Subjective Reading Research Articles

The Influence of Serial Image Media on Interest in Reading in Social Studies Learning for Class IV Students at Culia Elementary School, Doang Island, Doangan Caddi, Pangkep Regency

The purpose of this research is to determine the effect of applying serial image media on fourth grade students' reading interest in social studies subjects at Culia Pulau Doang Doangan Caddi Elementary School, Pangkep Regency. This research was conducted at Culia Pulau Doang Doangan Caddi Elementary School, Pangkep Regency, which discusses the application of serial image media. on fourth grade students' reading interest in social studies subjects at SD Culia Pulau Doang Doangan Caddi, Pangkep Regency. This research uses quantitative methods of analysis with a descriptive approach. The data collection technique used in this research is by observation, questionnaires and documentation. The results of the research show that (1) the application of image media was carried out well and effectively, (2) the control class's interest in reading in social studies subjects was still lacking because there were many students who were not focused on learning, whereas in the experimental class there was a prominent difference, students were enthusiastic in learning is also active, and (3) there is an influence of the application of serial image media on class IV learning interest in social studies subjects.

Predicting subjective ratings of affect and comprehensibility with text features: a reader response study of narrative poetry.

Literary reading is an interactive process between a reader and a text that depends on a balance between cognitive effort and emotional rewards. By studying both the crucial features of the text and of the subjective reader reception, a better understanding of this interactive process can be reached. In the present study, subjects (N=31) read and rated a work of narrative fiction that was written in a poetic style, thereby offering the readers two pathways to cognitive rewards: Aesthetic appreciation and narrative immersion. Using purely text-based quantitative descriptors, we were able to independently and accurately predict the subjective ratings in the dimensions comprehensibility, valence, arousal, and liking across roughly 140 pages of naturalistic text. The specific text features that were most important in predicting each rating dimension are discussed in detail. In addition, the implications of the findings are discussed more generally in the context of existing models of literary processing and future research avenues for empirical literary studies.

Beyond Tradition

This article examines the tradition of Qur’ānic exegesis before Jamāl al-Dīn al-Afghānī (d. 1897) and the innovative approaches, he introduced, to the discipline. Using an inductive method, it analyses his books, articles, and speeches. Before him, Qur’ānic exegesis was dominated by classical methods focused on syntax, grammar, jurisprudence, and theology, failing to meet contemporary needs. Al-Afghānī did not write any Qur’ānic commentary in the classical style. Still, his articles on Qur’ānic themes in al-‘Urwah al-Wuthqā resemble independent exegeses, following a late Ottoman style. He advocated for a subjective and critical reading, centring only on the Qur’ān and rejecting linguistically focused exegesis. He emphasized the Qur’ān’s relevance to contemporary issues, highlighting its social, cultural, anthropological, and political messages.

THE USE OF READING LOGS METHOD TO IMPROVE STUDENTS’ READING SKILL TO THE EIGHTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL FITRA ABDI PALEMBANG

Reading logs are a method that can be used to make it easier for students to understand text or a reading in English subjects that aims to make a small note to remember important things in reading. With this method, researcher aim to improve students' skill in reading well. This research has several stages, which include the observation stage, preparation stage, implementation stage, and final stage. At that stage, the researcher conducted a pre-test and post-test to get the initial value and changes in students' reading skill using the reading logs method in the final stage. From the results of the research, researcher found significant changes in the reading skill of students with the following detailed results: skills worth 0.081 in the experimental class and 0.067 in the control class, exceeding the significant value ≥ α = 0.05. and a statistically significant value of 0.374 was declared homogeneous because it was greater than the significant level of 0.05 and in accordance with the hypothesis test that has been tested has a significant value of 0.000 and a significant level of 0.05, it has a significant effect in the application of the reading logs method.

Peri-lesion regions in differentiating suspicious breast calcification-only lesions specifically on contrast enhanced mammography.

The explore the added value of peri-calcification regions on contrast-enhanced mammography (CEM) in the differential diagnosis of breast lesions presenting as only calcification on routine mammogram. Patients who underwent CEM because of suspicious calcification-only lesions were included. The test set included patients between March 2017 and March 2019, while the validation set was collected between April 2019 and October 2019. The calcifications were automatically detected and grouped by a machine learning-based computer-aided system. In addition to extracting radiomic features on both low-energy (LE) and recombined (RC) images from the calcification areas, the peri-calcification regions, which is generated by extending the annotation margin radially with gradients from 1 mm to 9 mm, were attempted. Machine learning (ML) models were built to classify calcifications into malignant and benign groups. The diagnostic matrices were also evaluated by combing ML models with subjective reading. Models for LE (significant features: wavelet-LLL_glcm_Imc2_MLO; wavelet-HLL_firstorder_Entropy_MLO; wavelet-LHH_glcm_DifferenceVariance_CC; wavelet-HLL_glcm_SumEntropy_MLO;wavelet-HLH_glrlm_ShortRunLowGray LevelEmphasis_MLO; original_firstorder_Entropy_MLO; original_shape_Elongation_MLO) and RC (significant features: wavelet-HLH_glszm_GrayLevelNonUniformityNormalized_MLO; wavelet-LLH_firstorder_10Percentile_CC; original_firstorder_Maximum_MLO; wavelet-HHH_glcm_Autocorrelation_MLO; original_shape_Elongation_MLO; wavelet-LHL_glszm_GrayLevelNonUniformityNormalized_MLO; wavelet-LLH_firstorder_RootMeanSquared_MLO) images were set up with 7 features. Areas under the curve (AUCs) of RC models are significantly better than those of LE models with compact and expanded boundary (RC v.s. LE, compact: 0.81 v.s. 0.73, p < 0.05; expanded: 0.89 v.s. 0.81, p < 0.05) and RC models with 3 mm boundary extension yielded the best performance compared to those with other sizes (AUC = 0.89). Combining with radiologists' reading, the 3mm-boundary RC model achieved a sensitivity of 0.871 and negative predictive value of 0.937 with similar accuracy of 0.843 in predicting malignancy. The machine learning model integrating intra- and peri-calcification regions on CEM has the potential to aid radiologists' performance in predicting malignancy of suspicious breast calcifications.

Assessing the impact of oppositional defiant disorder on academic performance in junior secondary students Ilorin, Nigeria

Objectives Oppositional Defiant Disorder (ODD) is a behavioural disorder that can significantly impact the academic performance and social dynamics of school-aged children. Understanding the extent of these effects, particularly in diverse socio-economic and educational settings, is crucial for developing effective intervention strategies. This study aimed to assess the impact of ODD on the academic performance of junior secondary school students in Ilorin, examining the role of comorbidities, social class, and school type in shaping educational outcomes. Material and Methods A cross-sectional study was conducted on 1078 junior secondary school students in Ilorin, including 41 students diagnosed with ODD. Data on academic performance across subjects (Reading, Mathematics, and Written Expression) were collected alongside information on comorbid conditions using the standardised Vanderbilt Attention-Deficit/Hyperactivity Disorder (ADHD) rating scale for ODD, conduct disorder, anxiety, and depression. At the same time, the social class was assessed using the Oyedeji classification and school type from the study proforma. Statistical analyses were performed to determine correlations and differences in academic performance between students with and without ODD. Results The study revealed a high prevalence of comorbidities such as ADHD and Conduct Disorder among students with ODD. A negative correlation was observed between ODD and academic performance across all subjects. Students with ODD from upper social classes and private schools performed relatively better, suggesting the influence of socioeconomic factors and educational environment. Conclusion Oppositional defiant disorder significantly affects academic performance in junior secondary school students. Comorbidities, socio-economic disparities, and differences in school types further compound these challenges. These findings underscore the need for tailored educational strategies and support systems, highlighting the importance of a multifaceted approach in addressing the academic needs of students with ODD.

Detection of antinuclear antibodies: recommendations from EFLM, EASI and ICAPEFLM Paper

&lt;br&gt;&lt;b&gt;Aim:&lt;/b&gt; Antinuclear antibodies (ANA) are important for the diagnosis of various autoimmune diseases. ANA are usually detected by indirect immunofluorescence assay (IFA) using HEp-2 cells (HEp-2 IFA). There are many variables influencing HEp-2 IFA results, such as subjective visual reading, serum screening dilution, substrate manufacturing, microscope components and conjugate. Newer developments on ANA testing that offer novel features adopted by some clinical laboratories include automated computer-assisted diagnosis (CAD) systems and solid phase assays (SPA).&lt;/br&gt; &lt;br&gt;&lt;b&gt;Methods:&lt;/b&gt; A group of experts reviewed current literature and established recommendations on methodological aspects of ANA testing. This process was supported by a two round Delphi exercise. International expert groups that participated in this initiative included (i) the European Federation of Clinical Chemistry and Laboratory Medicine (EFLM) Working Group "Autoimmunity Testing"; (ii) the European Autoimmune Standardization Initiative (EASI); and (iii) the International Consensus on ANA Patterns (ICAP).&lt;/br&gt; &lt;br&gt;&lt;b&gt;Results:&lt;/b&gt; In total, 35 recommendations/statements related to (i) ANA testing and reporting by HEp-2 IFA; (ii) HEp-2 IFA methodological aspects including substrate/conjugate selection and the application of CAD systems; (iii) quality assurance; (iv) HEp-2 IFA validation/verification approaches and (v) SPA were formulated. Globally, 95% of all submitted scores in the final Delphi round were above 6 (moderately agree, agree or strongly agree) and 85% above 7 (agree and strongly agree), indicating strong international support for the proposed recommendations.&lt;/br&gt; &lt;br&gt;&lt;b&gt;Conclusions:&lt;/b&gt; These recommendations are an important step to achieve high quality ANA testing.&lt;/br&gt;

The Effectiveness of Repeated Reading and Supported Cloze Procedure to Improve Beginning Reading Skills in Elementary School Slow Learner Students

Literacy plays a very important role in the academic performance and overall development of elementary school students. However, many elementary school age children experience problems in reading, including fluency, accuracy and reading comprehension. This affects the learning process and causes poor academic results. The initial reading ability of 4th grade elementary school slow learner students at MI Salafiyah Mahbubiyah still has not received special treatment to improve their reading ability. Improving initial reading skills in slow learner students must be done in the right way, one of which is repeated reading and supported cloze procedures. To overcome this problem, the intervention was carried out using the repeated reading method and supported cloze procedure. The aim of this research is to see the effectiveness of repeated reading and supported cloze procedures to improve the beginning reading abilities of slow learner students in grade 4 of elementary school. This intervention aims to improve early reading skills in elementary school children who experience slow learning. This research uses a single case experimental design, where the subjects are 4th grade elementary school students. The development of the subject's reading ability was measured using Gickling and Armstrong's checklist, namely Reading Proficiency and Error Checklists. The results of the research show that there is a difference after being given the repeated reading and supported cloze procedure technique and before being given the repeated reading and supported cloze procedure on the subject. This means that (Ha) is accepted and (Ho) is rejected. So, it can be concluded that the repeated reading and supported cloze procedure is effective in improving the initial reading skills of slow learner students in grade 4 of elementary school.

Evaluation of an algorithm based on quantitative assays of glomerular parameters (albuminuria and urinary IgG) for proteinuria typing

The first orientation test for proteinuria typing is electrophoresis. However, this technique has several drawbacks, such as delayed turnaround time and subjective readings. Some laboratories therefore use quantitative assays of glomerular markers combined with tubular markers. However, the cost of reagents and the instability of certain markers are significant drawbacks for some peripheral laboratories. The aim of this study is to evaluate the implementation of an algorithm based on parameters that can be used by all laboratories for proteinuria typing within a timeframe compatible with the urgency of the situation. Albuminuria and urinary IgG were determined on 161 urines. ROC curves were produced, using urine electrophoresis read by an expert center as the reference method. The decision thresholds used are: glomerular proteinuria is defined by a Albumin+IgGproteinsratio greater than 75.4% (100% specificity), and tubular or overload proteinuria is defined by by a Albuminproteinsratio less than 37.3% (100% sensitivity). Agreement between the results of the algorithm selected and the reference method used in our study was 88%, with a kappa value of 0.807 (95% CI [0.729 to 0.885]). The algorithm's performance suggests that it can find its place in the diagnostic strategy for clinically significant proteinuria, despite its limited indications. It is up to each biologist to assess the value of this algorithm in relation to the recruitment, habits and needs of clinicians.

A pilot study of axial length changes associated with myopia control spectacles in subjects reading under mesopic conditions

PurposeTo investigate whether axial length changes in subjects wearing myopia control spectacles under mesopic conditions. MethodsYoung users of monofocal spectacles with myopic spherical equivalent ranging from −1.00 D to −5.00 D were enrolled prospectively. Subjects were tested while using a pair of special defocus spectacles with a central zone including the distance myopic correction and a peripheral zone with an addition of +3.50 D. Subjects first read an online book with black letters on white background on a desktop computer with their monofocal spectacles for 20 minutes and then read with special defocus spectacles for another 20 minutes. Reading took place in a darkened room under 20 lux illumination. Before and after these periods, axial length of the right eye was measured ten times using the Lenstar, and average measurements were recorded. ResultsThe 11 subjects in this pilot study had a mean age of 20.9 ± 7.7 years, and 1 was female. Their mean spherical equivalent of the right eyes was −3.20 ± 2.29 D. As expected, axial length increased by 8.2 ± 9.4 μm (P < 0.01) after 20 minutes of reading with monofocal spectacles in low light. When reading with defocus spectacles under the same conditions, the axial length saw an additional, nonsignificant change of 2.2 ± 12.2 μm (P = 0.56). ConclusionsWhen reading in mesopic conditions, the axial length in study subjects did not return to baseline values with myopia control spectacles.

“Reader‘s Rights” in Literature Education and the Student Reader‘s Blog

This article focuses on the contemporary turn away from reading in literature education. Drawing on the research of Antoine Compagnon, Tzvetan Todorov, Roland Barthes and Annie Rouxel, the article examines the displacement of subjective dimensions of reading in literary studies and literature education that has become prevalent in the second half of the twentieth century and argues for the need to rehabilitate the ‘rights of the reader’. She focuses on the student reader’s blog as a specific digital dispositif for promoting and manifesting the student’s subjective reading experience.

“The strawberry in the pot that became something” – entanglements of bodies, materials, and affect in science activities supported by a community organization

ABSTRACT Background A move beyond static and representational accounts of science learning and becoming through relations is needed. Purpose In this paper extra-learning activities in science offered by a community organization to an elementary class over one academic school year are assessed in light of their contributions to science learning and becoming. The latter is explored through a theoretical grounding and focus on the entanglements of bodies, materials, and affect. In doing so, the paper speaks to the affective turn in science education. The study is grounded in a non-representational and subjective reading of the work affect is doing yet also attends to the role of materials and bodies within that process, speaking to materialism, embodiment, and dignity. Sample One elementary school class, participating in a one-year long activity assumed by a community organization (CO). Design & Method Data was collected through a video ethnography of the science activities assumed by the CO. Through interaction analysis, telling moments of joint-engagement in science were analysed by centering body-material-affect entanglements. By juxtaposing these moments with background information from interviews of the teacher and the instructor, a bricolage of data sources led to narratives presented as three stories. Results Making evident entanglements through three stories, the paper offers insights into ways non-representational embodied and material forms of learning and becoming can be studied and documented and the insights they might offer into understanding learning and becoming in science. The stories speak to the kind of work entanglements make evident in terms of lived affect in science but also moments of relations between participants and dignity affirming or undermining work in science learning and becoming. Conclusion More studies are needed to engage with body-material entanglements in and through affect and report on the manner affect supports dignifying forms of engagement with science.

TRAINING SKILLS STRATEGY

Learning is a complex process. Learning is considered as the main source of new information. The acquisition of reading skills by schoolchildren is the main factor in the successful study and development of other subjects. The term “reading” is used in different meanings: in a narrow sense, it is the formation of reading skills; mastering the technique of reading; in a broad sense, mastering the technique of reading along with reading comprehension. We consider the term “learning” as a form of educational activity. The reading skills of elementary school students are mainly formed in the literary academic subject, and it will be the main tool in teaching reading in all academic subjects in elementary school. Reading skills are actively used in teaching reading in all academic subjects, through which other academic subjects are mastered. This article is about the place of strategies in increasing educational skills about their use in working with text.

Förutsättningar för ämnesspecifik läsförståelse i samhällskunskap i grundskolan

This paper deepens the understanding of conditions for students' subject-specific reading comprehension created through different ways of working with reading in civic education, and the support students thus get to read verbal texts. Motivation for the study is found in an increasing need for knowledge about reading in various school subjects, and theoretical foundation is found in New Literacy Studies and disciplinary literacy. Video recordings were analyzed from lessons in three different schools and six different classes (ca 100h in total). The schools worked with reading in different ways, two schools used different models for teaching reading and one school did not use any particular model. The material was analyzed using thematic content analysis. Seven different functions for reading were identified together with reading materials. Furthermore, we analyzed which text levels were in focus. Results show that the classrooms where teachers work according to special models give clearer support to read and comprehend longer coherent verbal texts by using this type of texts and working with them through a variety of functions for reading activities, activities general for several subjects as well as more subject specific activities.

간호대학생의 성태도에 미치는 영향 요인

This study is a descriptive research study to identify gender role stereotypes, gender expression, positive gender perception and self-esteem, and to identify factors that affect nursing students' sexual attitudes for nursing students. This study intends to use it as a basic educational material for developing a program that can improve the sexual competencies of nursing students as a prospective nurse who can contribute to sexual culture and sexual safety in the future and for the development of major subjects.&#x0D; The subjects were randomly selected the nursing departments of two universities. The minimum number of samples calculated using the G-Power 3.1.3 program. The questionnaire consists subject reads and checks directly, and it took about 15 minutes to fill out. The data collection period was from April 1 to April 30, 2022, and among the 290 recovered copies, 272 copies were used for data analysis, excluding 8 copies with insufficient responses.&#x0D; As a result of the study, sexual assertiveness scored an average of 60.69 points and their self-esteem averaged 35.54 points, which was above average. Nursing students showed an open attitude toward sex with an average of 117.01 points. Sexual attitudes were related to gender stereotypes (r=-.357, p=&lt;.001), and positive gender perception (r=-.299, p=&lt;.001) and there was a significant correlation. The factors affecting the sexual attitudes of nursing students were gender stereotypes, religious presence, sexual experience, and sexual expression. Of these, gender stereotypes (β=-.384, p&lt;.001) had the greatest influence on the sexual attitudes of nursing students, and the second was sexual experience (β=-.306, p&lt;.001). The degree to which these factors explained the nursing students' sexual attitude can vary according to changes in social and cultural environment. It is necessary to investigate the sexual attitude of nursing students as prospective nurses who can contribute to sexual culture and sexual safety in the future. that would make sense It is necessary to develop and apply an iterative educational program that can improve the performance-related competency of college students and further enhance the sexual assertiveness training by instilling the right sense of sexuality.

Indefinite readings of referential null subjects and null objects in Spanish

Indefinite readings of referential null subjects and null objects in Spanish

Developing Teacher Teaching Skills Using the Snowball Throwing Learning Model at Midang 3 State Elementary School

In this research, the research approach used is Classroom Action Research (PTK) with a test data collection method to obtain data about students' reading abilities after learning the Snowball Throwing Model (ST), a questionnaire method to obtain data on the teacher's level of success in implementing the Snowball Throwing Model (ST) learning. ) in the Indonesian language subject reading material, while the observation method is applied when the teacher designs and applies Snowball Throwing (ST) Model learning in learning activities. Data analysis in this research is to fully apply data analysis in PTK, namely through discussion of criteria, scope of research, and visible behavior. Meanwhile, data validity is achieved in three ways, namely extended observation, triangulation (data triangulation, method triangulation and theory triangulation), and discussion with colleagues. Data shows that when teachers teach Indonesian reading material without carrying out class actions in Class IV of Midang 3 State Elementary School, Gunungsari District, West Lombok, the average class score obtained by students is below the Minimum Completeness Criteria score (7.0) where the Minimum Completeness Criteria for Indonesian is 7.5. Meanwhile, after carrying out class actions by applying the Snowball Throwing (ST) Model of learning, the average class score obtained by students was above the Minimum Completeness Criteria (KKM) score, namely 7.6.

Development and validation of the simplified Chinese Author Recognition Test: Evidence from eye movements of Chinese adults in Mainland China

BackgroundIt is well evident that individuals' levels of print exposure are significantly correlated with their reading ability across languages, and an author recognition test is commonly used to measure print exposure objectively. For the first time, the current work developed and validated a Simplified Chinese Author Recognition Test (SCART) and examined its role in explaining Chinese online reading.MethodsIn Study 1, we constructed the SCART for readers of simplified Chinese and validated the test using data collected from 203 young adults in Mainland China. Participants were measured on the SCART and three self‐report tasks about their reading experiences and habits. Study 2 recruited additional 68 young adults in Mainland and measured their print exposure (with the same tasks used in Study 1), reading‐related cognitive ability (working memory, rapid automatic naming, Chinese character reading, and vocabulary knowledge), and Chinese online reading via an eye‐tracking passage reading task.ResultsResults of Study 1 support the high reliability and validity of the SCART. Results of Study 2 indicate that SCART scores significantly predicted participants' online reading processing while controlling for subjective reading experiences and habits, and reading‐related cognitive abilities. Across two studies, we found converging evidence that the in‐depth recognition of the authors (i.e., participants have read the books written by these authors) appears to be a better indicator of print exposure than the superficial recognition of the author names.ConclusionsTaken together, this work filled in the gap in the literature by providing an evidence‐based, objective print exposure measure for simplified Chinese and contributes to a broader understanding of print exposure and online reading processing across different writing systems.

A network analysis on digital media use, reading enjoyment, and orthography precision in a highly educated sample

At least a decade before the advent of smartphones, alarms rose about a diffuse worsening of literacy because mobile phone use appeared frequently accompanied by deviations from standard linguistic norms. Evidence, however, has been mixed and, in addition, several key studies were performed before the current ubiquitous use of online entertainment. The present study used a network approach (partial correlation networks) to examine the relations between the participants' use of free time (whether they devoted it to diverse online and/or offline activities), their enjoyment of reading, and their scores in an orthography test, used as proxy for written language skills. The final sample comprised 840 adults, out of which about 86.7% either were studying or had a university degree. Participants’ age and their use of social media contributed the most to the network structure. Social media use was linked to both more social as well as more solitary free time activity, but it showed no direct connection with orthographic skills: at least in this highly educated sample, the relation between written language skills and digital media use was moderated by other factors. Orthographic skills improved, through separate routes, with years of education and with number of books read in a year. As the latter was also strongly associated with subjective reading enjoyment and devoting free time to reading, the findings therefore also indicate that greater reading pleasure significantly contributes to better written language skills.

Untangling the relationship between BMI and academic achievement in the elementary years.

Although the negative relationship between BMI and academic achievement (AA) is well documented, no prior studies have investigated the potential bi-directional relationship between BMI and AA in childhood. We investigated the longitudinal relationships between child BMI and AA across different school subjects (reading, math and science) and sexes. To do so, we employed the Early Childhood Longitudinal Study kindergarten cohort (2011), which is a nationally representative sample of American children who entered kindergarten in 2010-2011. We utilised the kindergarten-fifth grade longitudinal sample (n 17480) and applied cross-lagged panel models with fixed effects to address unobserved heterogeneity. Our results showed significant but small reciprocal relationships between BMI and math/science achievement for girls (n 8540) (year-to-year effect sizes ranged from -0·01 to -0·04), but not for reading. In contrast, we did not find any evidence of reciprocal relationships between BMI and AA for boys (n 8940). Our results reveal that early weight status and academic performance may be jointly responsible for a vicious cycle of poor AA and unhealthy weight. Breaking the cycle from AA may complement existing obesity prevention strategies, particularly for girls in the science, technology, engineering and mathematics field.