Reading Performance Data Research Articles

Application of C4.5 Classification in Improving Recitation Fluency in Students

Fluency in reciting the Koran is learning the recitation of the Qur'an in a tartil way. Based on the observations of researchers, the learning of tajwid in recitation and at school has not been effective so far. Because of this, both teachers and students at recitation or at school need improvement by finding out what can increase fluency in reciting the Koran and what has the most influence on improving fluency. So this study aims to improve the fluency of the Koran in students. The research method used is the Decision Tree data mining classification method with the C4.5 algorithm. The results of data processing with the C4.5 algorithm using the Rapidminer tools are attribute C1(fluency) being the most influential attribute for increasing students' reading fluency and performance data obtained with an accuracy of 83,33%.

Attention Process Training-3 to improve reading comprehension in mild aphasia: A single-case experimental design study

ABSTRACTPeople with aphasia frequently present with nonlinguistic deficits, in addition to their compromised language abilities, which may contribute to their problems with reading comprehension. Treatment of attention, working memory and executive control may improve reading comprehension in individuals with aphasia, particularly those with mild reading problems. This single-case experimental design study evaluated the efficacy of Attention Process Training-3, an intervention combining direct attention training and metacognitive facilitation, for improving reading comprehension in individuals with mild aphasia. A multiple baseline design across six participants was used to evaluate treatment effects. The primary outcome measure was a maze reading task. Cognitive measures were administered pre- and post-treatment. Visual inspection of graphed maze reading performance data indicated a basic effect between APT-3 and improved maze reading for three of the six participants. Quantitative analyses, using Tau-U, corroborated findings identified through visual analysis. The overall effect size was significant (Tau = .48, p = .01). Results suggest that APT-3 has the potential to improve reading in individuals with aphasia, but that it may be more efficacious under certain conditions. Treatment and participant variables, including intensity of treatment and metacognitive strategy usage, are discussed as potential influences on participants’ responsiveness to APT-3.

Differences between experts and novices when reading with navigational table of contents

PurposeThe purpose of this paper is to examine the difference between experts and novices when reading with navigational table of contents (N-TOC). Experts refer to readers with high level of domain knowledge; novices refer to readers with low level of domain knowledge.Design/methodology/approachThe authors performed a controlled experiment of three reading tasks (including fact finding task, partial understanding task, and full-text understanding task) on an N-TOC system for 35 post-graduates of Wuhan University who have rich experience in reading with N-TOC. Participants’ domain knowledge was measured by pre-experiment questionnaires; reading performance data including score, time, navigation use, and evaluation of N-TOC were collected.FindingsThe results showed that there was significant difference in neither navigation use nor participants’ evaluation, but domain experts performed significantly better in both score and time of all tasks than domain novices, which revealed an “illusion of control” phenomenon that rich experience in reading with N-TOC enabled domain novices to achieve the same performance as domain experts. In addition, this research found that N-TOC was not suitable for domain novices to solve full-text understanding task because of “cognitive overload” phenomenon.Originality/valueThis study makes a good contribution to the literature on the effect of domain knowledge on reading performance during N-TOC reading and how to provide better digital reading service in the field of library science and information science.

Genetic Etiologies of Comorbidity and Stability for Reading Difficulties and ADHD: A Replication Study.

Because of recent concerns about the replication of published results in the behavioral and biomedical sciences (Ioannidis, PLoS Medicine, Vol. 2, 2005, p. e124; Open Science Collaboration, Science, Vol. 349, 2015, p. 943; Pashler & Wagenmakers, Perspectives on Psychological Science, Vol. 7, 2012, pp. 528-530), we have conducted a replication of our recently published analyses of longitudinal reading performance and attention deficit-hyperactivity disorder data from twin pairs selected for reading difficulties (Wadsworth et al., Twin Research and Human Genetics, Vol. 18, 2015, pp. 755-761). Results obtained from univariate and bivariate (DeFries & Fulker, Behavior Genetics, Vol. 15, 1985, pp. 467-473; Acta Geneticae Medicae et Gemellologiae: Twin Research, Vol. 37, 1988, pp. 205-216) analyses of data from a subset of twin pairs tested in the International Longitudinal Twin Study of Early Reading Development at post-4th grade, and its continuation into high school at post-9th grade, were compared to those from our previous report. Similar measures of reading performance, the same measures of inattention and hyperactivity/impulsivity, and similar selection criteria were used in the two studies. In general, the patterns of results obtained from these two independent studies were highly similar. Thus, these results clearly illustrate the principle that findings from studies in quantitative behavioral genetics often replicate (Plomin et al., Perspectives on Psychological Science, Vol. 11, 2016, pp. 3-23).

The Colorado Longitudinal Twin Study of Reading Difficulties and ADHD: Etiologies of Comorbidity and Stability.

Approximately 60% of children with reading difficulties (RD) meet criteria for at least one co-occurring disorder. The most common of these, attention deficit-hyperactivity disorder (ADHD), occurs in 20-40% of individuals with RD. Recent studies have suggested that genetic influences are responsible. To assess the genetic etiologies of RD and the comorbidity of RD and two ADHD symptom dimensions -- inattention (IN) and hyperactivity/impulsivity (H/I) -- we are conducting the first longitudinal twin study of RD and ADHD. Data from twin pairs in which at least one member of the pair met criteria for proband status for RD at initial assessment, and were reassessed 5 years later, were subjected to DeFries-Fulker (DF) analysis. Analyses of reading composite data indicated that over 60% of the proband deficit at initial assessment was due to genetic influences, and that reading deficits at follow-up were due substantially to the same genetic influences. When a bivariate DF model was fitted to reading performance and IN data, genetic influences accounted for 60% of contemporaneous comorbidity and over 60% of the longitudinal relationship. In contrast, analysis of the comorbidity between reading performance and H/I indicated that common genetic influences accounted for only about 20% of the contemporaneous and about 10% of the longitudinal relationships. Results indicate that (1) genetic influences on RD are substantial and highly stable; (2) the comorbidity between RD and IN is due largely to genetic influences, both contemporaneously and longitudinally; and (3) genetic influences contribute significantly less to the comorbidity between RD and H/I.

Regime-Switching Bivariate Dual Change Score Model

Mixture structural equation model with regime switching (MSEM-RS) provides one possible way of representing over-time heterogeneities in dynamic processes by allowing a system to manifest qualitatively or quantitatively distinct change processes conditional on the latent “regime” the system is in at a particular time point. Unlike standard mixture structural equation models such as growth mixture models, MSEM-RS allows individuals to transition between latent classes over time. This class of models, often referred to as regime-switching models in the time series and econometric applications, can be specified as regime-switching mixture structural equation models when the number of repeated measures involved is not large. We illustrate the empirical utility of such models using one special case—a regime-switching bivariate dual change score model in which two growth processes are allowed to manifest regime-dependent coupling relations with one another. The proposed model is illustrated using a set of longitudinal reading and arithmetic performance data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 study (ECLS-K; U.S. Department of Education, National Center for Education Statistics, 2010).

Genetic and environmental etiologies of reading difficulties: DeFries–Fulker analysis of reading performance data from twin pairs and their non-twin siblings

Reading performance data from 254 pairs of identical (MZ) and 420 pairs of fraternal (DZ) twins, 8.0 to 20.0 years of age, were subjected to multiple regression analyses. An extension of the DeFries–Fulker (DF) analysis (DeFries & Fulker, 1985, 1988) that facilitated inclusion of data from 303 of their nontwin siblings was employed. In addition to providing estimates of heritability, this analysis yields a test of the difference between shared environmental influences for twins versus siblings (Astrom et al., 2011). Results suggest that proband reading deficits are due substantially to genetic factors (.67±.07, p<.001), and that shared environmental influences are significantly higher for members of twin pairs than for those of twins and their nontwin siblings (viz., .25 versus .17, p=.02).

Multiple Regression Analysis of Reading Performance Data from Twin Pairs with Reading Difficulties and Nontwin Siblings: The Augmented Model

The augmented multiple regression model for the analysis of data from selected twin pairs was extended to facilitate analyses of data from twin pairs and nontwin siblings. Fitting this extended model to data from both selected twin pairs and siblings yields direct estimates of heritability (h2) and the difference between environmental influences shared by members of twin pairs and those of sib or twin-sib pairs (i.e., c2(t) - c2 (s)). When this model was fitted to reading performance data from 293 monozygotic and 436 dizygotic pairs selected for reading difficulties, and 291 of their nontwin siblings, h2 = .48 ± .22, p = .03, and c2 (t) - c2 (s) = .22 ± .12, p = .06. Although the test for differential shared environmental influences is only marginally significant, the results of this analysis suggest that environmental influences on reading performance that are shared by members of twin pairs (.36) may be substantially greater than those for less contemporaneous twin-sibling pairs (.14).

DeFries–Fulker Analysis of Longitudinal Reading Performance Data from Twin Pairs Ascertained for Reading Difficulties and from Their Nontwin Siblings

Reading difficulties are both heritable and stable; however, little is known about the etiology of this stability. Results from a preliminary analysis of data from 56 twin pairs who participated in the Colorado Longitudinal Twin Study of Reading Disability (Astrom et al., Twin Res Hum Genet 10:434-439, 2007) suggested that about two-thirds of the proband deficit at follow-up was due to genetic factors that also influenced deficits at their initial assessment. Although our proband sample is now nearly twice as large, it is still relatively small; thus, to increase power, we subjected data from probands, co-twins and their nontwin siblings to a novel extension of DeFries-Fulker analysis (DeFries and Fulker, Behav Genet 15:467-473, 1985; DeFries and Fulker, Acta Genet Med Gemellol, 37, 205-216, 1988). In addition to providing estimates of univariate and bivariate heritability, this analysis facilitates a test of the difference between shared environmental influences for twins versus siblings. Longitudinal composite reading performance scores at 10.6 and 15.5years of age, on average, were analyzed from 33 MZ and 64 DZ twin pairs in which at least one member of each pair had reading difficulties, and from 44 siblings of the probands. Scores were highly stable (.86±.03, across probands, co-twins and siblings) and heritability of the group deficit at initial assessment was .67±.22. Longitudinal bivariate heritability was .59±.21, suggesting that nearly 60% of the proband reading deficit at follow-up is due to genetic factors that influenced reading difficulties at the initial assessment. However, tests for special twin environmental influences were nonsignificant.

Differential Genetic Etiology of Reading Difficulties as a Function of IQ: An Update

In order to test the hypothesis that the genetic etiology of reading disability differs as a function of IQ, composite reading performance data from 308 pairs of identical (monozygotic, MZ) twins and 440 pairs of fraternal (dizygotic, DZ) twins (254 same-sex and 186 opposite-sex) in which at least one member of each pair was classified as reading-disabled were subjected to multiple regression analysis (DeFries and Fulker, Behav Genet 15:467-473, 1985; Acta Genet Med Gemellol 37:205-216, 1988). In the total sample, heritability of the group deficit in reading performance (h(g)(2)) was .61 (±.06). However, results of fitting an extended regression model to reading performance and IQ data suggested that the genetic etiology of reading disability differs as a linear function of IQ (p ≤ .04). When the basic regression model was fitted separately to data from twin pairs with Wechsler (Examiner's manual: Wechsler intelligence scale for children-revised, 1974; Examiner's manual: Wechsler adult intelligence scale-revised, 1981) Full Scale IQ scores in the upper and lower 25% of the sample, resulting estimates of h(g)(2) were .75 (±.12) and .50 (±.10), respectively (p ≤ .045). These results suggest that reading difficulties in children with a higher IQ are due substantially to genetic influences and may require intensive remediation efforts.

Developmental Eye Movement Test: What is it Really Measuring?

The Developmental Eye Movement (DEM) test is commonly used as a clinical visual-verbal ocular motor assessment tool. However, while the DEM test ratio has been reported to correlate with horizontal saccadic eye movements, there have been no published comparative studies of the DEM test and objective eye movement measures. The aim of this study was to compare DEM test performance with explicit quantification of saccadic eye movements, reading performance, symptomatology and visual processing speed, to assess the validity of the DEM test in clinical practice. One hundred fifty-eight children aged 8 to 11 years completed the DEM test and a battery of eye movement tasks, recorded by a Microguide 1000 infrared eye tracker. All subjects completed a symptomatology survey. Reading performance and visual processing data was collected for 77 and 75 children, respectively. One hundred twenty-nine of the 158 subjects (81.65%) passed the DEM test. There was no significant correlation between any component of DEM test performance and quantitative eye movement parameters (gain, latency, asymptotic peak velocity, and number of corrective saccades) or symptomatology. There were significant correlations between DEM test outcome and reading performance, and with visual processing speed. DEM test performance does not correlate with saccadic eye movement skills or symptomatology. However, it is related to reading performance and visual processing speed. This study suggests that although DEM test times may not correlate directly with eye movement parameters, they do correlate with aspects of reading performance and thus may serve a diagnostic role in clinical practice.

DeFries–Fulker and Pearson–Aitken Model-fitting Analyses of Reading Performance Data from Selected and Unselected Twin Pairs

Although a comparison of concordance rates for deviant scores in identical and fraternal twin pairs can provide prima facie evidence for a genetic etiology, information is not fully utilized when continuous measures are analyzed in a dichotomous manner. Thus, DeFries and Fulker (Behav Genet 15:467-473, 1985; Acta Genet Med Gemellol, 37:205-216, 1988) developed a regression-based methodology (DF analysis) to assess genetic etiology in both selected and unselected twin samples. While the DF analysis is a very versatile and relatively powerful statistical approach, it is not easily extended to the multivariate case. In contrast, structural equation models may be readily extended to analyze multivariate data sets (Neale and Cardon, Methodology for genetic studies of twins and families, 1992). However, such methodologies may yield biased estimates of additive genetic, shared environmental, and non-shared environmental influences when multivariate models are fitted to selected twin data. Therefore, the Pearson-Aitken (PA) selection formula (Aitken, Proc Edinburgh Math Soc B, 4:106-110, 1934) was used to analyze reading performance data from twins with reading difficulties (selected sample) and a population of normally-achieving twin pairs (control sample). As a comparison, DF models were also fitted to these same data sets. In general, resulting estimates of additive genetic, shared environmental, and non-shared environmental influences were similar when the DF and PA models were fitted to the data. However, the PA selection formula may be more readily generalized to the multivariate case.

Etiology of reading difficulties as a function of gender and severity

To test the hypothesis that the etiology of reading difficulties may differ for males and females in more severely impaired samples, reading performance data from monozygotic (MZ), same-sex dizygotic (DZss), and opposite-sex dizygotic (DZos) twin pairs were analyzed using a model-fitting implementation of the DeFries-Fulker (DF) model (Purcell & Sham, 2003, Behavior genetics, 33, 271–278). Five non-independent samples were selected using cut-offs of −1 (N = 737 pairs), −1.5 (N = 654), −2 (N = 468), −2.5 (N = 335), and −3 (N = 198) standard deviations (s) below the mean composite reading score of control twins. Male/female gender ratios for children with reading difficulties were significantly higher than 1.0 for all five samples and increased as a function of severity (viz., 1.15, 1.17, 1.40, 1.61, and 1.88, respectively). When the DF model was fit to the data, estimates of heritability (h g 2 ) and shared environmental influences (c g 2 ) were not significantly different for males and females in any of the groups. Consequently, the most parsimonious model that provided a good fit to the data at all five levels of severity equated the heritabilities and shared environmental influences for males and females, and fixed the DZos coefficient of genetic relatedness at 0.5. Thus, these results provide no evidence for a differential etiology of reading difficulties as a function of gender in more severely impaired samples, and suggest that the same genetic and environmental influences contribute to reading difficulties in males and females, irrespective of severity.

A Case Study of the Effects of Self-Graphing Reading Performance Data for a Girl Identified with Emotional/Behavioral Disorders

Effects of a student with severe emotional/behavioral disorders (SEBD) graphing her own performance data on rate of correct words read per minute were evaluated using a withdrawal of treatment case study design. The student recorded her daily performance using a desktop computer and standard spreadsheet software that automatically graphed each data point when the numeric value representing the daily reading rate was entered. Results indicate that the student's reading rate increased concurrent with the implementation of the self-graphing intervention to the point that the student's reading rate was commensurate with that recommended for her grade level. The discussion of this article centers on the ease of implementation and the potential of this intervention to enhance the use of data for decision making in classrooms for students with emotional/behavioral disorders.

Differential Genetic Etiology of Reading Disability as a Function of IQ

To test the hypothesis that the genetic etiology of reading disability differs as a function of IQ, composite reading performance data from 223 pairs of identical twins and 169 pairs of same-gender fraternal twins in which at least one member of each pair was classified with reading disability were subjected to multiple regression analysis (DeFries & Fulker, 1985, 1988). In the total sample, heritability of the group deficit in reading performance (h(g)2) was .58 (+/- .08). However, when the basic regression model was fitted separately to data from twin pairs with average Wechsler (1974, 1981) full scale IQ scores below 100 or 100 and above, resulting estimates of h(g)2 were .43 and .72, respectively, a significant difference (p < or = .03, one-tailed). The results of fitting extended regression models to reading performance and continuous IQ data provide evidence that the genetic etiology of reading disability differs as a linear function of IQ (p < or = .007, one-tailed). These results suggest that IQ is relevant for the diagnosis of reading disability and that environmental influences may be more salient as a cause of reading difficulties in children with lower IQ scores.

Reading Disability in Boys and Girls: No Evidence for a Differential Genetic Etiology.

In order to test the hypothesis that genetic influences are moreimportant as a cause of reading disability in girls than in boys,composite reading performance data from identical and fraternal twinpairs were analyzed using both concordance and multiple regressionmethods. The sample included 206 identical (99 male, 107 female), 159same-sex fraternal (90 male, 69 female), and 117 opposite-sex fraternaltwin pairs, in which at least one member of each pair had readingdifficulties. Although the difference between the concordance rates forreading disabilities in female identical and same-sex fraternal twinpairs was somewhat greater (65% for identical twins vs.32% for fraternal twins) than the difference in concordance ratesfor boys (68% vs. 39%), loglinear analysis of thesecategorical data revealed that the interaction between sex, zygosity,and concordance was not significant (p > 0.70). Moreover,the heritability of reading disability(h 2 g) estimated from regression analysisof the reading performance data in males was nearly identical to that infemales (h 2 g = 0.58 and 0.59,respectively; p > 0.90). Thus, results of this studyprovide little or no evidence for the hypothesis of greater geneticinfluence on reading difficulties in girls than in boys.

Comorbidity of mathematics and reading deficits: evidence for a genetic etiology.

In order to assess the genetic etiology of the comorbidity of reading and mathematics difficulties, data were ascertained from two samples: (1) 102 identical and 77 same-sex fraternal twin pairs in which at least one member of each pair is reading disabled and (2) 42 identical and 23 same-sex fraternal twin pairs in which at least one member is math disabled. Composite reading and mathematics performance data from each sample were fitted to the basic multiple regression model for the analysis of selected twin data and its bivariate extension. Resulting estimates of bivariate heritability and the genetic correlation between the reading and the mathematics performance measures suggest that the comorbidity between mathematics and reading difficulties is due in part to genetic influences.

Differential genetic etiology of reading disability as a function of mathematics performance

In order to assess the etiology of reading disability as a function of mathematics performance, data from 168 monozygotic (MZ) and 127 same-sex dizygotic (DZ) twin pairs in which at least one member of each pair was reading-disabled were subjected to quantitative genetic analyses. MZ and DZ concordance rates for reading disability were computed for different levels of mathematics performance, and reading performance data were fitted to an extension of the basic multiple regression model for the analysis of selected twin data. Results of these analyses suggest that genetic factors may be especially salient as a cause of reading disability in children with borderline deficits in mathematics performance: thus, mathematics performance may be a valid dimension for diagnosing subtypes of reading disability.

Genetics of specific reading disability

Results obtained from the Colorado Twin Study of Reading Disability provide compelling evidence for a genetic etiology. For the present report, multiple regression analyses were performed on reading performance data from 186 pairs of identical twins and 138 pairs of same-sex fraternal twins among whom at least one member of each pair has a reading disability. The results indicate that on average, more than half of the reading performance deficit of probands is a consequence of heritable influences. Moreover, individual differences within the affected twin sample are highly heritable, whereas shared environmental influences do not contribute importantly to twin resemblance. The results of these analyses also suggest that the etiology of reading disability may differ from that of individual differences in reading performance. Because the estimate of heritability for reading performance in affected twin pairs is substantially higher than that in a control sample, reading disability may be caused by one or more genes having major effects. These results are highly consistent with our recent report of a putative quantitative trait locus for reading disability in a small region on the short arm of chromosome 6. © 1996 Wiley-Liss, Inc.

Etiology of individual differences in reading performance: a test of sex limitation.

To test the hypothesis that the etiology of individual differences in reading performance differs in males and females, reading performance data from twin pairs tested in the Colorado Learning Disabilities Research Center were fitted to structural equation models of sex limitation. The sample included 513 pairs of twins in which at least one member of each pair has a positive school history of reading problems [228 monozygotic (MZ), 176 same-sex dizygotic (DZ), and 109 opposite-sex DZ pairs] and 302 matched control pairs [148 MZ, 98 same-sex DZ, and 56 opposite-sex DZ pairs]. Estimates of the genetic correlation between performance in males and females were obtained by analysis of data from both same-sex and opposite-sex twin pairs (Neale and Cardon, 1992). The full model fit the data well (chi 2 = 17.74, df = 16, p = 0.340), and the resulting genetic parameter estimates were highly similar in males and females in both the proband and the control samples. The correlations between genetic influences in males and females do not differ among groups (change in chi 2 = 0.95, df = 1, p > or = 0.25), and the resulting pooled estimate is about .5. Thus, results of this analysis suggest that the etiology of individual differences in reading performance may differ to some extent in males and females.