Improve Reading Performance Research Articles

Centralization and Long-Term System Performance: Evidence From State Takeovers of School Districts

Does centralization affect the performance of public institutions in the long run? Can states more successfully improve struggling bureaucracies than local governments? This paper explores these questions in the context of educational governance with a focus on state takeovers of school districts in the U.S.—a shift away from the traditional school board governance arrangement toward more centralized decision-making at the state level. In recent decades, takeovers have become a more common policy response to perceived low performance of public school systems. This paper extends an earlier study on the topic to examine the longer-run effects of this form of political centralization on system performance. Using a nationwide sample and up-to-date event study methods, the paper finds no evidence that takeovers of districts between 2010 and 2018 generated improvements in student reading and math performance, up to nearly a decade after takeover occurred. Takeovers lasting a greater number of years are not associated with differential impacts. Findings are not driven by compositional changes in student populations or bias due to variation in treatment timing. This form of political centralization from local to state levels therefore does not appear to be a consistent tool for improving the performance of public institutions.

From Nervous to Fluent: The Impact of AI Chatbot-Assisted Assessment on English Reading Anxiety and Performance in Indonesia

This study examines the influence of AI Chatbot-assisted assessment on English reading anxiety and performance in Indonesian secondary school pupils. The growing integration of artificial intelligence in educational settings, namely through reading bots, has the potential to improve language acquisition and reduce student anxiety. The study utilizes a quantitative research approach, which compares the performance of an experimental group that interacts with AI chatbot-assisted assessment to a control group that receives traditional teaching led by a teacher. The data were gathered by administering pre- and post-tests of the adopted EFLRAI to assess reading anxiety, and the KET to measure reading performance. The results indicate that engagement with AI chatbots significantly alleviates reading anxiety and improves reading performance. This fosters a conducive learning atmosphere that enhances confidence and engagement in acquiring the English language. This study improves the understanding of the role of AI Chatbot-assisted assessment in language education and its effectiveness in addressing the challenges faced by English as a Foreign Language (EFL) learners in Indonesia.

Metacognitive Reading Strategies and Their Impact on Comprehension: Insights from Rural EFL Learners

The need for more understanding and implementation regarding the importance of metacognitive reading strategies has constrained reading skills learning among EFL learners. While these strategies improve reading comprehension, learners must still utilize them effectively, reducing their performance in reading texts critically and independently. This study examines the influence of metacognitive awareness reading strategies on reading comprehension among rural EFL learners. This study exploited cross-sectional design, one of two major designs of survey methods. This study employed 114 EFL learners of the English Department in Indonesia. This study employed two instruments, namely a questionnaire to measure EFL learners’ metacognitive awareness reading strategies from MARSI-R by Mokhtari et al. (2018) and documentation obtained from the scores of the reading courses in the third semester. This study used quantitative statistical analysis, descriptive statistics to analyze the ability level of EFL learners to read comprehension, and inferential statistics to determine the influence of metacognitive awareness reading strategies on reading comprehension among EFL learners. The result of this study revealed that reading comprehension among EFL learners is at a moderate level. EFL learners are highly aware of metacognitive reading strategies, especially problem-solving strategies. These subscales also strongly correlate with each other and metacognitive awareness reading strategies for improving readers’ metacognitive ability to understand texts. Then, metacognitive reading strategies have a significant relationship but a weak impact on reading comprehension, explaining only slight variability. Regularly employing metacognitive strategies can improve reading performance and effectiveness, making learners more strategic and skilled in planning, monitoring, and evaluating their reading comprehension.

Proprioceptive intervention improves reading performance in developmental dyslexia: An eye-tracking study

Developmental dyslexia is characterized by difficulties in learning to read, affecting cognition and causing failure at school. Interventions for children with developmental dyslexia have focused on improving linguistic capabilities (phonics, orthographic and morphological instructions), but developmental dyslexia is accompanied by a wide variety of sensorimotor impairments. The goal of this study was to examine the effects of a proprioceptive intervention on reading performance and eye movement in children with developmental dyslexia. Nineteen children diagnosed with developmental dyslexia were randomly assigned to a regular Speech Therapy (ST) or to a Proprioceptive and Speech Intervention (PSI), in which they received both the usual speech therapy and a proprioceptive intervention aimed to correct their sensorimotor impairments (prism glasses, oral neurostimulation, insoles and breathing instructions). Silent reading performance and eye movements were measured pre- and post-intervention (after nine months). In the PSI group, reading performance improved and eye movements were smoother and faster, reaching values similar to those of children with typical reading performance. The recognition of written words also improved, indicating better lexical access. These results show that PSI might constitute a valuable tool for reading improvement children with developmental dyslexia.

Improving reading performance by file prefetching mechanism in distributed cache systems

Improving reading performance by file prefetching mechanism in distributed cache systems

On English Reading Teaching in Junior High School Based on ARCS Learning Motivation Model

In the cultivation of the four basic skills of listening, speaking, reading, and writing in language learning, reading is a more comprehensive reflection of the language application process. However, there are still many problems in the current stage of English reading teaching, which affects the effectiveness of English reading teaching and the improvement of students’ reading ability. Strong reading motivation is a key factor in promoting students to actively learn reading. Professor Keller, a renowned American psychologist, proposed the “ARCS Learning Motivation Model” in 1983, which starts with four elements: Attention, Relevance, Confidence, and Satisfaction, and designs corresponding motivational strategies based on the characteristics of students’ learning motivation and teaching content. This study aims to stimulate students’ reading motivation as a breakthrough point, apply the ARCS learning motivation model to English reading teaching in junior high school, and explore whether English reading teaching based on this model can improve students’ reading motivation and thus improve their reading ability and grades. This research selected two classes in the first grade of a middle school as experimental subjects. The experimental class adopted a reading teaching method based on the ARCS learning motivation model, while the control class adopted traditional reading teaching methods. Through a one-month teaching experiment, the researchers collected and analyzed data from students, including questionnaires, tests, and interviews. Based on the analysis of the research results, this research confirms the effectiveness of middle school English reading teaching based on the ARCS learning motivation model in enhancing students’ reading motivation, improving reading ability, and improving reading performance. This provides useful insights for English reading teaching in junior high school and also serves as a reference for future research in related fields.

SolsDB: Solve the Ethereum’s bottleneck caused by storage engine

Ethereum’s block synchronization process interacts with the storage engine in two parts: waiting for state data to be read while processing transactions and waiting to write data after processing is complete. Presently, Ethereum utilizes the LSM-tree-based storage engine that not only falls short of meeting Ethereum’s read performance requirements but also presents additional mismatches. In this paper, we propose the single-level ordered log structure database (SolsDB), which fully utilizes state data features to satisfy the workload requirements of Ethereum block synchronization process and suggest novel interactions to deliver state data features to the storage engine. The write feature of state data is utilized to store state data in blocks and the file is globally ordered, which avoids write amplification caused by compaction. By delivering the read feature, the Parser module is crafted to parse the query key, enabling direct file location without the need for level-by-level querying, thus addressing the issue of read amplification. Extensive experiments are conducted to validate the performance of SolsDB. Compared with LevelDB, SolsDB improves read performance by up to 4.7x, reduces read tail latency by 68.7% to 83.3%, and reduces the write amplification factor by 49.1% to 76.1%.

Retinotopic cortical mapping in objective functional monitoring of macular therapy

Background/AimsTo determine the suitability of functional MRI (fMRI) as an objective measure of macular function following therapeutic intervention; conventional psychophysical measures rely heavily on patient compliance.MethodsTwenty patients with neovascular age-related...

Contextualized Interactive Video as a Reading Tool for Daycare Pupils of Selected Barangay in Manila City amidst COVID19

Reading is essential for personal growth and development, and early failure to acquire it can lead to social problems. To ensure effective learning, teachers must collaborate with parents and adopt new technology. The Bahay Kubo Application, a contextualized interactive video, was used to improve emerging readers' reading abilities and comprehension, benefiting teachers, parents, and caregivers. The study aims to determine the effectiveness of “Bahay Kubo” Learning Application in developing / enhancing the reading skills of the daycare pupils of Selected Barangay in Manila City. Purposive sampling was used to select the population. The Bahay Kubo app significantly improved reading performance, meeting objectives and making the learning process significant for learners. Daycare centers should develop reading strategies that suit learners' learning styles, encourage parental participation, and provide ongoing professional development. Schools should also offer home teaching strategies and explore free applications to enhance children's reading capabilities.

The Effects of a Novel Treatment for Hemianopic Dyslexia on Reading, Symptom Load, and Return to Work.

Reading disorders are frequent in homonymous hemianopia and are termed hemianopic dyslexia (HD). The existing treatment methods have shown improvements in reading speed, accuracy, and eye movements during reading. Yet, little is known about the transfer effects of such treatments on functional, reading-related tasks of daily life, e.g., reading phone numbers, finding typing errors or text memory. In addition, little is known about the effects on symptom load and return to work. Here, we examined a new reading therapy entailing three different methods-floating text, rapid serial visual presentation (RSVP) of single words, and the moving window technique-and evaluated their efficacy. Twenty-seven chronic HD patients were treated in a baseline design with treatment-free intervals before and after a treatment period of several months. HD was assessed with a battery of reading tests and a questionnaire about subjective symptom load at four time-points. Patients received all three reading therapies over several weeks. The results show significant and stable improvements during treatment within all measures. Approximately 63% of treated patients returned to work after the therapy. We concluded that our novel HD treatment led to widespread and lasting improvements in reading performance, generalized to functional reading tasks and reduced symptom load, and the majority of patients were able to return to work.

Exploring the Impact of Matching E-Training Material to Arabic Dyslexia Type on Learners’ Reading Performance, Satisfaction and Behaviour

Abstract Dyslexia is a reading difficulty that can be found everywhere, regardless of a person’s ethnicity or race. The manifestation of dyslexia depends on the structure and orthography of a language. There is a lack of research into Arabic dyslexia, particularly the benefits of adaptive learning in this area. The study presented in this paper aimed to understand the impact on learners’ reading performance, satisfaction and behaviour when matching e-training material with learner attributes. The focus is on learners with short vowel dyslexia. The study was undertaken with 22 female primary school children in Saudi Arabia, all of whom were native Arabic speakers. These children were divided into two groups: a matched group (which included learners with short vowel dyslexia) and a mismatched group (which included learners with vowel dyslexia). An e-training system ‘DysTypeTrain2’ was designed and developed to support the study. A mixed-methods approach was used to collect both quantitative and qualitative data. The quantitative data were collected from (i) pre- and post-test results to calculate the improvement in reading performance and (ii) learner satisfaction scores. The qualitative data were collected from observations of learners’ behaviour. It was found that the learners’ reading performance and satisfaction improved in both experimental conditions (short vowel dyslexia group and vowel dyslexia group), regardless of their Arabic dyslexia type, indicating that the system was effective and the learning process was improved. Further, the learners were happy and excited about the system.

Oculomotor Rehabilitation Improves Reading Abilities in Dyslexic Children With Concurrent Eye Movement Abnormalities.

The oculomotor abnormalities have been reported in some dyslexic children. The purpose of the study was to evaluate the effects of oculomotor rehabilitation on the reading performance of dyslexic children. Subjects were 50 dyslexic children. Those with oculomotor abnormalities (n = 30) were randomly assigned into 2 groups matched for age. The case group received oculomotor rehabilitation. The rehabilitation program consists of 3 different exercises. The reading and dyslexia tests were performed before and after the intervention. The correct scores of reading tests in the case group posttest increased significantly compared with the control group, and there is a significant difference between the two groups (P = .001). The positive effects of oculomotor rehabilitation on the reading performance of dyslexic children confirmed that the oculomotor program could be a practical tool for improving reading performance in dyslexic children.

Recognition Performance Validation of Weather Map Images by ChatGPT

Weather map recognition is a complex image recognition task that requires two cognitive processes: the interpretation of symbols and future predictions. Recent advancements in multimodal AI have shown the potential to solve such complex tasks. This research uses ChatGPT, a type of multimodal AI, to validate the recognition performance of weather map images and proposes prompt engineering for more accurate recognition. Weather map recognition is a problem that is also featured in the Common University Entrance Test. If weather maps can be recognized, automatic grading and question generation become possible, leading to learning support. Furthermore, it is expected that weather commentary text can be automatically generated from weather maps. Therefore, weather map image recognition is an important task, but it requires not only recognizing time-series changes in local weather data but also recognizing information on large-scale weather patterns such as pressure pattern and making future predictions. In this research, we use ChatGPT4-Vision, a multimodal AI, to validate the recognition performance of weather map images. We investigate whether it can answer questions about weather maps from university entrance exams and generate weather commentary text from weather map images. By conducting multiple experiments with varying tasks and information in the prompts, and evaluating the accuracy of the generated commentaries, we propose and validate improvements in reading performance through prompt engineering.

Fastensor: Optimise the Tensor I/O Path from SSD to GPU for Deep Learning Training

In recent years, benefiting from the increase in model size and complexity, deep learning has achieved tremendous success in computer vision (CV) and (NLP). Training deep learning models using accelerators such as GPUs often requires much iterative data to be transferred from NVMe SSD to GPU memory. Much recent work has focused on data transfer during the pre-processing phase and has introduced techniques such as multiprocessing and GPU Direct Storage (GDS) to accelerate it. However, tensor data during training (such as Checkpoints, logs, and intermediate feature maps), which is also time-consuming, is often transferred using traditional serial, long-I/O-path transfer methods. In this article, based on GDS technology, we built Fastensor, an efficient tool for tensor data transfer between the NVMe SSDs and GPUs. To achieve higher tensor data I/O throughput, we optimized the traditional data I/O process. We also proposed a data and runtime context-aware tensor I/O algorithm. Fastensor can select the most suitable data transfer tool for the current tensor from a candidate set of tools during model training. The optimal tool is derived from a dictionary generated by our adaptive exploration algorithm in the first few training iterations. We used Fastensor’s unified interface to test the read/write bandwidth and energy consumption of different transfer tools for different sizes of tensor blocks. We found that the execution efficiency of different tensor transfer tools is related to both the tensor block size and the runtime context. We then deployed Fastensor in the widely applicable Pytorch deep learning framework. We showed that Fastensor could perform superior in typical scenarios of model parameter saving and intermediate feature map transfer with the same hardware configuration. Fastensor achieves a 5.37x read performance improvement compared to torch.save () when used for model parameter saving. When used for intermediate feature map transfer, Fastensor can increase the supported training batch size by 20x, while the total read and write speed is increased by 2.96x compared to the torch I/O API.

Dyslexia deep clustering using webcam-based eye tracking

Dyslexia is a neurodevelopmental impairment that causes difficulties in reading and can have significant academic, social, and economic impacts. In Morocco, Dyslexia accounts for 37% of children's school failures. Early detection of dyslexia is crucial to help children reach their academic potential and prevent low self-esteem. To address this issue, a dyslexia screening tool using webcam-based eye tracking was developed for the Arabic language. The tool was tested on a dataset of 61 students from three primary schools in southern Morocco, and the results showed that using Arabic dyslexic-friendly typefaces improved reading performance, particularly for those with low reading performance. Deep clustering was used to reduce the dimensionality of the dataset, and the subjects were gathered using unsupervised k-means based on AutoEncoder output. The three clusters produced showed a significant difference in many dyslexia traits, such as the number and duration of fixations, as well as the saccade period. These findings suggest that webcam-based eye-tracking techniques have the potential to be used as an initial dyslexia diagnosis tool to assess if a child exhibits some of the typical symptoms of dyslexia and whether they should seek a professional full dyslexia diagnosis.

The Role of Format Familiarity and Word Frequency in Chinese Reading.

For Chinese readers, reading from left to right is the norm, while reading from right to left is unfamiliar. This study comprises two experiments investigating how format familiarity and word frequency affect reading by Chinese people. Experiment 1 examines the roles of format familiarity (reading from left to right is the familiar Chinese format, and reading from right to left is the unfamiliar Chinese format) and word frequency in vocabulary recognition. Forty students read the same Chinese sentences from left to right and from right to left. Target words were divided into high and low frequency words. In Experiment 2, participants engaged in right-to-left reading training for 10 days to test whether their right-to-left reading performance could be improved. The study yields several main findings. First, format familiarity affects vocabulary recognition. Participants reading from left to right had shorter fixation times, higher skipping rates, and viewing positions closer to word center.. Second, word frequency affects vocabulary recognition in Chinese reading. Third, right-to-left reading training could improve reading performance. In the early indexes, the interaction effect of format familiarity and word frequency was significant. There was also a significant word-frequency effect from left to right but not from right to left. Therefore, word segmentation and vocabulary recognition may be sequential in Chinese reading.

Reaping Both Latency and Reliability Benefits With Elaborate Sanitization Design for 3D TLC NAND Flash

With the rising security concern on modern storage systems, the concept of data sanitization has been widely investigated recently. Among the existing works targeting data sanitization, an overwriting-based approach, namely one-shot sanitization, is one of the most efficient sanitization approaches. Nonetheless, we find that the one-shot sanitization approach would fail to achieve precise data sanitization for 3D TLC NAND flash, because of incurring undesired data errors. That is, how to simultaneously realize precise sanitization and high security with decent latency and reliability on emerging storage devices remains unsolved. This work proposes an elaborate sanitization design that skillfully manipulates the threshold voltage ( <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex-math notation="LaTeX">$V_{t}$</tex-math></inline-formula> ) distribution of sanitized pages. Not only does the proposed design achieve precise sanitization and high security, but it also enhances read performance and data reliability. Specifically, this work elaborately sanitizes data by merging specific <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex-math notation="LaTeX">$V_{t}$</tex-math></inline-formula> distributions of the target physical page on 3D TLC NAND flash. Besides, the proposed approach further takes lateral charge migration into consideration to improve data reliability. We conduct a series of experiments to evaluate our proposed approach on real 3D TLC NAND flash. The experiment results demonstrate the proposed approach can achieve elaborate data sanitization under various scenarios and improve read performance by 29%.

Reading rate of low vision children using optical devices: A pilot study

Background: Visual impairment in children negatively impacts their learning ability compared with their normally sighted peers and the use of optical devices may in turn assist the learner in their educational pursuit.Aim: To determine the reading rate of children with low vision, with and without the use of optical devices.Setting: The study was conducted at an eye clinic in KwaZulu-Natal.Method: A pilot study was conducted on 15 children with low vision, aged between 6 years and 19 years (mean = 13.86 ± 3.34 years). Reading rate was assessed at near, using the English Paediatric Rate of Reading Test, and evaluated with and without the use of optical devices.Results: The mean reading rates were 59.32 word per minute (wpm) ± 24.08 wpm and 67.04 wpm ± 25.63 wpm without and with the optical device, respectively (p = 0.087).Conclusion: While this was a pilot study having implications on statistical significance, the results indicated an improvement in reading rate with optical devices compared with without.Contribution: Vision is integral for the efficient performance of daily tasks. Improved reading performance relates to a happier child despite their visual limitations, hence managing low vision effectively impacts scholarly progression as well as quality of life including physical, mental and social well-being of the child.

The Effects of Background Music on The Screen-Based Reading Material Among University Students: An Eye Tracking Study

Reading performance is a crucial skill that can predict success in education. Many factors can influence reading performances, such as background music and perceiving the sentences while reading. This study explores the effects of music on screen-based reading materials among health sciences university students. One hundred twelve participants from The National University of Malaysia, Kuala Lumpur Campus, participated in this study. Participants were asked to read and understand the general theme text given on the computer screen. The participants were segregated into two groups according to their preferred way of reading, either music or non-music. Then, participants in the music group randomly listened to rap or classic music (rap = 86 BPM or classic = 161 BPM) using a Sony headphone (MDR-XB450AP) while reading. The reading duration was recorded, and reading comprehension was determined by the correct answers to four questions based on the text. A webcam-based GazeRecorder software was used to measure the eye-tracking metrics (dwell time, first view time, and number of AOI views) on the area of interest (AOI). Reading speed is significantly associated with reading comprehension (rs = -0.1933, p = 0.0412). Reading duration, reading speed, and reading comprehension were not considerably different while listening to and not listening to music. The results show a similar pattern in all eye-tracking metrics. However, the reading duration while listening to rap music (2.68 ± 1.94 minutes) was significantly shorter (U = 299.5, p = 0.02642) compared to classical music (3.42 ± 1.91 minutes). Moreover, reading speed is significantly higher (U = 299.5, p = 0.02642) while listening to rap music (139.38 ± 102.96 wpm) as compared to classical music (109.47 ± 51.51 wpm). Music seems not to affect reading performance and eye-tracking metrics. Despite this, rap music can improve reading performance by reducing the reading duration and increasing reading speed.

Technology-Assisted Reading Instruction for English Language Learners: A Methodological Review

Purpose By methodologically reviewing the literature on Technology-Assisted Reading Instruction (TARI) for English Language Learners (ELLs) in K-12 settings, this study aims to advance the knowledge of TARI research and guide future research directions. Design/Approach/Methods This study examines 32 peer-reviewed journal articles published between 2000 and 2020. Each article was analyzed for research objectives, reading skills, learner demographics and contexts, theoretical frameworks, research designs, and outcomes. Findings A review of the literature reveals a strong focus on evaluating the efficacy of TARI through summative assessments, but limited attention to learners’ literacy practices and interactive engagement in digital contexts. Additionally, there is a marked lack of alternative approaches to assessing the effectiveness of technology in promoting ELLs’ reading progression and a continued emphasis on developing traditional literacy over multimodal literacy. TARI can enhance reading motivation, foster collaborative learning, provide scaffolding, improve reading performance, and expand semiotic resources. Originality/Value As one of the first comprehensive methodological reviews of TARI, this study elucidates ELL reading education in the era of multiliteracy. Results have implications for technology-mediated education, which expanded rapidly during the COVID-19 pandemic.