Reading Failure Research Articles

The Influence of Attributional Beliefs On Indonesian EFL Learners’ Reading Comprehension

This research investigated how Indonesian EFL learners attributed their successes and failures in reading comprehension and whether or not there was any correlation between attributional beliefs and EFL learners’ monitoring strategies in reading. The researchers distributed Attributional Beliefs Questionnaire (ABQ) and Reading Monitoring Strategies Questionnaire (RMSQ) to undergraduate students in the third semester (n=36) of a private university in Kupang, the capital city of East Nusa Tenggara (NTT) Province. The data were analyzed using Pearson Correlation scale. Six students were selected to be interviewed to obtain qualitative data. Based on the results, 56% of students attributed their successes and failures in reading to the internal factors (efforts and strategies) rather than the external ones (reading text and learning environment). There was a moderate and insignificant correlation between attributional beliefs and reading monitoring strategies with r=0.51. It indicated that students need to regulate themselves and navigate their learning based on their attributional beliefs or they would experience learned helplessness. This research offered two implications for the teaching of reading among Indonesian EFL learners. In order to gain a greater opportunity to experience more reading success, language teachers were recommended to introduce attribution concepts and implement all reading strategies to their students.

Study of KIAA0319, DYXIC1 and DCDC2 Gene Polymorphisms in Children with Dyslexia in Indian Population

Background:Dyslexia is a typical learning disability that does not affect intelligence but causes problems with reading, writing, and spelling. It is influenced by certain genes, due to which several researchers have attempted to identify the susceptible gene. Dyslexia is incurable and diagnosis is difficult because it always overlaps with other learning disabilities. Hence, timely assessment and intervention consequently give the best results. Therefore, our aim was to find the relation between dyslexia and single nucleotide polymorphisms (SNPs) in several candidate genes like DYX1C1, KIAA0319, and DCDC2 in Indian population. Methods:In the present study, 103 individuals with dyslexia and 100 controls in the age group between 6 to 15 years were taken. Thirteen SNPs in the KIAA gene, seven SNPs of DCDC2, and three SNPs of the DYX1C1 gene were analysed by the Mass Array technique. Results:The association of dyslexia with SNPs rs3756821, rs6935076, rs4576240 of the KIAA gene was found significant. A significant association was found with rs600753 of the DYX1C1 gene and dyslexia and we could not find any association of the DCDC2 gene with dyslexia. Conclusions:Prerequisite genetic analysis is necessary for the diagnosis of dyslexia as it is a crucial educational barrier. Treatment is known to be most effective if dyslexia is identified in the early stages for effective intervention for children before they experience prolonged reading failure. Further, it helps in prenatal diagnosis for early intervention.

The Case for Tutoring Struggling Readers in the Primary Grades

Over the past 50 years, our schools have failed to teach a large portion (one-third) of students to read at a basic level by the end of fourth grade. After presenting evidence of this reading education problem and overviewing historical attempts to address it, I argue that serious, one-to-one tutoring initiatives offer the best chance for meaningful change. I use a detailed case study to show how a school could mount an effective one-to-one tutoring program for at-risk readers in grades 1–3. The key factor is an expert reading teacher who is willing to supervise the tutoring efforts of teacher assistants, paraprofessionals, and possibly community volunteers. Standing in the way of such an evidence-based approach is cost and, relatedly, a school culture that has relied on recurring changes in classroom teaching methods, as opposed to intensive one-to-one instruction, to address early reading failure.

Mothers’ educational level and literacy beliefs: associations with home literacy experiences

ABSTRACT This study intends to extend previous work by examining associations between literacy-related beliefs and home literacy experiences during the transition from preschool to Grade 1, taking maternal education into consideration. Fifty-seven Portuguese children and their mothers participated. Data about families’ sociodemographic characteristics, home literacy environment, mothers’ interactive behaviours during storybook reading, and mothers’ literacy beliefs were collected in two moments during home visits. Overall results indicate that mothers’ educational level and literacy beliefs are variables of particular interest for understanding home literacy experiences. Together, mothers’ educational level and literacy beliefs explained a moderate proportion of the variance in reported and observed home literacy experiences, when children were at the end of preschool education, and one year later, when children were at the end of Grade 1. Moreover, findings reveal that mothers’ literacy beliefs contribute independently to the quantity and quality of home literacy experiences after controlling for maternal education. These findings have implications for professionals who have the responsibility of working with families to increase the likelihood of academic success, particularly in contexts that serve children at-risk for reading failure.

Natural Bioactive as a Potential Therapeutic Approach for the Management of Cyclophosphamide-induced Cardiotoxicity.

Cyclophosphamide (CP) is an extensively used anticancer drug, but its cardiotoxic manifestation is a major concern for its widespread clinical use. The observed cardiotoxic attributes have been reported at the therapeutic dose and often result into a high mortality rate and poor clinical outcome. Fall in the level of antioxidant enzymes catalase (CAT), reduced glutathione (GSH), superoxide dismutase (SOD) generation of reactive oxygen species (ROS), inflammatory cytokines nuclear factor kappa-light-chain enhancer of activated B cells (NF-kB), tumor necrosis factor-alpha (TNF-α), interleukin 1 beta (IL- 1β), apoptotic proteins (caspases) and direct damage to myocardial tissue (histological and ultrastructural damage) are some of the reported manifestations of cardiotoxicity. The observed clinical attributes of CP-induced cardiotoxicity are myocarditis, hemorrhage, thrombosis, myocardial infarction (MI), reduced ejection fraction, altered electrocardiogram (ECG) reading and heart failure. However, unlike Daxarazasone (an adjuvant to reduce doxorubicin-induced cardiotoxicity), no approved adjuvant is available to mitigate CPinduced cardiotoxicity. Thus, various natural bioactives have been explored for the possible cardioprotective effect against CP-induced cardiotoxicity. In the current manuscript, we have discussed the clinical and preclinical aspects of CP-induced cardiotoxicity, its clinically used combination with other anticancer drugs, and the available therapeutic regimen to mitigate this cardiotoxicity. Further, we discussed the limitations of available synthetic drugs used as an adjuvant and discussed various natural bioactive and their experimental details. This manuscript's overall goal is to throw light on CP-induced cardiotoxicity and summarize all the experimental data so that researchers working in this field may scientifically get up-to-date information in one place.

Thermal Stability Analysis of Single-Ended 9T-ST Robust SRAM Cell for Near-Threshold Operation

This paper presents a single-ended Schmitt Trigger-based 9T SRAM cell, significantly improving thermal stability for real-time memory applications on a chip operated in a high radiation environment. The proposed single-ended 9T-ST SRAM cell has 73% and 13% improvement in read stability, 42% and 13% improvement in hold stability from 6T and 10T SRAM cells, respectively. The read stability of the proposed SRAM cell is compared with the conventional 6T SRAM cell, which is designed and tested for 23000 MC simulation samples to protect it from read failure. During read operation, the impact of temperature variation on the performance of memory cells is observed using Monte Carlo simulation for a temperature change from 20∘C to 60∘C, as 5%, 32%, and 48% variation in RSNM for 9T-ST, 10T-ST, and 6T SRAM cells, respectively. The proposed SRAM cell is designed and verified in the Synopsys Custom compiler.

An Analytical Model of Read-Disturb Failure Time in a Post-Cycling Resistive Switching Memory

We characterize SET/RESET cycling effects on read-disturb failure time in the low resistance state (LRS) of a hafnium-oxide resistive memory cell. We find that the read-disturb failure time degrades by orders of magnitude after SET/RESET cycling. An analytical LRS read-disturb failure time model including cycling induced trap generation rate and its influence on read-disturb characteristics is developed. We compare our read-disturb model with measured results in a wide range of read voltage and SET/RESET cycle number. Good agreement between modeled and measurement results is obtained. We evaluate read-disturb failure time in post-cycling cells for different read failure criteria.

English Education Master Students' Attributional Beliefs in Their Academic Reading Venture

ABSTRACT To breed more successful, tenacious, and proficient L2 academic readers, the precise conceptions of attributional beliefs should be introduced earlier at the commencement of the L2 academic reading venture to better assist them in coping with a wide variety of academic reading learning issues potentially quenched their potent reading learning endeavor. Specifically, adaptive attributional beliefs played an important role in this academic learning arena since graduate university EFL learners will accurately attribute their reading learning success and failure as the minimum expendable efforts rather than lack of learning competencies along with luck. This present qualitative study aimed to investigate English Education Master Students’ attributional beliefs in their academic reading venture. One research problem was enacted in this study namely, what are the specific attributional beliefs upheld by English Education Master Students while engaging in the academic reading venture? Qualitative content analysis was harnessed in this study to yield a set of renewable conceptions out of the tangible phenomenon. The suggestive findings succinctly recited that the full induction of adaptive attributional beliefs had enabled the participants to be more creative, innovative, independent, strategic, and competent L2 academic readers amid laborious academic reading learning enterprises. Keywords: attributional beliefs , adaptive attributional beliefs, English Education Master Students, qualitative content analysis

Integrating Tubb’s Engagement Model with Critical Reading

Since critical reading has been assumed as critical, there are actually certain ideas and concepts that reflect how critical is this critical reading. Critical does not mean critical as in difficulty or failure in reading but more of looking into the skills, processes and the activities when reading. Group engagement has been said to improve team members’ critical thinking skills. This study is done to explore how group interactions facilitate critical reading activities. Specifically, this study explores how group work encourages critical reading through the processes of orientation, conflict, consensus, and closure. 72 participants responded to the instrument (a questionnaire). The questionnaire has 5 sections, demographic profile, orientation, conflict, consensus and also closure. Data is analyzed using SPSS version 26 to reveal percentage for the demographic profile and mean score for the variables. Findings indicate that group engagement facilitates critical reading in several ways. The study suggests that communication during group interaction improves learners’ critical reading.

Comparative Effects of Computer-Based Reading Programs on the Early Literacy Skills of At-Risk Students

Students displaying reading difficulties/disabilities at the end of third grade are unlikely to succeed in content areas and graduate from high school. One alternative to meeting the learning needs of students is to provide explicit instructional support in basic literacy skills through computer-based reading programs via after-school programs. This study examined the effects of two computer-based reading programs on the reading skills of 71 randomly assigned at-risk students using a pre–post-test design. Furthermore, tutor and students’ perceptions regarding the effectiveness and desirability of the programs were examined. The results indicated that there was a statistically significant difference between the programs on the Word Use Fluency measure and both computer-based programs were effective in facilitating the growth of basic early literacy skills of students at-risk for reading failure. A description of the computer programs, results, implications, and limitations of the study are discussed.

Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for Dyslexia.

Dyslexia is targeted most effectively when (1) interventions are provided preventively, before the onset of reading instruction, and (2) remediation programs combine letter-sound training with phoneme blending. Given the growing potential of technology in educational contexts, there has been a considerable increase of letter-sound trainings embedded in digital serious games. One such intervention is GraphoGame. Yet, current evidence on the preventive impact of GraphoGame is limited by the lack of adaptation of the original learning content to the skills of pre-readers, short training duration, and a restricted focus on explicitly trained skills. Therefore, the current study aims at investigating the impact of a preventive, and pre-reading adapted GraphoGame training (i.e., GraphoGame-Flemish, GG-FL) on explicitly trained skills and non-specifically trained phonological and language abilities. Following a large-scale screening (N = 1225), the current study included 88 pre-reading kindergarteners at cognitive risk for dyslexia who were assigned to three groups training either with GG-FL (n = 31), an active control game (n = 29), or no game (n = 28). Before and after the 12-week intervention, a variety of reading-related skills were assessed. Moreover, receptive letter knowledge and phonological awareness were measured every three weeks during the intervention period. Results revealed significantly larger improvements in the GG-FL group on explicitly trained skills, i.e., letter knowledge and word decoding, without finding transfer-effects to untrained phonological and language abilities. Our findings imply a GG-FL-driven head start on early literacy skills in at-risk children. A follow-up study should uncover the long-term impact and the ability of GG-FL to prevent actual reading failure.

A Cumulative Risk and Resilience Model of Dyslexia

Considerable attention and legislation are currently focused on developmental dyslexia. A major challenge to these efforts is how to define and operationalize dyslexia. In this article, we argue that rather than defining dyslexia on the basis of an underlying condition, dyslexia is best viewed as a label for an unexpected reading disability. This view fits well with a preventive approach in which risk for reading disability is identified and addressed prior to children experiencing reading failure. A risk–resilience model is introduced that proposes that dyslexia is due to the cumulative effects of risk and resilience factors. Evidence for the multifactorial causal basis of dyslexia is reviewed and potential factors that may offset this risk are considered. The implications of a cumulative risk and resilience model for early identification and intervention is discussed.

Radiation Hardened 12T SRAM With Crossbar-Based Peripheral Circuit in 28nm CMOS Technology

Conventional hardened cells are not robust enough to single event upset (SEU) in 28nm technology due to the scaling of the transistors. High soft error rate is caused by particle striking at cells and logic circuit in SRAM. This work proposes an SEU robust dual access 12T (DA-12T) SRAM with a radiation hardened crossbar-based peripheral circuit (CBPC). The proposed cell with 209% area penalty is more SEU robust than most cells. The CBPC can reduce the read failure rate of SRAMs. The new sense amplifier ensures the correct and rapid reading operation speed when suffering read disturbance. The experiment results show that the SEU cross-section of proposed cell is 60% of standard cell with dummy. Almost no read failure is observed in SRAM with CPBC when operational frequency exceeds 40MHz. Further investigation indicated that DA-12T cell and well isolation technique can reduce the read failure rate.

Scaffolding Inference-making for Adolescents with Disabilities that Impact Reading.

Middle and secondary grade students with disabilities that impact reading, including learning disabilities in reading (LD-R), high functioning autism (HFA), emotional and behavioral disorders (EBD), and students who are at-risk for reading failure due to the effect of poverty often struggle to make knowledge-based inferences while reading informational texts. As a result, this population of students is not able to read for understanding and learn from grade-level texts. Unfortunately, many special educators have had little preparation in how to develop their knowledge of inference-making or methods for explicitly teaching inference-making. Despite their lack of knowledge, special educators are often solely responsible for teaching skills that support reading comprehension, such as knowledge-based inference-making, to students with LD-R, EBD, HFA, and students reading below grade level. This article provides special educators, via self-directed learning, with information and resources to enhance their understanding of knowledge-based inferencing and methods for teaching knowledge-based inference-making to middle and secondary grade students with and at-risk for disabilities that impact reading achievement.

Impact of lip-reading on speech perception in French-speaking children at risk for reading failure assessed from age 5 to 7

Dans une situation de communication, l’apport de l’expression faciale, particulièrement de la lecture labiale, est reconnu comme facilitant la compréhension orale. Dans le contexte de la pandémie liée à la Covid-19, la plupart des enseignants portent un masque. Cela peut affecter l’apprentissage de la lecture, spécialement chez des enfants présentant de faibles capacités de discrimination phonémique. Dans cette étude, deux groupes d’enfants ont été suivis de 5 à 7 ans : un groupe « à risque » de devenir mauvais lecteurs et un groupe « non à risque ». Ces deux groupes ont été constitués selon leurs habiletés à une tâche de discrimination phonémique examinée à l’âge de 5 ans : le groupe « à risque » (N = 39) et le groupe « non à risque » (N = 46). Pour tester l’effet de l’impossibilité de recourir à la lecture labiale dans une épreuve phonologique, une même tâche de comptage syllabique a été proposée aux enfants à 5 ans et à 7 ans avec deux conditions : avec et sans la possibilité d’utiliser la lecture labiale (les stimili étant soit prononcés par l’expérimenteur, soit pré-enregistrés : une condition similaire à celle où le masque est porté). Les résultats montrent un effet positif de la condition avec lecture labiale seulement pour le groupe « à risque », quel que soit l’âge, avec des scores restant similaires dans le temps. À l’inverse, les scores du groupe « non à risque » ont augmenté dans le temps, avec ou sans recours à la lecture labiale. Ces résultats suggèrent que dans le contexte de la pandémie liée à la Covid-19 où les enseignants portent un masque, cette condition peut interférer avec l’apprentissage de la lecture chez des enfants « à risque » par rapport à cet apprentissage en raison d’un déficit de discrimination phonémique.

A data‐independent 9T SRAM cell with enhanced ION/IOFF ratio and RBL voltage swing in near threshold and sub‐threshold region

SummaryThe conventional 8T SRAM cell with isolated read port is suggested as an alternative to overcome the read‐write conflicts associated with 6T SRAM cell. However, in near threshold and sub‐threshold regions, 8T cell performance is limited by reduced ION/IOFF ratio, deteriorated RBL voltage swing, data dependency, and higher read failures, although the existing SRAM cells address some of these issues but still suffer from degraded performance due to the trade‐off between leakage and read currents. In this paper, a 9T SRAM cell with novel read port is proposed that aims for low and data‐independent leakages, high ION/IOFF ratio, and large RBL voltage swing in near threshold and sub‐threshold regions. The performance of the proposed cell is compared with 7T, 8T, 9T, and 10T cells at 32 nm technology node by simulating a column of 128 cells to demonstrate its versatility over others. The proposed cell shows enhanced ION/IOFF ratio (71.2X), large RBL voltage swing and data‐independent leakages at VDD = 0.3 V in comparison to the conventional 8T SRAM cell. The results at different PVT corners are also captured to validate the impeccable performance of the proposed cell irrespective of operating conditions.

Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure: Predicting First-Grade Reading from Kindergarten Entry Assessment (KEA) Data

ABSTRACT Research Findings: This study used data from a large-scale kindergarten entry assessment (KEA) to understand how well two state screening measures, administered at school entry, predicted the first-grade reading outcomes of a large sample of first-time kindergarteners (N=5,480) at high risk for future reading failure. We examined young children’s emergent literacy and behavioral self-regulation skills in the fall of kindergarten in relation to decoding skills in the spring of first grade. We also explored whether behavioral self-regulation moderated the effect of emergent literacy on first-grade reading outcomes. Consistent with prior research, results of multilevel regression models revealed that scalable measures of emergent literacy and behavioral self-regulation, assessed via a multidimensional KEA, positively predicted literacy outcomes in first grade, with a stronger association for emergent literacy. Additionally, school-entry behavioral self-regulation moderated the effect of children’s initial emergent literacy skills on first-grade decoding, such that stronger than average behavioral self-regulation partially compensated for weak emergent literacy at school entry. Practice or Policy: Findings underscore the importance of screening young children on both academic and non-academic domains of school readiness and of seeking to understand children’s risk of reading failure from multiple perspectives.

Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative

This article describes a Response to Intervention (RTI) model of early identification and intervention to prevent reading failure. A simple screening system to alert teachers to children who may not have some of the prerequisite skills necessary for reading and a whole class intervention system will be described. The success of these initiatives was measured systematically, and the incidence of reading difficulties was reduced to 1.5% in the children who had English as a first language and in children who had English as an additional language. The article also examines the relative influence of students’ first language on learning to read in English and the benefits of bilingualism.

Investigating the interpretation and implementation of policies that guide the teaching of reading in the Foundation Phase

Background: There is growing international awareness of the dividends of early reading success and the consequences of early reading failure. Many studies have shown that the educational achievement of South African learners is unacceptably poor. There are shortcomings in the curriculum for English home language (EHL) which could be the reason for educators’ uncertainties and frustration with the teaching of reading. Objectives: To identify policies that guide the teaching of reading and to investigate the management of their interpretation and implementation. Method: A qualitative case study design was employed, underpinned by the sense-making theory which was used as a theoretical framework. Three primary schools in the Lichtenburg circuit were selected as study sites. Participants were selected purposively and data generation methods included document analysis, observations and interviews. Inductive data analysis was applied through the identification of patterns, categories and themes. Results: The results indicate that the EHL curriculum document is the only policy document that teachers in this study used as a guideline for the teaching of reading in the Foundation Phase. However, this document lacks explicit guidance on how reading should be taught. Conclusion: The main policy that guides the teaching of reading in the Foundation Phase is the EHL curriculum. However, participants do not always understand the stipulations of this document and make partial use of the guidelines because they do not know how to interpret them. The curriculum lacks step-by-step guidelines on teaching activities for reading. Thus, we suggest that professional development should be based on the needs of the educators.

Effects of RTI on letter naming and spelling among kindergarteners at risk for reading failure

The response-to-intervention model provides early intervention to struggling children and helps them to increases their academic achievement, as it provides immediate intervention to children who are likely to be at risk of academic failure. The purpose of this study was to investigate the effect of response-to-intervention model on developing acquisition of letter naming knowledge and spelling knowledge among kindergarteners at risk for reading failure. Thirty-six kindergarten children (Mean age= 5.03, SD=0.705; number of female children=12, and number of male children=24) identified as at risk for reading failure participated in this study .Children were administered a pre-reading skills test (developed by Mourad Ali, 2014 to screen for children who are at risk for reading failure). Children who had low achievement scores on the test (at least 1.5standard deviations [SD] below the population mean) were included. Letter Naming Knowledge Test and Spelling Knowledge Test were employed. In order to analyze the data from the pre- and post-test, the author used two-way ANOVA analysis and t-test. Two-way ANOVA analysis and t-test results revealed the effectiveness of response-to-intervention model on developing acquisition of letter naming knowledge and spelling knowledge among kindergarteners at risk for reading failure.