Reading Levels Of Students Research Articles

ChatGPT Provides Satisfactory but Occasionally Inaccurate Answers to Common Patient Hip Arthroscopy Questions

PurposeTo assess the ability of ChatGPT to answer common patient questions regarding hip arthroscopy, and to analyze the accuracy and appropriateness of its responses. MethodsTen questions were selected from well-known patient education websites, and ChatGPT (version 3.5) responses to these questions were graded by two fellowship-trained hip preservation surgeons. Responses were analyzed, compared to the current literature, and graded from A to D (A being the highest, and D being the lowest) in a grading scale based on the accuracy and completeness of the response. If the grading differed between the two surgeons, a consensus was reached. Inter-rater agreement was calculated. The readability of responses was also assessed using the Flesch-Kincaid Reading Ease Score (FRES) and Flesch-Kincaid Grade Level (FKGL). ResultsResponses received the following consensus grades: A (50%, n=5), B (30%, n=3), C (10%, n=1), D (10%, n=1) (Table 2). Inter-rater agreement based on initial individual grading was 30%. The mean FRES was 28.2 (SD± 9.2), corresponding to a college graduate level, ranging from 11.7 to 42.5. The mean FKGL was 14.4 (SD±1.8), ranging from 12.1 to 18, indicating a college student reading level. ConclusionChatGPT can answer common patient questions regarding hip arthroscopy with satisfactory accuracy graded by two high-volume hip arthroscopists, however, incorrect information was identified in more than one instance. Caution must be observed when using ChatGPT for patient education related to hip arthroscopy. Clinical RelevanceGiven the increasing number of hip arthroscopies being performed annually, ChatGPT has the potential to aid physicians in educating their patients about this procedure and address any questions they may have.

Literacy assessment - a case study in diagnosing and building a struggling reader’s profile

Poor language and literacy abilities negatively impact students emotionally, causing low self-esteem, anxiety, and frustration. This affects their attitudes towards learning, reduces motivation, and limits opportunities. Thus, addressing early language and literacy challenges through intervention and accurate assessment is vital for not only positive emotional development but for all round academic growth. In a single-case study, the reading skills of a struggling third grade reader were assessed using tools such as QRI (Qualitative Reading Inventory) and visual-discrimination assessments to create a diagnostic profile. The study aimed to identify the student's reading level, and factors that affect language and literacy abilities. Results showed that the student's instructional reading level was at a low average range for expository texts but at a much higher level (fourth) for narrative texts. Strong word recognition skills were observed, but difficulty in comprehending expository, informational texts was evident. Recommendations include using targeted strategies to improve comprehension skills at all levels (literal, inferential, evaluative) for expository texts, while also addressing the emotional and social development of learners. / Keywords: literacy assessment, struggling reader, language and literacy, case study, elementary education

Analyzing the readability of Khmer language textbooks.

Textbooks play a vital role in the process of teaching and learning, especially in education systems where they are the only resources available to teachers and students. Despite this indispensable role, textbooks in Cambodia have ongoing problems concerning their content and design. This paper analyzes the readability of passages in Khmer textbooks (Flesch, 1948); Kincaid et al., 1975, as cited in DuBay, 2004. Reading passages were extracted from the Grade 3, Grade 6 and Grade 9 Khmer textbooks published by the Ministry of Education, Youth and Sports. It was found that the readability of these textbooks was not in line with the reading level of students. For instance, on average, 20 words per sentence were used, which is equivalent to a Grade 10 level (Flesch, 1975). Further, while the number of words and sentences did not significantly vary across the three grade levels, the number of syllables and words did. These findings have implications for publishers and authors when designing reading passages in textbooks if they are to have an appropriate level of readability for their intended users at each grade level.

The Impact of Using VAKT Strategy on Oral Reading and Reading Comprehension Skills of Elementary Students with Dyslexia

Dyslexia is a learning disability associated with a deficiency of spell, read, write, and recognize words. The key purpose of the study was to examine the desirable enhancing of oral reading and reading comprehension levels by testing the advantage of Visual, Auditory, Kinesthetic, and Tactile (VAKT) strategy on oral reading and reading comprehension among students with dyslexia registering at the governate source classroom. The study adopted a Quasi-experimental approach with the design of control and experimental groups and two measurement phases (pre and post-tests). The study assessed oral reading and reading comprehension levels by the diagnostic scale of Arabic language Basic skills. Thirty-nine subjects were drawn using the purposive sampling technique (control N=19 and experimental N=20), and the intervention VAKT technique was used for third-grade students with dyslexia for one semester consecutively followed by the post-assessment. The results revealed that the control group showed enhancement in comprehension reading and oral reading level, but less significant than the experimental group. Thus, VAKT is a sufficient approach to advance the comprehension reading and oral reading levels of students with dyslexia. The study findings contribute to motivating VAKT strategy using for students representing dyslexia for the sake of reading learning. Further, the study contributes to implementing VAKT in Arabic language learning settings. The researcher recommends considering learning style, motivation, and settings in future studies.

Design and implementation of bilingual digital reader based on artificial intelligence and big data technology

Along with the development of computer and information technology and the arrival of the digital reading wave, more and more users have switched the way they meet their reading needs to digital reading systems, At the same time, a variety of digital reading systems have also been created. However, most digital reading systems focus on how to present a better reading style, but little research has been done on how to use artificial intelligence and big data technology to provide intelligent information services and user behavior analysis. In such a large environment, a digital reading system that can provide reading behavior collection and intelligent analysis, while providing intelligent reading analysis function, will have broad research prospects. The digital reading system studied in this paper can provide reading behavior analysis and intelligent recommendation service for professional users based on artificial intelligence and big data technology. At the same time, the system uses artificial intelligence technology to realize the functions of bilingual learning reading, new word induction records, etc., which can provide users with knowledge efficiency. In addition, the system utilizes big data technology to provide users with information services such as communication content exchange. The main innovations of this digital reading system are computer automatic clauses based on Chinese and English syntax features, data layering processing mechanism that takes into account the speed and quality of book analysis, and book encryption and decryption schemes across computer systems. The system is based on a C/S and B/S fusion architecture and includes a reading system based on PC and Android.It can present customized ePub electronic resources, and collect users’ reading behavior through mobile screen or mouse and other devices, then use artificial intelligence and big data technology to analyze user data, and finally generate user reading reports. At present, the whole system has been applied in many universities, and the reading level of students and the work efficiency of teachers have been greatly improved, which proves that this digital reading system has high practical value.

The Application of Discourse Analysis in English Intensive Reading Teaching

<p>This paper takes the discourse analysis teaching method as the starting point, interprets the necessity of discourse analysis in the teaching of English intensive reading and discusses the specific implementation and application of discourse analysis in the teaching of English intensive reading from the perspective of discourse structure, in order to improve the overall reading level of students, cultivate their comprehensive ability of language use and improve the effect of English intensive reading teaching.</p>

Academic Reading Attitudes and Performance as a Function of Gender

Childhood reading levels are important predictors of later childhood academic success. A child’s reading ability and reading attitude is a strong indicator of future academic success and lifelong reading (Kush & Watkins, 1996; Wigfield & Guthrie, 1997). Educational leaders need to foster a climate of reading acceptance at school. To accomplish this, schools need to provide a learning environment filled with reading role models. Schools should maintain large quantities of reading materials that include all student reading levels and interests. Teachers should be given professional development and instructed on how to provide interesting and relevant reading opportunities for their students.

Applying a Reading Program Based on Cognitive Science in Rural Areas of Malawi: Preliminary Results

Reading fluency is a skill foundational to academic performance, and acquiring this skill in early grades is crucial. Throughout sub-Saharan Africa, reading levels of students are far below grade level, and Malawi is no exception. Research suggests that students, particularly in consistently spelled languages, acquire automaticity most easily by starting from individual letters, combining them in increasingly larger chunks, and getting plenty of practice in decoding them. Due to working memory capacity limits, students must attain a minimum reading speed in order to understand text. These concepts were tested in a rural district in Malawi. The study helps to explain the components of this science-based “learning package” needed for reading fluency. Volunteers held the classes in communities as an after school program for children from grades 1 to 5. The goal behind this innovative six-month program is students’ recognition of all letters used in Chichewa language and progress in text decoding. This study helps to explain the various components of the learning intervention and the results show that there has been improvement in knowledge of letter sounds. This study uses an already tried and tested cognitive neuroscience model, which was contextualized and implemented in the Malawi setting.

Teachers Use IRIs to Help Struggling Readers

During the past few decades, an extraordinary amount of public attention has been given to controversies regarding how reading is being taught, is not being taught, or how it should be taught. To address reading concerns, publishers have developed commercial reading programs which provide teachers with materials on a variety of reading levels for use in the classroom. These materials allow teachers to match the reading levels of students with the appropriate reading books. Within a typical classroom, the reading ability of the students will range from below grade level to above grade level. In order to accurately select books that are on a student's reading level, a teacher must assess the student's reading skills. Betts (1950) developed a simple technique for using graded reading books to evaluate children's reading levels. The technique, which he called an "Informal Reading Inventory," involved selecting a short passage from grade level readers several grade levels below and above the student's grade level. Next, several comprehension questions were written for each passage. The student was to read the passages aloud and to answer the questions. Results of the oral reading and the comprehension questions are analyzed to determine the student's reading level.

Complex Text and New Common Standards in the United States: Pedagogical Implications for English Learners

In the United States, new common state standards in English language arts and disciplinary literacy require K–12 students to “read and comprehend complex literary and informational texts independently and proficiently.” Issues of text complexity have spurred debates in the mainstream literacy, educational practice, and policy communities. Issues raised for English learners (ELs)—and their teachers—are even more vexing. This article considers first language (L1) and second language (L2) reading theory and research to articulate challenges facingELs as they engage with complex text and to evaluate instructional responses. Reviewing historical and contemporary perspectives on text complexity and reading comprehension, the authors argue that (a) the complexity involved in comprehending difficult text transcends textual features to include dimensions of the reader, task, and pedagogical support; and (b) the path to success forELs will not be paved solely by attempting to match readers with “appropriate” texts or by modifying existing texts to meet perceived student reading levels. If what is “complex” about reading certain kinds of texts is the relationship among the text, its reader, the task the reader is being asked to perform, and the context in its multiple dimensions, then pedagogical responses forELs must keep all of these in mind.

Easy‐to‐read Texts for Students with Intellectual Disability: Linguistic Factors Affecting Comprehension

The use of 'easy-to-read' materials for people with intellectual disabilities has become very widespread but their effectiveness has scarcely been evaluated. In this study, the framework provided by Kintsch's Construction-Integration Model (1988) is used to examine (i) the reading comprehension levels of different passages of the Spanish text that have been designed following easy-to-read guidelines and (ii) the relationships between reading comprehension (literal and inferential) and various linguistic features of these texts. Sixteen students with mild intellectual disability and low levels of reading skills were asked to read easy-to-read texts and then complete a reading comprehension test. The corpus of texts was composed of a set of forty-eight pieces of news selected from www.noticiasfacil.es, a Spanish digital newspaper that publishes daily journalistic texts following international guidelines for the design of easy-to-read documents (IFLA, Tronbacke B. (1997) Guidelines for Easy-to-read Materials. IFLA, The Hague). Participants correctly answered 80% of the comprehension questions, showing significantly higher scores for literal questions than for inferential questions. The analyses of the texts' linguistic features revealed that the number of coreferences was the variable that best predicted literal comprehension, but contrary to what the previous literature seemed to indicate, the relationship between the two variables was inverse. In the case of inferential comprehension, the number of sentences was a significant negative predictor; that is, the higher the sentence density, the lower the ability of these students to find relationships between them. The effects of the rest of linguistic variables, such as word frequency and word length, on comprehension were null. These results provide preliminary empirical support for the use of easy-to-read texts but bring into question the validity of some popular design guidelines (e.g. augmenting word frequency) to optimally match texts and reading levels of students with intellectual disability. Two factors are suggested as contributing to the effect of sentence density on inferential comprehension: (i) long texts present higher conceptual density, so there are more ideas to store, retrieve and integrate, which increases the demand on inferential reasoning and (ii) long texts are perceived as difficult, which affects reading motivation and, consequently, induces passive reading strategies. The need for further research to elucidate the origin of our main findings with a larger and more heterogeneous sample of students with intellectual disability is highlighted.

Organizing and Evaluating Results From Multiple Reading Assessments

The challenges of understanding how reading abilities vary within the classroom can be daunting. This article offers techniques to organize a variety of assessment data to give teachers a clear picture of individual achievement, how students compare with one another, and how reliably various assessment instruments yield an accurate picture of reading ability. A class profile based on a common scale is described and used to give an overview of student reading levels.

How Much do Village Libraries Increase Reading? Results of a Survey of 10th Graders in Burkina Faso

This paper offers an estimate of the impact of small public libraries in villages in Burkina Faso on reading habits. A survey of secondary school students was conducted in March 2005. Students were selected in eight villages that matched the criteria ‘with library’ and ‘without library’. Overall the reading level of students in the sample was quite low, but the results indicate that the presence of a well-functioning library leads to an increase in reading on the order of 50%.

Predicting reading difficulty with statistical language models

AbstractA potentially useful feature of information retrieval systems for students is the ability to identify documents that not only are relevant to the query but also match the student's reading level. Manually obtaining an estimate of reading difficulty for each document is not feasible for very large collections, so we require an automated technique. Traditional readability measures, such as the widely used Flesch‐Kincaid measure, are simple to apply but perform poorly on Web pages and other nontraditional documents. This work focuses on building a broadly applicable statistical model of text for different reading levels that works for a wide range of documents. To do this, we recast the well‐studied problem of readability in terms of text categorization and use straightforward techniques from statistical language modeling. We show that with a modified form of text categorization, it is possible to build generally applicable classifiers with relatively little training data. We apply this method to the problem of classifying Web pages according to their reading difficulty level and show that by using a mixture model to interpolate evidence of a word's frequency across grades, it is possible to build a classifier that achieves an average root mean squared error of between one and two grade levels for 9 of 12 grades. Such classifiers have very efficient implementations and can be applied in many different scenarios. The models can be varied to focus on smaller or larger grade ranges or easily retrained for a variety of tasks or populations.

An analysis of teachers' rating scales as sources of evidence for a standardised Greek reading test

Until recently there has been no nationally acceptable test for assessing reading for the higher grades (Five and Six) of the elementary schools in Greece. As part of an effort to validate such a test, evidence was gathered from teachers' rating scales. Seventy‐two teachers from Fifth and Sixth Grades all over Greece evaluated their 1377 students' reading ability prior to the administration of a standardised reading test. The teachers were instructed to rate each student's reading achievement, disregarding effort, intelligence, behaviour and attendance. Within class correlation coefficients were computed to determine whether teachers' personal judgement (ratings) and students' actual performance on the reading test were correlated. The standardised reading test and the teachers' ratings were found to have a strong correlation. The match between Greek teachers' assessments of student reading levels and the scores obtained using a newly standardised reading test is reported, in order to examine the extent to which teacher ratings and standardised test results of students yield the same information. The rationale of this study is to investigate whether a new standardised Greek reading test can provide an alternative tool for the assessment of Greek primary education.

Deaf college students' comprehension of relational language in arithmetic compare problems.

In this study of deaf college students' performance solving compare word problems, relational statements were either consistent or inconsistent with the arithmetic operation required for the solutions. The results support the consistency hypothesis Lewis and Mayer (1987) proposed based on research with hearing students. That is, deaf students were more likely to miscomprehend a relational statement and commit a reversal error when the required arithmetic operation was inconsistent with the statement's relational term (e.g., having to add when the relational term was less than). Also, the reversal error effect with inconsistent word problems was magnified when the relational statement was a marked term (e.g., a negative adjective such as less than) rather than an unmarked term (e.g., a positive adjective such as more than). Reading ability levels of deaf students influenced their performance in a number of ways. As predicted, there was a decrease in goal-monitoring errors, multiple errors, and the number of problems left blank as the reading levels of students increased. Contrary to expectations, higher reading skills did not affect the frequency of reversal errors.

Merging the Simple View of Reading with Rauding Theory

The Simple View of reading was merged with rauding theory by advancing a revision, called Simple View II. The original Simple View, described by Hoover and Gough (1990), has several inconsistencies between theoretical concepts and how concepts are measured. These inconsistencies were illuminated and clarified by using constructs from rauding theory. The resulting Simple View II focuses on how individual differences in reading level (called rauding accuracy level, AL) are almost entirely a function of word recognition level (called pronunciation level, PL) and listening comprehension level (called auditory accuracy level, AudAL). An analysis of data collected from 61 students in Grades 3–5, indicated that all of the reliable variance in AL was probably accounted for by PL and AudAL, thus providing strong support for Simple View II. Furthermore, the reading level of students in GE units (e.g., Grade 5) could be predicted highly accurately by simply averaging (a) their level of word recognition in GE units (e.g., Grade 3) and (b) their level of language comprehension in GE units (e.g., Grade 7). When Simple View II is merged with rauding theory, the result is a theoretical framework which includes interrelationships among all of the important constructs involved in reading ability, for students in Grade 1 through college.

Teaching in the Tropics: A Guide for the Displaced Northerner

Every year it happens. As the chill wind of winter fills the air in the teachers' lounge, conversation turns to talk of tropical adventure, warm weather, and, perhaps, leaving the North behind for a professional and personal escape to an ocean island. For most, the fantasy of teaching on a remote island paradise is no more than a passing fancy. Others, those with an adventurous spirit, the will, and the cooperation of their school district, might find a year or two in the tropics on a temporary teaching assignment to be an idyllic situation. This is not to say that teaching is necessarily easy on a tropical island. Consider that the dropout rate in these districts may be as high as 50 percent and that the student reading level may be deplorable. For example, approximately 65 percent of my eighth-grade students on Guam were reading below grade level as measured by the Stanford Diagnostic Reading Test. Educational problems in the tropics are real, serious, and not dissimilar to problems at stateside schools. But oh, that weather! So if a change in scenery is what you need, then a move to the tropics can be inviting, challenging, and adventurous. To plan for a smooth transition, consider the following timely advice.

Effects of Textual Cue Manipulation on Student Recall in an Information Mapped Nutrition Text

Using the subject area of nutrition, this study examined the effects of different instructional features of an adjunctive text for nursing students who varied in reading level. Specifically, the study investigated the effects of both variations in instructional features of information-mapped text and the differences in student reading levels on immediate recall scores and work time spent on the modules. A sample of 65 nursing students was classified into high and low reading groups according to the Nelson-Denny Reading Test, then randomly assigned to one of the three treatment groups. Analysis of covariance indicated significant treatment effects after adjusting the recall scores for the influence of verbal aptitude. Information-mapped text with either postquestions or postquestions and feedback yielded higher recall scores than information-mapped text alone. Subjects whose modules contained postquestions or postquestions and feedback spent significantly more work time than subjects whose modules did not contain those features; however, when the recall scores were adjusted for the influence of work time spent on the modules, there were no significant differences. Conclusions and recommendations for the text construction process, especially for the adjunctive nursing text, are presented.

What Parents of Hearing Impaired Students Need to Know About Student Reading Levels

Most parents of hearing impaired students gauge their child's progress in reading by comparing the child's reported reading level from year to year. Parents become concerned when the child's reading level does not increase as fast as they believe it should. Increasingly, teachers and administrators are becoming reluctant to report reading levels to parents of hearing impaired students. This reluctance is based in part on accumulated research which suggests that reading levels computed on reading tests developed for hearing students may vary considerably depending on the test used. This article summarizes some of the research in this area and suggests ways in which parents can evaluate their child's rate of progress in reading besides using reading levels.