Reading Passages Research Articles

Artificial Intelligence Assistance and Cognitive Abilities: Harnessing AI-Assisted Heuristic Methods for Transitioning from Critical to Creative Thinking in English Language Learning

Transitioning from critical to creative thinking is an essential component of English language learning, fostering problem-solving abilities, innovative idea generation, and effective communication skills. Purpose. This study examines the potential of AI-assisted heuristic methods in facilitating this cognitive shift. Methodology. Three distinct AI-driven approaches are investigated: adaptive learning systems, intelligent tutoring, and data-driven feedback. A mixed-methods approach is employed to evaluate the effectiveness of the AI-assisted heuristic methods and learners' experiences during the intervention. The study involves 60 participants, divided into three groups of 20, each exposed to one of the three AI-driven methods. English language learning resources, including reading passages, audio recordings, and interactive exercises, are integrated with the AI-assisted techniques. The 8-week intervention commences with a pre-test assessing participants' initial critical and creative thinking skills. Post-tests and surveys are administered following the intervention to measure cognitive development and gather feedback on learners' experiences. Results. Results demonstrate significant improvements in problem-solving and originality of idea generation among participants. Furthermore, learners report positive experiences and recognize the value of AI-driven approaches in personalizing learning and promoting cognitive growth. However, challenges such as technological barriers and teacher training needs are highlighted. The current research underscores the potential of AI-assisted heuristic methods in English language learning, offering valuable insights into effective teaching strategies, learning tools, and platforms. Conclusion. Findings contribute to the development of innovative interventions supporting learners in acquiring essential thinking skills amidst rapid technological advancements, ultimately empowering them to succeed in today's interconnected and knowledge-driven world.

Formative assessment in artificial integrated instruction: delving into the effects on reading comprehension progress, online academic enjoyment, personal best goals, and academic mindfulness

This paper investigates the effects of formative assessment (FA) via artificial intelligence (AI) on EFL students’ reading comprehension development, online academic enjoyment, personal best goals (PBGs), and academic mindfulness. To achieve this, 80 Kuwaiti students were selected through convenience sampling and divided into the experimental group (EG) and the control group (CG). Pretests were conducted to assess the initial levels of the dependent variables. The EG received AI-based instruction through the Nearpod platform, while the CG received traditional face-to-face instruction. Both groups were taught ten reading passages, and post-tests were administered to measure reading comprehension progress, online academic enjoyment, PBGs, and academic mindfulness. ANCOVA test results revealed significant differences between the post-tests of the EG and CG, with the EG showing superior performance across all measures. These findings suggest that AI-based formative assessments can substantially enhance students’ academic and psychological outcomes, providing valuable insights for EFL instructors and material designers. Future research should explore the long-term effects of AI-based learning tools in diverse educational settings.

Cognitive patterns and neural correlates in acquired phonological dyslexia. A pilot study in Greek patients after traumatic and non-traumatic brain disorders

Reading and writing difficulties are commonly observed after traumatic and non-traumatic brain disorders (T-nTBDs). In this study, we investigated whether: (a) differentiation between acquired dyslexia (AD) and aphasia is possible in patients with T-nTBDs; (b) AD patterns constitute the subtype of Acquired Phonological Dyslexia (APhD); and (c) there are causal interactions between brain lesions and the APhD phenotype. A total of 22 Greek patients with T-nTBDs receiving a six-month intensive speech treatment were recruited for the study. The Western Aphasia Battery (WAB) and the Dyslexia Adults Screening Test (DAST) were applied. The significant statistical correlations between the DAST tests of “Semantic Fluency” and “Nonsense Passage Reading” (p = .006), along with their statistically significant effect on the Dyslexia Quotient (p = .044, p = .020, respectively), highlighted the prevalence of the APhD type. A network of brain lesions was found to be significantly involved in rapid naming, reading, and working memory difficulties. Results indicated that in several patients with T-nTBDs diagnostic APhD patterns potentially different from those of aphasia have been circumscribed and construed by brain lesions involving different but interacting components of the non-lexical route. Such findings are primary as well as decisive for the effective rehabilitation of patients with T-nTBSs.

Reading Proficiency Among Grade 7 Learners

Analyzing reading competency in children in Grade 7 provides insightful information on learning objectives, cognitive growth, and the efficacy of literacy training. This information has consequences for teaching practices, educational systems, and individual students. This study assessed the reading proficiency of 146 Grade 7 students using a standardized test. The data were statistically analyzed using the mean, Mann-Whitney U-test, and analysis of variance. Results showed that the overall reading proficiency of the students was at a frustration level. When grouped by three different variables, the students’ reading proficiency stayed at the frustration level across all categories. Furthermore, no significant differences were found in reading proficiency when comparing students based on their profile variables. In this context, this paper ascertained the reading proficiency of Grade 7 learners in a public secondary school in a medium-sized division in Central Philippines for the Academic Year 2022–2023. Data needed for this descriptive study was collected from 146 respondents using a standardized instrument from the Oral Verification Test with one reading passage and a 7-item question. The ensuing analysis showed that the reading proficiency of Grade 7 Learners was at the frustration level, a level that signals a need for intervention, support, and reflection on instructional practices. This result calls for a customized reading plan to bring relevance and answer to the needs of the learners who still have difficulty in their reading proficiency level. Keywords: Language education, reading proficiency, word recognition, reading comprehension, Negros Oriental, Philippines

In Search of a Sinful Pun: A Granular Analysis of Q 2:58–59

Abstract This paper offers a new reading of Q 2:58–59 by way of Muqātil ibn Sulaymān’s Tafsīr and its use of the Hebrew Bible and Jewish or possibly Christian traditions. While the scholarly study of the Qurʾān in its late antique context has often been ambivalent toward medieval Arabic tafsīr, this paper uses the testimony of the tafsīr corpus on a single mysterious passage to reconstruct a plausible meaning in its original Qurʾānic milieu and shed light on the exegetical intimacies of Jews, Christians, and Muslims in the first Hijri centuries. Q 2:58–59 contain a puzzling pericope about God punishing the Israelites because they substituted one word, which God had commanded them to say, with another. The word God commanded them to say, ḥiṭṭa, does not represent any Arabic word that makes good sense in context. The word they substituted is never specified. Later Arabic exegetes were thus puzzled by the passage and proposed many different solutions. The paper closely analyzes Muqātil ibn Sulaymān’s reading of the relevant passage in light of biblical intertexts and Jewish or Christian traditions, yielding an interpretation of this passage with reference to a perfidious pun on the words for “sin” and “grain” that works in Aramaic or possibly Hebrew, but not in Arabic.

Variability in Vowel Space in Parkinson's Disease: Associations With Cognitive and Motor Impairment.

People with Parkinson's disease (PwP) typically experience impairments in vowel articulation; however, less is known about how this measure varies with speech task type and clinical characteristics such as cognitive impairment. We characterized vowel space in PwP with and without mild cognitive impairment (MCI) comparing performance across phonation, reading, and picture description tasks. We evaluated associations between vowel space and cognitive impairment, as well as motor symptom severity to elucidate the factors contributing to variability in this acoustic measure. PwP (n = 48) and age-matched controls (n = 15) performed sustained phonation of corner vowels, a reading passage, and a picture description task (Cookie Theft picture). PwP participants were classified as with normal cognition (PD-NC) or MCI (PD-MCI), and motor symptoms were assessed using the Movement Disorders Society Unified Parkingson's Disease Rating Scale Part III (MDS-UPDRS Part III). Vowel articulation index (VAI) for each task and mean difference in VAI between tasks was compared between the groups using linear mixed models adjusted for age, sex, and education. The impact of motor severity was assessed by additionally adjusting the model for MDS-UPDRS Part III score. In the adjusted mixed model, mean VAI was significantly lower in the PD-MCI group compared to the PD-NC group for all tasks. Within participants, adjusted mean differences demonstrated that all groups declined in VAI when sustained phonation was compared to either reading or picture description tasks. Adjustment for MDS-UPDRS Part III did not alter the results, suggesting no major association of motor impairment with vowel space variability within or between individuals or groups. Variability in vowel space is impacted by cognitive impairment and speech task in PwP. These findings are relevant to the further development of speech markers in PwP and other neurogenerative diseases that impact both cognitive and motor functions.

The Effect of Digital Stories on 4th Grade Students’ Fluent Reading Skills

This study aims to determine the effect of the digital stories on the fluent reading skills of primary school 4th-grade students. A quasi-experimental design with a pre-test and post-test control group was used in the study. The participants comprised 46 4th-grade students from the villages of the Silvan district of Diyarbakır Province. Twenty-three students formed the control group, and 23 formed the experimental group. The study was conducted in eight weeks in the 2022-2023 academic year. In this process, first, students' fluent reading skills were measured before the treatment. Then, eight reading passages were prepared in digital story format and used in Turkish lessons. When the treatment ended, the fluent reading skills of the students were measured again. Independent Sample t-test was used to determine significant differences between the experimental and control groups. The results indicated no significant difference between the initial fluent reading levels of the groups. In this context, it can be said that the use of digital stories in reading activities improves students' fluent reading skills.

Lexical Bundle Patterns in Malaysian Educational Texts: A Corpus-Based Analysis of English Language Textbooks

In the era of digital learning, understanding the linguistic input in educational materials is vital for language acquisition. Lexical bundles, or recurring word sequences, significantly contribute to developing fluency and coherence, especially in academic contexts. This study examines the presence and types of lexical bundles in Malaysian Form 4 and Form 5 KBSM English textbooks, analyzing their frequency and functions. Using a mixed-method design with a corpus-based approach, data were collected from textbook reading passages and analyzed with AntConc 3.4.3 software. The study aims to assess whether these textbooks provide sufficient linguistic input to enhance students' English proficiency in academic contexts. The findings show a limited presence of lexical bundles, with 29 different 3-word bundles appearing 203 times in total. Four-word bundles were not found in the corpus. The bundles were categorized into three functional types based on Biber et al.'s (2004) taxonomy; stance expressions (55.2%), referential expressions (44.8%), and discourse organizers which were absent. This gap suggests a shortfall in the textbooks' ability to guide students in creating coherent and well-structured texts. The study emphasizes the need for more comprehensive inclusion of lexical bundles in textbooks to better support language acquisition and academic proficiency. It recommends that future textbooks incorporate a broader range of lexical bundles to better equip students for advanced language uses. This research contributes to discussions on the effectiveness of educational materials in second language learning and highlights the importance of targeted linguistic input.

Transformer-Based Regression Models for Assessing Reading Passage Complexity: A Deep Learning Approach in Natural Language Processing

Natural Language Processing (NLP) is a vital area in deep learning, widely applied in tasks like text classification, virtual assistants, speech recognition, and autocorrect features in digital devices. It allows machines to understand and generate human language, enhancing user interactions with software. This paper presents a deep learning model using the Transformer architecture for a regression task to predict the complexity of reading passages based on text excerpts. By leveraging the Transformer’s capability to identify complex patterns in text, the model achieves a relative error rate of about 10%. The paper also examines how different architectural choices influence model performance, focusing on one-hot encoding and embeddings. While one-hot encoding provides a simple text representation, embeddings offer a richer, more nuanced understanding of word relationships. The findings highlight the significance of model design and data representation in optimizing NLP tasks, providing insights for future advancements in the field.

A Preliminary Investigation of Within-Word Silent Intervals Produced by Children With and Without Neurodevelopmental Disorders.

The categorization of silent intervals during speech production is necessary for accurate measurement of articulation rate and pauses. The primary purpose of this preliminary study was to examine the within-word silent interval associated with the stop closure in word-final stop consonants produced by children with and without neurodevelopmental disorders. Seven children diagnosed with either cerebral palsy or Down syndrome (i.e., children with neurodevelopmental disorders) and eight typically developing children produced a reading passage. Participants were between the ages of 11 and 16 years. Fifty-eight words from the reading passage were identified as having word-final stop consonants. The closure duration of the word-final stop consonant was calculated, both in absolute duration and percent pause time. The articulation rate of the entire passage was calculated. The number of closure durations that met or exceeded the minimum duration threshold to be considered a pause (150 ms) was examined descriptively. Children with neurodevelopmental disorders produced significantly longer closure durations and significantly slower articulation rates than typically developing children. Children with neurodevelopmental disorders produced closure durations that met or exceeded the minimum duration threshold of a pause, but typically developing children, generally, did not. These data indicate the need to examine the location of silent intervals that meet the minimum duration threshold of a pause and correct for articulatory events during the measurement of articulation rate and pauses in children with neurodevelopmental disorders.

An Adaptation Effect in Bilingual Adults Who Stutter Suggests Their Motor Learning is Influenced by Language Factors.

Stuttering is progressively reduced when persons who stutter repeatedly read the same text. This reduction has been recently attributed to motor learning with repeated practice of speech-motor sequences. In the present study, we investigated the adaptation effect of 17 bilingual adults who stutter (BAWS). We asked these participants to complete a particular paradigm of reading passages with a 30-minute break between them. Participants were Kannada-English speaking BAWS. We split them into two groups of eight and nine participants, respectively who read in counter-balanced order two passages written in the Kannada and English languages. The averaged data from the two groups resulted in a typical adaptation curve for the five readings when read separately in both languages. When there was a switch from readings in Kannada to readings in English, there was a significant increase in the percentage of syllables stuttered. This increase in dysfluencies reduced the adaptation effect from repeated reading. These findings support the hypothesis that motor learning plays a crucial role in stuttering adaptation when participants read the same passage repeatedly in any language, but the shift in the language read suggests an interference in motor learning. Collectively, our results highlight an interaction effect between motor learning and language proficiency, seen by increased dysfluencies and a reduced adaptation effect in bilingual speakers.

Acoustic Analysis of Mandarin-Speaking Transgender Women

ObjectiveThis study aims to investigate the speech characteristics and assess the potential risk of voice fatigue and voice disorders in Chinese transgender women. MethodsA case-control study was conducted involving transgender women recruited in Shanghai, China, from 2022 to 2024. The participants included 15 transgender women (TW), 20 cisgender men (CISM), and 20 cisgender women (CISW). Acoustic parameters, including formants (F1, F2, F3, F4), cepstral peak prominence (CPP), jitter, shimmer, harmonic-to-noise ratio (HNR), noise-to-harmonics (NHR), fundamental frequency (fo), and intensity, were analyzed across vowels, passages, and free speech. Additionally, the Voice Handicap Index-10 (VHI-10) and the Voice Fatigue Index (VFI) were administered to evaluate voice-related concerns. Results(1) The F1 of TW was significantly higher than that of CISW for the vowels /i/ and /u/, and significantly higher than that of CISM for the vowels /a/, /i/, and /u/; The F2 was significantly lower in TW compared to CISW for the vowels /i/ and /u/, and significantly higher than CISM for the vowels /a/ and /u/. F3 was significantly lower in TW than in CISW for the vowels /a/ and /i/. The F4 formant was significantly lower in TW than in CISW for the vowels /a/ and /i/, but significantly higher than in CISM for the vowel /u/. (2) The fo of TW was significantly lower than that of CISW for the vowels /a/, /i/, /u/, during passage reading, and in free speech, but was significantly higher than CISM during passage reading and free speech. Additionally, TW exhibited significantly higher intensity compared to CISW for the vowel /a/ and during passage reading. (3) Jitter in TW was significantly higher than in CISW for the vowels /i/ and /u/, and significantly lower than in CISM during passage reading and free speech. Shimmer was significantly higher in TW compared to both CISW and CISM across the vowels /a/, /i/, during passage reading, and in free speech. The harmonic-to-noise ratio (HNR) in TW was significantly lower than in both CISW and CISM across all vowels, during passage reading, and in free speech. The NHR was significantly higher in TW than in CISW across the vowels /a/, /i/, /u/, during passage reading, and in free speech, and significantly higher than in CISM for the vowels /a/, /i/, during passage reading, and in free speech. The CPP in TW was significantly lower than in CISW during passage reading and free speech, and significantly lower than in CISM across all vowels, during passage reading, and in free speech. (4) The VHI-10 scores were significantly higher in TW compared to both CISM and CISW. ConclusionsTransgender women exhibit certain acoustic parameters, such as fo and some of the formants, that fall between those of CISW and CISM without undergoing phonosurgery or voice training. The findings suggest a potential risk for voice fatigue and the development of voice disorders as transgender women try to modify their vocal characteristics to align with their gender identity.

Mere light

ABSTRACT The special issue Mere Light examines hidden paradoxes of light, perhaps the most conventional imagistic figure known to literature and philosophy alike. In this introduction, the editors lay out the stakes of the special issue, while offering brief readings of passages from Roland Barthes, Marcel Proust, Martin Heidegger, Immanuel Kant, and Arthur Schopenhauer that disrupt some of light’s conventional associations – as an unproblematic emblem of meaning, mimesis, truth, or the aesthetic itself – to reveal a deeper obscurity.

Wittgenstein on mathematical facts

AbstractThe status of mathematical facts has long been taken to be unclear in Wittgenstein's philosophy of mathematics, and often, it seems that he wants to eliminate mathematical facts in favour of facts about our beliefs or behaviour. In this paper, I argue that by reading Wittgenstein as a radical conventionalist, we can give a reading of the relevant passages according to which Wittgenstein doesn't deny that there are mathematical facts, but rather denies that one needs a metaphysical account of what mathematical facts are and how they relate to the world that goes beyond the minimal claims of radical conventionalism—that empirical facts about how we would find natural to project our training into new cases and the constitution of concepts by our agreement are enough. At the end of the paper, I discuss the implications of this reading on how to understand a rule's determination of its own application.

초기 읽기 단계의 문단글 읽기이해 관련 요인

Objectives The study aimed to examine the related variables that predict reading comprehension at the end of the first grade. Specifically, it focused on the relationship between reading comprehension and word decoding, reading fluency, vocabulary and syntactic knowledge, as well as the relative contribution of these variables to reading comprehension. Methods Sixty-four first-grade children were participated at the end of the school year. All children had nonverbal intelligence scores of 80 or above. Test were conducted on passage reading comprehension, word decoding, passage reading fluency, expressive vocabulary, semantic relation, and sentence comprehension. Pearson correlation and multiple stepwise regression were used. Results The results showed reading comprehension was positively correlated with expressive vocabulary, semantic relation, and reading fluency. In the stepwise multiple regression analysis, semantic relation, sentence comprehension, expressive vocabulary and reading fluency (but not word decoding) significantly predicted reading comprehension. Conclusions The finding suggests that language abilities including vocabulary and syntactic knowledge play an crucial role of reading comprehension even in early stage of reading development. Furthermore, passage reading fluency, which involves accurate and automatic word recognition rather than just word decoding accuracy, is a critical factor in reading comprehension. In Hanguel, where word decoding accuracy is acquired early and rapidly, linguistic knowledge and reading fluency are considered important variables for assessment and intervention, even in early grades.

Vocabulary in English Textbooks for Vietnamese Upper-Secondary Students: A Comparative Analysis of Reading Passages

Vocabulary in English Textbooks for Vietnamese Upper-Secondary Students: A Comparative Analysis of Reading Passages

Photomimesis and the anti-aesthetic

ABSTRACT Although James Joyce is famous for his stylistic difficulty, perhaps no feature of his writing is more paradoxical than what may be its most conventional technique: his frequent descriptions of light, or what I term photomimesis. This essay uncovers the theoretical tensions of this outwardly simple descriptive trope. Through readings of passages from across Joyce’s oeuvre, I show how light, a classic emblem of literary beauty, repeatedly converges with literary effects that problematise the aesthetic distinctions his texts seek to establish. In Ulysses, the stubborn persistence of photomimesis undermines Joyce’s experiments with what Brian Richardson calls ‘anti-aesthetic’ prose, and thus reveals his basic commitment to good style. Yet if the photomimetic sentence remains a hidden paradigm of literary beauty, it also disrupts the coherence of Joyce’s aesthetic system. For Stephen Dedalus, light epitomises beauty in art. But the actual experiences of light narrated in Joyce’s works imply that it also produces a sensuous pleasure rigourously excluded from Stephen’s aesthetics. For Joyce, the very paradigm of literature’s aesthetic autonomy is thus also a form of non-art: photomimesis at once short-circuits Joyce’s experiment with the anti-aesthetic and violates his aesthetic ideal of radiance, or claritas, itself.

Smartphone Voice Calls Provide Early Biomarkers of Parkinsonism in Rapid Eye Movement Sleep Behavior Disorder.

Speech dysfunction represents one of the initial motor manifestations to develop in Parkinson's disease (PD) and is measurable through smartphone. The aim was to develop a fully automated and noise-resistant smartphone-based system that can unobtrusively screen for prodromal parkinsonian speech disorder in subjects with isolated rapid eye movement sleep behavior disorder (iRBD) in a real-world scenario. This cross-sectional study assessed regular, everyday voice call data from individuals with iRBD compared to early PD patients and healthy controls via a developed smartphone application. The participants also performed an active, regular reading of a short passage on their smartphone. Smartphone data were continuously collected for up to 3 months after the standard in-person assessments at the clinic. A total of 3525 calls that led to 5990 minutes of preprocessed speech were extracted from 72 participants, comprising 21 iRBD patients, 26 PD patients, and 25 controls. With a high area under the curve of 0.85 between iRBD patients and controls, the combination of passive and active smartphone data provided a comparable or even more sensitive evaluation than laboratory examination using a high-quality microphone. The most sensitive features to induce prodromal neurodegeneration in iRBD included imprecise vowel articulation during phone calls (P = 0.03) and monopitch in reading (P = 0.05). Eighteen minutes of speech corresponding to approximately nine calls was sufficient to obtain the best sensitivity for the screening. We consider the developed tool widely applicable to deep longitudinal digital phenotyping data with future applications in neuroprotective trials, deep brain stimulation optimization, neuropsychiatry, speech therapy, population screening, and beyond. © 2024 The Author(s). Movement Disorders published by Wiley Periodicals LLC on behalf of International Parkinson and Movement Disorder Society.

Reading Comprehension Tests: Students’ Question Reading and Responding Behavior

ABSTRACT Reading comprehension tests involve not only reading passages and answering questions but also making choices such as the test-taking strategy to use, whether to search passages for answers, and where to begin searching. We examined the associations between student characteristics, passage type, test-taking strategies, and students’ time searching texts for answers. We also examined differences in the characteristics of students with high precision in finding text that supported correct answer choices compared to students who lacked precision. Students in grades three (n = 76), five (n = 86), and eight (n = 86) read narrative and expository passages and responded to questions. We used eye-tracking videos to code test-taking strategies and question-reading and responding behaviors (QRRBs). Student characteristics of reading achievement and working memory were measured. Results indicated that test-taking strategies and QRRB impacted the effort and time required by students to complete the tests and the processes measured.

A psychometric evaluation of an item bank for an English reading comprehension tool using Rasch analysis

This study reports the psychometric evaluation of an item bank for an Assessment for Learning (AfL) tool to assess primary school students’ reading comprehension skills. A pool of 46 primary 1 to 6 reading passages and their accompanying 522 multiple choice and short answer items were developed based on the Progress in International Reading Literacy Study (PIRLS) assessment framework. They were field-tested at 27 schools in Singapore involving 9834 students aged between 7 and 13. Four main comprehension processes outlined in PIRLS were assessed: focusing on and retrieving explicitly stated information, making straightforward inferences, interpreting and integrating ideas and information, and evaluating and critiquing content and textual elements. Rasch analysis was employed to examine students’ item response patterns for (1) model and item fit; (2) differential item functioning (DIF) about gender and test platform used; (3) local item dependence (LID) within and amongst reading passages; and (4) distractor issues about options within the multiple-choice-type items. Results showed that the data adequately fit the unidimensional Rasch model across all test levels with good internal consistency. Psychometric issues found amongst items were primarily related to ill-functioning distractors and local dependence on items. Problematic items identified were reviewed and subsequently amended by a panel of assessment professionals for future recalibration. This psychometrically and theoretically sound item bank is envisaged to be valuable to developing comprehensive classroom AfL tools that provide information for the English reading comprehension instructional design in the Singaporean context.