Predictor Of Reading Performance Research Articles

랜덤포레스트를 활용한 초⋅중학생 독서실행 영향 요인 탐색

Objectives The purposes of this study factors affecting elementary and middle school students’ reading practice were explored using the random forest technique. Methods For this purpose, data from the 13th year (sixth grade of elementary school) and the 14th year (first year of middle school) of the Korean Children's Panel were used. Using reading practice as a response variable and 111 explanatory variables from household, parent, child, and school/private education surveys, factors affecting their reading practice were explored based on the importance index, and a partial dependence plot (PDP) was used. We used this to understand the relationship of influence. Results As a result of examining the top 10 Mean Decrease Accuracy (MDA) predicting reading performance, in the case of 6th grade elementary school students, the results were achievement pressure, learning activities, teacher relationship, strict rules and directive atmosphere, overall happiness, academic stress, peer relationships, and school rules. , physical self-image, and self-esteem appeared in that order. In the case of first-year middle school students, the order was learning activities, achievement pressure, school rules, peer relationships, overall happiness, academic stress, strict rules and directive atmosphere, teacher relationship, physical self-image, and teacher support. Conclusions Factors that affect elementary and middle school students' reading practice are generally more influenced by the school environment than their parents, and the fact that parents' achievement pressure, school adaptation, and strict rules and directive atmosphere are predicted to affect reading practice. It can be seen that coercion has an effect to some extent. As for other variables, there was a difference in what was predicted by ‘self-esteem’ in the 6th grade of elementary school and ‘teacher’s support’ in the 1st grade of middle school.

Using Word Reading Fluency Curriculum-Based Measurements to Monitor Students’ Reading Progress in Grade 2

The researchers in this study examined the applicability of using an Arabic version of the curriculum-based measurement of word reading fluency (CBM WRF). A sample of 70 second-grade students, 45 average readers and 25 poor readers from a private school in Al Ain, UAE, were randomly selected to participate in this study. A 12-week trial demonstrated the effectiveness of using Arabic CBM WRF in monitoring the reading progress of second-grade students. In addition, Arabic CBM WRF was a good predictor of grade point average in the native language. Moreover, students who were struggling with reading scored significantly lower on CBM WRF probes than did average readers. Results suggest that the Arabic CBM WRF measure may be useful for evaluating and predicting reading performance in Arabic.

Which noncognitive features provide more information about reading performance? A data-mining approach to big educational data

The purpose of this study is to discover which noncognitive variables provide more information about reading performance. To answer this question, data mining based on information gain, decision tree and random forest methods were utilized in the study. The participants of the study consisted of 606,627 15-year-old students (49.8% female) in a total of 78 countries or economies, 37 of which are OECD members. Reading performance and plausible values of reading, the Student, ICT Familiarity, Financial Literacy, Educational Career, Well-Being and Parent Questionnaire data in PISA 2018 were analyzed to answer the research questions. When 108 features were analyzed as independent variables, it was found that SES (home possessions, cultural possessions, and ICT resources at home), metacognitive skills (assessing credibility and summarizing), and liking/enjoying reading were major variables predicting reading performance. The path analysis revealed that these variables explain 53.3% of the variability in reading performance. It is also remarkable that the decision tree model has a 74.61% accuracy value in estimating the reading performance.

Factors affecting reading performance among Grade 3 pupils in Boston, Davao Oriental, Philippines

The aim of this study is to explore the factors that affect the reading performance of Grade 3 pupils. This study was administered in a classroom with a total of 76 respondents using a researcher-made survey questionnaire that underwent a validity and reliability test. The result determined the level of reading performance of Grade 3 pupils from the data given by the advisers, which is remarked as "reader without comprehension." Moreover, this study determined the level of practice of the factors presented, the significant difference between paired factors, and the factors that best predict reading performance. Among the factors presented, this study revealed that vocabulary knowledge, background knowledge, teacher, and parental involvement best predict the reading performance of Grade 3 pupils at Boston Central Elementary School.

The role of gender and cognitive mechanisms in mathematical and reading performance

ABSTRACT The study identified the cognitive mechanisms that underly individual differences in mathematics and reading. There is little systematic evidence regarding the connections between cognitive capabilities, mathematics and reading among high-school students with typical development. Moreover, the study aimed to examine whether or not gender is important in predicting cognitive capabilities and performance in mathematics and in reading. Structural equation modelling was used to examine the effects of gender, visuo-spatial working memory (VSWM), numerical working memory (NWM), verbal working memory (VWM), and visual processing (VP) on mathematics and reading performance. A sample of 190 students completed mathematics, reading, VSWM, NWM, VWM, and VP tests. Results showed that mathematical performance was influenced by NWM, VSWM, and VP, while VWM was found to be unrelated to such performance. On the other hand, VWM and VP, but not VSWM, predicted reading performance. Furthermore, while direct correlations between gender, NWM and VP were found, VWM and VSWM were not. The results are important for their theoretical and educational implications.

Learning to read may help promote attention by increasing the volume of the left middle frontal gyrus and enhancing its connectivity to the ventral attention network.

Attention and reading are essential skills for successful schooling and in adult life. While previous studies have documented that attention development supports reading acquisition, whether and how learning to read may improve attention among school-age children and the brain structural and functional development that may be involved remain unknown. In this prospective longitudinal study, we examined bidirectional and longitudinal predictions between attention and reading development and the neural mediators of attention and reading development among school-age children using cross-lagged panel modeling. The results showed that better baseline reading performance significantly predicted better attention performance one year later after controlling for baseline attention performance. In contrast, after controlling for baseline reading performance, attention did not significantly predict reading performance one year later, while more attention problems also significantly predicted worse reading performance. Both the increasing gray matter volume of the left middle frontal gyrus and the increasing connectivity between the left middle frontal gyrus and the ventral attention network mediated the above significant longitudinal predictions. This study, directly revealed that reading skills may predict the development of important cognitive functions, such as attention, in school-age children. Therefore, learning to read is not only a challenge for school-age children but is also an important way to optimize attention and brain development.

Metacognitive Online Reading, Navigational Strategies, and the Reading Performance of the Grade 11 HUMMS of Pedro T. Mendiola Sr. Memorial National High School

This predictive, cross-sectional study aimed to determine the metacognitive online reading and navigational strategies and their relation to the reading performance of Grade 11 HUMSS Students of Pedro T. Mendiola Sr. Memorial National High School. Furthermore, the study also investigated which factors of metacognitive online reading and navigational strategies significantly influence the respondents’ reading performance. One hundred twenty-five (125)  students selected through simple random sampling participated in the study. Data were gathered using a Google Form and reading fluency test. Descriptive Statistics such as weighted mean, Pearson- Product correlation, and regression analysis were used to interpret the data. The students’ extent of the metacognitive online reading and navigational strategies is high, while the students’ reading performance is instructional. The metacognitive online reading strategy is strongly related to reading performance. The navigational strategy is moderately related to reading performance. All indicators of metacognitive online learning strategy significantly predict reading performance. Only mixed overview as an indicator of navigational strategy significantly predicts the reading performance. Senior High school students who used metacognitive online reading navigational strategies had definite reading goals in mind and knew how to accomplish them. Students need teacher support at the instructional reading performance level. The metacognitive and navigational strategies significantly predict and influence the respondents’ reading performance.

The influence of teachers’ math instructional practices on English learners’ reading comprehension and math problem-solving performance in Spanish and English

ABSTRACT We explored the role of three math instructional practices by teachers (explicit instruction, guided practice, peer interaction) in predicting current Spanish and English reading comprehension and later Spanish and English math problem-solving performance of English learners (ELs). In this study, math was taught in Spanish. We had 26 teachers and 319 Spanish-speaking ELs from dual language classrooms. Of concern was whether the teachers’ use of these three practices in the first year of the study yielded significant predictions in ELs’ Spanish and English reading comprehension in the current year and math problem-solving accuracy in the subsequent years. Our multilevel modeling results indicated that math skills could predict reading performance and that early calculation in Spanish and English significantly predicted later problem-solving performance. The results also indicated a trade-off regarding the language of instruction and math ability. Further, such instructional practices were more likely to benefit ELs without learning difficulties in math (LDM) than those with LDM. These findings suggest that when teachers use the three instructional practices in early years, these practices need to account for the language of instruction and the continuum of student abilities related to math in order to better improve ELs’ problem-solving accuracy in later years.

Language Models Explain Word Reading Times Better Than Empirical Predictability.

Though there is a strong consensus that word length and frequency are the most important single-word features determining visual-orthographic access to the mental lexicon, there is less agreement as how to best capture syntactic and semantic factors. The traditional approach in cognitive reading research assumes that word predictability from sentence context is best captured by cloze completion probability (CCP) derived from human performance data. We review recent research suggesting that probabilistic language models provide deeper explanations for syntactic and semantic effects than CCP. Then we compare CCP with three probabilistic language models for predicting word viewing times in an English and a German eye tracking sample: (1) Symbolic n-gram models consolidate syntactic and semantic short-range relations by computing the probability of a word to occur, given two preceding words. (2) Topic models rely on subsymbolic representations to capture long-range semantic similarity by word co-occurrence counts in documents. (3) In recurrent neural networks (RNNs), the subsymbolic units are trained to predict the next word, given all preceding words in the sentences. To examine lexical retrieval, these models were used to predict single fixation durations and gaze durations to capture rapidly successful and standard lexical access, and total viewing time to capture late semantic integration. The linear item-level analyses showed greater correlations of all language models with all eye-movement measures than CCP. Then we examined non-linear relations between the different types of predictability and the reading times using generalized additive models. N-gram and RNN probabilities of the present word more consistently predicted reading performance compared with topic models or CCP. For the effects of last-word probability on current-word viewing times, we obtained the best results with n-gram models. Such count-based models seem to best capture short-range access that is still underway when the eyes move on to the subsequent word. The prediction-trained RNN models, in contrast, better predicted early preprocessing of the next word. In sum, our results demonstrate that the different language models account for differential cognitive processes during reading. We discuss these algorithmically concrete blueprints of lexical consolidation as theoretically deep explanations for human reading.

Reading medium and interest: effects and interactions

Both medium (paper or screens) and interest have been noted as important factors in learning from reading text, but connections between them have not been examined. The purposes of this study are to examine whether reading medium and interest, both individual and situational, interact to predict performance on a reading assessment and whether medium affects situational interest. College students (N = 206) reported their individual interest in the content of a textbook excerpt, were randomly assigned to read a textbook excerpt from paper or screen, and then reported their situational interest in the textbook excerpt. Based on the findings of this study, individual interest did not interact with medium to predict reading performance; however, situational interest was more predictive of performance when reading from screens than from paper. Medium did not influence situational interest.

A-32 Does Inhibition Contribute to Word Reading beyond Non-inhibition Processes?

Abstract Objective The current study aims to extend the study conducted by Van der Sluis and colleagues (2012) and investigate whether the statistical relationships between executive functioning (EF) and reading performance is causal or merely correlational. Methods A sample of children ages 5 to 12 years (N = 44) were given a standardized test of inhibition and its corresponding non-inhibition condition from the NEPSY-II assessment battery (Korkman, Kirk & Kemp, 2007) and the Letter-Word Identification test from the Woodcock Johnson IV Achievement Test Battery was given to assess reading (Schrank et al., 2014). Two separate hierarchical regressions were conducted to determine if inhibition predicted reading performance beyond that of its non-inhibition condition. Results The first regression examined the contribution of inhibition on reading after first accounting for the non-inhibition condition, and the second regression examined the contribution of the non-inhibition condition after first accounting for inhibition. Results indicate that inhibitory ability showed no significant contribution to prediction after controlling for the non-inhibition processes, and when first controlling for inhibitory ability, the non-executive processes from the non-inhibition condition continued to significantly contribute to word reading performance (ΔR2 = 0.21, F(1,44) = 25.11, p < 0.01). Conclusions The results of the current study provide further support that relationship between EF and reading performance may be more of a statistical and procedural confound than it is a mechanism directly implicated in reading ability attainment. More work should be done to determine if the findings from this study are replicable across different tests of reading (i.e., comprehension, fluency).

Predicting Reading Performance by Texas Student Demographics Characteristics: A Statewide Analysis

Analyzed in this research study was the degree to which demographic characteristics (i.e., economic status, ethnicity/race, English Language Learner status) of Grade 3 students in Texas schools was related to their reading achievement as assessed by the State of Texas Assessment of Academic Readiness (STAAR) Reading test. Archival data from the Texas Education Agency, Public Education Information Management System, were analyzed using a causal-comparative research design. Specifically examined was each of the variables listed above for 2015-2016, 2016-2017, 2017-2018, and 2018-2019 school years separately for boys and girls, followed by comparing these variables across the four school years. Statistically significant results were present in all four school years for boys and girls. In three of the four years analyzed regarding boys' performance, being Poor, Black, or Hispanic was indicative of not meeting the Meets Grade Level standard. In three of the four years investigated regarding girls' performance, being White or Asian was indicative of meeting the Meets Grade Level standard. Implications for policy and practice, as well as recommendations for future research, are provided.

The Relation of Metacognition, Personality, and Foreign Language Performance

Metacognition is a significant predictor of learning and academic performance, including foreign-language performance. However, variations in metacognitive competence can be observed due to several factors, potentially including personality. Analytic survey research methods were implemented to examine the relation between metacognition and personality traits and their interaction with foreign-language performance. Data were collected from 244 participants via the Turkish Metacognitive Awareness Inventory, Basic Personality Traits Inventory, and records of foreign language performance grades. Spearman's correlation and multiple linear regression tests were used for data analysis. Results confirmed that Conscientiousness, Openness to Experience, and Agreeableness explained 20% of metacognitive knowledge, and 16% of metacognitive regulation was attributed to Conscientiousness and Openness to Experience. Compared to other language skills, it was merely reading performance correlating with metacognitive knowledge and metacognitive regulation. On the other hand, language use was positively correlated with metacognitive regulation. Regression analyses identified that only personality traits but not metacognition predicted foreign-language performances. Conscientiousness and Extraversion predicted reading performance, and Conscientiousness and Openness to Experience were significant predictors of language use performance. These findings may suggest that personality influences foreign language reading performance, language use performance, and metacognition. Therefore, pedagogical implications may reflect individual differences, especially when delivering foreign language instruction or metacognition training modules.

Determinantes escolares y de los estudiantes en el rendimiento lector: un análisis multinivel con estudiantes portugueses

Reading is crucial for learning, in general. Starting right with reading in primary grades is, therefore, vital for school achievement. The present study aims to test whether students’ factors best predict reading performance than school factors and determine what student and school factors predict reading performance. The study sample includes 4,118 fourth-grade students participating in IEA PIRLS 2016. Three questionnaires were used to collect data: one for school principals, one for students, and one for parents. Hierarchical linear modeling was used to study the relation of school and student-level variables to students’ reading performance. Students’ confidence in reading and home resources for learning are the best predictors of reading performance at the student level. At the school level, school emphasis on academic success is the best predictor of reading performance. The results provide clues as to what schools might do to improve reading results.

ProVoc: An app to train vocabulary depth in order to foster children's reading comprehension

AbstractMany studies have demonstrated the crucial role of vocabulary in predicting reading performance in general. More recent work has indicated that one particular facet of vocabulary (its depth) is more closely related to language comprehension, especially inferential comprehension. On this basis, we developed a training application to specifically improve vocabulary depth. The objective of this study was to test the effectiveness of a mobile application designed to improve vocabulary depth. The effectiveness of this training was examined on 3rd and 4th grade children's vocabulary (breadth and depth), decoding and comprehension performances. A randomized waiting‐list control paradigm was used in which an experimental group first received the intervention during the first 4 weeks (between pretest and post‐test1), thereafter, a waiting control group received the training for the next 4 weeks (between postest1 and posttest2). Results showed that the developed application led to significant improvements in terms of vocabulary depth performance, as well as a significant transfer effect to reading comprehension. However, we did not observe such a beneficial effect on either vocabulary breadth or written word identification. These results are discussed in terms of the links between vocabulary depth and comprehension, and the opportunities the app presents for remedying language comprehension deficits in children.

School and student determinants of reading performance: A multilevel analysis with Portuguese students

Reading is crucial for learning, in general. Starting right with reading in primary grades is, therefore, vital for school achievement. The present study aims to test whether students’ factors best predict reading performance than school factors and determine what student and school factors predict reading performance. The study sample includes 4,118 fourth-grade students participating in IEA PIRLS 2016. Three questionnaires were used to collect data: one for school principals, one for students, and one for parents. Hierarchical linear modeling was used to study the relation of school and student-level variables to students’ reading performance. Students’ confidence in reading and home resources for learning are the best predictors of reading performance at the student level. At the school level, school emphasis on academic success is the best predictor of reading performance. The results provide clues as to what schools might do to improve reading results.

The Effects of Intrinsic and Extrinsic Reading Motivation on Reading Performance in Elementary School

ABSTRACT Reading motivation is an important factor that can predict reading performance in elementary school. The present study aimed to investigate whether reading motivation could mediate the relationship between reading skills at the beginning of school and reading performance in the middle of elementary school. Longitudinal data from 979 students (52% girls) in Russia were used. Data on early reading skills in Grade 1 and reading comprehension and reading motivation in Grade 3 were collected. The results indicated that intrinsic and extrinsic motivation in Grade 3 predicted reading performance in Grade 3 after controlling for reading skills in Grade 1. A two-level multilevel mediation analysis showed that intrinsic motivation did not mediate but extrinsic motivation partly mediated the effect of reading skills in Grade 1 on subsequent reading performance. The results are discussed in light of previous studies. Suggestions for future research and practical implications are also discussed.

Longitudinal Results on Phonological Awareness and Reading Performance of Turkish-Speaking Children by Socioeconomic Status

Although several studies show that phonological awareness predicts reading performance, longitudinal results in different socioeconomic levels are not clear enough. This study aimed to examine to what extent the phonological awareness skills of Turkish-speaking children coming from different socioeconomic levels are predictive of later reading performance. Children’s phonological awareness was assessed in three time points including in the fall and spring semesters of kindergarten and in the beginning of first grade while reading performance was assessed at the end fall semester in first grade. A total of 451 children participated in all assessments. Three regression models were tested for the analyses. The results showed that phonological awareness skills assessed during kindergarten and in the beginning of first grade predicted reading performance in first grade in children from all socioeconomic levels, and predictive power of phonological awareness skills were higher in the spring of kindergarten compared to other assessment points.

Can children's instructional gameplay activity be used as a predictive indicator of reading skills?

For children who may face reading difficulties, early intervention is a societal priority. However, early intervention requires early detection. While much research has approached the issue of identification through measuring component skills at single timepoints, an alternative is the utilisation of dynamic assessment. To this point, few initiatives have explored the potential for identification through progress data from play in digital literacy games. This study explored how well growth curves from progress data in a digital intervention can predict reading performance after gameplay compared to measuring component skills at a single timepoint (school entry). 137 six-year-old students played the digital Graphogame for 25 weeks. Latent growth curve analyses showed that variation in trajectories explained variation in literacy performance to a greater extent than risk status at school entry. Findings point to a potential for non-intrusive reading assessment in the application of a serious digital game in first grade.

Predicting reading ability from brain anatomy and function: From areas to connections

Reading is a complex task involving different brain areas. As a crystallized ability, reading is also known to have effects on brain structure and function development. However, there are still open questions about what are the elements of the reading networks and how structural and functional brain measures shape the reading ability. The present study used a data-driven approach to investigate whether reading-related brain structural measures of cortical thickness, myelination, sulcus depth and structural connectivity and functional connectivity from the whole brain can predict individual differences in reading skills. It used different brain measures and performance scores from the Oral Reading Recognition Test (ORRT) measuring reading ability from 998 participants. We revealed reading-related brain areas and connections, and evaluated how well area and connection measures predict reading performance. Interestingly, the combination of all brain measures obtained the best predictions. We further grouped reading-related areas into positive and negative networks, each with four different levels (Core Regions, Extended-Regions 1, 2, 3), representing different correlation levels with the reading scores, and the non-correlated Region irrelevant to reading ability. The Core Regions are composed of areas that are most strongly correlated with reading performance. Insular and frontal opercular cortex, lateral temporal cortex, and early auditory cortex occupy the positive Core Region, while inferior temporal and motor cortex occupy the negative Core Region. Aside from those areas, the present study also found more reading-related areas including visual and language-related areas. In addition, connections predicting reading scores are denser inside the reading-related networks than outside. Together, the present study reveals extended reading networks of the brain and provides an extended data-driven analytical framework to study interpretable brain-behavior relationships, which are transferable also to studying other abilities.