Reading Patterns Research Articles

Eye Movement Patterns in Russian-Speaking Adolescents with Differing Reading Comprehension Proficiency: Exploratory Scanpath Analysis

Previous research has indicated that individuals with varying levels of reading comprehension (often used as a proxy for general cognitive ability) employ distinct reading eye movement patterns. This exploratory eye-tracking study aimed to investigate the text-reading process in adolescents with differing reading comprehension, specifically examining how these differences manifest at the global eye movement level through scanpath analysis. Our findings revealed two distinct groups of scanpaths characterized by statistically significant differences in eye movement parameters. These groups were identified as “fast readers” and “slow readers”. Both groups exhibited similar oculomotor performance during the initial reading. However, significant differences emerged when they reread and revisited the text. Notably, these findings align with prior research conducted with different samples and languages, although discrepancies emerged in saccade amplitude and first-pass reading behavior. This study contributes to the understanding of how reading comprehension levels are reflected in global eye movement strategies among adolescents. However, limitations inherent in the experimental design, particularly the potential influence of the task on reading patterns, warrant further investigation. Future research should aim to explore these phenomena in more naturalistic reading settings, employing a design specifically tailored to capture the nuances of spontaneous reading behavior.

Reading patterns: dressmaking sections in women’s magazines in the 1960s and 1970s

ABSTRACT In the 1960s and 1970s, many women’s magazines had special sections for home dressmaking. At a time when ready-to-wear clothing was expensive, the sew-it-yourself pages had an important function to win over competition among female readers. Teenagers read the magazines in search of clothing designs to copy in order to dress according to the latest fashion. Despite the importance of such special sections, they have only been given a marginal place in the history of the popular press and in cultural studies. This article examines and discusses the role of dressmaking sections in women’s magazines in Sweden in the 1960s and 1970s. Based on analysis of the two largest Swedish women’s weeklies and interviews with readers and editors, the study highlights women’s ‘utilitarian reading’, which combines textual, visual, and material literacy, and thus contributes to an overlooked area within women's studies, fashion and media history.

Analisis Kemampuan Membuat Pola Rok Pias 6 Siswa Kelas X Tata Busana SMK Negeri 1 Beringin

The pias 6 skirt is a type of pias that has 6 pieces or pias. Pias skirt has several types such as skirt pias 2, skirt pias 5, skirt pias 6, skirt pias 7, and skirt pias 8. Students still feel difficulties in making pias skirt patterns 6 such as when measuring pattern sizes systematically, less skilled in the use of reading pattern signs such as the direction of pattern signs, pattern lines, use of various wrong pattern lines. In tracing the pias skirt pattern 6, the students were less capable in understanding pattern images. In placing the pattern on the material design it is still not precise and still does not match the fabric fiber, and is not correct in making the seam according to the instructions given. This research aims to determine the ability to make skirt patterns for 6 class X students Fashion Design at SMK Negeri 1 Beringin. This research was conducted in June 2018. The research location was at SMK Negeri 1 Banyan. The research is descriptive research. The population in this study was 48 students consists of 2 classes X. The sampling technique uses random sampling, namely 30 students in class X students. The data collection tool used was an observation sheet carried out by 5 observer whose grid consists of 19 indicators, scoring is determined with a value range of 4-1. Level the ability to make pias skirt patterns 6 in class X Fashion Design students at SMK Negeri 1 Beringin is at 79.80 and a standard deviation of 12.5 with the highest value of 93.5 and the lowest value of 56.5. from 30 samples. The research found that there were no very good results, 27 students (90%) obtained good results good, 2 students (310%) students got sufficient results and 1 student (3.33%) got poor results. This, it can be concluded that the students' ability to make pias skirt patterns is 6 in class X Fashion Design SMK Negeri 1 Beringin tends to be good.

A Study on Factors Influencing Digital Reading Behavior of Junior High School Students

Abstract The present study aimed to explore the impact pathway of digital reading willingness and behavior among junior high school students in Guangxi’s developed urban areas, so as to improve the digital reading quality of teenagers. This study took students from key junior high schools in Nanning, Guilin, and Liuzhou as the research subjects. The UTAUT model retained three factors, performance expectation, effort expectation, and social impact, while introducing two variables, perceived risk and immersive experience, to jointly develop a factor model for the digital reading behavior of junior high school students in Guangxi. After conducting a questionnaire survey using an “online + offline” method, 497 valid questionnaires were obtained. SPSS 23 was used to perform reliability and validity analysis and descriptive statistical analysis, while AMOS 26.0 was used to conduct discriminant validity analysis, model adaptation analysis, hypothesis testing, and path analysis. The research conclusion was that performance expectations, effort expectations, social impact, and immersive experience all had a positive and significant impact on the digital reading willingness of junior high school students; performance expectations, effort expectations, social impact, and immersive experience positively influenced their digital reading behavior through their digital reading willingness, while perceived risk was found to have no significant impact on digital reading willingness and corresponding behavior. This article used a composite research method to study a sample of student groups in specific regions. It was an early introduction of immersive experience and perceived risk indicators in the study of digital reading behavior, specifically exploring the digital reading patterns of junior high school students who had received less attention in previous studies but were in a critical period of growth.

Analisis Morfologi Fi’il Madhi Dan Fi’il Mudhori Pada Ayat Al-Qur’an Surat An-Naba Juz 30

Written, spoken, and arbitrary, Arabic has a distinct language style. In the same way, there are many domains for Arabic knowledge. You'll be exposed to a wide range of subjects when studying Arabic. Morphology, often known as shorof science, is one genre. In terms of morphology, the goal of this study is to characterise the linguistic features of surah An-Naba' in the Qur'an. Library research is the method used in this kind of study. This research seeks to determine the number of fi'il mudhori in Surah An-naba juz 30 and their reading pattern, in addition to identifying the dhomir that appears in each fi'il mudhori sentence. And describes in terms of the nahwu and shorof science approaches. The research results illustrate that researchers found 16 words that included fiil mudhari, these 16 words had been included in several different wazans and dhomir-dhomir.

From research reading and doing to research use: Tracking trajectories of becoming research-informed second language teachers

Despite the crucial role of teachers in connecting research to classroom practices, very little is known about the processes of research-informed practice through their reading, doing, and use of research. Also largely unknown is how the potential interconnections among these activities could influence teachers’ evaluations of research relevance and sustainability of their research-informed practice. This study, therefore, explores trajectories of teachers in adopting research-informed practice. Relying on an ecological theoretical lens through a narrative case study approach, we collected data from three in-service EFL teachers using in-depth individual interviews, multiple follow-ups, teacher-generated research logs, and researcher-made analytic memos. Data analysis revealed specific starting conditions (e.g., subject-matter explorations) for development of rudimentary familiarity, turning moments (e.g., developmental thresholds) giving rise to more sophisticated reception, and bottlenecks (e.g., disciplinary identity) for sustained involvement in research-informed-practice for teachers. Furthermore, on top of cyclical links among reading, doing, and use of research, we found perceived signature patterns of reading (i.e., empirical papers), doing (i.e., action research), or use (i.e., successful classroom application) for each teacher, as evidence for threshold crossing. Implications for theory and research, professional development, and policymaking, including key prerequisites that must be provisioned to prepare teachers for research-informed practice, are discussed.

DENNIS: a design and analysis tool for dynamic material x-ray diffraction experiments

We present DENNIS (Diffraction Experiment desigN and aNalysiS): a graphical software tool useful for the design and analysis of dynamic x-ray diffraction experiments, such as those performed on the Z Pulsed Power Facility, Thor Pulsed Power Generator, and Dynamic Compression Sector (DCS) of the Advanced Photon Source. DENNIS provides rapid powder and single-crystal diffraction pattern predictions and powder diffraction pattern image integration in three-dimensional geometries. Additional features include crystallographic information file reading, image processing, and synthetic diffraction pattern image generation. We overview the software's capabilities, detail the prediction and integration methodologies, and provide example implementations on Z and DCS experiments.

AN EXPLORATION OF BIG DATA AS THE BASIS FOR DEVELOPING A FLUID AND ADAPTABLE ARCHITECTURE PROGRAMMING

Many discussions have been devoted to the use of big data in architecture, particularly as atool for data predictive analysis. Interpretation of big data rules, however, is rarely discussed. This paper explores the use of big data as a basis for programming architectures. It emphasizes the use of big data in design beyond predicting the future. Instead, it is a descriptive resource that transcends rigid data dependencies. This allows architectural program development to become more flexible and adaptable. This study was conducted using exploratory qualitative methodology. A variety of sources in Google were used to collect the data. By using the tracing method, a rule inquiry is conducted. To gain a better understanding of how big data can be applied in architectural programming, a rules-based design exploration was conducted. Based on the results of this study, the following methods may be used to determine the rules: (1) data collection for reading patterns, (2) trace lines as a basis for discovering rules, and (3) exploration of rules as a basis for programming design. The concept of architecture can be considered asa component that incorporates digital technology, which enhances efficiency and adaptability

An Investigation Into The Reading Direction Preferences Of Generation Z: A Study On The Design Of Asian Winter Olympics Posters

Visual design is a crucial tool for communicating ideas through images rather than words or printed text. It enables readers to visually interpret and understand information, potentially solving problems across various life aspects. Traditional reading patterns usually flow from left to right and from top to bottom, while some Asian scripts are written in horizontal rows from left to right or in vertical columns from top to bottom. Lines guide the eye between sections and visual elements, while white space allows the eye to rest and focus on targeted areas. The purpose of arranging the five elements of layout design—text, images, lines, shapes, and white space—is to capture the reader's attention and effectively convey information. In this study, researchers conducted a visual content analysis of a poster with 40 Generation Z respondents to investigate their reading direction. This generation is known for its frequent use of various gadgets and preference for short, simple text to comprehend content. The researchers intentionally designed a vertical banner-sized poster representing the Asian Winter Olympics as a sample. The events included Sapporo 1972 and Nagano 1998 in Japan, PyeongChang 2018 in South Korea, and Beijing 2022 in China. The poster is segmented into four sections from top to bottom, each depicting one of the Winter Olympics events from 1972 to 2022. Coding categories were developed to analyse text layout, lines, and white space. However, the colours and images of these emblems and symbols of the Winter Olympic Games were predetermined, so colours and images were not examined in this study. This exploratory study of Generation Z offers an analytical approach to understanding the reading orientation of Generation Z and serves as a basis for future research. Additionally, several informants tended to scan the poster for information, even though it was not indicated that the poster could be interacted with via an app on their mobile phones.

On current limitations of online eye-tracking to study the visual processing of source code

Context:Eye-tracking is an increasingly popular instrument to study how programmers process and comprehend source code. While most studies are conducted in controlled environments with lab-grade hardware, it would be desirable to simplify and scale participation in experiments for users sitting remotely, leveraging home equipment. Objective:This study investigates the possibility of performing eye-tracking studies remotely using open-source algorithms and consumer-grade webcams. It establishes the technology’s current limitations and evaluates the quality of the data collected by it. We conclude by recommending ways forward to address the shortcomings and make remote code-reading studies in support of eye-tracking feasible in the future. Method:We gathered eye-gaze data remotely from 40 participants performing a code reading experiment on a purpose-built web application. The utilized eye-tracker worked client-side and used ridge regression to generate x- and y-coordinates in real-time predicting the participants’ on-screen gaze points without the need to collect and save video footage. We processed and analysed the collected data according to common practices for isolating eye-movement events and deriving metrics used in software engineering eye-tracking studies. In response to the lack of an algorithm explicitly developed for detecting oculomotor fixation events in low-frequency webcam data, we also introduced a dispersion threshold algorithm for that purpose. The quality of the collected data was subsequently assessed to determine the adequacy and validity of the methodology for eye-tracking. Results:The collected data was found to be of varying quality despite extensive calibration and graphical user guidance. We present our results highlighting both the negative and positive observations from which the community hopefully can learn. Both accuracy and precision were low and ultimately deemed insufficient for drawing valid conclusions in a high-precision empirical study. We nonetheless contribute to identifying critical limitations to be addressed in future research. Apart from the overall challenge of vastly diverse equipment, setup, and configuration, we found two main problems with the current webcam eye-tracking technology. The first was the absence of a validated algorithm to isolate fixations in low-frequency data, compromising the assurance of the accuracy of the data derived from it. The second problem was the lack of algorithmic support for head movements when predicting gaze location. Unsupervised participants do not always keep their heads still, even if instructed to do so. Consequently, we frequently observed spatial shifts that corrupted many collected datasets. Three encouraging observations resulted from the study. Even when shifted, gaze points were consistently dispersed in patterns resembling both the shape and size of the stimuli without extreme deviations. We could also distinguish recognizable reading patterns. Linearity was significantly different when participants were reading source code compared to natural text, and we could detect the expected left-to-right and top-to-bottom reading directions for participants reading natural text snippets. Conclusion:The accuracy and precision levels were not sufficient for a word-by-word analysis of code reading but could be adequate for a broader, coarse-grained precision study. Additionally we identified two main issues compromising the collected data validity and contributed a fixation detection algorithm to approach one of these issues. With suitable solutions to the identified issues, remote eye-tracking studies with webcams on code reading could eventually be feasible.

A Tale of Two Comprehensions? Analyzing Student Programmer Attention during Code Summarization

Code summarization is the task of creating short, natural language descriptions of source code. It is an important part of code comprehension, and a powerful method of documentation. Previous work has made progress in identifying where programmers focus in code as they write their own summaries (i.e., Writing). However, there is currently a gap studying programmers’ attention as they read code with pre-written summaries (i.e., Reading). As a result, it is currently unknown how these two forms of code comprehension compare: Reading and Writing. Also, there is a limited understanding of programmer attention with respect to program semantics. We address these shortcomings with a human eye-tracking study ( n =27) comparing Reading and Writing. We examined programmers’ attention with respect to fine-grained program semantics, including their attention sequences (i.e., scan paths). We find distinctions in programmer attention across the comprehension tasks, similarities in reading patterns between them, and differences mediated by demographic factors. This can help guide code comprehension in both CS education and automated code summarization. Furthermore, we mapped programmers’ gaze data onto the Abstract Syntax Tree to explore another representation of human attention. We find that visual behavior on this structure is not always consistent with that on source code.

Reading and Writing Impairment in Persons with Crossed Aphasia: A Comparative Study

Abstract Background Persons with aphasia (PWAs) manifest multifaceted deficits like auditory comprehension, spoken language, reading, and writing to varying degrees. Of these, the most debilitating signs are reading and writing impairment. Of late, PWAs express greater interest to improve their reading and writing skills. The deficits in these skills along with deficits in spoken language limit their participation in the community. Reading and writing may be altered contrarily in various stroke conditions across the left and right hemisphere lesions, just like how linguistic impairments are mutually exclusive. Thus, it must be rational to reconcile the possible role of the right hemisphere to process reading and writing inversely alike spoken abilities. Additionally, investigations on reading and writing deficits in left cerebrovascular atrophy (CVA) aphasics and right CVA aphasics (crossed aphasia) are seldom reported in the literature with relevance to Indian population focusing Indian languages. The study aims to compare reading and writing abilities across PWAs with left CVA and right CVA (crossed aphasia). Methodology The study recruited four native Kannada speaking PWAs (6 months poststroke) aged between 40 and 70 years with impaired linguistic abilities secondary to stroke through convenient sampling. Western Aphasia Battery-Kannada was administered to identify aphasic component, specifically to evaluate the language, reading, and writing aspects in detail and the scores were analyzed based on the scoring. Results Descriptive statistics revealed both left and crossed PWAs performed equipotent on linguistics tasks. However, reading abilities were better in left CVA individuals and writing was better in crossed PWAs on comparing the mean scores. Correlation analysis revealed positive correlation between language and reading-writing abilities of left CVA PWAs. Negative correlation was evinced in crossed PWAs. Hence, reading and writing difficulties in crossed aphasia can be mostly ascribed to impairment in peripheral mechanisms involved in visual and/or kinesthetic information processing as the right hemisphere is most viable to these processes. Conclusion The study highlights the unique pattern of reading and writing abilities in crossed aphasia condition. However, careful examination of dissociations in acquired spoken language and written language abilities across differential neuronal networks through larger samples in the future research is warranted.

Reading between the Lines: Image-Based Order Detection in OCR for Chinese Historical Documents

Chinese historical documents, with their unique layouts and reading patterns, pose significant challenges for traditional Optical Character Recognition (OCR) systems. This paper introduces a tailored OCR system designed to address these complexities, particularly emphasizing the crucial aspect of Reading Order Detection(ROD). Our system operates through a threefold process: text detection using the Differential Binarization++ model, text recognition with the SVTR Net, and a novel ROD approach harnessing raw image features. This innovative method for ROD, inspired by human perception, utilizes visual cues present in raw images to deduce the inherent sequence of ancient texts. Preliminary results show promising reductions in page error rates. By preserving both content and context, our system contributes meaningfully to the accurate and contextual digitization of Chinese historical manuscripts.

L2 Arabic learners' processing of Arabic garden-path sentences: a consistent reading pattern.

The main purpose of this study was to investigate to what extent the L2 Arabic learners' reading process is affected by the incomplete representation of speech (the absence of short vowels and diacritics) while reading ambiguous sentences (garden path sentences). With a self-paced reading software program, 41 non-native male students, aged from 22 to 26, enrolled in King Saud University, participated in reading 44 sentences (followed by reading comprehension questions) representing three reading conditions, plain, vowelized-discretized, and wrongly-vowelized. For the reading times data, the analysis revealed that the GP structure had a significant effect on the reading processes of L2 Arabic learners; it took them longer to read the GP sentences than their non-GP counterparts. For the reading comprehension, the analysis did not reveal any significant differences between the means for the percentages of correct responses. For the comparison between the three reading conditions, a significant difference was found: it took the participants on average less time to read the GP sentences when presented plain, and more time with the incorrect representation. However, their reading comprehension was not affected. In addition to the good-enough model and the nature of Arabic morphology, the reading experience, is a good candidate to start with as an important factor in the interpretation of the ineffectiveness of the GP structure on the reading comprehension process of Arabic readers, in which the segregability of Arabic writing system prepare the readers to emphasize some sensory inputs and ignore others based on their past reading experience.

Effective Combination of Oral Reading and Retrieval Practice Strategies: The Moderating Effect of Reading Model Development

The complementary view of strategy combinations points to the fact that a combination of strategies that promote memory encoding and retrieval practice strategies can be effective in improving memory retention. This study examines the effectiveness of the combination of oral reading and retrieval practice strategies and the effect of the development of reading patterns on their effectiveness. This study designed a mixed experimental design of 3 (grades: Grade three, Grade five, college students) × 2 (reading mode: oral reading and silent reading) × 2 (learning strategies: re-learning and retrieval practice). Among them, reading mode is the within-subject variable, and learning strategy and grade are the between-subjects variables. The dependent variable is the ratio of specific words recalled in the final test. The results show that the oral and retrieval practice is a significant and effective combination of memory strategies for primary school students who are mainly oral reading or in the transition from oral reading to silent reading. It is significantly better than the three strategy combinations of oral reading combined with re-leaning, silent reading combined with re-learning, and silent reading combined with retrieval practice. For adult students who dominated silent reading, silent reading combined with retrieval practice is the best memory strategy.

Close reading and larger patterns in Buddhist history

Close reading and larger patterns in Buddhist history

The jingle fallacy in comprehension tests for reading.

The Jingle fallacy is the false assumption that instruments which share the same name measure the same underlying construct. In this experiment, we focus on the comprehension subtests of the Nelson Denny Reading Test (NDRT) and the Wechsler Individual Achievement Test (WIAT-II). 91 university students read passages for comprehension whilst their eye movements were recorded. Participants took part in two experimental blocks of which the order was counterbalanced, one with higher comprehension demands and one with lower comprehension demands. We assumed that tests measuring comprehension would be able to predict differences observed in eye movement patterns as a function of varying comprehension demands. Overall, readers were able to adapt their reading strategy to read more slowly, making more and longer fixations, coupled with shorter saccades when comprehension demands were higher. Within an experimental block, high scorers on the NDRT were able to consistently increase their pace of reading over time for both higher and lower comprehension demands, whereas low scorers approached a threshold where they could not continue to increase their reading speed or further reduce the number of fixations to read a text, even when comprehension demands were low. Individual differences based on the WIAT-II did not explain similar patterns. The NDRT comprehension test was therefore more predictive of differences in the reading patterns of skilled adult readers in response to comprehension demands than the WIAT-II (which also suffered from low reliability). Our results revealed that these different comprehension measures should not be used interchangeably, and researchers should be cautious when choosing reading comprehension tests for research.

Occlusal effects on text reading: an eye-tracker study.

Asymmetric electromyographic (EMG) activity during teeth clenching has been linked to cognitive impairment, as evaluated by the Spinnler-Tognoni matrices test, and to asymmetric pupil size (anisocoria). Anisocoria indicates an asymmetric Locus Coeruleus activity, leading to an asymmetric hemispheric excitability worsening cognitive performance. Bite splint wearing corrects EMG asymmetry, reduces anisocoria and improves cognitive performance. This study explores the possible effect of EMG asymmetry on oculomotor behavior during text reading. In subjects showing different degrees of EMG asymmetry during clenching, the number and duration of fixation periods during a reading task, performed under two different occlusal conditions were analyzed. The first lecture was executed with a dental impression (imprint) interposed between the dental arches (corrected condition) and the second one with the arches in direct contact (habitual condition), without clenching effort. The imprint reduced the EMG asymmetries during clenching. In both occlusal conditions, total reading time correlated with duration of fixations, but not with their number. An inverse relation was observed between the number of fixations and their duration across individuals. Fixation frequency and duration were positively and negatively correlated with the amplitude of EMG asymmetry, respectively. Differently, total reading time was not related to the EMG asymmetry. When switching from the corrected to the habitual condition, an increase in the number of fixations and a reduction in their duration was observed, while total reading time could be either increased or decreased. An increased fixation frequency was observed in most of the subjects, while a reduced duration only among individuals with shorter reading times in habitual condition. In the habitual condition, EMG asymmetry influences reading patterns (more saccades/shorter fixations, less saccades/longer fixations) in our sample. The changes in text reading behavior elicited by occlusal correction can be explained by assuming that occlusal disharmony negatively interferes with the reading task by increasing the number of saccades necessary for text scanning. This finding may also indicate an increased difficulty in processing of visual information. The potential involvement of trigeminal pathways in the relation between occlusal factors and oculomotor control is discussed.

Individual differences in holistic word processing and the role of phonological processing in sentence comprehension

BackgroundRecent research has documented individual differences in the reading profiles of skilled native English readers using a behavioural marker of holistic visual word processing (orientation sensitivity). A more holistic word reading profile is associated with a weaker correlation with phonological decoding for word identification. Interestingly, that is different from typical patterns in skilled reading in English. The current study aimed to further assess the underlying distribution of orientation sensitivity as a continuous measure in an unrestricted undergraduate population and to extend past findings to understand the role of phonological decoding in reading comprehension as a function of orientation sensitivity.MethodsA group of 137 SUNY New Paltz undergraduates completed an orientation sensitivity test to assess the overarching distribution. A subset of 55 SUNY New Paltz undergraduates completed additional reading‐related tests (phonological decoding and reading comprehension) on an online platform (findingfive.com). The relationship between orientation sensitivity and reliance on phonological decoding on reading comprehension was assessed using regression.ResultsResults found that the distribution of orientation sensitivity was not normal and skews to the right, but is not bimodal, thus warranting the use of regression instead of group statistics. Lastly, those with relatively greater orientation sensitivity had a weaker relationship between measures of phonological decoding and a reading comprehension measure, as predicted.ConclusionsThe results extended the finding of differences in reliance on phonological decoding to reading comprehension as a function of orientation sensitivity. These results help refine our understanding of orientation sensitive readers and potential alternative route to successful reading found in the general population.

Exploring reading patterns of middle school students in situation-based reading tasks

Exploring reading patterns of middle school students in situation-based reading tasks