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https://www.readbyqxmd.com/read/28614458/capacity-for-self-monitoring-reading-comprehension-in-elementary-school
#1
Gabriela Juliane Bueno, Carolina Alves Ferreira Carvalho, Clara Regina Brandão de Ávila
Purpose: To investigate the capacity for self-monitoring reading comprehension in Brazilian Elementary School students. Methods: Fifty-three Elementary students in the 5th and 9th grades from two Public Schools in the city of São Paulo were assessed. They were selected based on their oral reading rate and grouped according to their performance in reading comprehension in the following categories: Group with best comprehension: students with adequate rate and accuracy, without difficulties in reading comprehension; Group with worst comprehension: students with adequate rate and accuracy but with difficulties in reading comprehension...
June 8, 2017: CoDAS
https://www.readbyqxmd.com/read/28613114/enhancing-accessibility-for-students-with-decoding-difficulties-on-large-scale-reading-assessments
#2
Allison Gruner Gandhi, Burhan Ogut, Laura Stein, Robin Bzura, Louis Danielson
This study reports findings from studies examining potential read-aloud accommodations on standardized reading comprehension assessments for students with decoding difficulties. Three types of accommodations were evaluated: question stems and answer options read aloud; question stems, answer options, and proper nouns read aloud; and full read-aloud. Drawing from a sample of 207 fourth-grade students with and without decoding difficulties, we used 3-level hierarchical linear modeling to assess whether there were significant differences between students with and without decoding difficulties in the effect of each accommodation relative to no accommodation...
June 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28608193/do-alternating-color-words-facilitate-reading-aloud-text-in-chinese-evidence-with-developing-and-adult-readers
#3
Manuel Perea, Xiaoyun Wang
Prior research has shown that colors induce perceptual grouping and, hence, colors can be used as word dividers during reading (Pinna & Deiana, 2014). This issue is particularly important for those writing systems that do not employ interword spaces (e.g., Chinese). The rationale is that alternating colors across words in these scripts may facilitate the process of word identification without altering the spatial distribution of text. Here, we tested whether color alternation across words produces a benefit in a reading-aloud task in native speakers of Chinese...
June 12, 2017: Memory & Cognition
https://www.readbyqxmd.com/read/28600717/reading-and-lexical-decision-tasks-generate-different-patterns-of-individual-variability-as-a-function-of-condition-difficulty
#4
Pierluigi Zoccolotti, Maria De Luca, Gloria Di Filippo, Chiara Valeria Marinelli, Donatella Spinelli
We reanalyzed previous experiments based on lexical-decision and reading-aloud tasks in children with dyslexia and control children and tested the prediction of the difference engine model (DEM) that mean condition reaction times (RTs) and standard deviations (SDs) would be linearly related (Myerson et al., 2003). Then we evaluated the slope and the intercept with the x-axis of these linear functions in comparison with previously reported values (i.e., slope of about 0.30 and intercept of about 300 ms). In the case of lexical decision, the parameters were close to these values; by contrast, in the case of reading aloud, a much steeper slope (0...
June 9, 2017: Psychonomic Bulletin & Review
https://www.readbyqxmd.com/read/28549759/-smile-away-your-cravings-facial-feedback-modulates-cue-induced-food-cravings
#5
Jennifer Schmidt, Alexandra Martin
Food cravings are common experiences that precede dysfunctional eating behaviors, such as overeating and binge eating. These cravings are often related to negative affect, especially in emotional eaters. Recent studies have revived interest in a theory on the implicit modulation of affect: the facial feedback-hypothesis. This theory claims that mimic expressions influence affective experiences. Given the association between negative affect and food craving, facial feedback could provide a means to reduce or prevent food cravings...
May 24, 2017: Appetite
https://www.readbyqxmd.com/read/28522984/applicability-of-the-compensatory-encoding-model-in-foreign-language-reading-an-investigation-with-chinese-college-english-language-learners
#6
Feifei Han
While some first language (L1) reading models suggest that inefficient word recognition and small working memory tend to inhibit higher-level comprehension processes; the Compensatory Encoding Model maintains that slow word recognition and small working memory do not normally hinder reading comprehension, as readers are able to operate metacognitive strategies to compensate for inefficient word recognition and working memory limitation as long as readers process a reading task without time constraint. Although empirical evidence is accumulated for support of the Compensatory Encoding Model in L1 reading, there is lack of research for testing of the Compensatory Encoding Model in foreign language (FL) reading...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28504532/orthography-affects-second-language-speech-double-letters-and-geminate-production-in-english
#7
Bene Bassetti
Second languages (L2s) are often learned through spoken and written input, and L2 orthographic forms (spellings) can lead to non-native-like pronunciation. The present study investigated whether orthography can lead experienced learners of EnglishL2 to make a phonological contrast in their speech production that does not exist in English. Double consonants represent geminate (long) consonants in Italian but not in English. In Experiment 1, native English speakers and EnglishL2 speakers (Italians) were asked to read aloud English words spelled with a single or double target consonant letter, and consonant duration was compared...
May 15, 2017: Journal of Experimental Psychology. Learning, Memory, and Cognition
https://www.readbyqxmd.com/read/28490791/intact-word-processing-in-developmental-prosopagnosia
#8
Edwin J Burns, Rachel J Bennetts, Sarah Bate, Victoria C Wright, Christoph T Weidemann, Jeremy J Tree
A wealth of evidence from behavioural, neuropsychological and neuroimaging research supports the view that face recognition is reliant upon a domain-specific network that does not process words. In contrast, the recent many-to-many model of visual recognition posits that brain areas involved in word and face recognition are functionally integrated. Developmental prosopagnosia (DP) is characterised by severe deficits in the recognition of faces, which the many-to-many model predicts should negatively affect word recognition...
May 10, 2017: Scientific Reports
https://www.readbyqxmd.com/read/28425742/comparing-and-validating-methods-of-reading-instruction-using-behavioural-and-neural-findings-in-an-artificial-orthography
#9
J S H Taylor, Matthew H Davis, Kathleen Rastle
There is strong scientific consensus that emphasizing print-to-sound relationships is critical when learning to read alphabetic languages. Nevertheless, reading instruction varies across English-speaking countries, from intensive phonic training to multicuing environments that teach sound- and meaning-based strategies. We sought to understand the behavioral and neural consequences of these differences in relative emphasis. We taught 24 English-speaking adults to read 2 sets of 24 novel words (e.g., /buv/, /sig/), written in 2 different unfamiliar orthographies...
June 2017: Journal of Experimental Psychology. General
https://www.readbyqxmd.com/read/28424650/the-role-of-the-left-anterior-temporal-lobe-for-unpredictable-and-complex-mappings-in-word-reading
#10
Marilyne Joyal, Simona M Brambati, Robert J Laforce, Maxime Montembeault, Mariem Boukadi, Isabelle Rouleau, Joël Macoir, Sven Joubert, Shirley Fecteau, Maximiliano A Wilson
The anterior temporal lobes (ATLs) have been consistently associated with semantic processing which, in turn, has a key role in reading aloud single words. This study aimed to investigate (1) the reading abilities in patients with the semantic variant of primary progressive aphasia (svPPA), and (2) the relationship between gray matter (GM) volume of the left ATL and word reading performance using voxel-based morphometry (VBM). Three groups of participants (svPPA, Alzheimer's Disease, AD and healthy elderly adults) performed a reading task with exception words, regular words and pseudowords, along with a structural magnetic resonance imaging scan...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28412877/retrospective-time-perception-in-korsakoff-s-syndrome
#11
Mohamad El Haj, Jean-Louis Nandrino, Roy P C Kessels, Christian Matton, Jean-Eudes Bacquet, Laurent Urso, Pascal Antoine
The authors investigated retrospective timing in participants with Korsakoff's syndrome. Patients were assessed on four retrospective tasks on which they were instructed to read three-digit numbers aloud (15 seconds), fill connected squares (30 seconds), decide whether words were abstract or concrete (45 seconds), or read aloud a text about mushroom picking (60 seconds). Participants were not aware of the task's timing until the end of the tasks, when they were asked to estimate the elapsed time. Results revealed an underestimation of the elapsed time in Korsakoff participants, suggesting that time is perceived to pass quickly for these participants...
April 17, 2017: Journal of Neuropsychiatry and Clinical Neurosciences
https://www.readbyqxmd.com/read/28389676/longitudinal-impacts-of-print-focused-read-alouds-for-children-with-language-impairment
#12
Laura M Justice, Jessica Logan, Joan N Kaderavek
Purpose: Preschoolers with language impairment (LI) are prime candidates for early-literacy interventions, given their susceptibility for future reading difficulties. To date, most studies of early-literacy interventions for this population has assessed short-term impacts, with limited attention to whether initial effects are sustained over time. This study was designed to evaluate longitudinal impacts of print-focused read-alouds implemented by early childhood special education teachers for a clinic sample of children with LI...
May 17, 2017: American Journal of Speech-language Pathology
https://www.readbyqxmd.com/read/28380004/evaluation-of-a-gaze-controlled-vision-enhancement-system-for-reading-in-visually-impaired-people
#13
Carlos Aguilar, Eric Castet
People with low vision, especially those with Central Field Loss (CFL), need magnification to read. The flexibility of Electronic Vision Enhancement Systems (EVES) offers several ways of magnifying text. Due to the restricted field of view of EVES, the need for magnification is conflicting with the need to navigate through text (panning). We have developed and implemented a real-time gaze-controlled system whose goal is to optimize the possibility of magnifying a portion of text while maintaining global viewing of the other portions of the text (condition 1)...
2017: PloS One
https://www.readbyqxmd.com/read/28373926/early-head-tremor-in-essential-tremor-a-case-series-and-commentary
#14
Elan D Louis, Funmi M Badejo, Ashley D Cristal, James Meyers, Nora Hernandez, Karen P Chen, Kelly V Naranjo, Jemin Park, Lorraine N Clark
BACKGROUND: Classically, the onset of head tremor in essential tremor (ET) patients follows that of hand tremor, such that there is a somatotopic spread of involved areas. Here we present a series of seven self-reportedly "unaffected" relatives of ET cases. These seven were clinically asymptomatic and had normal levels of arm tremor on examination, yet each evidenced a transient head wobble on examination. We estimate the prevalence of this phenotype within the two studies from which cases were ascertained...
2017: Tremor and Other Hyperkinetic Movements
https://www.readbyqxmd.com/read/28355383/the-relevance-of-syllable-per-minute-measuring-at-the-assessment-of-reading-rate
#15
Aparecido José Couto Soares, Maria Silvia Cárnio, Haydée Fiszbein Wertzner
Purpose To verify whether there are differences in the assessment of reading rate of children at 3rd and 4th grade from elementary school using the measures of words read per minute and syllables read per minute. Methods This research counted on 29 children from 3rd grade and 28 from the 4th grade of elementary school without reading and writing disorders. All children were asked to read aloud a text according to their schooling level. The procedure was recorded and the reading rate was calculated both in words and syllables read per minute...
2017: CoDAS
https://www.readbyqxmd.com/read/28337947/memory-demands-in-linguistic-compensation
#16
Srdan Medimorec, Chandeep Mander, Evan F Risko
Individuals often modify speech characteristics to accommodate their listeners. In the present study we investigate how speakers modify their speech in a dictation task and what this says about their beliefs with respect to the listener's information processing limitations. To do so, we asked participants to either read a set of numbers aloud, or dictate numbers so that another person could write them down. Our results suggest that speech modification in this task was not related to the speakers' differences in working memory capacity, and could represent speakers' attempt to minimize working memory demands of the listener...
March 24, 2017: Quarterly Journal of Experimental Psychology: QJEP
https://www.readbyqxmd.com/read/28289395/reading-aloud-discrete-stage-s-redux
#17
Serje Robidoux, Derek Besner
Interactive activation accounts of processing have had a broad and deep influence on cognitive psychology, particularly so in the context of computational accounts of reading aloud at the single word level. Here we address the issue of whether such a framework can simulate the joint effects of stimulus quality and word frequency (which have been shown to produce both additive and interactive effects depending on the context). We extend previous work on this question by considering an alternative implementation of a stimulus quality manipulation, and the role of interactive activation...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28277213/the-effect-of-learning-modality-and-auditory-feedback-on-word-memory-cochlear-implanted-versus-normal-hearing-adults
#18
Riki Taitelbaum-Swead, Michal Icht, Yaniv Mama
BACKGROUND: In recent years, the effect of cognitive abilities on the achievements of cochlear implant (CI) users has been evaluated. Some studies have suggested that gaps between CI users and normal-hearing (NH) peers in cognitive tasks are modality specific, and occur only in auditory tasks. PURPOSE: The present study focused on the effect of learning modality (auditory, visual) and auditory feedback on word memory in young adults who were prelingually deafened and received CIs before the age of 5 yr, and their NH peers...
March 2017: Journal of the American Academy of Audiology
https://www.readbyqxmd.com/read/28238974/why-american-sign-language-gloss-must-matter
#19
Samuel J Supalla, Jody H Cripps, Andrew P Byrne
Responding to an article by Grushkin on how deaf children best learn to read, published, along with the present article, in an American Annals of the Deaf special issue, the authors review American Sign Language gloss. Topics include how ASL gloss enables deaf children to learn to read in their own language and simultaneously experience a transition to written English, and what gloss looks like and how it underlines deaf children's learning and mastery of English literacy through ASL. Rebuttal of Grushkin's argument includes data describing a deaf child's engagement in reading aloud (entirely in ASL) with a gloss text, which occurred without the breakdown implied by Grushkin...
2017: American Annals of the Deaf
https://www.readbyqxmd.com/read/28211025/participants-shift-response-deadlines-based-on-list-difficulty-during-reading-aloud-megastudies
#20
Michael J Cortese, Maya M Khanna, Robert Kopp, Jonathan B Santo, Kailey S Preston, Tyler Van Zuiden
We tested the list homogeneity effect in reading aloud (e.g., Lupker, Brown, & Colombo, 1997) using a megastudy paradigm. In each of two conditions, we used 25 blocks of 100 trials. In the random condition, words were selected randomly for each block, whereas in the experimental condition, words were blocked by difficulty (e.g., easy words together, etc.), but the order of the blocks was randomized. We predicted that standard factors (e.g., frequency) would be more predictive of reaction times (RTs) in the blocked than in the random condition, because the range of RTs across the experiment would increase in the blocked condition...
February 16, 2017: Memory & Cognition
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