Reading Group Research Articles

Assessing the Reliability of the OMERACT Juvenile Idiopathic Arthritis Magnetic Resonance Scoring System for Temporomandibular Joints (JAMRIS-TMJ).

Contrast-enhanced magnetic resonance imaging (MRI) remains the most comprehensive modality to assess juvenile idiopathic arthritis (JIA)-related inflammation and osteochondral damage in the temporomandibular joints (TMJ). This study tested the reliability of a new JIA MRI scoring system for TMJ (JAMRIS-TMJ) and the impact of variations in calibration and reader specialty. Thirty-one MRI exams of bilateral TMJs were scored independently using the JAMRIS-TMJ by 20 readers consisting of radiologists and non-radiologist clinicians in three reading groups, with or without a calibrating atlas and/or tutorial. The inter-reader reliability in the multidisciplinary cohort assessed by the generalizability coefficient was 0.61–0.67 for the inflammatory and 0.66–0.74 for the damage domain. The atlas and tutorial did not improve agreement within radiologists, but improved the agreement between radiologist and non-radiologist groups. Agreements between different calibration levels were 0.02 to 0.08 lower by the generalizability coefficient compared to agreement within calibration levels; agreement between specialty groups was 0.04 to 0.10 lower than within specialty groups. Averaging two radiologists raised the reliability above 0.8 for both domains. Therefore, the reliability of JAMRIS-TMJ was moderate-to-good depending on the presence of specialty and calibration differences. The atlas and tutorial are necessary to improve reliability when the reader cohort consists of multiple specialties.

The Finnegans Wake Reading Group as a Model for “Stealth Activities” between Art and the University

James Joyce’s late work, FinnegansWake (1939), necessitates shared reading like few others: its phonetic focus requires it to be read aloud, and the multiplicity of languages and fields of knowledge used makes the presence of others indispensable. Since Joyce’s canonization, reading groups of his works have often been led by English Literature scholars, but they do not usually take place in university departments, rather in cafes, book shops and art spaces. What does this mean for the kinds of knowledge referenced and conjured? In 2013, Dora Garcia filmed The Joycean Society. The curator Maria Lind has called both The Joycean Society and the Zurich Finnegans Wake reading group that it documents “stealth activities”. Her essay is entitled “The Triumph of the Nerds”. What modes of knowledge (and, therefore, which politics) does this communal reading practice then entail?

The Day We Were Dogs: Mental Vulnerability, Shared Reading, and Moments of Transformation

AbstractThis article builds on ethnographic fieldwork in shared reading groups for mentally vulnerable young people in Denmark. Shared reading is a technique in which prose and poetry are read aloud with breaks, allowing time for discussion. It is increasingly used in Denmark for mental health improvement. In our analysis, we employ Louise Rosenblatt's notion of the poem as event and the concept ofStimmungcoined by the literary scholar Hans Ulrich Gumbrecht. Drawing on detailed examples from reading group sessions and interviews, we show how participants tuned into an atmosphere of presence that arose from the collective engagement in a literary text. Such moments of presence were significant events for the participants, whose everyday lives otherwise were marked by mental illness and a sense of being different from others. The transformation on which this article focuses relates to the brief disappearance of the troubling sense of self with which the young people had to contend daily.

Eye movement patterns and reading ability in children.

Eye movements are integral to the reading process. This study characterised the eye movement patterns of children differentiated by their reading ability, while completing a saccadic eye movement test with irregular target spacing (Development Eye Movement (DEM) test) using a novel eye movement classification algorithm. Participants included 196 Grade 2 Australian schoolchildren (mean age: 7.9±0.3years) who completed a computerised version of the DEM test, while their eye movements were recorded (Tobii TX300 eye-tracker). Children also completed a standardised reading comprehension test, which categorised them into below average and average or above reading ability groups. A novel eye movement classification algorithm was developed that considered the vertical and horizontal eye movements of each child. Compared to children with average or above reading ability, the below average reading group displayed poor vertical eye movement control, demonstrated by a significantly greater proportion of interline eye movements (vertical eye movements away from the current line) (p<0.001). Differences in horizontal eye movements were also observed, with below average readers demonstrating a smaller proportion of expected forward saccades (p<0.001) (within-line forward saccades with horizontal amplitude between the minimum and maximum horizontal spacing between digits), while this group also displayed longer fixation durations (p=0.001). The below average reading group demonstrated significantly poorer results on all standard DEM metrics than the average or above reading ability group: horizontal subtest time (p<0.001), vertical subtest time (p=0.004) and ratio (p=0.004). Children exhibiting below average reading ability were poorer at maintaining control of vertical (interline), as well as horizontal, eye movements compared to children with average or above reading ability. Future studies should explore the mechanisms underlying these differences, particularly in vertical eye movements, given that reading paragraphs (involving multiple lines of text) requires accurate eye movements in both the vertical and horizontal direction.

Hypothalamic-Pituitary-Adrenal Activity in Adverse Events Reporting After Placebo Administration.

Participants of clinical trials who receive a placebo treatment often report a variety of adverse events, sometimes called nocebo effects. The reason why these adverse events occur is not clear, and understanding the underlying mechanisms represents a challenge that is likely to improve the interpretation of clinical trials as well as medical practice. Here, we studied 192 healthy subjects who received placebo oxygen through a mask after reading (READ) or not reading (NO-READ) a list of possible adverse events of oxygen breathing: headache, chest pain, abdominal pain, and cough. The whole hypothalamus-pituitary-adrenal axis was assessed just before and right after placebo breathing by measuring the hypothalamic corticotropin-releasing hormone (CRH), pituitary adrenocorticotropic hormone (ACTH), and adrenal cortisol (COR). In addition, both state and trait anxiety were assessed. We found that 64.5% of the NO-READ group reported no adverse events, 30.2% had one, and only 5.2% had two adverse events. In contrast, only 20.8% of the READ group reported no adverse events, whereas 1, 2, 3, and 4 adverse events were reported with a frequency of 21.8%, 19.8%, 19.8%, and 17.7%, respectively. In addition, when the READ group reported three and four adverse events, CRH, ACTH, and COR were significantly increased compared to the NO-READ group, along with an increase in state anxiety scores. These data indicate that hypothalamic-pituitary-adrenal activity and state anxiety are increased in those subjects who report many adverse events after reading a list of adverse events, thus highlighting a possible neuroendocrine mechanism after placebo administration.

Intimacy as Inquiry: Collaborative Reading and Writing With Deleuze and Guattari

This article performs the becoming intimacy of a reading (and, later, writing) group who met once a month for 2 years to discuss Deleuze and Guattari’s A Thousand Plateaus. Through this collaborative piece, we explore the question of intimacy as both a form of activism and a mode of inquiry. We ask, “Where is activism as we subvert the hierarchy of academia by meeting as an assemblage of differing perspectives and positions in the university?” Furthermore, we ask, “What does the intimacy that occurred, that is occurring, do for both inquiry and activism?.” This article contains two sets of writing from our monthly meetings that we offered as performative conference texts. We contend that it is affect that brings our theorizing to life, and transfers it meaningfully between each other. We are affected by Deleuze and Guattari, by A Thousand Plateaus, and by how we form linkages with our lives to these bodies. Intimacy is what sustains and gives life to our collective inquiry, without which our affect might be more constrained. The complexity of the becoming of “intimacy as inquiry” becomes twofold, as it is not only a becoming of intimacy, love, and care for those in our assemblage but also a reterritorialization of the act of inquiry. Through the act of disrupting power structures in the group of “We 5,” the act of writing and presenting this work in an academic context pushes against the striated spaces that exist in the academy, that course through the milieu we occupy, and provides the means and necessity for reterritorializing the epistemic space. “Epistemic intimacy,” then, becomes a manifestation of engaging with the inquiry process and embodies an active resistance to the business transaction that the act of inquiry has become in the neoliberal development of the academy.

Knowledge co-construction in professional reading group discussions

Abstract As part of our longitudinal study of TESOL instructors’ engagement with peer-reviewed journal articles in professional reading groups, we examined the processes involved in knowledge co-construction in three group discussions. Audio-recordings of the discussions were analysed using process coding to identify the quality and quantity of the group members’ (n = 18) contributions and the processes of knowledge co-construction. Findings revealed that the group members’ contributions were characterized by 16 different language functions. The most commonly used functions, agreeing, elaborating and sharing experiences, strengthened group rapport and promoted a positive learning environment. All 16 language functions contributed to the processes of introducing, developing, crystallizing, combining, and creating knowledge that stimulated innovative evidence-informed practices. An awareness of the processes of knowledge-co-construction and their potential to address professional learning and development needs may encourage teachers to engage in autonomous reading groups and support them in the creation of innovative next practices.

Efficacy of Online Learning Modules for Teaching Dialogic Reading Strategies and Phonemic Awareness.

Purpose The purpose of this study was to create and evaluate online learning modules designed to teach speech-language pathologists (SLPs) dialogic reading strategies and phonemic awareness skills. Method School-based SLPs (n = 28) were assigned to complete one of two online learning modules. One module taught dialogic reading strategies, and the other taught phonemic awareness. Participants in the dialogic reading group served as controls for the phonemic awareness group and vice versa. Participants completed a pretest that assessed phonemic awareness skill and knowledge of dialogic reading strategies to control for prior knowledge and skill, completed their assigned module, and then completed a posttest that assessed phonemic awareness skill and knowledge of dialogic reading strategies. Results Data were analyzed using multiple regression. The independent variables were pretest score, group, and the pretest score by group interaction. The dependent variable in the first model was posttest score on the dialogic reading measure. The dependent variable in the second model was posttest score on the phonemic awareness measure. There was a statistically significant group by posttest score interaction in the dialogic reading model, indicating that the dialogic reading module was effective for improving knowledge of dialogic reading strategies. There was not a statistically significant group by posttest score interaction in the phonemic awareness module, indicating that the phonemic awareness module was not effective for improving phoneme segmentation skill and phoneme manipulation skill. Conclusions Online learning modules may be effective for establishing knowledge needed for evidence-based practice in speech-language pathology. Additional research is warranted to determine whether online learning modules can be used to change clinician intervention behavior.

Development of consensus-based aims, contents, intended learning outcomes, teaching, and evaluation methods for a history of medicine and pharmacy course for medical and pharmacy students in the Arab world: a Delphi study

BackgroundHistory courses are “required” elements among the didactic elements of the medical and pharmacy curricula in many schools around the world. The aim of this study was to develop consensus-based aims, contents, intended learning outcomes, teaching, and evaluation methods of a history of medicine and pharmacy course for medical and pharmacy students in the Arab World.MethodsA systematic search of PubMed, ScienceDirect, SpringerLink, Scopus, and Google Scholar was conducted to identify course aims, contents, intended learning outcomes from the literature. The search was supplemented by semi-structured in-depth interviews with 5 educators/academicians, 3 pharmacists, and 3 physicians. The Delphi technique was used among panelists (10 educators/academicians, 4 physicians, and 4 pharmacists) to develop consensus-based course aims, contents, intended learning outcomes, teaching, and evaluation methods.ResultsThe vast majority of the panelists agreed on the 10 items (agreement ≥88.9%) on the importance of teaching history to medical and pharmacy students. Consensus-based aims (n = 4) and intended learning outcomes (n = 13) were developed in the 1st and 2nd iterative Delphi rounds. The panelists suggested that 16 dedicated meeting hours (1 credit hour) would be required to cover the course. Bloom’s verbs were used to target the lower and higher orders of the cognitive domain. The course could be taught through face-to-face lectures, provision of reading materials, video documentaries, case studies, group discussions and debates. Multiple-choice questions, written reflections, portfolios, group projects, and engagement in discussions and debates might be used to evaluate performance of students.ConclusionConsensus-based course of history of medicine and pharmacy course was developed for medical and pharmacy students in the Arab World. Well-designed course aims, contents, intended learning outcomes, teaching, and evaluation methods are more likely to meet the accreditation requirements and might improve performance of medical and pharmacy students. Future studies are still needed to investigate if such consensus-based courses can improve performance of the students.

The Strathclyde liquid crystal reading group

ABSTRACT In this article we give an overview of the Strathclyde Liquid Crystal Reading Group, a new student-led initiative organised by PhD students, and aimed at PhD students and early-stage post-docs, researching in the field of Liquid Crystals. In this article we begin by covering the premise behind the reading group, what we hope to achieve, and describe the structure of the meetings. We then give a detailed summary of the first two meetings of the reading group, touch on some future plans, and finally discuss how successful the reading group has been thus far.

The Predictors of Literacy Skills among Monolingual and Bilingual Finnish–Swedish Children During First Grade

ABSTRACT The aim of the study was to examine which predictor variables are related to literacy skills among monolingual Swedish (n = 269) and bilingual Finnish–Swedish (n = 229) children at the first grade in the Swedish-speaking schools in Finland. The participants were assessed in phonological awareness, letter knowledge, rapid automatized naming (RAN), word recognition, reading fluency, and spelling. The results showed that RAN was the most significant predictor of reading and spelling skills in both language groups, and monolingual children performed significantly better in RAN. Moreover, letter knowledge predicted reading and spelling skills in both groups. However, no significant differences between language groups in reading and spelling skills were observed. The results emphasize the importance of interpreting the pre-literacy screening, especially with bilingual children.

Incorporating Gender Politics into Introduction to US Government Curriculum

Women are underrepresented among American legislators and political science majors. One explanation is that gender imbalances propagate through space and time. In this paper, we introduce a paired experiment aimed to assess the downstream attitudinal effects of priming the issue of women’s representation. At one predominantly male university and one gender-balanced university we randomly assigned Introduction to American Politics classes to complete a reading, written reflection, and in-class group activity on either gender representation or general representation in Congress. As expected, students who were assigned to read the gender representation treatment article were more likely to discuss gender issues during the in-class activity than students who read the general representation control article. However, contrary to our theoretical expectations, the treatment was ineffective in changing lasting student attitudes on gender representation in politics. In sum, there were minimal differences in treatment effects between the two disparate experimental settings. Our results suggest that single-shot lessons on women’s representation in political science classrooms is insufficient to change perceptions, attitudes, and motivations underlying near ubiquitous political gender imbalances and and instructors should strive to mainstream gender into American politics curricula. Supplemental data for this article is available online at https://dx.doi.org/10.1080/87567555.2021.1950603

Feminist Pandemic Pedagogies: Podcasting and the Study of Religion

In this article I will explore and share my pedagogical practices and experiences as a feminist scholar of religion, within the context of a voluntary postgraduate reading group, during the first nine months of the Covid-19 pandemic. The article is structured in two parts. The first part offers a reflection of the teaching approaches that inspired and enabled the production of a podcast about the study of religion from the perspective of black African students and scholars of religion. The second part conceptualizes the production of a podcast as a feminist pedagogical experiment and reflects on this process alongside feminist pedagogical principles. While the orientation of this article is tentative and reflexive, it advances the argument that because of the commitment to social justice that is inherent to feminist approaches to scholarship and pedagogy, feminist scholars are generally poised to work within the contexts of crisis. Therefore, within the context of the pandemic, feminist approaches to teaching and learning in the study of religion may yield insights that can contribute to the continued development of sustainable pedagogies that honor the fraught nature of these times for both scholars and students.

Profiles of Poor Decoders, Poor Comprehenders, and Typically Developing Readers in Adolescents Learning English as a Second Language

This study examined (a) the identification of various reading groups across languages in Chinese (L1) adolescents learning English as a second language (ESL), in terms of their word-reading and reading comprehension skills, (b) overlap in reading group membership across languages, and (c) the performance of the various reading groups on reading-related language comprehension measures in English. The participants were 246 eighth-grade students from an English-immersion program in a middle school in China. Latent profile analysis identified three reading groups in each language: (a) a typically developing reader group with average or above-average word-reading and reading comprehension, (b) a group with poor decoding/word-reading skills and weak reading comprehension, and (c) a group with poor reading comprehension in the absence of poor decoding/word reading. The overlap in profile characteristics across languages for typically developing readers and poor decoders was high (about 68% for typically developing readers and 54% for poor decoders), whereas the overlap for being poor comprehenders in each language was moderate (about 37%). Furthermore, poor decoders in either language performed more poorly than the typically developing and poor comprehender groups on word reading in the other language, while poor comprehenders in either language performed more poorly than the typically developing and poor decoder groups on reading comprehension in the other language. The comparison of the reading groups’ performance on English reading-related language comprehension measures showed that poor comprehenders and poor decoders performed worse than typically developing readers. Implications for identification and instruction of ESL children with reading difficulties are discussed.

Effectiveness of Supplementary Materials in Teaching the Veterinary Neurologic Examination.

Clinical neurology can be difficult for veterinary students to comprehend, and part of understanding the clinical aspect is performing a proper neurologic examination. In this study, first-year veterinary students in a Small Animal Physical Exam and Anatomy rotation were given supplemental learning activities to determine their effect on student procedural knowledge and motivation in performing a neurologic examination. Students were randomly assigned to one of three groups: the first watched a video of a clinician performing the neurologic examination, the second read a handout about the neurologic exam, and the third was the control group, where students were not provided any supplemental activities. At the start and end of the rotation, students participated in a survey assessing their overall procedural knowledge and motivation to learn about the neurologic exam. No notable improvement occurred in overall student knowledge from the beginning to end of the rotation, nor when using supplemental material (p > .05). However, there was a significant difference in quiz scores between the three condition groups (p < .01), suggesting the type of learning activity did influence student learning. Additionally, students in the video and reading groups showed a significant increase in motivational scores compared with those in the control group (p < .05), demonstrating supplemental learning activities do improve student motivation in learning about the neurologic examination. This study provides evidence that while supplemental materials may not immediately help veterinary students learn to perform the neurologic examination, they do have a positive impact on students' learning motivation.

Effects of the Sonas Program on Anxiety and Depression in Nursing Home Residents with Dementia: A 6-Month Randomized Controlled Trial

Introduction: There is a dearth of evidence about the effects of Sonas, a multisensory stimulation on people with dementia (PWD). The main aim of this study was to examine the effects of the Sonas program on anxiety and depression in nursing home (NH) residents with dementia. Methods: In all, 120 PWD ≥65 years of age from 6 NHs were included in a randomized control trial and were allocated to 1 of 3 groups for 24 weeks: a Sonas program group (n = 48), a reading group (n = 32), and a control group (n = 40). One hundred and five participants completed follow-up assessments. Anxiety and depression were assessed by the Rating Anxiety in Dementia (RAID) scale and the Cornell Scale for Depression in Dementia (CSDD), respectively. Generalized linear mixed models were estimated to assess trends in the proportion of participants with anxiety (a RAID score ≥11) and depression (a CSDD score ≥10). Results: No significant reduction in anxiety from baseline to follow-up was observed in any of the groups. Participants in the Sonas group showed a significant reduction in depression from baseline to 12 weeks (p = 0.001) and from baseline to 24 weeks (p = 0.009). Conclusion: The Sonas program had no effect on severity of anxiety but a reduction in depressive symptoms was found in PWD.

Tracing Digital Divides in Indonesian Islam: Ambivalences of Media and Class

AbstractThe article examines questions of the digital divide from a religious perspective. It asks about the consequences of unequal access to and limitations on uses of social media among Indonesian Muslims with regard to their Islamic practice and sociality. The article concentrates on two phenomena: Islamic preachers and their affective‐cum‐economic relationship with their followers who are often organized in Islamic study groups; and online Qur'an reading groups that are frequently part of this Islamic preacher economy. Both examples point to the ambivalences that are present in Indonesia concerning economic inequality, social belonging, the uses of new media as well as the meaning of the term class as such. The article considers how these ambivalences are coming to the fore in the context of the introduction of new media and how class boundaries are renegotiated and reintroduced in Islamic online realms. From the discussion of the two examples and the ambivalences that become apparent through them, the article concludes that mediated religiosity that demands a strong presence on social media platforms is largely a middle‐class affair in Indonesia being articulated in ways that are partly reminiscent of offline class distinctions and their ambivalences.

Storytelling and Story Reading Impacts on Pre-intermediate English Language Learners’ Oral Language Production and Comprehension

The use of storytelling on students’ first language literacy and development were extended to foreign/second language learning, and a large number of researchers interested in the field attempted to use storytelling and story reading strategies in teaching oral language skills to foreign/second language learners. Despite the existence of a number of studies on the impact of storytelling on English language skills, the number of studies on the impact of storytelling and story reading approaches on pre- intermediate EFL learners’ oral language production and comprehension seems to be scanty. To do so, a quasi- experimental study was employed. Ninety Iranian language learners, from 6 intact classes (each consisting of 15), were divided to three sub-groups: storytelling, story reading and conventional groups. To one group, stories were told, one group only read the stories, and the third group received no stories. The data were collected through researcher developed oral language production and comprehension tests. One-way-ANOVA test and three independent samples-tests based on Bonferroni test were employed to analyze the data and locate the sources of the differences. Findings revealed that storytelling outperformed story reading groups on both production and comprehension tests. Story reading group outperformed the conventional group. It can be concluded telling and reading stories are effective techniques for improving EFL learners’ oral language production and recognition.

Structured Reading Groups

This paper explored James’ Lang’s work Small Teaching as a useful resource for developing and incorporating structured reading groups in the required upper-level theology courses at the institutions where I teach. The purpose of the reading groups is to increase student engagement and facilitate deep learning, with each reading group role patterned on one of Lang’s models or principles of knowledge, understanding, and inspiration.

Evidence for complementary effects of code- and knowledge-focused reading instruction

There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on developing knowledge. In a grade 1 program evaluation study, an inclusive and comprehensive program with a greater code-based focus called Reading for All (RfA) was compared to a knowledge-focused program involving Dialogic Reading. Phonological awareness, letter word recognition, nonsense word decoding, listening comprehension, reading comprehension, written expression and vocabulary were measured at the beginning and end of the school year, and one year after in one school only. Results revealed improvements in all measures except listening comprehension and vocabulary for the RfA program at the end of the first school year. These gains were maintained for all measures one year later with the exception of an improvement in written expression. The Dialogic Reading group was associated with a specific improvement in vocabulary in schools from lower socioeconomic contexts. Higher scores were observed for RfA than Dialogic Reading groups at the end of the first year on nonsense word decoding, phonological awareness and written expression, with the differences in the latter two remaining significant one year later. The results provide evidence of the need for interventions to support both word recognition and linguistic comprehension to better reading comprehension.