Repeated Reading Research Articles

INTEGRATING REPETITIVE READING WITH SERVICE LEARNING IN AMELIORATING CRITICAL READING AT A PRIVATE ISLAMIC JUNIOR HIGH SCHOOL

The Community Service Programme carried out by lecturers and students of the English Language Education Study Programme, Tarbiyah and Teacher Training Faculty of IAIN Langsa aimed to improve the English language skills of the community in the environment around the campus. This activity is carried out in the form of training to find the needs of the participants. In this activity, the intended participants were students of MTS Swasta An-Nur Kota Langsa grade VII that consisted of 11 students. The methods used in this activity included repetitive reading methods with a communicative approach through service-learning activities. The results of this programme showed a significant improvement in the critical reading skills of English narrative text as evidenced by the results of the score analysis with SPSS. The success of this programme not only has a positive impact on the participants, but also provides practical experience for students in applying English learning theory in the field, as well as strengthening the role of lecturers as community servants. The implementation of this programme reflects the institution's commitment to supporting sustainable educational development and contributing to improving the quality of human resources in the community.

Teaching critical reading in higher education: A literature review and pedagogical framework proposal

The article reviews different interventions to teach critical reading and proposes a tested two-stage critical reading model, starting from identifying the author's purposes to responding to the text. In the stage of identifying the author's purposes, students need to analyse the text and connect the text to its context. In the stage of responding to the text, students need to evaluate the author's message. After a teaching experiment carried out with undergraduate students (n = 39), a vast majority of the participants (94.87%) believed that the model helped them to practise fundamental reading skills, such as predicting, identifying the main idea, arguments and evidence, to construct their critical thinking by reflecting, understanding different perspectives and building their own arguments. From students’ suggestions, the model is revised to make it more interactive and dynamic by applying the double-entry note technique and repetitive reading in groups with discussion to exchange viewpoints and interpretation.

Non-invasive hemoglobin screening device: a promising digital method for reducing anemia prevalence through routine screening and timely intervention

ABSTRACT Background Several non-invasive technologies are nowadays available in the market which claim to determine the hemoglobin levels instantly without the requirement of the blood sample. But no study has shown the significance of such non-invasive devices on a routine basis for determining their impact on anemia reduction programs. This study is conducted to determine the impact of regular hemoglobin screening on the women population to determine its potential in reducing anemia, using a digitalized non-invasive device. Method A cross-sectional study was conducted on 203 women of reproductive age group, residing in the Moradabad district. Repetitive readings were taken after a time interval of a minimum of 1 month for determining the impact of regular screening. The entire data collection process was carried out using the EzeCheck mobile app. Results It was observed that the prevalence of anemia was reduced upon the second time screening and was accepted by the women population. Repetitive testing has a significant impact on reducing anemia prevalence. Also, the simplified non-invasive technology for estimating the hemoglobin values, makes the user more comfortable to take the test. Conclusion Non-invasive devices should be used regularly to keep track of hemoglobin levels which will help in the effective treatment of anemia. The mobile app-based testing could help to easily evaluate the reports of the patients from any remote location with instant result interpretation and health assistance.

Media multitasking: Performance differences between younger and older adults and the role of working memory

We examined the effects of media multi- vs. single-tasking on performance in a scenario that resembled the media multitasking requirement of many contemporary office workplaces.Older (n = 117, Mage = 70.99 years, SD = 5.18) and younger adults (n = 109, Mage = 22.86, SD = 3.93) performed a repetitive computer-based reading task (Task 1) that, in the multitasking condition, was repeatedly interrupted by news app messages that the participants had to read for comprehension (Task 2). In the single-tasking condition, the messages appeared after Task 1 was completed. In both conditions, participants afterwards answered questions about the message content. Performance in Task 1 was poorer in the multi- than in the single-tasking condition, but there was no evidence of greater multitasking costs in the older compared to the younger adults. Regarding Task 2, there was no indication of multitasking costs in any age group, but older adults showed poorer comprehension, regardless the task requirements. This effect of age was mediated via working memory updating abilities. Thus, the way information is commonly presented in social media, that is, usually bit-by-bit and not ordered by topic, seems to disadvantage older readers due to poorer updating abilities.All in all, the results provide some indication that, in terms of task accuracy, older adults do not appear to be at a disadvantage compared to younger adults when it comes to coping with the multitasking demands of digitalized societies.

Inter-rater variability and repeatability in the assessment of the Tanner-Whitehouse classification of hand radiographs for the estimation of bone age.

To determine which bones and which grades had the highest inter-rater variability when employing the Tanner-Whitehouse (T-W) method. Twenty-four radiologists were recruited and trained in the T-W classification of skeletal development. The consistency and skill of the radiologists in determining bone development status were assessed using 20 pediatric hand radiographs of children aged 1 to 18years old. Four radiologists had a poor concordance rate and were excluded. The remaining 20 radiologists undertook a repeat reading of the radiographs, and their results were analyzed by comparing them with the mean assessment of two senior experts as the reference standard. Concordance rate, scoring, and Kendall's W were calculated to evaluate accuracy and consistency. Both the radius, ulna, and short finger (RUS) system (Kendall's W = 0.833) and the carpal (C) system (Kendall's W = 0.944) had excellent consistency, with the RUS system outperforming the C system in terms of scores. The repeatability analysis showed that the second rating test, performed after 2months of further bone age assessment (BAA) practice, was more consistent and accurate than the first. The capitate had the lowest average concordance rate and scoring, as well as the lowest overall concordance rate for its D classification. Moreover, the G classifications of the seven carpal bones all had a concordance rate less than 0.6. The bones with lower Kendall's W were likewise those with lower scores and concordance rates. The D grade of the capitate showed the highest variation, and the use of the Tanner-Whitehouse 3rd edition (T-W3) to determine bone age (BA) was frequently inconsistent. A more comprehensive description with a focus on inaccuracy bones or ratings and a modification to the T-W3 approach would significantly advance BAA.

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.

Comparing the effects of two repeated reading methods on EFL learners’ reading rates

English as a foreign language (EFL) learners often read at rates below recommended reading speeds needed for reading fluency. Two methods are often employed to facilitate reading rates: unassisted repeated reading (UARR) and audio-assisted repeated reading (AARR). Both approaches have demonstrated significant gains. However, the two methods’ effects have not been explored and compared in the course of one investigation. To address this, an experimental design was employed with undergraduate EFL learners (N = 50) at a university in Southern Vietnam. The results indicated that both procedures produced significant positive gains; however, the AARR showed a significantly higher effect than UARR (77.27, 44.72, p < 0.001). As no prior studies were found to have compared these two techniques, it is hoped that the findings will practically and theoretically further the literature regarding their comparative effectiveness.

Immediate repeated reading has positive effects on reading rate for English language learners: An eye‐tracking study

AbstractFluent and skillful reading in English requires efficient and automatic letter and word recognition. Dysfluent reading can affect motivation for reading in English language learners, thereby limiting access to a wealth of language input from written texts. Extensive research of repeated reading in first language (L1) settings has been shown to increase reading rate, while comparatively little research has been done on repeated reading in second language (L2) settings. The objective of this eye‐tracking study was to accurately document early and late reading processes in an immediate repeated reading exercise to observe how repeated reading affects reading rate in adult English language learners. In our study, 30 students in an intensive English program in the United States read three short expository texts three times each. Eye‐tracking showed significant increases in reading rate measures in both early and late reading processes. For example, average first fixation duration decreased from the first to the third reading and average late dwell time decreased from the first to third reading. Repeated reading is an exercise that should be considered by educators to help English language learners increase their immediate reading rate.

Effect of Repeated Reading on Reading Fluency for Adults with Specific Learning Disabilities.

The current study implemented an alternating-treatments design with Standard Celeration Charting. The applied experiment occurred via telecommunication and assessed the effectiveness of repeated reading (RR) on reading fluency for two adults with specific learning disabilities using high-level and low-level reading passages. Participants reread each passage until they met a predetermined fluency criterion. We measured participants reading fluency using correct words per 1 min (CWPM) and assessed for retention at 1 week, 2 weeks, and 1 month. Both participants reached their fluency aims and maintained their progress postintervention. • RR can improve reading fluency for children and adults with reading deficits. • RR practice sessions require minutes to implement, which offers great flexibility for scheduling. • Telecommunication represents an effective modality for implementing RR procedures for adults with reading disabilities. • Participants in the study retained their fluency gains post-intervention, supporting that time spent on RR may represent a good investment for clinicians.

Metagenome-assembled genomes of three Hepatoplasmataceae provide insights into isopod-mollicute symbiosis.

The digestive organs of terrestrial isopods harbour bacteria of the recently proposed mollicute family Hepatoplasmataceae. The only complete genome available so far for Hepatoplasmataceae is that of 'Candidatus Hepatoplasma crinochetorum'. The scarcity of genome sequences has hampered our understanding of the symbiotic relationship between isopods and mollicutes. Here, we present four complete metagenome-assembled genomes (MAGs) of uncultured Hepatoplasmataceae members identified from shotgun sequencing data of isopods. We propose genomospecies names for three MAGs that show substantial sequence divergence from any previously known Hepatoplamsataceae members: 'Candidatus Tyloplasma litorale' identified from the semiterrestrial isopod Tylos granuliferus, 'Candidatus Hepatoplasma vulgare' identified from the common pill bug Armadillidium vulgare, and 'Candidatus Hepatoplasma scabrum' identified from the common rough woodlouse Porcellio scaber. Phylogenomic analysis of 155 mollicutes confirmed that Hepatoplasmataceae is a sister clade of Metamycoplasmataceae in the order Mycoplasmoidales. The 16S ribosomal RNA gene sequences and phylogenomic analysis showed that 'Candidatus Tyloplasma litorale' and other semiterrestrial isopod-associated mollicutes represent the placeholder genus 'g_Bg2' in the r214 release of the Genome Taxonomy Database, warranting their assignment to a novel genus. Our analysis also revealed that Hepatoplasmataceae lack major metabolic pathways but has a likely intact type IIA CRISPR-Cas9 machinery. Although the localization of the Hepatoplasmatacae members have not been verified microscopically in this study, these genomic characteristics are compatible with the idea that these mollicutes have an ectosymbiotic lifestyle with high nutritional dependence on their host, as has been demonstrated for other members of the family. We could not find evidence that Hepatoplasmataceae encode polysaccharide-degrading enzymes that aid host digestion. If they are to provide nutritional benefits, it may be through extra-copy nucleases, peptidases, and a patatin-like lipase. Exploration of potential host-symbiont interaction-associated genes revealed large, repetitive open reading frames harbouring beta-sandwich domains, possibly involved with host cell adhesion. Overall, genomic analyses suggest that isopod-mollicute symbiosis is not characterized by carbohydrate degradation, and we speculate on their potential role as defensive symbionts through spatial competition with pathogens to prevent infection.

FOREIGN LANGUAGE CLASSES FOR PROFESSIONAL PURPOSES AT UNIVERSITY: DEVELOPMENT OF FLUENCY

This article explores the challenges and methods related to developing fluency in a foreign language for professional purposes at university. It deals with the difficulties faced by both teachers and students in maneuvring through linguistic complexities, overcoming language barriers and mastering specialized terminology relevant to various professional fields. The article highlights the importance of a targeted approach that fosters not only linguistic proficiency but also a deep understanding of cultural distinctions and communication norms, specific for various industries. Additionally, it investigates pedagogical strategies and methods aimed at enhancing fluency acquisition at classes of foreign language for professional purposes. Key challenges in the process of developing fluency at classes of foreign language for professional purposes have been highlighted: linguistic complexity; language barriers; cultural nuances; motivation and engagement; limited practice; fear of making mistakes; individual learning styles and preferences; assessment and feedback. Possible methods for developing fluency have been considered: communicative language teaching; immersion into a targeted language; organizing language exchanges; using authentic materials; role-playing and simulation; fluency-oriented activities, unassisted repeated reading and audio-assisted repeated reading; digital storytelling; vlogging, etc. By highlighting challenges and a certain number of existing methods of fostering fluency development, the article stresses on the necessity to provide regular feedback and correction of mistakes. Creating a favorable, engaging, interactive, and stress-free learning environment in the classroom has been stressed as the key prerequisite.

Unveiling Cultural Richness In Asy-Sya’ir Novel's Values

The objective of this research is to analyze the cultural values depicted in the novel Asy-sya’ir by Mustafa Lutfi al-Manfaluti. The primary data source employed in this study was the Arabic edition of the novel, which was published in the year 1912. The study employed a descriptive-analytic research approach. The cultural values depicted in the piece of art were analyzed and categorized based on the cited theory using a systematic approach involving careful and repeated reading. The analysis of the data was conducted by applying Alessandro Duranti's theory of cultural values, resulting in the derivation of the findings. The findings indicate that the Asy-sya’ir novel, a literary rendition of the French classic Cyrano de Bergerac, depicts the author's poignant tale of love and incorporates a multitude of cultural values that are unique to the society in which it originated. The investigation has identified six discrete cultural values: cultural value as an intrinsic distinguishing element, cultural value as a reservoir of knowledge, cultural value as a medium of expression, cultural value as a utilitarian framework, cultural value as a form of intermediary, and cultural value associated with religious viewpoints on the divine.

Effective Strategies That Improve the Reading Abilities of Children with Dyslexia

Dyslexia is prevalent in learning disabilities and children diagnosed with this disease demonstrate unexpected poor reading abilities with normal intelligence and neurological functions. The struggling process has caught reading disabled children into negative educational experiences. Thus, the investigation of a range of strategies that enhance their reading abilities is essential. This review paper categorized the strategies into repetitive reading strategy, mind-map strategy and neural impression strategy. The repetitive reading strategy involves reading the same material multiple times until the desired level of fluency and comprehension is achieved. Studies employing this approach have shown promising results in improving reading abilities in dyslexic children.The mind-map strategy, using an organizational thinking tool, has also proven effective in enhancing reading abilities among dyslexic children. By mapping out subtopics and central themes, this strategy aids in comprehension and organization of ideas.The neural impression strategy relies on following a model while reading and receiving corrective feedback. This approach has shown significant enhancement in reading fluency and accuracy for children with dyslexia. To sum up, all these three strategies offer promising prospects for improving the reading abilities of children with dyslexia.

Mammography Breast Cancer Screening Triage Using Deep Learning: A UK Retrospective Study.

Background Breast screening enables early detection of cancers; however, most women have normal mammograms, resulting in repetitive and resource-intensive reading tasks. Purpose To investigate if deep learning (DL) algorithms can be used to triage mammograms by identifying normal results to reduce workload or flag cancers that may be overlooked. Materials and Methods In this retrospective study, three commercial DL algorithms were investigated using consecutive mammograms from two UK Breast Screening Program sites from January 2015 to December 2017 and January 2017 to December 2018 on devices from two mammography vendors. Normal mammograms with a 3-year follow-up and histopathologically proven cancer detected at screening, the subsequent round, or in the 3-year interval were included. Two algorithm thresholds were set: in scenario A, 99.0% sensitivity for rule-out triage to a lone reader, and in scenario B, approximately 1.0% additional recall providing a rule-in triage for further assessment. Both thresholds were then applied to the screening workflow in scenario C. The sensitivity and specificity were used to assess the overall predictive performance of each DL algorithm. Results The data set comprised 78 849 patients (median age, 59 years [IQR, 53-63 years]) and 887 screening-detected, 439 interval, and 688 subsequent screening round-detected cancers. In scenario A (rule-out triage), models DL-1, DL-2, and DL-3 triaged 35.0% (27 565 of 78 849), 53.2% (41 937 of 78 849), and 55.6% (43 869 of 78 849) of mammograms, respectively, with 0.0% (0 of 887) to 0.1% (one of 887) of screening-detected cancers undetected. In scenario B, DL algorithms triaged in 4.6% (20 of 439) to 8.2% (36 of 439) of interval and 5.2% (36 of 688) to 6.1% (42 of 688) of subsequent-round cancers when applied after the routine double-reading workflow. Combining both approaches in scenario C resulted in an overall noninferior specificity (difference, -0.9%; P < .001) and superior sensitivity (difference, 2.7%; P < .001) for the adaptive workflow compared with routine double reading for all three algorithms. Conclusion Rule-out and rule-in DL-adapted triage workflows can improve the efficiency and efficacy of mammography breast cancer screening. © RSNA, 2023 Supplemental material is available for this article. See also the editorial by Nishikawa and Lu in this issue.

Effect of Poems Read with Fluent Reading Strategies on Reading Comprehension Skills of Primary School Students With and Without Giftedness

The aim of this research is to examine the effect of poems read by using chorus reading, repeated reading and echo (echoing) reading strategies, which are one of the fluent reading strategies, on the reading comprehension ability of primary school third grade students with and without gifted diagnosis. In accordance with this purpose, the study, which was carried out according to the experimental design with pretest-post-test control group, was carried out with a total of 39 students who attended the third grade, who were (18) gifted students and those who were not (21) as gifted. A total of 60 sessions of experimental applications lasting 20 minutes were carried out separately for both students with a diagnosis as gifted and for students without a diagnosis of as gifted. The False Analysis Inventory was used as a data collection tool. The obtained data were analysed in accordance with the Wrong Analysis Inventory evaluation criteria; Wilcoxon Signed Rank Test analysis was performed to decipher the significant difference between the pretest-post-test scores. As a result of the study, it was seen that reading poetry by using choir reading, repetitive reading and echo/echoing reading strategies from fluent reading strategies improved the reading comprehension skills of both students with a gifted and primary school third grade students without a diagnosis as gifted. This development was higher in students with a diagnosis as gifted than in students without a diagnosis as gifted.

Global Acoustic Speech Temporal Characteristics for Mandarin Speakers With Parkinson's Disease During Syllable Repetition and Passage Reading.

Previous research has revealed considerable variation in speech rates among English speakers with Parkinson's disease (PD) with slower, faster, or similar rates than controls. The purpose of this study was to characterize speech rates of Mandarin speakers with PD and the corresponding articulation and pause characteristics explaining the speech rates to enhance rate control therapies. Eighteen Mandarin speakers with PD and 18 controls produced syllable repetitions and passage reading using their typical speech style. Speech rates, articulation rates, mean pause durations (≥ 10 ms), and the number of pauses with duration between 10 ms and 300 ms and greater than 300 ms were measured and compared between groups and tasks as well as across the initial, middle, and final periods of the passage. Two-way, mixed-model analyses of variance were employed for data analysis. Compared to controls, individuals with PD spoke with similar speech rates and faster articulation rates during passage reading, whereas during syllable repetitions, they produced slower speech rates and comparable articulation rates. The slower syllable repetitions produced by speakers with PD may be explained by longer pauses and more perceptual pauses, whereas faster articulation rates may explain the trend of faster speech rates during reading. Speech and articulation rates accelerated for both groups during passage reading. Speech rates of Mandarin speakers with PD were characterized by faster articulation, longer pauses, and more perceptual pauses for passage reading. A descriptive model of speech rate suggested that speakers with PD and dysarthria in this study would benefit from rate reduction therapy decreasing articulation rate. https://doi.org/10.23641/asha.23982282.

Streaming Algorithms for Non-Submodular Functions Maximization with d-Knapsack Constraint on the Integer Lattice

We study the problem of maximizing a monotone non-submodular function under a [Formula: see text]-knapsack constraint on the integer lattice. We propose three streaming algorithms to approach this problem. We first design a two-pass [Formula: see text]-approximate algorithm with total memory complexity [Formula: see text], and total query complexity for each element [Formula: see text]. The algorithm relies on a binary search technique to determine the amount of the current elements to be added into the output solution. It also requires to have a good estimate of the optimal value, we use the maximum value of the unit standard vector which can be obtained by reading a round of data to construct a guess set of the optimal value. Then, we modify our algorithm to avoid a repetitive reading of data by dynamically update the maximum value of the unit vector along with the coming elements, and obtain a one-pass streaming algorithm with same approximate ratio. Moreover, we design an improved StreamingKnapsack algorithm to reduce the memory complexity to [Formula: see text].

수학교과서 소리내어 반복읽기 효과에 대한 사례 분석

This study aimed to proposed repeated reading aloud, which combines repetitive reading and reading aloud, as a method for teaching and learning mathematics. We investigated the effect of repeated reading aloud on students' academic achievement and cognitive load, and explored the implications of repeated reading aloud as a method for teaching and learning mathematics. To this end, we conducted a case study involving repeated reading aloud for two units: the limit of a function and the number of cases. The study targeted four 9th-grade students and four 10th-grade students, analyzing how their academic achievement and cognitive load changed. As a result, the eight students showed positive changes in academic achievement and cognitive load as the repeated reading aloud accumulated. When comparing the units, the academic achievement was lower for the limit of function than the number of cases. In terms of cognitive load, students exhibited higher cognitive load in the unit on the limit of function. When compared cognitive load by grade, there was no significant difference after 3rd repeated reading. However, in both units, the academic achievement of four 10th-grade students was higher than that of four 9th-grade students. Nonetheless, the gap narrowed as the reading aloud was repeated.

영어 ‘re-verb’와 ‘verb again’, 한국어 ‘다시’와 ‘또’에 나타난 의미 특징 비교

The purpose of this study is twofold: One is to examine the semantic role of the prefix ‘re-’ and the adverb ‘again’; the other is to show the similarity and dissimilarity between ‘re-’(verb) and (verb) + ‘again’ in English and ‘tasi’ and ‘tto’ in Korean. To achieve the purpose, first, this study examines semantic and pragmatic differences that ‘tasi’ and ‘tto’ trigger in terms of the readings of ‘restitutive’ and ‘repetitive'. Second, it shows that the two restitutive and repetitive readings can be explained in terms of the difference in syntactic position. That is, for the former, if any, an event modifying adverb falls within the VP headed by the verb in question; for the latter, it appears outside of the VP. Third, the current study contends that both ‘re-’(verb) and (verb) + ‘again’ have in common the same function to denote the repetition of the event in question, whereas ‘re-’(verb) is used more restrictively than (verb) + ‘again’. In other words, ‘re-’(verb) is possible only if there is an object to undergo the event represented by the verb, and it is restored to the previous state as a result of the event.

Improving teachers’ professional development through professional learning community: Voices from secondary school teachers at Malaysian Chinese independent schools

The impact of the professional learning community on teachers’ professional development has been studied in different contexts. However, the number of studies on the voices of secondary teachers in Malaysian Independent Chinese Secondary Schools [MICSS) needs to be more detailed. This study aimed to investigate how teachers in MICSS view the impact of the Professional Learning Community (PLC) on their professional development. Data for this study was collected using semi-structured interviews with eight MICSS teachers selected from two different-scale MICSSs. The patterns were analyzed by repetitive data reading, data coding, and theme creation. The findings show that with the help of PLC, MICSS teachers may improve their professional development more effectively, particularly in enhancing their knowledge of their subject, students, effective teaching methodology, and sense of occupational belonging. Moreover, collective learning and classroom observation procedures are the most effective among all the PLC activities in the MICSS context. The findings have practical implications for teachers and trainers to improve teachers' profession by establishing professional learning groups.