participants in the spectacle and null zone groups were not significantly different pre and post training. Reading performance, i.e., reading time (z = −1.36; p = 0.173) and reading rate (z = −0.06; p = 0.953), of participants in the spectacle group was not significantly different after 5 weeks. Reading time (z = −2.55; p = 0.011) and reading rate (z = −2.07; p = 0.038 of participants in the null zone group showed significant improvement post training. After 5 weeks, CHP improved in six out of the nine participants (66.7%) of the null zone group and was unchanged in all participants in the spectacle group. Null zone reading training could benefit children with infantile nystagmus in improving reading performance and compensatory head posture.

Is the Student-Centered Learning Style More Effective Than the Teacher-Student Double-Centered Learning Style in Improving Reading Performance?

Appropriate learning styles enhance the academic performance of students. This research compares and contrasts the popular effect of teacher-student double centered learning style (TSDCLS) and student-centered learning style (SCLS) on one’s reading, including reading comprehension, inference, main idea abstraction, and reading anxiety. One hundred and fifty one students in grade 4 from three groups (two experimental groups and one control group) participated in the experiment with 18 weeks’ reading comprehension training. The results showed that, first, both learning styles contributed to students’ reading comprehension, inference, main idea abstraction, and reading anxiety. Second, the TSDCLS contributed more to reading anxiety, and the SCLS contributed more to reading comprehension. Both learning styles had similar effects on inference and main idea abstraction. From the correlation test, excluding the correlation between SCLS and reading anxiety which was not significant, all other effects were significant. These findings are discussed along with implications and ideas for future research.