Reading Performance Research Articles

Guessing Meaning Strategies and Arabic Reading Comprehension Ability Among Chinese College Students

Guessing word meanings is vital for acquiring deep reading and adequate text comprehension, as the study implies that the cross-sectional approach quantitatively assesses the effect of guessing meaning strategies on Chinese university Arabic students' reading performance. There was significant evidence of the perfect relationship between the mastery of the guessing meaning strategy and the improvement of reading comprehension scores presented through the analysis of Chinese universities' data (r = 0.306, p < 0.01). It shows the vital importance of these approaches in raising reading skills. Students are well-positioned to carry out word investigation in terms of the etymology or roots of words, whether they are antonyms, synonyms, or synonymous phrases that help them deduce the meanings of words they are not familiar with and find out the meanings or explanations systematically in their reading. Guessing meaning strategies should be used in the Arabic language teaching curriculum in China to ensure that Arabic instructors can make learning enjoyable, thus value learning and acquiring language competencies. Additionally, different language contexts should be examined by future research to know the educational benefits and implications of these strategies.

Exploring the impact of work experience on the detection of specific cancers across different breast density levels on screening mammograms

PurposeThis study explores the attributes of true positive and false positive rates in screening mammogram test sets assessed by breast screening radiologists in order to identify the combined impact of prior images, breast density and lesion features with experience factors linked to diagnostic performance. Methods869 radiologists’ first-time readings across nine mammogram BREAST test sets with 361 normal and 179 cancer mammograms were collected between 2014 and 2023. Participants viewed digital mammograms on diagnostic monitors and localized abnormal lesions. The performances of readers in normal and cancer cases were compared with the ground truth and analyzed in four quartiles of breast density, lesion types and the availability of prior images using Man-Whitney U and Kruskal Wallis tests. The general linear model was applied to determine independent and significant covariates that affected the true positives and false positives. The correlation of the readers’ experience with the performances in different case and lesion features was explored using Spearman test. ResultsThe combination of lesion appearance and the availability of prior images had a significant impact on false positive results (P=0.033). The model that included lesion appearance, breast density, and no prior image status significantly influenced case true positives of readers (P=0.026). Meanwhile, the model considering only lesion appearance and breast density (P=0.002) had a significant effect on lesion true positives. There was a positive correlation observed between the number of cases read per week and readers’ performances, including TP rates and lesion sensitivity across various lesion types (P<0.05). Radiologists reading over 100 cases weekly achieved 80 % true positive rate for architectural distortion, asymmetric density, and masses, while this threshold increased to over 150 cases for calcifications. Detecting mixed lesion types required reading more than 60 cases weekly. Radiologists with over 5 years’ experience achieved 70–75 % accuracy in localizing cancer lesions. ConclusionFindings highlight the significant combined impact of breast density, prior image availability, lesion characteristics, and breast screening readers’ experience on breast cancer detection.

The Cognitive Map Mechanism in Digital Reading: An Experimental Study on the Influence of Textual Representation on Cognitive Effects

ABSTRACTThe Cognitive Map Mechanism explains that different textual representations influence cognitive effects by affecting how readers mentally organize and navigate information. The application of this mechanism in digital reading remains underexplored. We conducted a lab experiment(N = 148) manipulating low/medium/high textual representation through non−/micro−/combined‐annotation modes. Our aim was to clarify how the cognitive map based digital reading variations impact reading comprehension, performance calibration, and reading speed. Sufficient results showed that high‐level textual representation provides superior cognitive effects in all dimensions. It is interesting to discover that medium‐level textual representation impaired cognitive effects compared to low‐level representation. Specifically, metacognition negatively moderated the influence of textual representation level on reading speed, suggesting that texts with both micro‐annotations and graphic organizers can provide comprehensive cues and visual correlations to build cognitive map, thereby enhancing cognitive effects. Our study contributes novel insights for future research and practical implementation of cognitive‐oriented strategies in digital context.

The influence of ICT competencies on English digital reading achievement

Due to the prevalence of information and communication technologies (ICT) among secondary school students and the increasing significance of digital reading, exploring the impact of ICT on students’ digital reading performance in English seems necessary. The current research aimed to examine the effects of ICT competencies factors on secondary school students’ English digital reading performance. Data were obtained from 7703 15-year-old students from three East Asian economies, Macau, Hong Kong, and Singapore, from the Programme for International Student Assessment (PISA) 2018 dataset. The results of hierarchical regression analysis revealed that students’ ICT literacy was negatively correlated with their English digital reading performance, while the influence of attitudes toward ICT varied across the three East Asia economies. Additionally, males had lower English digital reading achievement, while students with higher socioeconomic status (SES) had higher English digital reading performance.

Enhancing Radiologist Reading Performance by Ordering Screening Mammograms Based on Characteristics That Promote Visual Adaptation.

Background Mammographic background characteristics may stimulate human visual adaptation, allowing radiologists to detect abnormalities more effectively. However, it is unclear whether density, or another image characteristic, drives visual adaptation. Purpose To investigate whether screening performance improves when screening mammography examinations are ordered for batch reading according to mammographic characteristics that may promote visual adaptation. Materials and Methods This retrospective multireader multicase study was performed with mammograms obtained between September 2016 and May 2019. The screening examinations, each consisting of four mammograms, were interpreted by 13 radiologists in three distinct orders: randomly, by increasing volumetric breast density (VBD), and based on a self-supervised learning (SSL) encoding (examinations automatically grouped as "looking similar"). An eye tracker recorded radiologists' eye movements during interpretation. The area under the receiver operating characteristic curve (AUC), sensitivity, and specificity of random-ordered readings were compared with those of VBD- and SSL-ordered readings using mixed-model analysis of variance. Reading time, fixation metrics, and perceived density were compared using Wilcoxon signed-rank tests. Results Mammography examinations (75 with breast cancer, 75 without breast cancer) from 150 women (median age, 55 years [IQR, 50-63]) were read. The examinations ordered by increasing VBD versus randomly had an increased AUC (0.93 [95% CI: 0.91, 0.96] vs 0.92 [95% CI: 0.89, 0.95]; P = .009), without evidence of a difference in specificity (89% [871 of 975] vs 86% [837 of 975], P = .04) and sensitivity (both 81% [794 of 975 vs 788 of 975], P = .78), and a reduced reading time (24.3 vs 27.9 seconds, P < .001), fixation count (47 vs 52, P < .001), and fixation time in malignant regions (3.7 vs 4.6 seconds, P < .001). For SSL-ordered readings, there was no evidence of differences in AUC (0.92 [95% CI: 0.89, 0.95]; P = .70), specificity (84% [820 of 975], P = .37), sensitivity (80% [784 of 975], P = .79), fixation count (54, P = .05), or fixation time in malignant regions (4.6 seconds, P > .99) compared with random-ordered readings. Reading times were significantly higher for SSL-ordered readings compared with random-ordered readings (28.4 seconds, P = .02). Conclusion Screening mammography examinations ordered from low to high VBD improved screening performance while reducing reading and fixation times. © RSNA, 2024 Supplemental material is available for this article. See also the editorial by Grimm in this issue.

Evaluation of Reading Empowerment Asserting Connection at Home (REACH): Performance of Grade 7 Learners

In the Philippines, reading is a persistent challenge that requires continuous remediation with the results of the Program for International Student Assessment (PISA) from both 2018 and 2022, and the country has been at the bottom of the rankings. Thus, the goal of this study is to strengthen reading remediation. This study focused on the evaluation of a reading program implemented; the Reading Empowerment: Asserting Connection at Home (REACH), and its relationship to the performance of Grade 7 learners in relation to reading. The participants of this study were 96 secondary school English teachers because they are field implementers of the reading program and were selected through a proportional stratified random sampling to ensure that each cluster was represented. The study collected MPS results from three successive school years and evaluated the implementation of the reading program. The questionnaire was validated and researcher-made. Based on the findings, the hypotheses were partially supported. It was revealed that there was a significant relationship between the REACH evaluation and the school’s reading performance, particularly between the Product evaluation and the school’s reading performance during SY 2022-2023, and between the overall REACH evaluation and the school’s reading performance during SY 2023-2024. Furthermore, there was a positive relationship between the REACH Evaluation in terms of Context and Psychological Component. It was recommended that curriculum implementers continue the implementation of Reading Empowerment: Asserting Connection at Home (REACH), but this time, we focused on strengthening the other components of the CIPP Evaluation to improve the results of the reading program.

Performance evaluation of designated containerization and virtualization solutions using a synthetic benchmark

The aim of this paper is the analysis of the performance of virtualization and containerization technologies in the context of IT infrastructure. The following virtualization technologies were selected for the study: VirtualBox, VMware and QEMU, as well as containerization technologies: Docker, Podman and LXD. In addition, microVM technologies such as QEMU and Firecracker, which are increasingly important in the context of virtualization, were also included. The comparative criteria on which the analysis is based include aspects of computing and memory performance. Tests conducted on selected technologies included testing CPU performance, RAM efficiency and disk speed for reading and writing data. A SysBench, synthetic benchmark, was used to conduct the tests.

Evaluation of a Social Determinant of Health: Academic Achievement Through Physical Education Policy Regarding Time

Physical activity can meaningfully influence educational outcomes, yet, remains insufficient among youth (World Health Organization, 2018). Youth who are not physically active are more likely to encounter chronic health issues including obesity, depression, and anxiety (Bartelink et al., 2019, Bélair et al., 2018, Krebs, 2003).School-sponsored physical education (PE) is one way for students to participate in physical activity. However, state policies allotting time for PE vary nationally. Furthermore, many schools respond to pressures of increasing student standardized test scores by replacing structured time in PE with more time in tested subjects (Center on Education Policy, 2007, 2008). This study explores national associations of PE time policies and academic achievement on standardized tests through a fixed effects panel data analysis. The change in PE policies, as measured by mandated PE time, significantly predicted mean reading and math performance. Findings enhance the limited literature on PE policy associations with academic achievement.

„Mal in Ruhe lesen“: Wirkungen von Lärm auf das Lesen – Ergebnisse einer Laborstudie mit Beschäftigten

“Reading in peace”: Effects of noise on reading – results from a laboratory study with employees Background: It is a regular day-to-day requirement in many occupations to retrieve information from written material by reading. Therefore, a proofreading task was applied as one of two tasks in this study, in which the effects of different realistic sounds on cognitive performance were investigated. Method: Seventy participants worked on a self-developed reading task, once in a silent condition and once in a condition with one of three background sounds. The sounds, which were kindly provided for this study by other institutions, were recordings from a checkout at a fashion retailer, a multi-space office and a construction site. Thus, the sample for this study consisted of three sound groups. In addition, all participants gave subjective assessments referring to the processing of the tasks with respect to four different aspects. Results: For the entire group, the analysis showed the tendency of a lower number of correctly finished items in the sound condition than in the silent condition. The results were different in the separate sound groups. The subjective assessments showed higher experienced effort and disturbance as well as lower self-assessed concentration in the sound condition than in the silent condition. Conclusions: Adverse effects of background sounds on reading performance were detectable, and they were different in the three sound groups. However, clearer effects were identified for the subjective assessments, i.e., when persons were questioned about their impressions. This underlines the importance of asking people affected by noise, in order to get an insight how the interfering effects are experienced. More detailed survey tools would be required to find out more about the sound characteristics which are responsible for particular effects. Keywords: noise – cognitive performance – proofreading – subjective assessments – workplace

Pulsed lighting for adults with Dyslexia: very limited impact, confined to individuals with severe reading deficits

The goal of this study is to evaluate the impact of pulsed lighting on the reading performance of young adults with dyslexia. A total of 42 participants were recruited, including individuals diagnosed with developmental dyslexia and adults without reported reading difficulties. The severity of each participant’s reading deficit was assessed on a continuous scale using a reading impairment score, derived from four reading tests: an isolated-word reading test, a pseudoword reading test, and two reading fluency tests. The impairment score ranged from 0 (no impairment) to 4 (severe impairment across all tests). To examine the potential effect of pulsed lighting, we measured (1) sentence reading speed, expressed as a reading accessibility index (ACC), and (2) text comprehension, expressed as a comprehension score. These measures were taken under three lighting conditions: standard lighting, pulsed lighting, and a combination of the two. Linear mixed-effects models were applied to assess the effects of lighting on ACC and comprehension, controlling for the reading impairment score. We found no effect of lighting conditions on either ACC or comprehension, except in the most impaired readers, who showed a small but significant increase of 7% in ACC. However, even with pulsed lighting, impaired readers did not reach the performance level of skilled adult readers. In conclusion, the study did not demonstrate a clear positive impact of pulsed lighting on the reading skills of adults with dyslexia.

An open-source fine-tuned large language model for radiological impression generation: a multi-reader performance study

BackgroundThe impression section integrates key findings of a radiology report but can be subjective and variable. We sought to fine-tune and evaluate an open-source Large Language Model (LLM) in automatically generating impressions from the remainder of a radiology report across different imaging modalities and hospitals.MethodsIn this institutional review board-approved retrospective study, we collated a dataset of CT, US, and MRI radiology reports from the University of California San Francisco Medical Center (UCSFMC) (n = 372,716) and the Zuckerberg San Francisco General (ZSFG) Hospital and Trauma Center (n = 60,049), both under a single institution. The Recall-Oriented Understudy for Gisting Evaluation (ROUGE) score, an automatic natural language evaluation metric that measures word overlap, was used for automatic natural language evaluation. A reader study with five cardiothoracic radiologists was performed to more strictly evaluate the model’s performance on a specific modality (CT chest exams) with a radiologist subspecialist baseline. We stratified the results of the reader performance study based on the diagnosis category and the original impression length to gauge case complexity.ResultsThe LLM achieved ROUGE-L scores of 46.51, 44.2, and 50.96 on UCSFMC and upon external validation, ROUGE-L scores of 40.74, 37.89, and 24.61 on ZSFG across the CT, US, and MRI modalities respectively, implying a substantial degree of overlap between the model-generated impressions and impressions written by the subspecialist attending radiologists, but with a degree of degradation upon external validation. In our reader study, the model-generated impressions achieved overall mean scores of 3.56/4, 3.92/4, 3.37/4, 18.29 s,12.32 words, and 84 while the original impression written by a subspecialist radiologist achieved overall mean scores of 3.75/4, 3.87/4, 3.54/4, 12.2 s, 5.74 words, and 89 for clinical accuracy, grammatical accuracy, stylistic quality, edit time, edit distance, and ROUGE-L score respectively. The LLM achieved the highest clinical accuracy ratings for acute/emergent findings and on shorter impressions.ConclusionsAn open-source fine-tuned LLM can generate impressions to a satisfactory level of clinical accuracy, grammatical accuracy, and stylistic quality. Our reader performance study demonstrates the potential of large language models in drafting radiology report impressions that can aid in streamlining radiologists’ workflows.

How Reading Enjoyment and Self-regulated Learning Contribute to Reading Performance in a Confucian Context?

How Reading Enjoyment and Self-regulated Learning Contribute to Reading Performance in a Confucian Context?

Your Eyes on Speed: Using Pupil Dilation to Adaptively Select Speed-Reading Parameters in Virtual Reality

Rapid Serial Visual Presentation (RSVP) improves the reading speed for optimizing the user's information processing capabilities on Virtual Reality (VR) devices. Yet, the user's RSVP reading performance changes over time while the reading speed remains static. In this paper, we evaluate pupil dilation as a physiological metric to assess the mental workload of readers in real-time. We assess mental workload under different background lighting and RSVP presentation speeds to estimate the optimal color that discriminates the pupil diameter varying RSVP presentation speeds. We discovered that a gray background provides the best contrast for reading at various presentation speeds. Then, we conducted a second study to evaluate the classification accuracy of mental workload for different presentation speeds. We find that pupil dilation relates to mental workload when reading with RSVP. We discuss how pupil dilation can be used to adapt the RSVP speed in future VR applications to optimize information intake.

Multimodal reading in reading-only versus reading-while-listening modes: evidence from Chinese language learners

Abstract Language educators and researchers have shown keen interest in enhancing second language (L2) learners’ reading skills, and recently, more emphasis has been placed on multimodal learning. Multimodal learning theories posit that the confluence of auditory and visual stimuli facilitates learners to establish robust referential connections, and thus integrating audio cues has emerged as a strategy to enhance reading performance. While prior research has affirmed the advantages of incorporating audio cues for fostering reading fluency and comprehension in general, the findings are inconsistent. These investigations have predominantly focused on learners of English as a second language. Considering the differences between English and Chinese, especially their relationship between written scripts and oral language, investigating the reading experiences of Chinese language learners can contribute to a fuller understanding of the effect of audio inclusion on L2 learners. This study compared reading comprehension and reading experiences in reading-only and reading-while-listening modes for intermediate-low and intermediate-high-level Chinese language learners. After learners read in two different modes, a T-test was conducted on their comprehension performance followed by a qualitative analysis of their perspectives on their reading experiences. The findings showed a significant influence of audio integration on enhancing reading comprehension among intermediate-low-level Chinese language learners engaged in multimodal Chinese reading, and these learners displayed a preference for audio inclusion. On the other hand, a lack of significance in the effects of supplementary audio cues on reading comprehension was identified for intermediate-high-level learners, who manifested a mixed attitude towards audio integration with reading. This study complements the existing understanding of multimodal reading based on alphabetic language, particularly in English. Moreover, the findings carry pertinent implications for Chinese language reading pedagogy.

Relationships Between Hearing Status, Cognitive Abilities, and Reliance on Visual and Contextual Cues

Objectives: Visual and contextual cues facilitate speech recognition in suboptimal listening conditions (e.g., background noise, hearing loss, hearing aid signal processing). Moreover, successful speech recognition in challenging listening conditions is linked to cognitive abilities such as working memory and fluid intelligence. However, it is unclear which cognitive abilities facilitate the use of visual and contextual cues in individuals with normal hearing and hearing aid users. The first aim was to investigate whether individuals with hearing aid users rely on visual and contextual cues to a higher degree than individuals with normal hearing in a speech-in-noise recognition task. The second aim was to investigate whether working memory and fluid intelligence are associated with the use of visual and contextual cues in these groups. Design: Groups of participants with normal hearing and hearing aid users with bilateral, symmetrical mild to severe sensorineural hearing loss were included (n = 169 per group). The Samuelsson and Rönnberg task was administered to measure speech recognition in speech-shaped noise. The task consists of an equal number of sentences administered in the auditory and audiovisual modalities, as well as without and with contextual cues (visually presented word preceding the sentence, e.g.,: “Restaurant”). The signal to noise ratio was individually set to 1 dB below the level obtained for 50% correct speech recognition in the hearing-in-noise test administered in the auditory modality. The Reading Span test was used to measure working memory capacity and the Raven test was used to measure fluid intelligence. The data were analyzed using linear mixed-effects modeling. Results: Both groups exhibited significantly higher speech recognition performance when visual and contextual cues were available. Although the hearing aid users performed significantly worse compared to those with normal hearing in the auditory modality, both groups reached similar performance levels in the audiovisual modality. In addition, a significant positive relationship was found between the Raven test score and speech recognition performance only for the hearing aid users in the audiovisual modality. There was no significant relationship between Reading Span test score and performance. Conclusions: Both participants with normal hearing and hearing aid users benefitted from contextual cues, regardless of cognitive abilities. The hearing aid users relied on visual cues to compensate for the perceptual difficulties, reaching a similar performance level as the participants with normal hearing when visual cues were available, despite worse performance in the auditory modality. It is important to note that the hearing aid users who had higher fluid intelligence were able to capitalize on visual cues more successfully than those with poorer fluid intelligence, resulting in better speech-in-noise recognition performance.

Secondary Students’ Perceptions of Teaching Quality and Teacher-Family Interaction: A Structural Equation Model

AbstractStudents’ perceptions of teaching quality and teachers’ interaction with their families, along with student self-efficacy and interest in a subject matter to performance. However, little is known about how student perceptions of teaching quality and teacher-family interactions in the subject of English relate to performance in reading comprehension. The current study explores how the teacher-related perceptions of New Zealand senior secondary students relate to their reading attitudes and tested reading comprehension. Partially mediated structural equation modelling revealed that students’ perceptions of teaching quality directly and positively influenced student self-efficacy, interest, and performance and indirectly through self-efficacy. However, perceptions of teacher-family interactions negatively influenced student self-efficacy and performance and were not related to interest. Although the model was statistically invariant across demographic variables, there were large latent mean differences across school decile bands for reading performance. These findings reinforce the importance of student perceptions of good teaching and raise challenges about how teachers interact with families.

Automated detection of large vessel occlusion using deep learning: a pivotal multicenter study and reader performance study

BackgroundTo evaluate the stand-alone efficacy and improvements in diagnostic accuracy of early-career physicians of the artificial intelligence (AI) software to detect large vessel occlusion (LVO) in CT angiography (CTA).MethodsThis multicenter...

Bridging the Connection between Fluency in Reading and Arithmetic.

This study examines the contribution of early executive functions (EFs) in the association between fluency in reading and arithmetic. Kindergarten children (N = 1185) were assessed on executive functions skills and on reading and arithmetic fluency in Grade 1 and Grade 3. The analysis revealed that beyond the connection within each domain there is a unidirectional effect between fluency measures, with Grade 1 reading fluency significantly influencing the development of arithmetic fluency in Grade 3. Furthermore, the findings indicate that kindergarten EFs significantly contribute to arithmetic fluency at both time points and to reading fluency in the first grade. Early EF skills also emerged as significant contributors to the associations between fluency performance in reading and arithmetic, suggesting that the influence of EFs extends beyond individual academic domains. These findings have implications for understanding the cognitive mechanisms that underlie the relations between these academic skills.

Phonological, orthographic and morphological skills are related to structural properties of ventral and motor white matter pathways in skilled and impaired readers

Using diffusion tensor imaging (DTI), we assessed the extent to which fractional anisotropy values in the dorsal (i.e., arcuate fasciculus; AF) versus ventral (i.e., inferior fronto-occipital fasciculus; IFOF) distinction of structural white matter pathways associated with selected reading processes, could be replicated in skilled adult readers (N = 17) and extended to adults with reading impairments (N = 13). In addition to the AF and IFOF, motor-based tracts (i.e., posterior limb of the internal capsule (PLIC) and the frontal aslant tract (FAT)) were isolated to explore their role in reading performance. Several interesting relationships with reading performance emerged. First, orthographic awareness was related to the left IFOF in skilled readers, whereas orthographic awareness was related to left PLIC for impaired readers. Morphological awareness was related to left FAT for skilled readers, whereas morphological awareness was related to right AF, right IFOF and left PLIC for impaired readers. Overall, these findings support the notion that adult reading performance (both skilled and impaired) is related to the structural properties of the ventral white matter pathways. More consideration should be paid to motor pathways, particularly the PLIC, and their role in compensatory reading strategies in individuals with reading impairments.

Distinct neural pathway and its information flow for blind individual's Braille reading

Natural Braille reading presents significant challenges to the brain networks of late blind individuals, yet its underlying neural mechanisms remain largely unexplored. Using natural Braille texts in behavioral assessments and functional MRI, we sought to pinpoint the neural pathway and information flow crucial for Braille reading performance in late blind individuals. In the resting state, we discovered a unique neural connection between the higher-order ‘visual’ cortex, the lateral occipital cortex (LOC), and the inferior frontal cortex (IFC) in late blind individuals, but not in sighted controls. The left-lateralized LOC-IFC connectivity was correlated with individual Braille reading proficiency. Prolonged Braille reading practice led to increased strength of this connectivity. During a natural Braille reading task, bidirectional information flow between the LOC and the IFC was positively modulated, with a predominantly stronger top-down modulation from the IFC to the LOC. This stronger top-down modulation contributed to higher Braille reading proficiency. We thus proposed a two-predictor multiple regression model to predict individual Braille reading proficiency, incorporating both static connectivity and dynamic top-down communication between the LOC-IFC link. This work highlights the dual contributions of the occipito-frontal neural pathway and top-down cognitive strategy to superior natural Braille reading performance, offering guidance for training late blind individuals.