Reading Efficiency Research Articles

Research of Mass Redundant Data Deleting Algorithm for Intelligent Manufacturing Process

Information management systems become more common and more important in all walks of life. Many serious problems such as multi-source information heterogeneity, mass redundant data, and data security occur in the systems as the explosive increment of data. A novel redundant data deleting algorithm based on the cloud storage platform was proposed in this paper to deal with the problem of mess data storing. Storage space division algorithm and different users were divided in an appropriate way to improve the efficiency of reading and writing. A typical information management system was used to verify the feasibility and effectiveness of the algorithms proposed in this paper.

A decision fusion strategy for polyp detection in capsule endoscopy.

Wireless capsule endoscopy (CE) is now routinely used for non-invasive diagnosis of small bowel diseases. But, it still requires manual assessment of the approximately 50,000 study images. Literature has recently investigated automated methods to detect and analyze various anomalies in CE images to improve reading efficiency and reduce variability. We propose such a computer aided diagnosis (CAD) approach to detect small bowel polyps. For supervised classification of polyps, we investigated fusing multiple statistical classifiers based on color, texture and edge features. The combined boosted classifier when evaluated using 1200 CE images outperformed all individual classifiers and achieved a ~90% classification accuracy.

The Decline of Comprehension‐Based Silent Reading Efficiency in the United States: A Comparison of Current Data With Performance in 1960

The present study measured the comprehension-based silent reading efficiency of U.S. students in grades 2, 4, 6, 8, 10, and 12. Students read standardized grade-level passages while an eye movement recording system was used to measure reading rate, fixations (eye stops) per word, fixation durations, and regressions (right-to-left eye movements) per word. Eye movement recordings were regarded as valid only if students demonstrated a comprehension level of at least 70% after reading a passage and answering a series of true/false questions. Reading rates increased over grades, with two exceptions: (a) between grades 6 and 8, growth in reading rate appeared to plateau; and (b) between grades 10 and 12, reading rate increases were seen only among students in the upper two quartiles. Changes in the other three efficiency measures reflected similar patterns of reading efficiency development over grades. The reading efficiency of students in this study was also compared with that of a sample of students from 1960, using norms reported by Taylor (1965) and validated by Carver (1989). Comprehension-based silent reading rates in grade 2 were comparable across the 50-year span, but the cross-grade growth trajectory was much shallower in the present study than it was in 1960. These results suggest that present-day students may not achieve the same level of word-reading automaticity as did their 1960 counterparts.

Cognitive Difficulties in Struggling Comprehenders and Their Relation to Reading Comprehension: A Comparison of Group Selection and Regression-Based Models

ABSTRACTDifficulties suppressing previously encountered but currently irrelevant information from working memory characterize less skilled comprehenders in studies in which they are matched to skilled comprehenders on word decoding and nonverbal IQ. These “extreme” group designs are associated with several methodological issues. When sample size permits, regression approaches permit a more accurate estimation of effects. Using data for students in Grades 6 through 12 (n = 766), regression techniques assessed the significance and size of the relation of suppression to reading comprehension across the distribution of comprehension skill. After accounting for decoding efficiency and nonverbal IQ, suppression, measured by performance on a verbal proactive interference task, accounted for a small amount of significant unique variance in comprehension (less than 1%). A comparison of suppression in less skilled comprehenders matched to more skilled comprehenders (48 per group) on age, word reading efficiency, and nonverbal IQ did not show significant group differences in suppression. The implications of the findings for theories of reading comprehension and for informing comprehension assessment and intervention are discussed.

Reading Strategy Use and Comprehension Performance of More Successful and Less Successful Readers: A Think-aloud Study

Within the context of language study and teaching, reading is fundamentally important for language Bright and McGregor (1970, p. 52) stated that Where there is little reading, there will be little language learning. To date, there is a growing body of research that has been conducted on using reading to help second/foreign language (L2/FL) learners develop language proficiency and reading skills (e.g., Kr ashen, 2004; Lao & Krashen, 2000; Yamashita, 2008). Researchers, as well as language instructors, have also become increasingly interested in examining the strategies L2/ FL learners use during reading and the possible effects of strategy-based reading instruction or training on reading development (Aghaie & Zhang, 2012; Anderson, 1991; Janzen, 2003; Kern, 1989; Zhang, 2008; Zhang, Gu, & Hu, 2008). To achieve strategic reading, a reader needs to possess both knowledge about strategies and the ability to apply strategies effectively (Anderson, 1991), which is also one of the notable characteristics that distinguish proficient readers from less proficient readers.Reading StrategiesReading strategies are self-directed actions where readers flexibly take control with a certain degree of awareness to retrieve, store, regulate, elaborate, and evaluate textual information to achieve reading goals (Erler & Finkbeiner, 2007; Paris, Lipson, & Wixson, 1994). Readers' strategy use while reading demonstrates their interaction with written texts, and effective use of strategies can improve their reading efficiency and text comprehension (Carrell, 1989). In terms of strategy categories, Williams and Burden (1997, p. 149) stated that Strategies can be cognitive; that is, they can involve mental processing or they can be more social in nature, and their effective use is enhanced by metacognitive awareness. Cognitive strategies function for effective and efficient retrieval, storage, and acquisition of information for readers to extract and construct meaning from texts. The literature on both first and second language reading provides a binary division of cognitive strategies as bottom-up and top-down strategies, with the former being related to sound-letter, lexicon, and syntax, and the latter being concerned with text gist, background knowledge, and textual organization (Erler & Finkbeiner, 2007; Paris et al., 1994). Metacognitive strategies that address readers' knowledge of cognitive resources, awareness of cognitive processing, and the ability to adjust utilized strategies (Baker & Brown, 1984; Carrell, Gajdusek, & Wise, 1998) are performed by readers to check the outcome of any attempt to solve a problem, plan one's next move, monitor the effectiveness of any attempted action, and test, revise, and evaluate one's strategies for (Brown, 1994, p. 115). Social strategies, such as asking for clarification or verification, cooperating with peers and proficient users of the new language, developing cultural understanding, and becoming aware of others' thoughts and feelings, are categorized as one of the six strategy groups in Oxford's (1990, pp. 323-324) system of language learning strategies useful for L2/FL reading to increase readers' social involvement in the target language.Thinking AloudTo best gain access to a reader's sophisticated process of reading comprehension and strategy use, thinking aloud provides a powerful means to obtain this mental data, and verbal protocol analysis can lead to new insights into reading strategies, reader responses and characteristics, as well as the influence of situational variables (Afflerbach, 2000; Smith, 2006). The technique of thinking aloud while reading requires readers to express their thoughts from their short-term memory at specific intervals; this makes covert mental processing overt and provides direct evidence of the internal reading process performed by readers while engaged in the task of reading (Gillam, Fargo, & Robertson, 2009; Kucan & Beck, 1997). …

Characterizing the Learning Curve and Accuracy of Wireless Capsule Endoscopy Interpretation amongst Digestive Healthcare Practitioners

Goals: To prospectively evaluate the accuracy and learning curve of trainees to interpret wireless capsule endoscopy (WCE). Background: Trainees and mid-level providers are often used as first-line readers to earmark WCE images that are subsequently reviewed by an attending gastroenterologist. This practice has been demonstrated to be cost-effective and highly accurate, but the learning curve of trainees and physician extenders has not been well described. Study: Each WCE trainee individually reviewed and interpreted 48 fulllength de-identified WCE studies and recorded significant findings, time required to interpret each study, and confidence of the interpretation. After every 10 studies, each trainee reviewed WCE findings with the expert. The first 10 studies were considered the training period with the next 19 studies considered study period 1 and last 19 studies considered study period 2. Reading times were compared using Wilcoxon rank-sum tests. Results: The median time for WCE interpretation improved significantly from the training period to the first study period for each trainee; GI fellow (41 min vs. 21 min, p<0.002), CRNP fellow (67 min vs. 33 min, p<0.002), RN (82 min vs. 30 min, p<0.001). Median reading times appeared to plateau for the GI fellow and CRNP fellow after 10 and 20-25 studies, respectively. This finding suggests that additional studies are unlikely to improve reading efficiency. The GI nurse never plateaus during the study. Confidence improved for all trainees during the study; however, in the final study period, the GI fellow reported higher confidence than the CRNP fellow, who reported higher confidence than the GI nurse. After the training period of 10 capsule studies, the MD fellow was found to have a higher sensitivity (89%), specificity (95%) and accuracy (92%) compared to other trainees. Conclusion: Reading time, self-reported confidence, and accuracy appear to be good markers for assessing learning. Twenty-five capsule studies appear to be sufficient for trainees enrolled in a GI fellowship program who are actively performing endoscopy; however physician extenders who do not perform endoscopy appear to require interpretation of more than 25 WCE studies before adequate proficiency is achieved.

Effects of text segmentation on silent reading of Chinese regulated poems: Evidence from Eye Movements

Interword spaces have been reported to play an important role in silent reading of alphabetic languages. However, it has not yet been clear whether text spacing/segmentation facilitates the cognitive process in silent reading of Chinese, a logographic language, especially in reading Chinese regulated poems which have predefined rhythmic structures. An eye-tracking experiment was conducted to monitor eye movements of native participants in reading Chinese regulated poems in four segmenting conditions: normal text, character segmentation, rhythmic segmentation, and syntactic segmentation. By comparing a set of measures of eye movements, both global and local analyses showed that syntactic segmentation boosted reading efficiency, while rhythmic segmentation did not. The findings demonstrate that not rhythmic but syntactic structure plays major roles in the cognitive process in reading Chinese regulated poems, suggesting an intrinsic difference in the information structure between spoken and written languages.

Reading Comprehension in aphasia: Exploring the relationship between linguistic profile and personal perception

Reading difficulties are a common feature of aphasia, including difficulties with decoding and comprehension and reduced reading efficiency (Knollman-Porter, Wallace, Hux, Brown, & Long, 2015). Reading comprehension is an everyday activity, with reading difficulties impacting participation in a wide range of social, leisure and work activities (Knollman-Porter et al., 2015; Parr, 1995). However, reading preferences and practices differ between individuals (Parr, 1995) and thus the impact of reading difficulties may also differ significantly. When assessing reading comprehension, it is important to consider both the linguistic difficulties and their impact for the individual person with aphasia. This study considers the relationship between performance on linguistic assessment and the person’s perception of their reading. Method The Comprehensive Assessment of Reading in Aphasia was developed, with assessment of written comprehension of single words, sentences and paragraphs. Overall proportion correct was calculated for each linguistic level. Participants also completed an aphasia friendly and therapist supported questionnaire consisting of four sections: current reading ability and difficulties, feelings about reading, reading activity and strategies to support reading. The first three sections consisted of rating scales allowing a total score to be calculated; higher scores were indicative of less difficulty and more positive feelings about reading. Data will be presented summarizing performance of 74 people with aphasia who completed all of the tasks. People were recruited with a diagnosis of aphasia, with no specification about reading difficulty to ensure a diverse sample.

Explaining Variance in Comprehension for Students in a High-Poverty Setting

This study examined the contributions of decoding, language, spelling, and motivation to the reading comprehension of elementary school readers in a high-poverty setting. Specifically, the research questions addressed whether and how the influences of word reading efficiency, semantic knowledge, reading self-concept, and spelling on reading comprehension varied based on 2 different measures of comprehension. The sample included 52 elementary-age participants from 1 high-poverty school. Multiple regression analyses revealed that factors were related differently to comprehension depending on the measures used. Specifically, fluency accounted for most of the variance in silent reading comprehension but a smaller proportion of the variance in oral reading comprehension. For the oral reading comprehension measure, semantic knowledge was the most influential predictor.

Efficient word reading: Automaticity of print-related skills indexed by rapid automatized naming through cusp-catastrophe modeling

ABSTRACTThe study explored the moderating role of rapid automatized naming (RAN) in reading achievement through a cusp-catastrophe model grounded on nonlinear dynamic systems theory. Data were obtained from a community sample of 496 second through fourth graders who were followed longitudinally over 2 years and split into 2 random subsamples (validation and cross-validation groups). Results verified the superiority of the cusp-catastrophe over linear and logistic models and established RAN-digits performance as a significant bifurcation factor in both concurrent and longitudinal prediction models. These findings suggested that reduced serial naming speed below a critical level was associated with significantly reduced predictability of word reading efficiency from pseudoword decoding ability. Results were tentatively interpreted as documenting the importance of highly automatized coordination of reading-related component processes, indexed by RAN performance, for word reading efficiency during the early and middle stages of reading acquisition.

Особенности межполушарной синхронизации корковых зон у людей пожилого возраста с разной продуктивностью чтения

Особенности межполушарной синхронизации корковых зон у людей пожилого возраста с разной продуктивностью чтения

Amblyopic children read more slowly than controls under natural, binocular reading conditions

Recent evidence suggests that amblyopia results in fixation instability and atypical saccades. Reading is a vision-reliant ability that requires sequential eye movements, including forward and regressive saccades. This study investigated reading and associated eye movements in school-age amblyopic children. Amblyopic children with strabismus and/or anisometropia (n = 29) were compared to nonamblyopic children treated for strabismus (n = 23) and normal control children (n = 21). While fitted with the ReadAlyzer, an eye movement recording system, children silently read a grade-level paragraph of text during binocular viewing. Reading rate, number of forward and regressive saccades per 100 words, and fixation duration were determined. Comprehension was evaluated with a 10-item quiz; only data from children with at least 80% correct responses were included. Amblyopic children read more slowly and had more saccades compared with nonamblyopic children with treated strabismus and normal controls. Fixation duration did not differ significantly for amblyopic children versus normal controls. Treated strabismic children without amblyopia did not differ significantly from normal controls on any reading measure. Amblyopic eye visual acuity was not correlated with any reading measure. Amblyopia was associated with slower reading speed in school-age children. Treatment for monocular amblyopia visual acuity impairment could improve reading speed and efficiency.

Intact crowding and temporal masking in dyslexia.

Phonological deficits in dyslexia are well documented. However, there is an ongoing discussion about whether visual deficits limit the reading skills of people with dyslexia. Here, we investigated visual crowding and backward masking. We presented a Vernier (i.e., two vertical bars slightly offset to the left or right) and asked observers to indicate the offset direction. Vernier stimuli are visually similar to letters and are strongly affected by crowding, even in the fovea. To increase task difficulty, Verniers are often followed by a mask (i.e., backward masking). We measured Vernier offset discrimination thresholds for the basic Vernier task, under crowding, and under backward masking, in students with dyslexia (n = 19) and age and intelligence matched students (n = 27). We found no group differences in any of these conditions. Controls with fast visual processing (good backward masking performance), were faster readers. By contrast, no such correlation was found among the students with dyslexia, suggesting that backward masking does not limit their reading efficiency. These findings indicate that neither elevated crowding nor elevated backward masking pose a bottleneck to reading skills of people with dyslexia.

Literacy Sign Language Application Using Visual Phonics

Literacy is the ability to read and write. Being able to read and write is an important skill in modern society. Deaf and hard of hearing (D/HH) students' literacy achievement has been reported as lower than that of hearing students. This research focuses on the literacy skills of D/HH students, aiming to determine their reading/writing skills and propose a theoretical framework that can enhance and improve these skills. This paper provides an introduction on D/HH education, including tools and challenges, an analysis of existing literature related to D/HH education applications, and sign language (SL) applications. The advances that are needed to further improve the effectiveness and efficiency of present reading and writing teaching techniques are further discussed, and a comparative survey conducted in this area is provided. The study explores the significance of Visual Phonics for D/HH as a motivating force for research in reading and writing taxonomies. The objective of this study is to propose a theoretical framework that can enhance and improve D/HH reading and writing skills.

How speechreading contributes to reading in a transparent ortography: the case of Spanish deaf people

The aim of the study is to describe the performance of deaf and hearing people while speechreading Spanish, a language with transparent orthography, and to relate this skill to reading efficiency. Three groups of 27 participants each were recruited: a group of deaf participants, a chronological age‐matched hearing group and a reading age‐matched hearing group. All three were tested on vocabulary, phonological awareness, reading speed, speechreading and, only in the group of deaf people, speech intelligibility. The results indicate that deaf people are better speechreaders than younger hearing people, but they are no better than their age‐matched peers, and that speechreading is related to reading only in deaf people.

EFFICIENCY OF READING COMPREHENSION TRAINING IN PUPILS LIVING IN POVERTY

The results of Slovene and foreign studies reveal the connection between literacy levels and the level of education, employment opportunities and consequent socio-economic status of individuals and families. Reading efficiency relating to reading comprehension is an important element of reading literacy performance. The findings of several authors indicate empirical evidence of the existence of deficits and poor reading comprehension in pupils living in poverty and stress the importance of offsetting deficits and developing reading comprehension. Results of both foreign and Slovene studies indicate that the program of reading comprehension should be implemented in this group of pupils. In the article, we want to present effectiveness of the reading comprehension improvement program in pupils living in poverty. According to the findings of our research, in which we structured and implemented the reading comprehension program for pupils living in poverty with the Metacognitive-intersentential model of reading comprehension, the reading comprehension of the experimental group pupils who participated in the program improved compared to the control group pupils who did not participate in the program. Experimental group pupils also significantly improved correctness of their reading, their vocabulary and skills of verbal expression. When the program ended, we tested its efficiency by applied tests. The results on the manifest variables indicated that the program was good and efficient for pupils who live in poverty and experience reading comprehension problems.

The 20/20 patient who can’t read

To understand how reading can be disrupted in patients with good acuity, it is important to realize the complexities that underlie this task, which normally seems so effortless. The process of reading is an interplay among vision, eye movements, attention, and linguistic processing, and impairments in any of these functions can result in reduced reading efficiency. The goal of this review is to provide a systematic review of these functions that can help clinicians generate a logical and useful differential diagnosis of impaired reading in the patient with 20/20 vision.

Carbon footprint of a scientific publication: A case study at Dalian University of Technology, China

Knowledge of the carbon footprint (CF) of a scientific publication can help to guide changes in behavior for mitigating global warming. A knowledge gap, however, still exists in academic circles. We quantified the CF of a publication by parameterizing searches, downloads, reading, and writing in the processes of publication with both direct and indirect emissions covered. We proposed a time-loaded conversion coefficient to transfer indirect emissions to final consumers. A questionnaire survey, certification database of Energy Star, fixed-asset databases specific to our campus, and reviewed life-cycle-assessment studies on both print media and electronic products were integrated with Monte Carlo simulations to quantify uncertainties. The average CF [(CI: 95%), SD] of a scientific publication was 5.44kgCO2-equiv. [(1.65, 14.78), 4.97], with 37.65MJ [(0.00, 71.32), 30.40] of energy consumed. Reading the literature contributed the most, followed by writing and searching. A sensitivity analysis indicated that reading efficiency, the proportion of e-reading, and reference quantity were the most dominant of 52 parameters. Durable media generated a higher CF (4.24kgCO2-equiv.) than consumable media (1.35kgCO2-equiv.) due to both direct and indirect reasons. Campus policy makers should thus not promote the substitution of e-reading for print reading at the present stage, because their environmental advantages are highly dependent on time-loaded and behavioral factors. By comparison, replacing desktops with laptops is more attractive, by potentially reducing CFs by 50% and the disproportionate consumption of energy.

Reading Efficiency of Deaf and Hearing People in Spanish.

Different studies have showed poor reading performance in the deaf compared to the hearing population. This has overshadowed the fact that a minority of deaf children learns to read successfully and reaches levels similar to their hearing peers. We analyze whether deaf people deploy the same cognitive and learning processes in reading as their hearing peers. For this purpose, we analyzed the relation between phonological processing, speechreading, vocabulary, reading speed, and accuracy with reading efficiency in a sample of deaf people and two control groups respectively matched on chronological age and reading level. The results indicate that deaf people's level of reading efficiency is lower than hearing people's of the same age, but that deafness status in itself is not a good predictor of reading level. The results do not support the idea that deaf people's reading is the result of different processes from the hearing population.

Test Review: Test of Word Reading Efficiency–Second Edition (TOWRE-2) by Torgesen, J. K., Wagner, R. K., &amp; Rashotte, C. A.

Test Review: <i>Test of Word Reading Efficiency–Second Edition</i> (TOWRE-2) by Torgesen, J. K., Wagner, R. K., &amp; Rashotte, C. A.