Interactive Reading Research Articles

Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns.

The goal of this study was to provide guidance to clinicians on early benchmarks of successful word learning in an interactive book reading treatment and to examine how encoding and memory evolution during treatment contribute to word learning outcomes by kindergarten children with specific language impairment (SLI). Twenty-seven kindergarten children with SLI participated in a preliminary clinical trial using interactive book reading to teach 30 new words. Word learning was assessed at 4 points during treatment through a picture naming test. The results indicate that the following performance during treatment was cause for concern, indicating a need to modify the treatment: naming 0-1 treated words correctly at Naming Test 1; naming 0-2 treated words correctly at Naming Test 2; naming 0-3 treated words correctly at Naming Test 3. In addition, the results showed that encoding was the primary limiting factor in word learning, but rmemory evolution also contributed (albeit to a lesser degree) to word learning success. Case illustrations demonstrate how a clinician's understanding of a child's word learning strengths and weaknesses develop over the course of treatment, substantiating the importance of regular data collection and clinical decision-making to ensure the best possible outcomes for each individual child.

Promoting parent academic expectations predicts improved school outcomes for low-income children entering kindergarten

This study explored patterns of change in the REDI (Research-based Developmentally Informed) Parent program (REDI-P), designed to help parents support child learning at the transition into kindergarten. Participants were 200 prekindergarten children attending Head Start (55% European-American, 26% African American, 19% Latino, 56% male, Mage=4.45years, SD=0.29) and their primary caregivers, who were randomized to a 16-session home-visiting intervention (REDI-P) or a control group. Extending beyond a prior study documenting intervention effects on parenting behaviors and child kindergarten outcomes, this study assessed the impact of REDI-P on parent academic expectations, and then explored the degree to which intervention gains in three areas of parenting (parent-child interactive reading, parent-child conversations, parent academic expectations) predicted child outcomes in kindergarten (controlling for baseline values and a set of child and family characteristics). Results showed that REDI-P promoted significant gains in parent academic expectations, which in turn mediated intervention gains in child emergent literacy skills and self-directed learning. Results suggest a need to attend to the beliefs parents hold about their child's academic potential, as well as their behavioral support for child learning, when designing interventions to enhance the school success of children in low-income families.

Case studies as pedagogy for reading development within a vocational education context

Case studies often do not receive due recognition as a work-integrated learning (WIL) modality for reading development. This article focuses on the case study as a reading strategy to draw on world of work experience as a means of acculturation to professional knowledge and practice. The purpose of this research project was to determine whether case studies used at first and third year levels in a Marketing diploma achieved the desired objective of introducing students to workplace dynamics. The findings from student questionnaires revealed that although case studies seemed to be effective in merging the world of work with conceptual knowledge of the field of study, constructing meaning seemed to be illusive for many students due to ineffective reading strategies and lack of textual comprehension. For the lecturer, case studies were affordances for learning, but student feedback suggests that case studies might have been missed opportunities for engagement due to minimal interaction with the texts to elicit depth of understanding. This article foregrounds the need for lecturers to incorporate interactive reading strategies aligned with using case studies as a pedagogy for reading development to ensure that both students and lecturers share a common understanding of purpose, approach and intended learning experience.

Improving emergent literacy with school-based shared reading: Paper versus ebooks

Shared reading interactions with electronic books (ebooks) versus paper books were compared, using a randomized controlled crossover design. The ebooks were designed to encourage an interactive reading style by the adult reader and to highlight text-meaning correspondences for the child participants. Twenty-eight children from kindergarten classes situated in a low income community participated in the study, sharing books with an adult reader. Each child shared the same paper book three times in a single week and an ebook three times in a second week, with story and book presented in counterbalanced order. At the end of each week the childs learning with respect to story comprehension and emergent literacy was assessed by research personnel. All outcomes were significantly related to the childs letter knowledge. However, emergent literacy knowledge was greatest in the ebook condition compared to the print book condition, especially for those children with poor letter knowledge. Therefore, ebooks designed to facilitate supportive adult reading strategies may improve emergent literacy skills, especially in children with deficient skills at school entry.

Cognition-Based Interactive Phases and Strategies in Teaching Academic Reading

Academic English reading requires deeper cognitive involvement in addition to language proficiency and plays a vital role in moulding a critical mindset. However, cognitive progress is seldom targeted in classroom teaching. This study proposed a teaching method of three reading phases in terms of cognitive mechanism and communicative teaching approach. Ninety university freshmen of non-English major participated in the study, who were taking the course of Academic English Reading in the 2nd semester. The data were collected from self-report Research Skills Assessment twice and semi-structured interview, and analyzed with paired sample t test and Pearson correlation. The results showed that 1) critical thinking, organizing ideas, and finding information were believed to improve significantly at the end of the course; 2) reading skill was associated with writing skill and the sense of big picture in self perception; 3) the cognition-based interactive reading instruction was acknowledged to be conducive to academic reading. It complements Academic English reading pedagogy by juxtaposing the need for both individual cognition and group interaction in classroom teaching.

Low- and high-text books facilitate the same amount and quality of extratextual talk

Recent research suggests that caregiver–child extratextual talk during shared book reading facilitates the development of preschool children’s oral language skills. This study investigated the effects of the amount of picturebook text on mother–child extratextual talk during shared book reading. Twenty-four mother–child dyads (children aged 3;01–3;11) were video-recorded as they read two books: low text and high text. Book reading interaction was transcribed, and mothers’ extratextual talk coded for level of abstraction, mean length of utterance and lexical diversity. The mean number of extratextual utterances was calculated for mothers and children, separately. Low-text books facilitated a similar amount of extratextual talk, but higher rates per minute because of their shorter reading durations. The amount of text did not affect the level of abstraction, mean length of utterance, or lexical diversity of maternal extratextual talk. The amount of picturebook text should be considered by those developing and implementing interactive reading interventions. Low-text books facilitate the same amount and quality of extratextual talk in shorter time periods.

RumelhartのInteractive Reading Modelについての一考察

RumelhartのInteractive Reading Modelについての一考察

Enhancing language and print-concept skills by using interactive storybook reading in kindergarten

The effectiveness of a short interactive storybook-reading intervention programme delivered by a kindergarten teacher to develop language and print-concept skills was examined in 30 Hebrew-speaking kindergarten children exhibiting different levels of emergent literacy skills. Post-intervention, the intervention group showed a clear advantage over a control group on most measures, including vocabulary, morphology, phonological awareness and print concepts. Pre-test motivation to read was predictive of post-test performance in these same language and print-concept skills. The study suggests that a short intervention programme, using stories and embedded activities, can enhance language and print concepts in kindergarten children; and that motivation to read is equally important in the development of their language and literacy abilities.

Interactive Reading with Young Deaf and Hard-of-Hearing Children in eBooks Versus Print Books.

Interactive storybook reading is effective in enhancing deaf and hard-of-hearing (DHH) children's emergent literacy skills. The current digital era gives parents more opportunities to read books with their child. From an early age on, interaction between parent and child during literacy activities is very important for the development of emergent literacy skills. The purpose of the present study was to explore the opportunities of eBooks on a tablet for interactive reading with young DHH children. Parent and child interactive behavior in reading print books was compared to eBooks in 18 parents and their 1- to 3-year-old DHH child. All parents followed an interactive reading program after which their interactive reading behaviors were observed while reading print books and eBooks with their child. Results mainly showed similar interactive reading behaviors in parents and children when reading print books or eBooks, except for a lower occurrence of pointing to pictures/objects in the parent behavior when reading the eBooks. These results give parents and professionals even more opportunities for interactive storybook reading with DHH children, and thus more opportunities to enhance their language and literacy skills. Tablets can be easily taken with you making eBooks accessible for interactive reading wherever you are.

Effects of word frequency and contextual predictability on sentence reading in aphasia: an eye movement analysis

ABSTRACTBackground: Mild reading difficulties are a pervasive symptom of aphasia. While much research in aphasia has been devoted to the study of single word reading, little is known about the process of (silent) sentence reading. Reading research in the non-brain-damaged population has benefited from the use of eye-tracking methodology, allowing inferences on cognitive processing without participants making an articulatory response. This body of research identified two factors, which strongly influence reading at the sentence level: word frequency and contextual predictability (influence of context).Aims: The main aim of this study was to investigate whether word frequency and contextual predictability influence sentence reading by people with aphasia (PWA), in parallel to that of neurologically healthy individuals (NHI). A second aim was to examine whether readers with aphasia show individual differences in the effects, and whether these are related to their underlying language profile.Methods & Procedures: Seventeen PWA and associated mild reading difficulties and 20 NHI took part in this study. Individuals with aphasia completed a range of language assessments. For the eye-tracking experiment, participants silently read sentences that included target words varying in word frequency and predictability while their eye movements were recorded. Comprehension accuracy, fixation durations, and the probability of first-pass fixations and first-pass regressions were measured.Outcomes & Results: Eye movements by both groups were significantly influenced by word frequency and predictability, but the predictability effect was stronger for the PWA than the neurologically healthy participants. Additionally, effects of word frequency and predictability were independent for the NHI, but the individuals with aphasia showed a more interactive pattern. Correlational analyses revealed (i) a significant relationship between lexical-semantic impairments and the word frequency effect score and (ii) a marginally significant association between the sentence comprehension skills and the predictability effect score.Conclusions: Consistent with compensatory processing theories, these findings indicate that decreased reading efficiency may trigger a more interactive reading strategy that aims to compensate for poorer reading by putting more emphasis on a sentence context, particularly for low-frequency words. For those individuals who have difficulties applying the strategy automatically, using a sentence context could be a beneficial strategy to focus on in reading intervention.

РЕЛИГИОЗНОЕ ОБРАЩЕНИЕ В НАРРАТИВАХ МУСУЛЬМАН: ОПЫТ ЭМПИРИЧЕСКОГО ИССЛЕДОВАНИЯ

Study of psychological content of the process of religious conversion is one of the main fields of research in the psychology of religion. If the factors of religious development of a person carried out by the religious upbringing and education are clear enough, the factors and stages of sudden and unpredicted changes of religious consciousness and behavior in psychological science are poorly described in psychological science at present time. The main problem is that it is impossible to create a universal scheme of religious conversion without taking into account specifics of the religious institute where a neophyte is directly “introduced”. Specifics of religious conversion in Islam are insufficiently described. This paper describes empirical research of religious conversion of Muslims. The narrative analysis was applied as a research method throughout the study. Respondents who included representatives of the young age were offered to write a story how they gained their faith. The analysis of the texts shows that conversion into Islam is characterized by a high degree of the search activity of the persons and rational reasoning of their choice. In most cases, the new Muslim converts are characterized by a negative attitude toward Islam before the process of conversion, which they associate with insufficient life experience and social stereotypes. The structure of the narrative of “turning” to Islam contains three consecutive constituents: search for the Truth, insight, and life according to the Truth. It is possible to make a conclusion that this type of religious conversion should be considered as a cognitive process. Among the factors initializing “turning” to Islam are reading of religious literature and interaction with Muslims.

Interactive Book Reading With Expository Science Texts in Preschool Special Education Classrooms

Interactive Book Reading With Expository Science Texts in Preschool Special Education Classrooms

Olvasmányellenőrzés napjainkban – Az IKON-módszer

The former conflict around reading control has revived. Several questions have surfaced not only about the content of the works, but the relevance of the reading diary as well as the usefulness of the reading control tests. The questionnaire of the compulsory reading and the exercises of the reading control helped me create a new method. The IKON-method (Interaktív és Kreatív Olvasmányellenőrzés Napjainkban = Interactive and Creative Reading Control Today) integrates mainly the infocommunication technology into the flow of reading control. The main target of this paper is to direct the readers’ attention to the questions of reading control, and update the problem using the raised method, and help a professional discourse on the topic.

Interactive Book Reading to Accelerate Word Learning in Bilingual Children With Developmental Language Disorder: A Preliminary Intervention Approach

This article will describe a bilingual preliminary treatment method currently being utilized in a clinical research study to teach vocabulary to bilingual (Spanish/English) preschool aged (four to six years old) children with developmental language disorder (DLD). The objective of this treatment method is to advance English vocabulary while supporting the native language abilities of English learners (ELs). In this bilingual treatment method, Spanish and English are used within the session, which includes the reading of books in English and Spanish and the teaching of vocabulary in English and Spanish.

Charlie i fabryka czekolady Roalda Dahla jako szkolna lektura. Rozumienie – doświadczenie – metafora – emocje

Dominantą artystyczną utworu Roalda Dahla Charlie i fabryka czekolady (przywołanego jako szkolna lektura) i punktem wyjścia dla rozważań podjętych w tekście staje się przyciągająca czytelnika i oddziałująca na rozumienie tekstu, konstruowanie sensów i emocje, wyrazistość i plastyczność literackich obrazów (narracja wizualna i efekty wizualne) oraz polisensoryczność narracji Dahla. W opracowaniu zasobów empirycznych (części praktycznej) artykułu korzystałam z komentarzy do materiałów lekcyjnych (prac uczniów) szkoły podstawowej. Przeanalizowany materiał pozwala na sformułowanie następującego wniosku: wizualizacja efektów i afektów oraz metaforyzacja obrazów wzmacnianych doświadczeniem rzeczywistym może wpływać na emocjonalne zaangażowanie czytelnika/ucznia, wywierać wpływ na konstruowanie przez niego nowych znaczeń i sensów utworu oraz wzmacnia siłę interakcji, jaka zachodzi między słowem, obrazem i emocjami, co przekłada się w tym przypadku na wspomaganie rozumienia, kształtowanie wyobraźni i formułowanie etycznej refleksji nad światem.

English

In kindergarten classrooms (5 to 6 year olds) in the United States, interactive reading aloud has long been considered an important part of a comprehensive emergent literacy program. However, while individual components of interactive reading aloud (for example, teacher activity, student activity and text) have been studied, researchers have lacked a model to holistically assess this important practice. Thus, a model was created-Class Interactive Reading Aloud (CIRA)-to use as a lens for the study. Through non-participant observations and interviews covering a four-month period, this case study examined four experienced kindergarten teachers during four interactive read aloud sessions in the naturalistic setting of their classrooms. Strong patterns emerged across the practice of the teachers in each of the components of interactive read aloud sessions. All teachers exemplified the CIRA model to varying degrees. Teacher activity fell along a continuum from highly controlled sessions to sessions that appeared to have little apparent planning. All types of sessions yielded extremely engaged students. Key words: early childhood, literacy, reading aloud.

A Joint Interactive Storybook Intervention Program for Preschool and Kindergarten Children

The effectiveness of a joint interactive storybook reading program delivered by class teachers to develop literacy skills is examined in Hebrew-speaking preschool and kindergarten children. Post-intervention, both groups achieved significantly higher gains in language and print concept skills than age-matched comparison groups that did not have the intervention. However, motivation to read improved significantly more in the experimental group than the comparison group in kindergarteners. Results suggest that intervention program using stories and embedded activities can enhance language and print concepts in young children. Also, motivation to read should be part of every intervention program aimed at enhancing literacy skills.

Interactive Human Intention Reading by Learning Hierarchical Behavior Knowledge Networks for Human-Robot Interaction

Interactive Human Intention Reading by Learning Hierarchical Behavior Knowledge Networks for Human-Robot Interaction

IStoryBook: An Interactive Media Supporting Dialogic Reading for Children's Reading Comprehension

iStoryBook: An Interactive Media Supporting Dialogic Reading for Children's Reading Comprehension

THE INFLUENCE OF THE PSYCHO-COGNITIVE AND SOCIO-CULTURAL FACTORS IN THE PROCESS OF THE REALIZATION OF UNDERSTANDING IN READING

In the last two decades, we have observed a clear and growing interest in the didactics and assessment of meaningful reading as an indication of linguistic sub-competence. Many scholars have considered it as a complex and multidimensional process because understanding was considered in a large percentage the reason for a student’s success or failure and in many respects it constitutes the criterion for being considered a literate or educated person. This study is focused on the problems of implementing the teaching of meaningful reading as a psychological phenomenon. If the scholars agree on the definition of meaningful reading , the on-going instructional debate has to do with the finding of a kind of consensus on the realization of meaning in reading. It is difficult to achieve a full understanding of the meaning of the cognition and metacognition processes, due to their indeterminate nature. Nevertheless, the data from the research literature in the field of reading competence indicate that there exists a growing consensus concerning the effective teaching practices, in addition to the pedagogical models, and this is very promising for the improvement of meaningful reading skills. The aim of this study is to argue for the best psycho-pedagogical models, which constitute the basis of finding a growing consensus of the best practices of effectively teaching meaningful reading. The most representative models of the study of meaningful reading are divided into three main categories: Models of Cognitive Psychology, those of Socio-cultural Psychology and those of Social-cognitive Psychology. In the didactic practice of learning meaningful reading, certain interactive reading process models are used. These are oriented towards the mental processes of learning in a continuous exchange of information between the student and the text, as well as towards the social-cultural linguistic factors of the text (the functional grammar of the text) conditioned by the situational context of the communication. The holistic contemporary model of the meaningful reading process is built on the basis of these models. The problems raised have to do with two factors : first , is the teaching of meaningful reading mostly focused on the grammar of the text? Or second, on the activation of higher-order thinking skills which engage the learner’s critical thinking skills? Realization of the study: in order to study the didactic approaches and influences on meaningful reading (as a dependent variable), two independent variables have been determined: (a.) linguistic-social-cultural factors of the text (i.e. the functional grammar of the text ) conditioned by the social-cultural context of the communication. (b.) The reflective mental activities utilized to understand the meaning of the text (graphic organizers and Higher-order thinking ). This study will analyse the influence of the linguistic socio-cultural factors of the text and that of the Higher-order thinking skills of the student-reader on the development of critical thinking while reading, based on the didactic activities of teaching in the book of Albanian language 6-9. The method of research is the study of the relations between the factors as a cause and effect relationship type through the results of statistical processing of quantitative and qualitative data using the software SPSS (version 21). Article visualizations: