Reading Research Articles

글의 길이와 내용, 학생 상하 수준에 따른 고등학생의 문장 중요도 평정 차이

Purpose: This study analyzed differences in high school students’ rating of sentence importance depending on text length, content, and the students’ proficiency level(upper and lower), aiming to improve the teaching and the learning of reading. Methods: A test was conducted with 173 high school students in Changwon, Gyeongsangnam province. Based on the test, an analysis was performed to examine how text length and content affect the rating of importance. Additionally, participants were divided into two groups based on their proficiency levels in rating sentence importance — upper and lower — and the effects of variables within each group were analyzed. Results: First, text length revealed a statistically significant difference in students’ importance rating scores. Second, concerning content, no statistically significant difference was observed in the scores. Third, dividing participants into upper and lower proficiency groups based on the mean score showed a statistically significant difference between the two groups. Fourth, regarding text length, students in the upper group exhibited a superior ability to rate sentence importance in shorter passages compared to longer ones, and this difference was statistically significant. In contrast, for the lower group, no statistically significant difference was observed depending on the text length. Consequently, it was determined that students in the lower group face challenges in rating sentence importance regardless of text length. Fifth, concerning content, no statistically significant differences were observed in importance rating abilities for both upper and lower groups. Nevertheless, upon calculating effect sizes, it was discerned that students in both groups exhibited comparatively higher abilities in passages related to humanities than those related to the Natural Sciences. Conclusion: Students’ proficiency in rating sentence importance varied depending on the length of the text, while no significant difference was observed concerning the content. The upper and lower groups showed a great disparity in proficiency, and the variables that caused statistically significant differences varied depending on the proficiency level. These findings show that it is important to adjust the length and content of texts to match students’ proficiency levels when teaching reading strategies such as sentence importance rating. Furthermore, the introduction of sentence importance rating method, which visually illustrates the reading process, into teaching and learning can contribute to enhancing students’ reading abilities.

An Analysis of the Instructors’ Techniques in Teaching English Vocabulary at MY LIBERTY International English School

This study discusses the techniques used in teaching English vocabulary to young learners at MY LIBERTY International English School. The theoretical significance of the research lies in its potential to enhance readers' knowledge about effective teaching techniques for young learners. Additionally, this research can be a reference for future researchers exploring similar topics. The study aims to analyze the techniques employed by instructors in teaching English vocabulary to young learners and to evaluate students' responses to these techniques. A qualitative descriptive methodology was used, with observation sheets and interviews serving as the primary data collection methods. The researcher conducted interviews with three instructors and nine students to supplement the observational data. The results of the study indicate that out of nine identified techniques, eight were actively used by the instructors. These techniques include repetition, the use of pictures, pronunciation drills, modeling/demonstration, providing clues, games, question and answer sessions, and reading aloud. One technique was not observed in the teaching process. Understanding students' responses to these teaching techniques is crucial for instructors as it provides valuable feedback for improving their teaching strategies. The analysis of student responses revealed that out of the nine respondents, seven students had positive reactions, while two students had negative responses.

Study on the Interactivity of Controlled and Automatic Information Processing in L2 Reading

Study on the Interactivity of Controlled and Automatic Information Processing in L2 Reading

Nf-core/airrflow: An adaptive immune receptor repertoire analysis workflow employing the Immcantation framework.

Adaptive Immune Receptor Repertoire sequencing (AIRR-seq) is a valuable experimental tool to study the immune state in health and following immune challenges such as infectious diseases, (auto)immune diseases, and cancer. Several tools have been developed to reconstruct B cell and T cell receptor sequences from AIRR-seq data and infer B and T cell clonal relationships. However, currently available tools offer limited parallelization across samples, scalability or portability to high-performance computing infrastructures. To address this need, we developed nf-core/airrflow, an end-to-end bulk and single-cell AIRR-seq processing workflow which integrates the Immcantation Framework following BCR and TCR sequencing data analysis best practices. The Immcantation Framework is a comprehensive toolset, which allows the processing of bulk and single-cell AIRR-seq data from raw read processing to clonal inference. nf-core/airrflow is written in Nextflow and is part of the nf-core project, which collects community contributed and curated Nextflow workflows for a wide variety of analysis tasks. We assessed the performance of nf-core/airrflow on simulated sequencing data with sequencing errors and show example results with real datasets. To demonstrate the applicability of nf-core/airrflow to the high-throughput processing of large AIRR-seq datasets, we validated and extended previously reported findings of convergent antibody responses to SARS-CoV-2 by analyzing 97 COVID-19 infected individuals and 99 healthy controls, including a mixture of bulk and single-cell sequencing datasets. Using this dataset, we extended the convergence findings to 20 additional subjects, highlighting the applicability of nf-core/airrflow to validate findings in small in-house cohorts with reanalysis of large publicly available AIRR datasets.

Multiple Types of Developmental Dyslexias in a Shallow Orthography: Principles for Diagnostic Screening in Italian.

A new dyslexia screening test for Italian, Tiltan-IT, is presented. The test was developed based on an integrated dual-route model of reading, which describes in detail specific mechanisms underpinning early visual processes as well as the lexical and the sublexical routes. The principle according to which the test was developed is that each dyslexia type is manifested in different kinds of errors and in different kinds of stimuli, and we therefore included stimuli sensitive to each dyslexia type in the test. Tiltan-IT is a reading aloud test that includes word, nonword, and word pair lists. The test was administered to 618 Italian-speaking children (2nd-8th grade). Each error produced by the children was classified through the coding scheme developed to detect the different types of dyslexias described by the reading model. The Tiltan-IT was able to identify 110 children with dyslexia. The identified dyslexia types included letter position dyslexia, attentional dyslexia, letter identity dyslexia, surface dyslexia, vowel dyslexia, consonant conversion dyslexia, multi-letter phonological dyslexia, voicing dyslexia. The results confirm that the selection of items in the Tiltan-IT enabled the detection of the wide variety of dyslexias in Italian, some of them for the first time, adding evidence for the cross-linguistic validity of multiple types of developmental dyslexias and for the dual-route model of reading.

Using Artificial Intelligence Chatbots to Support English-as-a-Foreign Language Students’ Self-Regulated Reading

Self-regulated learning (SRL) has been integrated into English-as-a-Foreign Language (EFL) reading instruction to enhance students’ reading achievement. Evidence indicates that providing personalized support is critical to SRL. However, providing personalized support is time-consuming and challenging to implement in language classrooms. Although personalized support has been built into many online reading systems, the support is often delivered in a one-way manner, with little chance for follow-up discussions. This innovation in practice introduces an artificial intelligence (AI) chatbot developed to provide personalized SRL support for EFL students in reading. The AI chatbot was designed as a reading companion to facilitate active, out-of-class reading that expands in-class instruction. By giving autonomy to students to engage with appropriate reading materials and receive personalized self-regulated reading (SRR) guidance, the innovation empowered learners to overcome challenges in the reading process and facilitated their use of SRR strategies. The pedagogical values of the innovation were explored from students’ perspectives. Future pedagogical directions for AI-supported SRR instruction is also discussed.

New Wine in Old Bottle: Crown Ether-Functionalized Digital Polymer toward Efficient MALDI-TOF MS/MS Decoding via a Classical Supramolecular Interaction.

Digital polymers (DPs), which serve as promising molecular-level storage media, have increasingly garnered interest. Their application significantly depends on the efficiency of the information writing (synthesis) and reading processes (sequencing). For reading, rational incorporation of weak bonds in the main chain was applied in most cases in order to improve readability of the tandem mass spectra (MS/MS), which would limit the chain length of DPs, thus reducing the information storage capacity. In this study, the introduction of commercially available crown ether (CE) at the terminus of digital oligo(γ-butyrolactone)s (DOBLs) significantly enhances the predictability and fidelity of matrix-assisted laser desorption/ionization time-of-flight tandem mass spectra (MALDI-TOF MS/MS), thus improving the decoding process. The use of crown ether, leveraging a well-established supramolecular interaction with alkali cations known since 1967, offers a strong affinity between ionization agents and CE motifs, to form a selective effect of the desired fragments during the tandem MS. This method is particularly effective for long-chain DPs, extending up to 32-mer, and allows for customizable fragmentation patterns. The incorporation of CE at the DP chain end presents a novel and efficient strategy for enhancing MS/MS readability and amplifying the information storage capacity of polymers.

Reading disability is characterized by reduced print-speech convergence.

Reading disability (RD) may be characterized by reduced print-speech convergence, which is the extent to which neurocognitive processes for reading and hearing words overlap. We examined how print-speech convergence changes from children (mean age: 11.07+0.48) to adults (mean age: 21.33+1.80)in 86 readers with or without RD. The participants were recruited in elementary schools and associate degree colleges in China (from 2020 to 2021). Three patterns of abnormalities were revealed: (1) persistent reduction of print-speech convergence in the left inferior parietal cortex in both children and adults with RD, suggesting a neural signature of RD; (2) reduction of print-speech convergence in the left inferior frontal gyrus only evident in children but not adults with RD, suggesting a developmental delay; and (3) increased print-speech convergence in adults with RD than typical adults in the bilateral cerebella/fusiform, suggesting compensations. It provides insights into developmental differences in brain functional abnormalities in RD.

Building a Science of Teaching Reading and Vocabulary: Experimental Effects of Structured Supplements for a Read Aloud Lesson on Third Graders’ Domain-Specific Reading Comprehension

ABSTRACT Purpose This study contributes to the science of teaching reading and vocabulary by illustrating how a ubiquitous classroom practice – read alouds – can be enhanced by structured supplements. This experimental study examines whether and to what extent providing structured supplements can improve student comprehension outcomes by helping teachers foster discussions about academic vocabulary that support schema transfer as students make connections between known and new topics. Method A total of 80 third-grade teachers and their students (N = 965; 32% Black, 31% Hispanic, 25% white, 9 Asian, 48% Male) were randomly assigned to treatment or control conditions. Treatment students received a single social studies read aloud on the story of Apollo 11 with structured supplements while control students received the same read aloud story but without structured supplements. Students were from linguistically, economically, and ethnically diverse backgrounds. Results Effect sizes from hierarchical linear models indicated that students in the treatment condition outperformed students in the control condition on four measures of domain-specific reading comprehension: recall (ES = .17), near-transfer (ES = .17), mid-transfer (ES = .18), and content comprehension (ES = .18). Further exploratory analyses using structural equation modeling revealed that teacher language scaffolds – that is, temporary dialogic supports in which teachers went above and beyond the intervention script – explained 66% of the treatment effect on domain-specific reading comprehension. Conclusion Results from this study suggest that read alouds, when enhanced with structured supplements designed to facilitate schema transfer, can increase the amount of academic vocabulary teachers use during classroom instruction and improve their students’ ability to comprehend disciplinary texts.

MSCFS-RP: A Colored-Petri-Net-Based Analysis Model for Master–Slave Cloud File Systems with Replication Pipelining

As a typical information system, a cloud file system enables the storage, retrieval, and management of data on remote servers or server clusters. The reliable design of such systems is critical to ensure the security of data and availability of services. However, designing correct-by-construction systems is challenging due to the complexity of and concurrency inherent in cloud file systems. Further, existing works on cloud file system analysis often focus on specific systems or lack formal modeling and verification, leading to potential design flaws and security vulnerabilities. To address these issues, we propose MSCFS-RP, which is a formal analysis model based on colored Petri nets. Leveraging the strengths of colored Petri nets in representing diverse information types with colored tokens and defining explicit rules for concurrent interactions, our model captures the writing and reading processes of clients, meta servers, and clusters. With strong formalism and support for verification using CPN Tools, we rigorously evaluate key properties such as replication consistency under various scenarios. The results demonstrate that MSCFS-RP satisfies these properties, validating its effectiveness and trustworthiness in managing information within cloud storage systems.

Affective Narration in Little Fires Everywhere and Aesthetic Pleasure in Its Readers

Every story depicts and inspires emotion, while the convergence of text and reader brings the literary work into existence. In Little Fires Everywhere (2017), Celeste Ng pours her emotions into the novel, vividly depicts the emotional course of the girls towards love and maturity, and sets up with her exquisite artistic techniques the sophisticated structures concerning the rewritten narrative prototype. Using the theory of gap-filling, originated from reader-response criticism, which examines the reading process of the reader, and the concept of the romantic love narrative prototype from affective narratology, which conforms to the reader s expectation, this paper explores how Celeste Ng applies unique narrative techniques to shatter reader s expectations and set the blank in the novel, and why these can cause reader s aesthetic pleasure. Meanwhile, it also endows the novel with unique aesthetic intensity.

Exploring Children's Varied Responses to Interactive Read‐Alouds

AbstractThe responses children make during read‐alouds bridge meaning from stories. Educators must grasp the value of children's responses and reactions to literature. Children's discourse is central to the reading process; thus, children must be allowed to participate in this learning process. Due to this, the read‐aloud process in the classroom should focus on the quality of interactions for the sake of literacy growth and development. Engaging learners in read‐alouds permits them to communicate with the teacher and peers, fosters space for ideas to be valued, and results in a community of learning.

Building Children's Social Skills Through Picture Story Books

This research explains the role of picture books in developing children's social skills. Through a careful literature review, this research identified several key aspects, ranging from understanding social skills to practical strategies for incorporating picture books into children's education. Reading picture books can develop children's social skills such as empathy, critical thinking skills, communication, cooperation and tolerance. Picture books allow children to feel like they will act out emotions as characters in the story., understand the plot of the story, identify problems and find solutions, and learn about cooperation and respecting differences. Practical strategies such as reading aloud, using stories as starting points for conversations, and using stories as examples to resolve conflicts can help maximize the benefits of picture books for children's learning. Incorporating picture books into a child's education helps children develop social skills that are important for life success while providing a fun and meaningful learning experience for early childhood.

Improving Students' Reading Comprehension by Using Reap Strategy at the Tenth Grade of SMA Negeri 1 Gunungsitoli in 2022/2023

Reading comprehension is the important element that learned in English. Reading comprehension is the process of reading to get meaning and build an understanding of the text. In the reality, the students at the tenth grade of SMA Negeri 1 Gunungsitoli had a problem in reading comprehension. There were problems faced by the students: the students were not able to comprehend the text correctly. Based on the Problem, this research aimed to overcome the problem faced by the students and improved students’ reading comprehension used the REAP strategy. This research used Classroom Action Research (CAR) that consists of Planning, Action, Observation, and Reflection. The research conducted in two cycles that consist of two meetings of each cycle. The result of the research in cycle I showed there were 12 students did not pass the MCC of 21 students and the average of students’ mark was 69,44. The lowest score was 50 and the highest was 85. In the cycle II, all the students passed the MCC with the average of students’ mark was 85,55 with the lowest score was 75 and the highest score was 100. Based on the result of the research, the researcher concluded that the used of REAP strategy improved students’ reading comprehension and overcome the students’ problem in this research

Design and Implementation of Software-Defined Receiver

Acquisition in software-defined GPS receivers is computationally intensive and time-consuming, especially with the increasing demand for rapid and accurate positioning services driven by globalization and digitization. Software-defined receivers face challenges in satellite signal acquisition, which becomes more demanding with longer signals. This paper aims to enhance the efficiency of GPS signal acquisition, a critical step for determining the code phase of PRN codes and the doppler shift in carrier frequency. Real-time applications encounter issues under dynamic conditions and degraded signals, as conventional computers lack the computational power for the necessary correlation and FFT operations. To address these challenges, a method using GPU acceleration for L1 signal acquisition is proposed. This method combines signal acquisition with GPU parallel computing using the SIMT model. A CPU-GPU platform via CUDA programming allows the CPU to handle data reading and intermediate processing, while the GPU performs the core acquisition algorithm in parallel.

UNVEILING THE ROLE OF ARTIFICIAL INTELLIGENCE ON READING PROCESSES

In recent years, the utilization of artificial intelligence-powered tools in education has witnessed a significant surge. These tools offer invaluable assistance to teachers in classroom preparation and learners seeking to enhance their English language proficiency. With their considerable potential, AI-powered tools provide an affordable, effective, and efficient approach to teaching and learning. This research focuses on analyzing AI-powered tools that facilitate the reading process. Employing a qualitative research design with content analysis as the primary methodology and documentation as the technique, this study delves into the examination of selected AI-powered tools to aid in the reading process. The findings underscore the benefits and advantages of these tools when aligned with the various stages of the reading process. Specifically, ChatGPT emerges as beneficial for the pre-reading stage, while Quillbot and Paraphraser.io prove advantageous during reading. Post-reading activities can be facilitated by tools such as ChatGPT and Storywiz.io. In conclusion, based on the outcomes, the research recommends the utilization of the aforementioned AI-powered tools to enhance the reading process.

Neural correlates for word-frequency effect in Chinese natural reading.

Word frequency effect has always been of interest for reading research because of its critical role in exploring mental processing underlying reading behaviors. Access to word frequency information has long been considered an indicator of the beginning of lexical processing and the most sensitive marker for studying when the brain begins to extract semantic information Sereno & Rayner, Brain and Cognition, 42, 78-81, (2000), Trends in Cognitive Sciences, 7, 489-493, (2003). While the word frequency effect has been extensively studied in numerous eye-tracking and traditional EEG research using the RSVP paradigm, there is a lack of corresponding evidence in studies of natural reading. To find the neural correlates of the word frequency effect, we conducted a study of Chinese natural reading using EEG and eye-tracking coregistration to examine the time course of lexical processing. Our results reliably showed that the word frequency effect first appeared in the N200 time window and the bilateral occipitotemporal regions. Additionally, the word frequency effect was reflected in the N400 time window, spreading from the occipital region to the central parietal and frontal regions. Our current study provides the first neural correlates for word-frequency effect in natural Chinese reading so far, shedding new light on understanding lexical processing in natural reading and could serve as an important basis for further reading study when considering neural correlates in a realistic manner.

Injection Laryngoplasty of Unilateral Vocal Fold Paralysis Evaluated With Pause and Speech Measurements

ObjectiveThe purpose of this study was to examine a number of pause and speech measurements in patients with unilateral vocal fold paralysis, before and after injection laryngoplasty. The non-invasive measurements were selected to investigate and explain the treatment effect on connected speech in these patients. Study designRetrospective study with repeated measurements design. MethodVoice recordings of 24 patients with unilateral vocal fold paralysis from before and after injection laryngoplasty in local anesthesia were analyzed retrospectively with the computer program Praat. Measurements examined were number of pauses, average pause duration, pause ratio (expressing the amount of pausing during a reading aloud task), number of breath groups, average duration of breath groups, articulation rate, speaking rate, maximum phonation time and voice handicap index. ResultsInjection laryngoplasty had a significant improving effect on the number of pauses, pause ratio, number of breath groups, average duration of breath groups, articulation rate, speaking rate, maximum phonation time and voice handicap index. Maximum phonation time before treatment correlated with several pause- and speech measurements. ConclusionThe results showed that treatment with injection laryngoplasty had a clear effect on several pause and speech measurements and that these measurements correlated with maximum phonation time, but not with voice handicap index.

The Effect of Foreign Language Reading Anxiety on Jordanian EFL Teachers' Orientation and Strategy Use

Using the Foreign Language Reading Anxiety Scale (FLRAS), this study explores the core determinants of reading anxiety among Jordanian EFL teachers. It investigates the correlation between anxiety factors and strategy utilization (i.e., metacognitive, cognitive, and support strategies) as well as reading orientation, which determines a reader's active participation while reading. It looks at the sub-factors of reading anxiety: anxiety felt throughout the reading process, reading self-assurance, and anxiety when reading English characters. The findings of the study showed that Self-assurance was more influential and a constructive contributor to Jordanian English language teachers' utilization of metacognitive methods and the degree of orientation to reading than anxiety felt during reading.

Reading aloud effects. Systematic review

Se presenta una revisión narrativa de artículos incluidos en la base de indexación Scopus sobre la lectura en voz alta (LVA), con el propósito de hacer un balance de los resultados de investigación en torno los efectos de esta estrategia más allá del campo educativo. Esta revisión permite tener una idea amplia de las posibilidades que la lectura en voz alta abre a los sujetos y los modos en que afecta su bienestar y su desarrollo personal y social. Se seleccionaron 104 artículos de diferentes áreas en los que la LVA es estrategia principal o asociada con otras. Se hacen análisis cuantitativos de años de publicación, revistas, instituciones, áreas temáticas más recurrentes y colaboración entre autores. Así mismo, se describe el tipo de texto leído, el sujeto que lee, la edad y los niveles escolares y las particularidades de la población participante.