Reading Mode Research Articles

Data acquisition system of the OKA experiment

A data acquisition system of the OKA experiment on studying rare kaon decays on the U-70 accelerator is described. The basis of the blocked data acquisition system was the high-speed multichannel information system MISS with autonomous controllers that read out the front-end electronics in the sequential data reading mode and buffering data during the accelerator burst. Data stored in the buffer memory are read out and processed at the end of the accelerator burst. The DATE package builds subevents from event fragments and events from subevents via the event building network. The event building network with the star topology is made with 1GbE-interfaces and 24 × 1 Gb E-switch. The GlusterFS cluster file system underlies the distributed storage system.

PTH-022 A Novel Experience of The Pillcam® ESO 3 Capsule Endoscope In Patients Unwilling To Undergo Conventional Upper GI Endoscopy

Introduction Gastroscopy (OGD) is the gold standard test for investigating dyspepsia, but is uncomfortable, incurs the risk of intubation and sedation and has a diagnostic yield in our practice in 16.4% (data submitted). Capsule endoscopy is safe, non-invasive and well-tolerated. Furthermore, capsules to image the oesophagus are now used in routine clinical practice. We test the feasibility and safety of a novel protocol using the ESO3 upper gastrointestinal (GI) capsule (Given Imaging Ltd) which boasts an improved field of view and battery life compared to earlier models. Methods All consecutive patients undergoing investigation with the ESO3, between December 2015 and February 2016, were prospectively recruited. All patients required upper GI investigation but had declined conventional OGD ± barium studies. Patients were asked to drink 1 L of water containing simethicone prior to the procedure. They were then asked to swallow the ESO3 and adopt lying positions in 3 different directions at 3 angles (30° head down/up and horizontal) for 3 minutes each. Data on patient demographics, procedural data and patient tolerance was reviewed. Results 10 patients (mean age 49±17.3 years, 50% male) were included. Indications for the ESO3 included investigation for dyspepsia (n = 2), iron deficiency anaemia (n = 2), variceal screening (n = 3), suspected gastric Crohn’s disease (n = 1), subjective dysphagia (n = 1) and assessment of oesophageal ulcer healing (n = 1). Pathologies detected at CE included oesophagitis (n = 2), hiatus hernias (n = 3), oesophageal ulcers and erosions (n = 3), oesophageal varices (n = 3) and gastric and Cameron ulcers (n = 1, each). The mean time of the ESO3 transit in the oesophagus, stomach and small bowel was 12±9 secs, 58±27 mins, 23±22 mins respectively. The mean reading time for the capsule video was faster with the accelerated reading mode (39±18.4 mins) than with standard mode (79±14.6 mins) using the RAPID® software (p Conclusion We report the first study of a novel protocol demonstrating the feasibility and safety of the ESO3. Further protocol amendments are necessary to improve reading time and visualisation while randomised control trials are needed to compare diagnostic yield to conventional OGD. However, the excellent patient tolerance affords an alternative upper GI investigative tool worth pursuing. Disclosure of Interest None Declared

¿Cómo y con qué propósitos leer para aprender en historia? Sentidos contrastantes adjudicados a la lectura en la formación docente

Currently, contributions of socio-rethorical research, specific teaching and applied linguistics have shown extensively that learning contents in a discipline implies the gradual appropriation of particular ways of thinking and reading in a certain field of knowledge. Nevertheless, it is not clear yet in which way/s the relationship between how to read and how to learn to (re)construct the content of a particular discipline take place in a classroom. Drawing from this situation, the purpose of this study was to identify and analyze how and with which meanings, teachers and students connect learning history contents with characteristic ways of reading in History. For that purpose, we observed and recorded all classes that took place during the second semester of a scholar year in three courses of a History pre-service teachers’ program imparted in Buenos Aires. Simultaneously, in-depth interviews to students and educators were conducted. The qualitative analysis of the collected data shows that participants report reading modes similar to those that, according to various studies, experts in History report. In this article, we analyze particularly two of the most frequent ways of reading that students reported in the interviews: 1) read to analyze the historical perspective or historiographical work of authors; and 2) read to understand processes versus read to memorize dates and events. Results show that students can ascribe to these ways of readin, a disciplinary sense –seeking to perform them on their own– or an arbitrary sense –trying to reproduce/imitate the professor’s own interpretations about texts they do not fully undestand–. The attribution of a disciplinary or arbitrary sense seems closely related on whether the aforementioned ways of reading in History are contextualized and put into play in dialogic or monologic teaching and learning class-environments. Since many educational policies emphasize the importance to prepare “teachers as researchers”, showing the necessary interpenetration of instruction and knowledge production activities, our study contributes to the discussion about how pedagogical practices can promote or hinder History pre-service teachers’ disposition to read, study and learn about what they read, positioning themselves as legitimate interpreters and (re)constructors of the disciplinary content knowledge they will teach in the future, instead of just as reproducers of other’s interpretations.

Sites of uncertainty

With a starting point in three examples of Twitter stories by the German director Florian Meimberg, this article argues that literary fiction in Twitter newsfeeds allows us to reflect on how we read Twitter newsfeeds in general, as well as how narratives such as Meimberg’s are in dialogue with the reading modes of the media platform that facilitates their production and distribution. Through a method of contextual close reading the article explores how these stories generate sites of uncertainty by disrupting the newsfeed reading flow and creating awareness of the gaps within texts that ‘speak’ to us and the gaps between unrelated texts that do not necessarily ‘speak’ to us. It argues that the literary tweets become part of an on-going negotiation of causality and temporality at work in large dynamic digital sites such as Twitter. In this way the stories are simultaneously part of and challenge the current cultural conditions of information processing and archiving.

Parafoveal processing in silent and oral reading: Reading mode influences the relative weighting of phonological and semantic information in Chinese.

We examined how reading mode (i.e., silent vs. oral reading) influences parafoveal semantic and phonological processing during the reading of Chinese sentences, using the gaze-contingent boundary paradigm. In silent reading, we found in 2 experiments that reading times on target words were shortened with semantic previews in early and late processing, whereas phonological preview effects mainly occurred in gaze duration or second-pass reading. In contrast, results showed that phonological preview information is obtained early on in oral reading. Strikingly, in oral reading, we observed a semantic preview cost on the target word in Experiment 1 and a decrease in the effect size of preview benefit from first- to second-pass measures in Experiment 2, which we hypothesize to result from increased preview duration. Taken together, our results indicate that parafoveal semantic information can be obtained irrespective of reading mode, whereas readers more efficiently process parafoveal phonological information in oral reading. We discuss implications for notions of information processing priority and saccade generation during silent and oral reading. (PsycINFO Database Record

A biblioteca escolar no processo de escolarização da leitura: uma análise com foco no contexto do Movimento Escola Nova em Minas Gerais: 1920-1940

The place of the school library in Minas Gerais between 1920 and 1940 is discussed. The statements of the New School Movement are evaluated, namely, setting up and structuring of school libraries, reading modes and textbook setup. Current article analyzes laws, government decrees, letters, board reports and inspection books and codices. It also discusses articles on school library, reading and books, published by the Revista do Ensino . Results show that the school library complied to Republican and Modernist ideas, or rather, the hygienist and New School ideal in its practice, space and book collections.

Research on the Influence of Phone Screen Color Combination on Visual Identification of the Aged

With the development of mobile communications technology, smart phone has become a necessity in people’s life. The aggravation of population aging in China draws the society’s more attention to the market of smart phone for the aged. Being convenient, smart phone provides the aged with a brand new reading mode and a flexible reading environment. However, this advantage changes elderly users’ habit of using eyes and causes visual fatigue. This research explores the relationship between smart phone screen color combination and visual identification, visual fatigue of the aged. Combining color criterion RGB adopted by most displayers with neutral colors black and white, the author probes into the influence of smart phone screen color combination on visual identification and visual fatigue through experiment. The experiment in this research is about the influence of mobile phone screen color combination on visual identification of the aged.

The Poem Sequence before Early Modern Eyes: Printing Conventions and Notions of the Genre, Italy, 1450–1650

An examination of incunabula and early printed editions of Petrarch’s manuscript of his poem sequence, Il Canzoniere , reveals an increasing dependence on critical apparatus that privileged individual sonnets over a continuous mode of reading. A long history of layouts prioritising exegesis may have distorted our understanding of the way the genre of the poem sequence was written, read, and understood in premodern Europe. Today’s critical editions of poem/sonnet sequences, in both Italian and English traditions, continue to privilege individual poems and marginalise the consecutive, narrative reading mode encouraged by the form of Petrarch’s holograph manuscript of Il Canzoniere . An examination of the printing practices employed in Italian books printed between 1450 and 1650 suggests that poem sequences were visually represented as integral and narrative works closely related to other narrative genres depicting love in the first person, and this, in turn, suggests that contemporary notions of the poem sequence genre were thematic, not formal.

Development of a vision-based pH reading system

pH paper is generally used for pH interpretation in the QC (quality control) process of radiopharmaceuticals. pH paper is easy to handle and useful for small samples such as radio-isotopes and radioisotope (RI)-labeled compounds for positron emission tomography (PET). However, pHpaper-based detecting methods may have some errors due limitations of eye sight and inaccurate readings. In this paper, we report a new device for pH reading and related software. The proposed pH reading system is developed with a vision algorithm based on the RGB library. The pH reading system is divided into two parts. First is the reading device that consists of a light source, a CCD camera and a data acquisition (DAQ) board. To improve the accuracy of the sensitivity, we utilize the three primary colors of the LED (light emission diode) in the reading device. The use of three colors is better than the use of a single color for a white LED because of wavelength. The other is a graph user interface (GUI) program for a vision interface and report generation. The GUI program inserts the color codes of the pH paper into the database; then, the CCD camera captures the pH paper and compares its color with the RGB database image in the reading mode. The software captures and reports information on the samples, such as pH results, capture images, and library images, and saves them as excel files.

The eye-voice span during reading aloud.

Although eye movements during reading are modulated by cognitive processing demands, they also reflect visual sampling of the input, and possibly preparation of output for speech or the inner voice. By simultaneously recording eye movements and the voice during reading aloud, we obtained an output measure that constrains the length of time spent on cognitive processing. Here we investigate the dynamics of the eye-voice span (EVS), the distance between eye and voice. We show that the EVS is regulated immediately during fixation of a word by either increasing fixation duration or programming a regressive eye movement against the reading direction. EVS size at the beginning of a fixation was positively correlated with the likelihood of regressions and refixations. Regression probability was further increased if the EVS was still large at the end of a fixation: if adjustment of fixation duration did not sufficiently reduce the EVS during a fixation, then a regression rather than a refixation followed with high probability. We further show that the EVS can help understand cognitive influences on fixation duration during reading: in mixed model analyses, the EVS was a stronger predictor of fixation durations than either word frequency or word length. The EVS modulated the influence of several other predictors on single fixation durations (SFDs). For example, word-N frequency effects were larger with a large EVS, especially when word N-1 frequency was low. Finally, a comparison of SFDs during oral and silent reading showed that reading is governed by similar principles in both reading modes, although EVS maintenance and articulatory processing also cause some differences. In summary, the EVS is regulated by adjusting fixation duration and/or by programming a regressive eye movement when the EVS gets too large. Overall, the EVS appears to be directly related to updating of the working memory buffer during reading.

Effect of Dravidian vernacular, English and Hindi during onscreen reading text: A physiological, subjective and objective evaluation study

Multilingualism has become an integral part of our present lifestyle. India has twenty two registered official languages with English and Hindi being most widely used for all official activities across the nation. As both these languages are introduced later in life, it was hypothesised that comprehensive reading will be better and faster if the native medium was used. Therefore present study aimed to evaluate the differences in performance while using one of the four Indian Dravidian vernaculars (Tamil, Telugu Kannada and Malayalam) and two non-vernacular (English and Hindi) languages for onscreen reading task. A multi-dimensional approach including physiological (Eye movement recording), subjective (Language Experience And Proficiency Questionnaire, LEAP-Q, Legibility rating) and Objective (Reading time and Word processing rate) measurements were used to quantify the effects. Forty-four Indian infantry soldiers from each of the Dravidian language groups participated in the study. Volunteers read aloud two simple story passages onscreen in their respective vernacular and non-vernacular languages using both time bound and self-paced reading mode. Reading time was lower and word processing rate was higher respectively in case of vernacular than non-vernacular. Consideration of fixation count in both the modes of reading indicated better performance with vernaculars. Legibility score was better in Dravidian languages than others. Results indicated that reading text was faster in vernacular media followed by English and Hindi. Use of vernaculars in onscreen text display of high density workstation may therefore be recommended for easier and faster comprehension

A Comparison of Reading Rates, Comprehension, and Stamina in Oral and Silent Reading of Fourth-Grade Students

This study examined the relationships between silent and oral reading fluency and comprehension. Findings indicated that fourth grade students had consistent levels of comprehension in both reading modes. Students of all reading levels showed a similar pattern across the segments of a text set in both oral and silent reading—a gradual increase in rate from texts one through three, a drop-off on text four, and the fastest speed on text five. A portion of the sample engaged in abnormally rapid silent reading relative to their oral reading rates coupled with low comprehension. Implications for instruction are discussed.

Desenvolvimento e avaliação de uma história em quadrinhos: uma análise do modo de leitura dos estudantes

This paper describes the development and implementation of a comic related to radioactivity, in order to assess the reading mode as well as its acceptance by students. The purpose of this comic was to problematize chemistry role in the society as well as the knowledge about the radioactive accident occurred in Goiania (GO, Brazil) in 1987. The comic evaluation was achieved by means of reading followed by writing activities performed with 71 students from a public school in Porto Velho (RO, Brazil). The results indicated good acceptance of the comic by students. From the writing activities it was possible to highlight aspects that have contributed to the acceptance of the comic by students which can be taken into account for use in classroom, like dialogues and images, the context, besides chemistry information.

Chinese College Students’ English Reading Comprehension in Silent and Loud Reading-Mode

In language teaching, emphasis is usually placed on students’ reading comprehension, because reading comprehension remains one of the main important factors for their English language learning. Research shows, however, that reading comprehension is a sophisticated process and many students have met difficulties in constructing meaning from writing context. This current study, by comparing silent reading mode and loud reading mode, attempts to find out their respective effects on Chinese college students’ reading comprehension. There was a 16-week experiment on 29 sophomores, who were divided into experimental and control groups. Data were elicited through conventional process of language experiment. Besides these quantitative data, an interview was designed to collect students’ attitudes and opinions as qualitative data. All the results indicate that silent reading-mode significantly improves participants’ reading comprehension while aloud reading-mode does not reveal the same findings.

Optimizing the Interpretation of Capsule Endoscopic Images: Shortsighted or Taking the Long View?

Capsule endoscopy (CE) has become the preferred method of investigating the small intestine [1, 2]. Although capsule administration is a relatively straightforward task in the absence of medical complications, reading of CE videos is laborious, with outcome and reporting dependent not only on reviewer attentiveness and expertise but also on several other specific perceptual and interpretational factors [3, 4]. When viewing a soporific stream of often repetitive nondistinct images in a quiet, dark room, a significant risk of loss of concentration can lead to inaccuracy of reported findings [4, 5]. Nevertheless, practicing gastroenterologists may be considered adequately trained in CE reporting after a short, 1-day training program [6]. Moreover, formal training in CE during gastrointestinal (GI) fellowship, defined only loosely, includes completion of a hands-on course with a minimum of 8 h of continuing medical education (CME) credit, followed by review of CE studies by a credentialed capsule endoscopist [6]. There is currently no standardization of national or international training programs, although guidelines are being developed [7]. Furthermore, only limited evidence-based information on the optimal reading mode of CE review is currently available [3, 4, 8]. The past has taught us a great deal about medical image perception, not only in ‘‘classical’’ image-based specialties such as radiology and pathology, but also in other clinical specialties that use imaging technology—such as gastroenterology, laparoscopic surgery, or dermatology [9–11]. Medical images and videos represent a significant source of information that aid clinicians with diagnostic and therapeutic decisions [11]. Yet, the correct interpretation of medical images relies on a host of factors, with significant health andmedicolegal issues accruing from their inaccurate interpretation,which consists of two basic processes—visual perception (image inspection) and cognition (rendering an interpretation) [10, 11]. The use and development of computer-based models to predict human performance has also been a topic of interest for which a paucity of perceptionoriented research exists, yet the opportunities abound. The American Society of Gastrointestinal Endoscopy (ASGE) recommends a minimum number of 20 supervised procedures to provide adequate experience for those intending to practice CE independently [6]. Commercially available software provides a diverse range of viewing modes (VM) and frame rates (FR), in addition to other image enhancement tools such as digital chromoendoscopy [3, 12, 13]. No consensus has been reached for the latter technique according to a number of studies, its optimal mode of application yet to be determined [2, 3]. The use of differing VM has been, to date, the subject of only two studies [14, 15]. In the most recent large cohort study, Zheng et al. [15] reported that the low lesion detection rates observed were not influenced by increasing CE experience. Detection rates are significantly higher when reading in single VM/FR15 (single screen with FR 15/s) and quad VM/FR20 (four screens with FR 20/s) compared with reading in single View/FR25 (single screen with FR 25/s). Increasing viewing speed in quad VM from FR20 to FR30 appears to have no significant effect on detection ability. Therefore, the investigators suggested that quality control measures to compare and improve lesion detection rates need further study. A. Koulaouzidis (&) Endoscopy Unit, Royal Infirmary of Edinburgh, 51 Little France Crescent, Edinburgh EH16 4SA, Scotland, UK e-mail: Tassos.Koulaouzidis@luht.scot.nhs.uk URL: http://www.drkoulaouzidis.com

Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms

This study reports vocabulary and reading comprehension instructional practices implemented in middle and high school social studies and language arts classrooms. It also describes text reading practices. We conducted 137 observations of 11 social studies and 9 language arts teachers over the course of 1 academic year. We observed instructional practices supportive of vocabulary and reading comprehension to differing degrees in social studies and language arts. The proportion of time spent reading text was roughly the same across the 2 subjects, with differences by text type, reading mode, and grade level within both subject areas.

The evaluation of the OMOM capsule endoscopy with similar pictures elimination mode

The reading of capsule endoscopy (CE) is time-consuming. Thus, several time-saving features have been added to the CE software by different CE companies. However, the similar pictures elimination mode in the OMOM capsule endoscopy software has not been evaluated yet. Our aim is to evaluate the sensitivity and specificity of the similar pictures elimination mode. We retrospectively studied 200 consecutive capsule endoscopy procedures in Nanfang Hospital between April 2012 and July 2012, among which 52 cases were excluded for poor bowel preparation, failure to reach the colon or data missing. All images of the small-bowel were re-evaluated with four different reading modes (conventional mode and three levels of similar pictures elimination mode) by four experienced endoscopists. Then, the reading time, the number of detected lesions, κ value, sensitivity and specificity were compared between 4 methods. The mean reading time with levels I to III, respectively, was significantly shorter than with conventional mode (P<0.001, conventional mode 33.25min, level I 24.90min, level II 20.54min, level III 14.96min). The sensitivity between conventional mode and level I were similar (93.8% vs. 87.7%, P=0.073), while the sensitivity of levels II and III was significantly lower than conventional mode (77.8% vs. 93.8%, 70% vs. 93.8%, respectively). The specificity between all 4 modes were similar (100% for conventional mode, 98.5% for levels I to III). Level I reading mode was as efficient as the conventional mode and less time-consuming. Its sensitivity and specificity were similar compared with the conventional mode.

Underlying skills of oral and silent reading

Many studies have examined reading and reading development. The majority of these studies, however, focused on oral reading rather than on the more dominant silent reading mode. Similarly, it is common practice to assess oral reading abilities rather than silent reading abilities in schools and in diagnosis of reading impairments. More important, insights gained through examinations of oral reading tend to be generalized to silent reading. In the current study, we examined whether such generalizations are justified. We directly compared oral and silent reading fluency by examining whether these reading modes relate to the same underlying skills. In total, 132 fourth graders read words, sentences, and text orally, and 123 classmates read the same material silently. As underlying skills, we considered phonological awareness, rapid naming, and visual attention span. All skills correlated significantly with both reading modes. Phonological awareness contributed equally to oral and silent reading. Rapid naming, however, correlated more strongly with oral reading than with silent reading. Visual attention span correlated equally strongly with both reading modes but showed a significant unique contribution only to silent reading. In short, we showed that oral and silent reading indeed are fairly similar reading modes, based on the relations with reading-related cognitive skills. However, we also found differences that warrant caution in generalizing findings across reading modes.

Evolving Genres in Web-mediated Communication

The fast and profound changes that have taken place with the emergence of new internet affordances and web developments over the last decades have brought about numerous and significant issues, together with a growing academic interest from a variety of disciplinary viewpoints. A major development has certainly been the shift towards Web 2.0 participatory practices: while the Web 1.0 can be said to be predominantly marked by information distribution and retrieval, the Web 2.0 is characterized by (active) participation in social networks, media-sharing websites, wikis, and blogs, by user-generated content and sharing practices that are often integrated and hybridized in these digital environments (for example Androutsopoulos 2011; Herring 2013). Within a discourse analysis perspective, textual forms are deeply influenced by hypertextuality/hypermediality and multimodality in terms of non-linearity, not least in reading modes. Furthermore, the expansion of Web 2.0 social networking environments has strongly impacted upon the previously distinct roles of (active) ‘author/producer’ and (passive) ‘receiver/user’, which in new online communicative practices mingle and overlap, can be single or multiple, bearing significant repercussions on the mechanisms of text construction and coherence, too. These deep changes, together with other characteristic traits specific to web-based genres, entail that previous conceptual frameworks and analytical tools have to be redefined in order to accommodate to the dynamic nature of communicative modes in digital contexts, with genres that have been created anew or, in the migration to the web, with ‘older’ ones that have been transformed by, and by means of, the affordances of the new medium, not least in linguistic terms.

Hacia un paradigma de lectura de géneros masivos: el caso de la literatura "de autoayuda"

This article discusses a mode of that touches the depths of human experience -loss, love, pain-, and underpins its reconstruction in times of crisis: self-help. From the results of our doctoral research, we observe the fact that products such as mass-produced literary texts are constructed, selected, purchased and owned by real with needs, desires, intentions and interpretive strategies. Considering as invention of meaning -registered in the restrictions and limitations imposed by the text- and as social practice -embedded in a lattice of differents positions and relationships- under specific spatio-temporal circumstances, we recover representations and reading modes and propose a tentative typology of readers for the case study, foreseeing the possibility that these conceptualizations can be considered in the development of a paradigm massive genres.