Multiple Reading Research Articles

Comparing the effectiveness of multiple text reading and rereading on knowledge retention and metacognitive accuracy

AbstractAlthough learning approaches are designed to enhance individuals' ability to store and retrieve information, not all of them are considered effective. The goal of the present study was to experimentally compare the test performance as well as the accuracy of metacognitive judgements of a multiple text reading group, rereading group, and single reading group in a one-day vs. one-week delayed test (3 × 2 between subject design). A total of 186 psychology students (Mage = 20.76) participated in the experiment focused on reading comprehension, accuracy of metacognitive judgments and knowledge retention. Results of the knowledge test indicate that in the one-day delayed test, multiple text reading and rereading yield similar results: both deliver slightly better results than single reading. In the one-week delayed test, though, multiple text reading yields better results than rereading, and both these reading approaches outperform single reading. Moreover, multiple text reading results in fairly robust knowledge retention with only a slight decrease in scores between the one-day delayed and one-week delayed test. Regarding metacognitive monitoring, judgements of learning in the multiple text reading group remained relatively stable after each reading and participants were underconfident about their knowledge. In the rereading group, judgements of learning increased after each reading and participants were overconfident about their knowledge, especially on the one-day delayed test. These findings have implications for educational practices aimed at enhancing learning outcomes and promoting effective learning.

Enacting Reading Comprehension: Using Diverse Literature to Engage Children's Critical, Sociopolitical Knowledge

AbstractThe current climate of K‐12 education in the United States has seen a narrowing of literacy instructional practices, exponential amounts of book bans, and contrived hysteria about liberal indoctrination and Critical Race Theory (CRT). Yet, as the world becomes increasingly connected across difference, and as research increasingly demonstrates that we must engage young children from all backgrounds in discussions about sociopolitical issues, it is urgent that classroom teachers foreground children's experiential knowledge in comprehension instruction. In this article, we address the following question: In three early elementary literacy contexts, how did educators use culturally sustaining practices with diverse children's literature to enact reading comprehension and engage young children in critical, sociopolitical meaning making? Three teacher educators of Color share findings from qualitative studies in the United States Northeast and Southwest that examine this integration with the use of diverse children's literature. The first finding illustrates how teachers utilized book introductions to situate a diverse group of early elementary‐aged students in various sociopolitical issues and engage them in critical readings about texts. The second finding illustrates how a series of after‐school literature circle discussions enabled first‐grade African American children to make meaning dialogically and communally about enslavement. The third finding illustrates how the teacher created space for second‐grade Latinx students to translanguage as they drew on multiple reading comprehension strategies and made sense of immigration. The implications from these studies invite a rethinking of the dominant paradigm of reading comprehension instruction.

Using human disease mutations to understand de novo DNA methyltransferase function.

DNA methylation is a repressive epigenetic mark that is pervasive in mammalian genomes. It is deposited by DNA methyltransferase enzymes (DNMTs) that are canonically classified as having de novo (DNMT3A and DNMT3B) or maintenance (DNMT1) function. Mutations in DNMT3A and DNMT3B cause rare Mendelian diseases in humans and are cancer drivers. Mammalian DNMT3 methyltransferase activity is regulated by the non-catalytic region of the proteins which contain multiple chromatin reading domains responsible for DNMT3A and DNMT3B recruitment to the genome. Characterising disease-causing missense mutations has been central in dissecting the function and regulation of DNMT3A and DNMT3B. These observations have also motivated biochemical studies that provide the molecular details as to how human DNMT3A and DNMT3B mutations drive disorders. Here, we review progress in this area highlighting recent work that has begun dissecting the function of the disordered N-terminal regions of DNMT3A and DNMT3B. These studies have elucidated that the N-terminal regions of both proteins mediate novel chromatin recruitment pathways that are central in our understanding of human disease mechanisms. We also discuss how disease mutations affect DNMT3A and DNMT3B oligomerisation, a process that is poorly understood in the context of whole proteins in cells. This dissection of de novo DNMT function using disease-causing mutations provides a paradigm of how genetics and biochemistry can synergise to drive our understanding of the mechanisms through which chromatin misregulation causes human disease.

초기 읽기 단계의 문단글 읽기이해 관련 요인

Objectives The study aimed to examine the related variables that predict reading comprehension at the end of the first grade. Specifically, it focused on the relationship between reading comprehension and word decoding, reading fluency, vocabulary and syntactic knowledge, as well as the relative contribution of these variables to reading comprehension. Methods Sixty-four first-grade children were participated at the end of the school year. All children had nonverbal intelligence scores of 80 or above. Test were conducted on passage reading comprehension, word decoding, passage reading fluency, expressive vocabulary, semantic relation, and sentence comprehension. Pearson correlation and multiple stepwise regression were used. Results The results showed reading comprehension was positively correlated with expressive vocabulary, semantic relation, and reading fluency. In the stepwise multiple regression analysis, semantic relation, sentence comprehension, expressive vocabulary and reading fluency (but not word decoding) significantly predicted reading comprehension. Conclusions The finding suggests that language abilities including vocabulary and syntactic knowledge play an crucial role of reading comprehension even in early stage of reading development. Furthermore, passage reading fluency, which involves accurate and automatic word recognition rather than just word decoding accuracy, is a critical factor in reading comprehension. In Hanguel, where word decoding accuracy is acquired early and rapidly, linguistic knowledge and reading fluency are considered important variables for assessment and intervention, even in early grades.

Multiple Document Reading in Japanese Undergraduate English Majors

The ability to assess information from multiple sources is crucial in academic writing (Moon, 2008). Japanese undergraduate writers tend to trust authoritative sources over anonymous ones in everyday topics in their L1 (Kobayashi, 2014) and can argue coherently on familiar social topics in English (L2) (Stapleton, 2001, 2002). However, how they handle unresolved debates in their field is unclear. This study examines how advanced third-year English majors resolve discipline-specific controversies in second-language theory. Using a mixed-methods approach, participants read conflicting articles on the CPH (critical period hypothesis), answered comprehension questions, wrote about their CPH beliefs, and underwent semi-structured interviews. The qualitative findings suggest that prior beliefs, personal experiences, and opinions heavily influence students’ perspectives, and encountering alternative viewpoints may not foster the expected critical engagement at this level. アカデミック・ライティングにおいて、複数の情報源から得た情報を評価する能力は重要である（Moon, 2008）。日本の大学生ライターは、日常的な話題については、未知の情報源よりも権威ある情報源を信頼し（小林、2014）、身近な社会的話題については、整合性のある議論をすることができる（Stapleton、2001、2002）。しかし、彼らが専門分野における未解決の議論をどのように扱うかは不明である。本研究では、英語専攻の上級である3年生が、第二言語理論における学問的論争をどのように解決するかを調査する。混合法を用いて、参加者は臨界期仮説（CPH）に関する対立論文を読み、理解度に関する質問に答え、CPHに関する自身の信念について書き、半構造化面接を受けた。質的調査の結果から、事前の信念、個人的な経験、意見が彼らの見解に大きな影響を与えること、また、異なる視点との出会いが、このレベルで期待される批判的な関与を必ずしも促さないことが示唆された。

The Structure of the Place and Its Transformations in TV Drama

The diversity of narrative methods has opened up new horizons in the process of recounting events and entering into narrative sequences, after which the dramatic text follows varying levels in the movement of dramatic events. This overlap in the narrative has made the artworker have multiple options in shaping his graphic structure, beginning with the formation of the logical introduction, the appearance of the actor, and leading to conflict and confrontation and the creation of tension and excitement. These methods, the multiple reading of the dramatic text, the formation of events, the building of a vision, the treatment, the development of excretive solutions and the creation of a virtual world, run in many strange and fantasi places, for those worlds, and the transformations of the dramatic event accompanied by a shift in space and time. Based on the movement of the operator, the search for its objective, the overlapping of the narrative systems, and its use in accordance with the narrative sequences created by the artworkmaker, the recipient is able to keep track of the events and expand the narrative of the events, as determined by the artwork industry, thus creating a beautiful response and arriving at the composition of the meaning of the visual output. Therefore, the problem of research can be formulated with the following question: What are the ways in which the dramatic narrative and spatial intuitions can be reflected in the output? The aim of the research is to detect dramatic robotics and spatial structure transformations in visual output.

SEMPER: Stoichiometric expression of mRNA polycistrons by eukaryotic ribosomes for compact, ratio-tunable multi-gene expression

Here, we present a method for expressing multiple open reading frames (ORFs) from single transcripts using the leaky scanning model of translation initiation. In this approach termed "stoichiometric expression of mRNA polycistrons by eukaryotic ribosomes" (SEMPER), adjacent ORFs are translated from a single mRNA at tunable ratios determined by their order in the sequence and the strength of their translation initiation sites. We validate this approach by expressing up to three fluorescent proteins from one plasmid in two different cell lines. We then use it to encode a stoichiometrically tuned polycistronic construct encoding gas vesicle acoustic reporter genes that enables efficient formation of the multi-protein complex while minimizing cellular toxicity. We also demonstrate that SEMPER enables polycistronic expression of recombinant monoclonal antibodies from plasmid DNA and of two fluorescent proteins from single mRNAs made through invitro transcription. Finally, we provide a probabilistic model to elucidate the mechanisms underlying SEMPER. A record of this paper's transparent peer review process is included in the supplemental information.

Predicting Reading Comprehension: Investigating the Influence of Multiple Variables Through Multiple Regression Analysis

Reading comprehension is a skill that can aid pupils in grasping the meaning of a text or gaining new insights from it. This study investigated the influence of multiple variables on reading comprehension and identified the key factors that contribute to reading comprehension. It utilized the descriptive-correlational method to describe the relationship between multiple independent variables and reading comprehension. It was conducted in one of the elementary schools in Himamaylan City during the school year 2022-2023, utilizing 50 Grade 6 students who were selected using total enumeration. The researcher utilized the Philippine Informal Reading Inventory to determine students’ reading comprehension and standardized instruments in measuring various variables in reading. It was revealed that out of the ten variables considered, it was reading fluency (t=-2.197, p=0.034), nonsense word fluency (t=-2.018, p=0.050), phonological awareness (t=2.923, p=0.006) and phonemic awareness (t=-2.809, p=0.08) were found significantly related to the reading comprehension of the students. These four variables are the key factors that impact reading comprehension and help them better build an understanding of the text. Using multiple regression analysis, it was found that reading fluency, nonsense word fluency, phonological awareness, and phonemic awareness are the influential variables in the students’ reading comprehension indicating the essence of primary language development. Moreover, phonological awareness is significant in developing the student's reading comprehension. It is recommended that the development of reading comprehension in the primary grades be given a focus through proper intervention.

OsPUB9 Gene Edited by CRISPR/Cas9 Enhanced Resistance to Bacterial Leaf Blight in Rice (Oryza sativa L.).

Ubiquitination plays a crucial role in regulating signal pathways during the post-translation stage of protein synthesis in response to various environmental stresses. E3 ubiquitin ligase has been discovered to ultimately control various intracellular activities by imparting specificity to proteins to be degraded. This study was conducted to confirm biological and genetic functions of the U-box type E3 ubiquitin ligase (PUB) gene against biotic stress in rice (Oryza sativa L.). OsPUB9 gene-specific sgRNA were designed and transformants were developed through Agrobacterium-mediated transformation. Deep sequencing using callus was performed to confirm the mutation type of T0 plants, and a total of three steps were performed to select null individuals without T-DNA insertion. In the case of the OsPUB9 gene-edited line, a one bp insertion was generated by gene editing, and it was confirmed that early stop codon and multiple open reading frame (ORF) sites were created by inserting thymine. It is presumed that ubiquitination function also changed according to the change in protein structure of U-box E3 ubiquitin ligase. The OsPUB9 gene-edited null lines were inoculated with bacterial leaf blight, and finally confirmed to have a resistance phenotype similar to Jinbaek, a bacterial blight-resistant cultivar. Therefore, it is assumed that the amino acid sequence derived from the OsPUB9 gene is greatly changed, resulting in a loss of the original protein functions related to biological mechanisms. Comprehensively, it was confirmed that resistance to bacterial leaf blight stress was enhanced when a mutation occurred at a specific site of the OsPUB9 gene.

The effects of multiple intelligence based reading tasks on EFL students reading skills achievements: The case of university students in Ethiopia

The main purpose of the study was to investigate the effectiveness of multiple intelligence-based tasks (MIBT) in improving university students reading skills and achievements. It employed a quasi-experimental design that primarily relies on a quantitative approach. Accordingly, a total of 60 students, who were selected purposefully, participated in the study as treatment and comparison groups. The experimental process was carried out with reading tasks that were designed in light of a model for teaching the skills using multiple intelligence-driven tasks. The treatment was provided for 12 weeks, in which three lessons were conducted per week. For similar weeks, the comparison group also attended lessons but followed the conventional approach of teaching reading skills. Quantitative methods were employed to analyze the data collected through tests. Specifically, T-tests were used to generate the output for the findings. Prior to analysis, a data normality check was carried out using Shapiro-Wilk tests, and a p value of .05 was used to determine the level of significance. It was found that multiple intelligence-based reading tasks brought a significant difference in the students’ higher and lower levels of reading achievements compared to the conventional methods, with the effect size value ranging from moderate for reading aspects (i.e., reading for main ideas and understanding references) to strong for reading aspects (i.e., reading for details, guessing vocabulary, and inferring meanings from a text). The findings suggest that university teachers should use multiple intelligence-driven reading tasks to raise the comprehension levels of struggling readers in the context of the study.

Self-Calibration Method for Circular Encoder Based on Two Reading Heads with Adjustable Positions

To improve the measuring accuracy of circular encoders in special applications, self-calibration of the circular encoder is necessary. The commonly used self-calibration method, namely the Equal Division Average (EDA) method, requires a large number of reading heads and cannot be used when the structural space is limited. In this paper, a self-calibration method for a circular encoder based on two reading heads with adjustable positions (TRAP) is proposed. This TRAP method uses two reading heads to simulate multiple reading heads, which can be used to achieve self-calibration of circular encoders in limited space. This paper investigates the principle of simulating multiple reading heads with two reading heads, designs and builds an experimental system, and obtains and analyzes experimental data. The experimental results show that the peak-valley value of the angle measurement error is reduced from 252.41″ to 18.82″ after self-calibration with the TRAP method, and the repeatability of multiple self-calibration experimental results is less than 0.75″. The TRAP method breaks through the limitation of the number of reading heads that can be installed during the self-calibration of the circular encoder and can effectively suppress the angle measurement error of the circular encoder.

Classification of multiple text reading test formats by analyzing English language proficiency tests

This study proposes a classification method for multiple text reading test formats in English language proficiency tests. A preliminary study involving 11 proficiency tests revealed two tests that fit the scope of the main study. Results show that multiple text reading test formats use complementary texts rather than conflicting texts. As for questions in a set of test forms in multiple text reading test formats, cognitive processing on integrating the contents of texts was different in proficiency tests. Moreover, the type of connection formation required by the questions differed among the proficiency tests. Implications for pedagogy are presented.

Mitigating Idiom Inconsistency: A Multi-Semantic Contrastive Learning Method for Chinese Idiom Reading Comprehension

Chinese idioms pose a significant challenge for machine reading comprehension due to their metaphorical meanings often diverging from their literal counterparts, leading to metaphorical inconsistency. Furthermore, the same idiom can have different meanings in different contexts, resulting in contextual inconsistency. Although deep learning-based methods have achieved some success in idioms reading comprehension, existing approaches still struggle to accurately capture idiom representations due to metaphorical inconsistency and contextual inconsistency of idioms. To address these challenges, we propose a novel model, Multi-Semantic Contrastive Learning Method (MSCLM), which simultaneously addresses metaphorical inconsistency and contextual inconsistency of idioms. To mitigate metaphorical inconsistency, we propose a metaphor contrastive learning module based on the prompt method, bridging the semantic gap between literal and metaphorical meanings of idioms. To mitigate contextual inconsistency, we propose a multi-semantic cross-attention module to explore semantic features between different metaphors of the same idiom in various contexts. Our model has been compared with multiple current latest models (including GPT-3.5) on multiple Chinese idiom reading comprehension datasets, and the experimental results demonstrate that MSCLM outperforms state-of-the-art models.

Morphological assessment features and their relations to reading: A meta-analytic structural equation modeling study

Morphemes are the smallest meaningful units of language (e.g., affixes, base words) that express grammatical and semantic information. Additionally, morphological knowledge is significantly related to children's word reading and reading comprehension skills. Researchers have broadly assessed morphological knowledge by using a wide range of tasks and stimuli, which has influenced the interpretation of the relations between morphological knowledge and reading outcomes. This review of 103 studies used meta-analytic structural equation modeling (MASEM) to investigate the relations between commonly occurring morphological knowledge assessment features (e.g., written versus oral, spelling versus no spelling) in the literature to reading outcomes, including word reading and reading comprehension. Meta-regression techniques were used to examine moderators of age and reading ability. Morphological assessments that used a written modality (e.g., reading, writing) were more predictive of word reading outcomes than those administered orally. Assessments of morphological spelling were more predictive of both word reading and reading comprehension outcomes than those that did not examine spelling accuracy. Age was a significant moderator of the relation between morphology and word reading, such that the relation was stronger for the younger than the older children. Younger children also demonstrated higher relations between multiple task dimensions and reading comprehension, including oral tasks, tasks without decoding, and tasks that provided context clues. These findings have important implications for future morphological intervention studies aimed to improve children's reading outcomes, in particular the use of orthography and spelling within the context of teaching morphology.

What do PhD graduates in non-academic careers actually do?

Abstract A growing literature examines PhD graduates working beyond academia. These studies are critiqued for rarely addressing the sectoral and organisational structural factors that influence actual work. So, we examined how the non-academic, contextually situated, organisational job specifications of fifteen PhD graduates interacted with their daily work experiences – looking particularly at the role of (a) communication since effective communication is reported as an employer concern, and (b) research since this is an expected outcome of PhD programmes. References to data collection and analysis were largely absent in interviews and job specifications, but research-related capabilities, for example, analytic thinking, were present, intertwined with communication in multiple ways, with dialogue and reading central. The graduates recognised these capabilities as having been finely honed in the PhD and inherent to their jobs.

A model proposal for qualitative data analysis, interpretation, and reporting: contextuality, reflectivity, and narrativity.

From education to healthcare and management processes, it is important to address the experience in health within its own complexity, context, and uniqueness. At this point, qualitative studies come to the fore and this increases the need for practical guides and models for qualitative studies. Qualitative studies have a paradigm that is different from quantitative research and its paradigm ontologically, epistemologically, and methodologically. These differences are reflected in the design of the research as well as the analysis, interpretation, and reporting of qualitative data. From such a point of view, this paper first briefly outlines the design process of qualitative studies and then proposes a model for the analysis, interpretation, and reporting of qualitative data. The three core concepts of the model are 'contextuality', 'reflectivity', and 'narrativity'. Such a conceptual/theoretical framework transforms qualitative data analysis, interpretation, and reporting processes into processes that are carried out with a reflective approach within their specific contexts. Taking this into account, by considering a contextual, reflective, and narrative approach, two frameworks, namely, the 'Contextual (Multiple) Reading and Analysis Framework' consisting of three stages and seven steps, and the 'Contextual Understanding, Interpretation and Reporting Framework' consisting of four stages, were developed. This provides a practical guide to contextual and reflective data analysis, interpretation, and reporting for the use of those conducting qualitative studies.

Exploring the Alternative Proteome with OpenProt and Mass Spectrometry.

Proteogenomics has revealed the translation of unannotated open reading frames (ORFs) present in mRNAs and in noncoding RNAs (ncRNAs). OpenProt annotates all ORFs with a minimum of 30 codons in the transcriptome of several species and displays many functional features associated with the corresponding proteins. Two types of proteins are annotated: reference or canonical proteins which are proteins already annotated in UniProt, RefSeq, or Ensembl and noncanonical proteins. Noncanonical proteins form two groups: predicted novel isoforms that display a significant level of homology with a reference protein and alternative proteins that are new proteins with no significant homology to known proteins. This chapter describes how to check whether a gene and/or transcript contains multiple open reading frames and how to use OpenProt databases for the detection of alternative proteins and novel isoforms by mass spectrometry-based proteomics.

Prácticas Cotidianas de Lectura en Estudiantes de Magisterio

ABSTRACT This article examines the daily reading practices of primary education teacher training students. With the aim to discuss the stigmatization attached to the quantity and quality of readings performed by this population, the daily reading practices of three female students from this teacher training institution were analyzed. The main results of the research show that, on a daily basis, teacher training students engage in multiple reading sessions which are associated with diverse meanings and social connections, and are culturally valuable within the concrete conditions of their lives.

Developing Reading Test for the First Semester Students of English Education Department at University of HKBP Nommensen Pematangsiantar

The significance of reading comprehension in lifelong learning cannot be overstated. It serves as an interactive process that bridges the gap between the reader and the text. Irrespective of the academic level or subject, students must possess strong reading comprehension skills. The assessment and evaluation of students' reading comprehension abilities are integral components of testing. The tests administered to measure students' achievements should strive to provide accurate and reliable information. The purpose of this research is to create a practical, valid, and reliable reading comprehension exam for use in the English Education Department of the Faculty of Teacher Training and Education at the University of HKBP Nommensen Pematangsiantar. This research uses a quantitative method and carries out at the first semester students, academic year 2023/2024. In the development of reading tests, the preferred format utilized is the multiple choice test. There are 25 items. Relatively speaking that the 9,38 score is relatively high. It demonstrates how the exam appears to be able to distinguish between the test subjects. The reliability of this multiple choice reading comprehension test can be inferred from the KR-21 scores, which stand at 58%. The test's evaluation and the field trial's outcome confirm that the test's results are accurate, dependable, and useful in terms of content.

Peroxisomal NAD(H) Homeostasis in the Yeast Debaryomyces hansenii Depends on Two Redox Shuttles and the NAD+ Carrier, Pmp47.

Debaryomyces hansenii is considered an unconventional yeast with a strong biotechnological potential, which can produce and store high amounts of lipids. However, relatively little is known about its lipid metabolism, and genetic tools for this yeast have been limited. The aim of this study was to explore the fatty acid β-oxidation pathway in D. hansenii. To this end, we employed recently developed methods to generate multiple gene deletions and tag open reading frames with GFP in their chromosomal context in this yeast. We found that, similar as in other yeasts, the β-oxidation of fatty acids in D. hansenii was restricted to peroxisomes. We report a series of experiments in D. hansenii and the well-studied yeast Saccharomyces cerevisiae that show that the homeostasis of NAD+ in D. hansenii peroxisomes is dependent upon the peroxisomal membrane protein Pmp47 and two peroxisomal dehydrogenases, Mdh3 and Gpd1, which both export reducing equivalents produced during β-oxidation to the cytosol. Pmp47 is the first identified NAD+ carrier in yeast peroxisomes.